Literature Review on Management of Cancer Pain Essay

Literature Review on Management of Cancer Pain - Essay Example The Global Association engaged in the research of pain, states that it is a woeful sensual and emotive feeling in connotation with real or possible tissue injury, or defined in relations to such harm. However, pain is a feeling that hurts and it has bodily and emotive features to consider. Pain can be of two types, acute or chronic: Acute pain normally experienced unexpectedly, can be severe, and frequently causes noticeable physical responses, for example, sweating, high blood pressure, and so on. Usually acute pain is an indication of sudden onset of an injury to the body, and it gets cured once the pain relief medicine is administered or the injury is treated. Pain is well-thought-out to be chronic once it continues further than the usual time anticipated for an injury to heal. Chronic cancer pain can be very tense for the body and the soul, and needs cautious, constant care to be properly treated. Together with enduring cancer pain, occasionally people have severe bursts of pain. Normally, these pains are termed as breakthrough pain, can as well be restricted by medications (Cancer-pain.org, 2002). The intensity of pain people experience due to cancer subject to the type of cancer they have, the phase the ailment is at, and the treatment they get. Around 25% to 50% of people with cancer grumble about pain at the time of diagnosis, and usually up to 75% of people with cancer whine of pain as the stages of cancer gradually progresses. Cancer pain can be further explained as an intricate feeling that reproduces harm to the physique and the physique's reaction to the injury. Even though physicians come to an understanding that controlling cancer pain is urgency, pain isn't each time understood or treated

Fredric Jones' Positive Discipline Model Research Paper

Fredric Jones' Positive Discipline Model - Research Paper Example Fredric Jones assessed the classroom environment of those he considered as natural teachers. On the basis of his research and observation, Jones created the Positive Discipline Model for the management and success of the classroom. The purpose of this paper is to consider Jones’ Positive Discipline Model, discussing its inherent features and applicability. Jones’ model concludes that discipline must always take precedence over instruction. Consequently, Jones suggests that teachers should take time to explain, re-teach and reexamine procedures inherent in the classroom throughout the academic year. According to Jones, a classroom routine is a critical teacher’s labor-saving device. Notably, it is not sufficient to merely define discipline standards required for the classroom, but rather take the time to teach these standards and procedures as though they are part of other lessons taught in the classroom. According to Tauber (2007), all discipline-based procedures must be taught the same as other lessons within the curriculum, complete with stage setting, molding, clarification, and application until students get these procedures right. Therefore, when discipline is required, instruction should be terminated in order to provide an opportunity for the engraining of discipline in the students’ classroom mannerisms. For Jones, the maxim of prevention is better than cure holds true. At the heart of his model is the need to establish proactive and deterrent discipline measures in all teachers’ strategies such as motivation, discipline and instruction. Therefore,