Attachment During Infancy And Early Childhood - 1430 Words

Attachment during infancy and early childhood is extremely important for proper brain development. Whether or not a child grows into a successful adult nearly depends on them forming a secure attachment. Attachment happens when a child feels safe, secure, and protected by their caregiver at all times. demands of an infant or child can be anything from being hungry, being cold, needing to be changed, to just wanting to be held or played with. There are two main types of attachment and both of them have very different out comes. The two primary types of attachment are secure and insecure attachment. More than half of children in the united states form secure attachments, leaving about 40 to 45 percent of children to form insecure attachments. when there are problems with forming an attachment during infancy and early child hood, a child will be more likely to struggle with relationships as an adult. These relationship problems can potentially last for a persons entire life if not add ressed. That being said, there are a resources to help children with insecure attachment disorders. Attachment during infancy and early childhood is the most important stage of human development and has a huge impact on brain evolution. The first and best kind of attachment an infant can form between a child and a caregiver is secure attachment. Studies show that â€Å" Infants develop a secure attachment when the caregiver is sensitive to their signals, and responds appropriately to theirShow MoreRelatedThe Formation Of Secure Attachments With The Primary Caregiver1616 Words   |  7 PagesThe formation of secure attachments with the primary caregiver is thought to be of great significance by John Bowlby, who believed that the infant was completely reliant on the caregiver to care and provide for them (as cited in Psychology, Martin, Carlson Buskist). Those children with sensitive caregivers would grow up to be more confident and developed in all aspects of life, for example f orming relationships in later life. Those with unresponsive caregivers would see the world as unpredictableRead MoreDeveloping A Healthy Attachment For Children1087 Words   |  5 Pageslearn how to speak until he was illegally trafficked into the United States at the age of seven, and that was very limited. The purpose of this case study is to determine the factors during infancy and early childhood that prevented him in developing a healthy attachment. According to Joan Greg Cook (2007), attachment can be defined by, â€Å"An emotional tie to a specific other person or people that endures across time and space† (p. 180). In Steven’s case, both his parents and the orphanage did notRead MoreInfancy and Early Childhood1106 Words   |  5 PagesInfancy and Early Childhood Stages University of Phoenix Queanna Booth, Marilyn Lee, Virginia Ortega, Shniqua Smith, Linda Van Scholars note the important role that attachment plays in the development of an infant. Mary Ainsworth, a pioneer in the study of attachment describes attachment as an emotional bond between persons who binds them through space and time. Attachment is the basis for social skills. (As stated by Vaughn) According to Vaughn, through loving interactions betweenRead MoreMy View of Lifespan Development834 Words   |  3 Pagesaspects of each developmental stage- prenatal, infancy, early childhood, middle childhood, adolescence, early and middle adulthood, and spirituality will be discussed and I will include examples of my own development ultimately showing that I have been blessed with a great life. The first developmental stage of the life span is prenatal development. A major environmental factor in this stage is the mother. â€Å"Women who adopt healthy eating patterns during pregnancy not only contribute to fetal well-beingRead MoreDeaf Studies And Deaf Education1736 Words   |  7 Pageshearing (D/HH) on Attachment in young adults. They write: In combination with the auditory aspects of all of the previous work examined, this may lead one to believe that there is a potentially severe deficit when a hearing mother has a deaf child. This makes logical sense on the surface, since the norm is to have full capacity to hear. Failure to have a full capacity to hear may cause a failure to have full capacity to develop the skills required to have a secure attachment. But they continue:Read MoreRelationship Between Security Of Attachment And Cognitive Development1513 Words   |  7 Pagesof attachment and cognitive development creates the underlying foundation from which individual’s operate throughout the lifespan (Carruth, 2006). The security of attachment between an infant and their primary caregiver can have profound consequences for the developing brain, impacting an infant’s future relationships, self-esteem, and ability to self-regulate emotions (Carruth, 2006). Attachment theory, first theorized by John B owlby (1988), stresses the significance of secure attachments in relationRead MoreThe Relationship Between Essentialist And Contextualist Standpoints On Personality Continuity866 Words   |  4 Pagesdebate between essentialist and contextualist standpoints on personality continuity will hence be explored in this essay. It will be argued through discussion of cognitive and ethological theory that personality formation is largely established by infancy, although the advent of social roles can also have a gradual impact in the first few decades. Viewpoints on more abrupt, situational, or post-interventional changes are more disparate in validity, ranging from claims of volitional influence to anomalousRead MoreRelationship Between Security Of Attachment And Cognitive Development1513 Words   |  7 Pagesof attachment and cognitive development creates the underlying foundation from which individual’s operate throughout the lifespan (Carruth, 2006). The security of attachment between an infant and their primary caregiver can have profound consequences for the developing brain, impacting an infant’s future relationships, self-esteem, and ability to self-regulate emotions (Carruth, 2006). Attachment theory, first theorized by John Bowlby (1988), stresses the significance of secure attachments in relationRead MoreBeing the Child of a Parent with a Mental Illness1727 Words   |  7 Pages Being the child of a parent who has a mental illness involves considerable risk to the child’s secure attachment and long-term mental health. Parental mental health concerns place children at a significantly greater risk of lower social, psychological and physical health than children in families not affected by mental illness. (Mayberry et al, 2005). Living with a parent suffering from a mental illness can have huge negative effects for the developing child. It has been proven numerous times thatRead MoreJohn Bowlby And Mary Ainsworth s Attachment Theories1196 Words   |  5 Pages John Bowlby and Mary Ainsworth s attachment theories derive from the idea that in early development infants develop different attachment behaviors in relation to their caregivers. This emotional bond between an infant and their parents can have an enduring impact on future relationships throughout an individual s life. Research has shown that there does not have to be a biological component for an infant to bond with a parent. Instead the bond or attachment is related to â€Å"quality and quantity†

