Homeland Security Phase Essay

The risk of terrorism has especially been high following the September 11, 2001, round of attacks.   The government and the people do have an inherent fear of terrorism, and the government and taken up many program and policies to counteract terrorism.   The role of public in the way it could help prevent terrorism and reduce the risk is still being assessed.   Besides, the terrorist organizations have also shifted their areas of interest due to several reasons including a stronger stance by the government and the law-enforcing agencies, destruction of several of the terrorist bases and finances, and greater use of terrorists on creating losses in terms of man and money. Following the 9-11 attacks, the top leadership of several terrorists’ organizations has been weakened.   These organizations have shifted their leadership from a centralized system to a peripheral one.   Although, the chances of coordinated attacks are less, there are increased chances of isolated incidents.   However, these can claim a huge toll in terms of human life.   After the happenings of September 11, the security in several parts of the US has been advanced.   The incoming flights and airports have been thoroughly checked.   As the security levels become more and more harder, the terrorists aim at softer targets (by which people would be completely caught unaware).   These terrorists groups aim at specific targets (such as hotels, places of worship, shopping malls, airports, aircrafts, etc), where the toll on humans is high (Dixon & Reville). It is important that the risk of a terrorist threat not only be identified, but also develop a plan to manage the risk.   The management of the entire terrorist threat should be done in three steps.   These include: – 1. Identification of the threat and assessment of the initial site/s – The type, nature and the probability of a terrorist attack should closely be assessed.   The intelligence agencies would have some measures in place by which such risks are identified.   They should also consider attacks on well-protected structures.   The law-enforcing agencies should conduct a site assessment of the probable terrorist location to determine the level of protection that is actually present and the extent to which it can be improved.   In this case, as the terrorist group is against capitalism, they would mostly attack a famous business building in the US City. 2. Assessment of the risks – The effects of the terrorist attack on a probable location should be closely assessed.   Some of the common analysis that is conducted includes analysis of explosives and blasts, and threats arising from nuclear, chemical and biological weapons.   Building and structures are closely assessed using the blast and explosive analysis.   The agencies should conduct a detailed analysis of how the building would react to an explosive, and the amount/type of explosives that would be require to completely collapse the building.   Specialized software tools are usually utilized.   Accordingly, the agencies can look out for the presence of such explosive in the building. 3. Management of the risks – This is similar to management of any other disaster such as an earthquake or a tsunami.   The risks have to be management at several periods depending on what intelligence the agencies would be obtaining.   If the intelligence agencies get an idea that at a particular time, a specific building would be attacked, then it would make sure that the building is well protected and that the terrorists are caught.   However, if the intelligence agencies do not get a specific idea, then it would have to increase the security measures in general and accordingly plan for an emergency or a disaster, so as to reduce the causalities.   Efforts should also be on to reduce the financial risks if possible.   Insuring the high-risk areas can do this.   (Gould, 2004), One of the theories utilized to counteract terrorism is the policy of pre-emption.   According this theory, by acting first, an attack an effectively be prevented.   The law-enforcement agencies should use preventive action against the terrorist in order to prevent a life-taking attack.   Preemptive attacks could be considered as a separate law to launch an attack on the terrorist (Embrey, 2003).

