Policy and procedure Development Essay Example | Topics and Well Written Essays - 500 words

Policy and procedure Development - Essay Example One such policy is the massage policy to control fatigue for cancer patients. The following policy and procedure provides a guide for the management of fatigue for cancer patients. Relaxing body massage is a proven non-pharmacological fatigue management therapy for cancer patients undergoing chemotherapy treatment (Bower, 2014). Back massage for cancer in-patients undergoing chemotherapy was developed through a randomized clinical trial in a controlled study. The study involved seventy patients who were divided into two groups including the control group and the group undergoing massage therapy (Mazlum, Chaharsoughi, Banihashem, & Vashani, 2013). The massage group received the service for 20 minutes every day 24 hours before chemotherapy and 24 hours after. The results from both control and massaged groups were recorded regarding the indices of vomiting and nausea in the measures of time, length, severity, and incidence. The results were later assessed using a Visual Analogue Scale and also using the BARF scales (Mazlum et al., 2013). The results were later analyzed using chi-square and Mann-Whitney. The analysis indicated that the incidences of nausea among the massaged group had reduced by 25.7 percent, the times, length, and severity had reduced by 0.35 times, 54 minutes, and 20 percent respectively (Mazlum et al., 2013). The research led to the conclusion that back massage on in-patients undergoing chemotherapy was essential. The nausea and vomiting effects were reduced significantly among all cancer patients receiving the massage. The instances of nausea and vomiting among the control group remained unchanged. The study led to the formulation of massage policies for patients receiving chemotherapy (Mazlum et al., 2013). Specialized massages combined with other non-pharmacological practices such as physical exercise have proved useful in the control of body fatigue. Long usage of drugs to stimulate the body overworks the body cells and is detrimental

Vietnam and Singapore's Special Education Compared with that of the US Research Paper

Vietnam and Singapore's Special Education Compared with that of the US - Research Paper Example It is then noteworthy to look into the special education systems of these two countries and compare them with that of America’s. Regarding its history, Singapore’s SPED progressed irregularly. The major initiators were charitable organizations. As time passed, the government passed legislations and formed departments for proper facilitation. In 1947, Trafalgar Home was founded. It was for children with leprosy. In 1949, a center catering to crippled children was founded by the British Red Cross Society. By 1951, the same society also offered education for the deaf. After five years, a school was put up by the Association of the Blind. In 1957, there focus was given to those with cerebral palsy with the formation of Spastic Children’s Association. In 1962, the Singapore Association for Retarded Children (now known as Movement for the Intellectually Disabled of Singapore) was created. This association widened the horizon of special education by not only involving t hose with physical and sensory needs but those with intellectual disabilities as well (Tan, â€Å"Education in Singapore: Special Needs). Concerning its government, Singapore was colonized by Britain in 1819. However, during World War II, it was captured by the Japanese. In 1945, it was freed by British soldiers. In 1946, Singapore became a separate crown colony. On June 3, 1959, it was made a self-governing state in the Commonwealth of Nations. In 1963, it joined Malaya, North Borneo, and Sarawak to form Malaysia. After two years, Singapore separated from Malaysia and became a sovereign state as well as a member of the United Nations. In the same year (1965), it was proclaimed as a republic (â€Å"History of Singapore Colonization†). As for Vietnam, there are no distinct SPED- related organizations in its history. The education in Vietnam during feudal and colonial periods lacked stability leading to haphazard structures. Traditionally, it is a country built on Confucian-or iented education. However, it was replaced by French-Vietnamese education during its colonization at the end of 19th and first half of 20th centuries. This kind of education immobilized the rights of the Vietnamese since it was for the purposes of serving the colonizers. During their independence in 1945, their president, Ho Chi Minh advocated against illiteracy and formed an education system towards independence and rehabilitation. Within a year, there were 75,000 literacy classes and almost 96,000 teachers serving 2.5 million citizens. Since then the government maintained a public education. However, during the US air force attacks in 1965-1972, a number of schools were destroyed. Gradually, education was much influenced by North-American domination. In April 1975, Vietnam’s regions were reunited and they were able to achieve full independence. Several reforms were made concerning education. Included in the changes from 1986 to 2005 was the categorization of learning activi ties corresponding to students’ abilities. Specialized schools were established for gifted children (â€Å"Education in Vietnam: Development History, Challenges, Solutions† 2). The United States’ SPED history when it comes to its legislation is quite ample. These developments are also valuable since other countries are adapting these provisions. In the early 1900s, its education system offered compulsory education. However, many children with special needs were not welcome in numerous schools. Most of the rights of children