Purpose. The opioid crisis amplified the concern for the appropriate use of opioids. Our study aims to investigate the pain levels and amount of opiates needed during the first three days following total knee arthroplasty (TKA), whereby Drug Enforcement Administration (DEA) Schedule II oral opiates are not available. Methods. A year-long retrospective review of adult patients who underwent TKA was conducted. The postoperative pain scores and mean morphine equivalents (MME) were measured. These outcomes were assessed according to demographics, anesthesia, and analgesia used. Results. For our 78 patients, there was no statistical difference for stratification by baseline characteristics except in spinal anesthesia, which decreased pain on the first day. Conversely, MME increased to its significantly highest of 14.22±29.58mg on day 3. The effect was noted for patient-controlled analgesia where patients with intravenous analgesia received less opioid than those on epidural analgesia on postoperative day one. Conclusions. Using a similar regimen of analgesia, postoperative pain following TKA would be controlled by a relatively low amount of opioids by the third postoperative day. Spinal anesthesia and patient-controlled epidural analgesia were linked to better pain control and less opioid needed.

This policy is advanced in a transformative proactive manner to address the needs of Uber Technologies to manage diversity in a male-dominated tech sector. The policy is proposed after a series of internal struggles and unflattering media attention to help delineate the procedure as well as the rationale for the achieving gender diversity. Social identity and Social identity threats are discussed in relation to gender and work as well as the business case for diversity in a tech company. Recommendations and advice are made to advance diversity and manage resistance on an individual level, an organizational culture level and a procedure level.

The transition to university requires students to adjust across academic, social, institutional, and personal–emotional domains. Although more studying is often assumed to support better university outcomes, less is known about how students with heavy study investment (HSI) experience this transition, especially when studying is driven by emotional demands. This study examined whether study engagement and studyholism mediate the association between emotional study demands and adaptation, and whether lecturer support moderates these pathways. A cross-sectional survey was conducted with 336 university students. Structural equation modelling was used to test the proposed direct, indirect, and moderation relationships across four adaptation domains. Emotional study demands had direct negative associations with personal and academic adaptation, but not with social or institutional adaptation. However, emotional study demands were positively associated with study engagement, which was positively associated with adaptation across all four domains. By contrast, studyholism partially mediated the negative association between emotional study demands and personal adaptation. Lecturer support was positively associated with study engagement but did not moderate the relationship between emotional demands and engagement. Overall, the findings highlight the need to distinguish adaptive engagement from studyholism when supporting students’ transition to university.

The article proposes an innovative solution to the problems in the access and quality of STEM concepts education to Persons Living with Disability (PwD) in Syria. A project management-based approach is detailed below for a cost-effective method to be implemented by non-governmental organizations or public agencies.