Play Activity Assignment Essay

This assignment is called Play activity. It is worth 30% of the overall grade of the module Early Childhood Education. As part of the assessment criteria of this assignment I must complete a play activity to a group o children aged between 0-6 years. WORK PLACE I have been starting to work in Creche X in Donnybrook area since two weeks ago (as a full time). I have been in a free trial, then part time till they decided I can start full time. I work in Baby room. There are five children at the moment. I love children and I like being around them. I haven’t worked before with babies, so it was a challenge and a big responsibility for me and I was very happy for the chance given to me. Despite the fact I had no experience to work with babies, I learnt lots of things in a short period of time and I can say I still have to learn few more. It is a small but spacious, but friendly and brightly creche. It is a full day care service from 7:30 till 6:00. They have a Baby room, Wobblers room, Toddler room and Montessori room. The Baby room has also a cot room with 4 beds. It is a lovely room plenty of toys and books (for babies). The creche has also a changing room, an office, a kitchen and a large outdoor garden. They provide breakfast and hot nutritious meals. All of their staff (six persons) are full trained and experienced. They are Garda vetted and First aid trained. They use the Montessori and Highscope methods of play and education. They have a secure access, outdoor safety surface, wheel chair accessible, daily log kept for parents. When parents come to pick up their children they must say a password or if they send somebody else to pick up their child, they must call before and then to say a password as well. DUTIES * Sign the children in and out * Keep daily record of each child (record book) * Parents sign in and out * Changing nappies * Feeding children * Playing with them ( sponge painting, hand print, activity gym, ball play, pulling objects, mirror play, face expression, different kind of music, messy play, etc) * Bring them to sleep area * Verify then from tem to ten minutes * Write every day on a Care of Sheet the quantity and the hours they had their bottles of milk, solids, how many time nappies were changed, * Write down on the Cot Sheet that you verified the children and they were safe at that moment * Answer the phone. * Hovering and mop every day the room * Fill out an accident report * Chat with parents about day’s activity * Medical consent and administration form for medicines given to children must be completed by the manager, parent, staff and witness. * Take the temperature of children that seem to be sick checking from 15 to 15 minutes and right down on the medicine book; if the temperature is high we call the parents * Verify every morning and afternoon the temperature from refrigerator * Hover and mop all the creche one day a week (when my turn comes) PERSONAL PROFILE My name is Mihaela Serea. I’m from Romania and I came in Ireland in 2008. I have been starting to work as a child minder for two families. I took care of a child of four years old and one of three years old. The second family just moved in UK two months ago, so I decided to start Fetac Level 5 in Childcare. In Romania I went to College for a period of 4 years Faculty of Letters, profile Romanian-English. During the college I completed the courses for the Department of Teaching in primary/secondary school. After the college I have done a master degree in Business Management for one year and half. During my Master degree I had the opportunity to work in a kindergarten. I was afraid of taking care of small children, but it was a really pleasant experience and I enjoyed it a lot. Some other courses completed: when I was in secondary school, I decided to do some courses within the area of computers. What I want to achieve from this module Early Childhood Education? It is a crucial period of children at this age, so I want to explore all the aspects of a child development, from safety and psychology to physical, cognitive and emotional development. I want to help children to gain confidence in everyday tasks, to ensure that the play is conforming to official health and safety standards. It is a period when walking, talking, vision of the world and moral foundations are established. The early years of life are critical to the development of intelligence, personality and social behavior. I would like to learn about children needs and interests. My unique selling points I enjoy teaching, but in Romanian language because it will be easy to express myself. In English I loose myself, I forget the words, I don t know anymore what I want to say, it s difficult, because in school we don’t communicate enough, we just learn to read, to write, grammar, exercises. When I was a child I dreamed to be a teacher. All my story books have marks on. I like painting, singing, computers, I like to be informed. One day I believe I will have my own business a creche. But first of all I need to work in a creche for more years to get more experience and to find out everything I need to know about. I like children very much, I will be a good manager and I think it will be good money as well, if I provide a good service. Title of play activity: Autumn leaves Aim Autumn is a great time to teach children about leaves. I want to learn them through play and exploration of the nature and to get involved with it. Collecting different leaves they learn different colors, shapes and structures. Another aim is to develop children’s creativity by mixing colors, working in groups. Consultation with my supervisor When I take a group of children out I have to be aware of their safety: planning, permission, supervision, transport. In my case, I go into a park just near by our location with a group of pre school children. I spoke with my supervisor to give permission and a letter should be sent to all the parents/guardians of the children. Co-operation with families is essential to ensure the welfare of the children. The supervisor told me it s not necessary a transport, because it is just two minutes away. We do not need packed meals, only some bottles of water, tissues, spare clothing, small first aid kit, a charged mobile phone and emergency contact numbers, ensuring that the service’s insurance policy includes adequate cover for outings. I have to take care of health, safety and hygiene of children maintaining a high standard of care which promotes the development of the children. Children should be suitably dressed for the outing in cloths which protect against the weather. Children should not wear their best cloths. Children’s clothing needs to allow them freedom of movement so that they can take full advantage of all the opportunities offered on the outing. I remembered to children about road safety. Always we cross the road at safe points such as traffic lights. I checked the place in advance to be sure of the facilities that are available and the area that may be a danger to children. Benefits of my chosen theme: A study of leaves/ autumn opens up possibilities for learning in many content areas. Language Arts, Mathematics, Science, Social Studies, and Art all contribute to a unit on leaves. If there is access to a park or playground, the children can go on a leaf gathering walk. When this isn’t possible, children can be encouraged to gather leaves at home with their families and bring them in to the classroom, or teachers can provide the leaves. Leaves change colors, usually from green to red, orange, yellow and brown. Leaves can be found on trees, fall to the ground and we rake them. Children sort the leaves they collected by color, size or type of leaf. Fall is a beautiful time of year, when the leaves change color and fall from the trees. Besides sweeping them up and bagging them, consider putting the fallen leaves to good use. Children collect and turn them into leaf art. The multi-colored leaves make beautiful craft projects, and the best part is that they’re free. There are several types of crafts you can do from leaves. The only limit is your imagination. Going out in the park they learn different types of animals. Also children learn about the season ‘’autumn’’: season of the year between summer and winter, lasting from the autumnal equinox to the winter solstice and from September to December; period of maturity verging on decline. Five related themes: 1. Leaf print 2. Hedge hogs 3. Colors 4. Collecting leaves 5. Autumn leaves Chosen activity: I have chosen an art activity to be completed with a group of 5 children within a pre-school setting. Preparation: * I will talk with my supervisor in order to inform her about the background of the play activity assignment * I will bring a photocopy of my plan about this play activity * During the meeting I ask her about some suggestions related to the play activity and its educational content * I ask my supervisor if parents will give the permission to take the children in the park * I will ask my supervisor about a suitable time and location to complete the play activity and what I may need to get. * I wil try to figure out how long it may take to complete this activity * I will create a checklist in order to ensure that all essential supplies are present during the play * Equipment needed to complete the skills demonstration will be: baskets to collect the leaves, glue, white papers, small and big paintbrushes, water based paints, paper plates, paper tissues, wet wipes, and aprons. The paint used will be non toxic. Implementation: First of all the activity will be safe for the children to undertake. The park was at 5 minutes walking away from our location and it was a safe area. I gave them baskets to collect the leaves from the park We spent 2 hours in the nature Wash hands Gather materials using the checklist as a guide Set out an area permitted by the supervisor Put on the aprons on each child I give to each child a paint brushes and paper plates I showed them how to make the operation They cleaned up the mess Evaluation: As part of my assessment for the FETAC module: Early Childhood Education, I must complete one play activity within a work place setting. I tried to follow step by step the plan in order to complete the Play Activity ‘’Autumn leaves’’. I spent almost two hours in the park with children, and then we came back. 1. How the skills demonstration went from my personal viewpoint 1. In my opinion everything went very well and I was really happy that I succeeded to complete it. The children helped me a lot because they followed my verbal instructions. Before we have gone to the park, I gave them wood baskets to collect the leaves. I provided all the materials they needed to deal with for printing leaves on the papers. First of all I showed them how to do it. I took one of my own leaves, I painted it and I put the painted side on the sheet of paper and gently press it with my hands. After few seconds, I lifted the leaf. They could choose small/big paint brushes and colors to use. I could see they tried to make the operation very well exactly as I showed it to them. TC1 and TC3 showed a big concentration. Despite of the fact that CT2 wanted to work on his own, he mixed the colors very nice. 2. How the skills went demonstration went from the child’s viewpoint The Play Activity ended very well, all children have been happy about their creations. I put on their creations their names and I hanged them on a wire. They applauded/clapped their hands and had big smiles on their faces. They showed a lot of concentration when they started to paint. 3. The last part of the evaluation is actually the development of children through this play activity as following: P. I. L. E. S Physical Development: This was developed when all the children collected leaves from the ground and when they printed the leaves on the papers. In the park they collected leaves using their fingers (fine motor skills). They moved from a place to another, jumping and running around developing their gross motor skills. (Large muscles: legs, body movements). They held the paintbrushes (fine motor skills) to print the leaves. Intellectual: They counted how many leaves they had at the end and they sorted the leaves based on colors and sizes (Logical/math). They compared their leaves to see who has the largest one (Concentration). Through art they developed their creativity and expression of their art when they put different colors of leaves on papers. Children love to find interesting shaped leaves. T. C 4 remembered some names of the trees they learned in the classroom (memory). T. C 1 pretended he is the child of the jungle, Mowgly (imagination). T. C3 stick two papers side by side to make a bigger collage of leaves printed and T. C4 mixed the colors of the leaves on the paper. (creativity). TC4 pretended he is a rabbit in the forest, so he started to jump like a rabbit. (imagination). Language: This was developed when children understood my verbal instructions related to leaves (collecting them, counting them, make comparisons, painting the leaves then stick them for few seconds on the papers, etc). They learned new words related to and animals trees like maple, oak, squirrels, etc Emotional: This was developed when T. C1 expressed his happiness about discovering he found the largest leaf. T. C2 started to sing a song we have learned in the class. T. C4 started to cry because he falls down on the ground. TC3 was angry because TC1 pushed him on a side just to take his leaf he found on the ground. They developed feelings associated with winning and losing. Social: This was developed when I brought them together in the park, in the nature. T. C1 was playing with the others. T. C3 collected leaves with T. C4. (team work, the ability to work in groups, interaction with the others). When we were in the classroom I put them to work in pairs of two. (they learnt to share the equipment, be patient, clean up the mess). Howard Gardner Kinesthetic: CT4 jumping like a rabbit, so he developed his gross muscles (legs). They played together, running. CT3 is very good at craft, he was doing a great job sticking two papers side by side, and making a bigger collage of different colors, shapes of leafs printed. Naturalist: CT2 was excellent at recognizing the squirrels. They enjoyed being in nature, exploring the nature, collecting leaves. CT1 recognized some flowers. Interpersonal: CT3 seem to be a a natural leader enjoy teaching the others how to paint the leaf and then to stick them on the paper. I noticed CT3 is a closed friend to CT4. Intrapersonal: When I put them to work in groups of two, CT2 replied to me that he prefers working alone. He showed a strong sense of independence in the park as well collecting the leaves on his own. (He does a great job on his own). Recommendations for change: I propose for the next time when we go into a trip, we should choose a larger place with more attractive/educational spots for children to see and we should take more children and more staff. It will be more fun. Impact on children: Children enjoyed going out exploring the natures, collecting the leaves. They deal with shapes, colors, how they look combined. They loved to use different colors to paint the leaves and they seemed very enthusiasts about their work. At the end at the project they were proud of their work. They learned to work in groups. Painting gives them the ability to share their equipment, to clean up their mess. They learned to be patient, they learned new words. Personal learning: * I learned to complete a play activity in a pre-school setting * I learnt to apply theory to practice * I improved to communicate with my supervisor and ask for advice regarding my plan activity.

Brown-Teaching-Listening.Pdf Uploaded Successfully

Teaching Listening Steven Brown cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sà £o Paulo Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org  © Cambridge University Press 2006 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2006 Printed in the United States of America Book layout services: Page Designs International  Table of Contents 1 2 3 4 Introduction 1 Activation of prior knowledge for improved listening comprehension 2†¦show more content†¦The idea of prior knowledge is one part of the cognitive model of language processing. That model says that when people listen or read, we process the information we hear both top-down and bottom-up. Top-down means using our prior knowledge and experiences; we know certain things about certain topics and situations and use that information to understand. Bottom-up processing means using the information we have about sounds, word meanings, and discourse markers like first, then and after that to assemble our understanding of what we read or hear one step at a time. 2 Teaching Listening I like to use as an example of the two kinds of processing my experience buying postcards at an Austrian museum. I speak no German. Having calculated that the postcards would cost sixteen schillings, I walked up to the counter and gave the clerk a twenty-schilling note. She opened the cash register, looked in it, and said something in German. As a reflex, I dug in my pocket and produced a one-schilling coin and gave it to her. She smiled and handed me a five-schilling coin. I managed the conversation based on my prior knowledge of how one deals with small change at a store. In some sense, I didn’t need to speak German, I just needed my prior knowledge. Later on that same trip, however, I did need to manage a transaction â€Å"bottom up† when I asked at the Madrid train station for tickets and was answered by a torrent of language that

Scin 135 Lab 4 - 635 Words

SCIN 135 Lab 4 Click Link Below To Buy: http://hwcampus.com/shop/scin-135-lab-4/ Part 1 of 1 - 97.75/ 100.0 Points Question 1 of 14 5.0/ 5.0 Points Which example location did you choose to study? A.Forest Fires in Yakutsk B.Smallholder Clearing in Mozambique C.Deforestation in Paraguay D.Protected Area Loss in Cote dIvoire E.Kalimantan Palm Oil Plantations F.Sarawak old and new logging roads G.Finnish and Russian Forestry Question 2 of 14 10.0/ 10.0 Points Using your own words, what is the cause of deforestation, as listed on the Global Forest Change map, for your study area? Question 3 of 14 5.0/ 5.0 Points Click on Zoom to area for your chosen example†¦show more content†¦Question 9 of 14 4.0/ 5.0 Points NASA Tropical Deforestation Research includes (choose all that apply) A. experimenting on how deforestation and climate change effect the Amazon B. pioneering new technology for observing tropical forests C. funding national and international research into the causes of deforestation D. creating alarm products E. researching the impacts of forest flooding on carbon dioxide. Question 10 of 14 10.0/ 10.0 Points List the 4 major categories of impacts from tropical deforestation. Question 11 of 14 5.0/ 5.0 Points Tropical deforestation impacts climate by (choose all that apply) A.disrupting rainfall patterns outside of the tropics B.creating a hotter drier climate C.making peat wetlands more susceptible to fire D.increasing local rainfall due to heat island effect E.all of the above Question 12 of 14 3.75/ 5.0 Points Some underlying causes of deforestation are (choose all that apply) A. agricultural expansion B. road and railway expansion C. low petroleum prices D. foreign debt E. availability of industrial scale technology Question 13 of 14 5.0/ 5.0 Points Between 1990 and 2005 the 5 countries that cleared the most tropical forest by area are: Question 14 ofShow MoreRelatedScin 135 Lab 4627 Words   |  3 PagesSCIN 135 Lab 4 Click Link Below To Buy: http://hwcampus.com/shop/scin-135-lab-4/ Part 1 of 1 - 97.75/ 100.0 Points Question 1 of 14 5.0/ 5.0 Points Which example location did you choose to study? A.Forest Fires in Yakutsk B.Smallholder Clearing in Mozambique C.Deforestation in Paraguay D.Protected Area Loss in Cote dIvoire E.Kalimantan Palm Oil Plantations F.Sarawak old and new logging roads G.Finnish and Russian Forestry QuestionRead MoreScin 135 Lab 2679 Words   |  3 PagesSCIN 135 Lab 2 Click Link Below To Buy: http://hwcampus.com/shop/scin-135-lab-2/ Part 1 of 1 - 82.75/ 100.0 Points Question 1 of 17 0.0/ 5.0 Points Visit the STEMS website. Who is the lead organization hosting this website? A.The Research Branch of the Pacific Northwest Research Station, USDA Forest Service B.The Research Branch of the University of British Columbia C.The Research Branch of International Forest Products Ltd D.The Research Branch

Economic Concerns vs. Religious Concerns in the Settling...

During the Colonial period, as settlers trickled in from the Old World, it was only after many years of economic unrest that this became possible. The New World was a prosperous land for change. There, settlers had the freedom to pursue aspirations that were far less tangible in England. One of the most pressing issues that led to the colonization of the New World was the need for more and cheaper products beyond the Mediterranean; this was ultimately the first step in the many ways that the New World created economic prospects for those yearning for a more prosperous future. Economic concerns of the settlers in North America were notably greater than religious concerns during the colonial era, due to the decline in the British economy and†¦show more content†¦The slave trade was also an example of how economy was a more pressing issue. Africans were brought as early as 1617 to support the masses of crops growing throughout the colonies. The slaves helped make up an economic system, where they were paid for by money, and produced crops that were turned into money. When the Royal African Company lost its monopoly, Americans were presented with yet another opportunity to cash in on the slave trade, making the economic system that settlers had built to thrive on, even more complex. While religion did have an effect on the settlers, the economic prospects were what kept much of the settlers in America. And while maintaining a strong, united religious community was important for many colonies, it always came down to whether or not it was possible to uphold a prosperous lifestyle. Economy and religion were the two sole reasons for colonizing America. 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Reflection Interview for Domains and Mechanisms-myassignmenthelp

Question: Discuss about theReflection Interviewfor Domains, Methods and Mechanisms. Answer: Reflection Interview Reporting Responding My training has prepared me for my nursing career asit has equipped me with knowledge and skills that I will apply during my practice. For instance, I was once presented with a 27-year old male patient complaining of pain after a total hip replacement surgery. Before applying any pain management techniques, I felt it was important to first assess the severity of the pain in order to determine the best intervention method. I used a numerical rating scale and the patient scored a 5, on a scale of 1 to 10. During the assessment, I felt that it was also important to ask the patient how bad the pain was to avoid recording a score that was way above or below his own assessment. He told me that it was getting worse and he was afraid he wouldnt bear it for long. I also asked him where exactly he was feeling the pain and for how long this had been going on. The patient informed me that it had been going on for about one hour and the pain was around the hip joint. This provided information on how best to monitor the effectiveness of my interventions. Relating To manage the pain, I repositioned the patient ensuring that I did not apply any undue tension on the new prosthesis and the surrounding tissues (Garson, Schwarxkopf, Vakharia, Alexander, Stead, CannessonKain, 2014).This is because, maintaining an appropriate position of the operated extremity helps in reducing any muscle spasm (Stang, Hartling, Fera, Johnson Ali, 2014). I also encouraged the patient to engage in stress management techniques and diversional activities such as progressive relaxation, visualization, meditation and imagery. From my personal experience, I figured that this would help in refocusing his attention from the pain and he will be in a better position to manage or cope with any discomfort or pain for a while. Reasoning Additionally, I administered some muscle relaxants and opioid analgesics in the form of morphine to help manage the pain and improve the patients comfort. Opioid analgesics pose certain side effects such as reduced gastrointestinal mobility, nausea and respiratory depression (Garson, Schwarxkopf, Vakharia, Alexander, Stead, CannessonKain, 2014). As a result, I frequently reassessed his respiratory rate, nausea and bowel movement. Further, the early detection of a developing problem such as a dislocation of the prosthesis gives one an opportunity to promptly intervene and prevent any more adverse complications (Joshi, SchugKehlet, 2014).From this, I asked the patient if he was experiencing any sudden severe joint pains and muscle spasms or any changes in joint motility and fortunately, his response was negative. Had the patient experienced any of this, I would have administered an anti-emetic drug to counter the sickness. After a short while, the patient reported that the pain was sub siding and he also appeared a bit more relaxed and capable of sleeping. Reconstructing From my own point of view, I feel that this situation presented me with a platform to show how best I can carry out pain assessment and management. This situation taught me the importance of pain assessment before any intervention methods as it helps in making a well-informed decision. I also learnt that it is important to engage the patient and ask questions pertaining to the severity, location and duration of the pain before taking any measures. A study done by Coll, Ameen and Mead, (2014) revealed that often, nurses record a patients pain score that is lower than the patients personal assessment. Therefore, it is important to always listen and consider whatever the patient is saying (Fillingim,Loeser, Baron Edwards, 2016). Despite the fact that I did not apply all pain management techniques, I learnt that using some of the methods helps in relieving pain. In my intervention, I left out methods such as applying ice to the affected area which could have helped to promote vasoconstriction and reduce any perception of discomfort. As a result, in future, I will consider all pain management techniques and their benefits and apply those that are most appropriate for my patient, this is essential in ensuring patient safety and quality of care. A combined approach is usually the best option as it allows one to tailor pain management methods that are suitable to each individual (Jensen Karoly, 2013).To sum up, this situation has taught me that professional healthcare practice requires calculated and combined intervention methods to relieve pain from a patient. In this case, I have learnt that my training has sufficiently prepared me for my nursing practice and my future practice as a nurse as I was able to carry out successful pain assessment and management for the patient. Lastly, I need to use a combination of all relevant approaches that are suitable for my patients condition in future. References Coll, A. M., Ameen, J. R., Mead, D. (2014). Postoperative assessment tools in day surgery: literature review. Journal of advanced nursing, 46(2), 124-133. Fillingim, R. B., Loeser, J. D., Baron, R., Edwards, R.R. (2016). Assessment of chronic and acute pain: Domains, methods, and mechanisms. The Journal of Pain, 17(9), T10-T20. Garson, L., Schwarxkopf, R., Vakharia, S., Alexander, B., Stead, S., Cannesson, M., Kain, Z. (2014). Implementation of a total joint replacement-focused perioperative surgical home: a management case report. Anesthesia and Analgesia, 118(5), 1081-1089. Jensen, M. P., Karoly, P. (2013). Self-report scales and procedures for assessing pain in adults. Joshi, G. P., Schug, S. A., Kehlet, H. (2014). Procedure-specific pain management and outcome strategies. Best Practice Research Clinical Anesthesiology, 28(2), 191-201. Stang, A. S., Hartling, L., Fera, C., Johnson, D., Ali, S. (2014). Quality indicators for the assessment and management of pain in the emergency department: a systematic review. Pain Research and Management, 19(6), e179-e190.

The Male Versus Female Power Struggle Between Two Character In Etta Jo

The male versus female power struggle between two character in Etta johnson, an excerpt from gloria naylor's novel The Woman of brewster place: A novel in seven stories illustrates the conflict of character's expectration. Both etta mae johnson and Rev. morelond woods want different futeres for thier relationship. etta johnson is looking for a long term relationship that involes marriage. Rev. woods want a now and later relationship that involves having sex now and possibly revisiting his partner later without being committrd to that person. Rev. Moreland wood does have totally different motives for their relationship. tta johnson is jobless and looking for a man to take care of her. Etta friend Mattie adised her to meet a, man who'd be serious about settling down with you(330) Mattie does not feel that the preacher is a good candidate for marriage, but etta is content with her efforts to cause the residents of Brewster to, be humming a different tune whe (she show up there the wife of a big preacher(331) Etta learns that she she is used for sex as power is not powerful enough to cause the Rev. to want to marry her. Rev. woods is looking for something less committing that marriage. woods is looking for a one time event and thinks of his encounter with etta as agame. Rev. woods calls etta worldy women(333) and commends her on her knowledge and understanding the tempory weakness of the flesh and don't make it out to be something bigger than is although she does want more. Rev Mouland Woods does get what he wants from this relationship, sex. Etta johnson is the loser of the power struggles and also of her pride. After getting out of Rev. woods car, Etta stands on the corner in a slumped position as the rev observers her in his rearview mirror this picture of her, caused him to press down onthe accelerator,(333)illustrates his fear of commitment. etta's broken spirit(333) shower her disappointment of not finding love, commitment and someone who cares for her. Although the two character have different motives, they both gained something from their experience. Rev. woods get what he is seeking , a sexual relationship without commitment. Etta johnson does not get a proposal of marriage, but she does get a reality check resulting inher knowledge of her fate. rev. woods is the benefactor of this power struggle.