History Research Paper Example

History research paper example is a written academic work that aims to summarize the research done by the researcher in the field of historical sciences. History research paper example relies heavily on scientific sources and facts, although unlike most papers of scientific study, it may also include personal arguments of the researcher towards certain causes of a particular historical event. A history research paper is a paper that aims not just to reveal a set of historical facts but to argue against or towards their actual historical preconditions. The American Civil War is one of the most controversial topics for debate in American history. While most agree that the main theme that accompanied the unfortunate events of the war were the opposing views on the issue of slavery, one may reveal that the actual causes of the civil war may be more complex. When attempting to conduct a thorough research on the preconditions of the American Civil War, one may reveal that they had a complex sociopolitical and economical character. As the research suggests, while slavery certainly played a role, the social, political, economical, and even cultural differences served as the main causes of the American Civil War. During the period of the early and middle 19th century, the United States were drastically divided into the North and South. Both regions had significant sociopolitical differences. The South was mostly an agricultural region with dominating conservative hierarchic political views mimicking those of the United Kingdom. Every region of the South had landlords – its local kings, or dukes, who were at the top of the social chain, while at the bottom there were slaves of African origin. There was no perspective of climbing up in the hierarchy, as the state of affairs was considered to be permanent. The region largely depended on export of agricultural goods which were shipped from plantations to Europe, and thus, on manual labor. The North, on the other hand, was heavily industrialized and socially diverse. Compared to the conservative clan-like system of the South, in the Northern states any entrepreneur could aim to find success in business despite his/her origin and social status. The society was not divided into workers and landlords, neither was it divided by race and/or ethnic background. One could say that it was multicultural. As a result, both regions were at a state of a cultural clash when it came to sociopolitical interaction. The apogee came when the North received political dominance through the election of Abraham Lincoln as the president and attempted to enforce its views on the population of the South. The abolishing of slavery was one of such policies that the North promoted. One of the main preconditions that led to the unrest in the South was when the federal government attempted to declare the federal tariff legislation in South Carolina in 1832. The economical and political situations differed greatly in the North and South, thus, one may consider that the Northern policies were not exactly fit for the South environment. As South Carolina refused to accept the tariff, the federal government used the army in order to enforce its will. After that, the authority of the federal government fell low. South Carolina was the first state to leave the Union in 1860, opening a whole line of Southern states to leave and join the opposition. While slavery surely was a factor that was largely debated between the North and the South, it was neither the main, nor the only cause of the Civil War. During the period of the middle of 19th century America was strictly divided into South and North by political views, social standards, and economical conditions. It was a clash between a highly innovative industrial society and a conservative agricultural hierarchy. One may conclude that the American Civil War is one of historys most vivid examples on how misunderstanding and prejudice between two seemingly similar but distinctive cultural environments is capable of leading to bloodshed and unfortunate sociopolitical consequences. â€Æ' References Keegan. J. (2010). The American Civil War: A Military History. Vintage. (1-15) Ransom L. R. (2016). The Economics of the Civil War. Economic History Association. (1-3) Trueman C. N. (2015). Causes of the American Civil War Weber J. (2016). American Civil War. United States History. Encyclopedia Britannica Zinn. H. (2012). A Peoples History of the United States. New Press. (149-171)

Ernest Hemingway s Arms And The Sun Also Rises - 2140 Words

Hemingway is one of the greatest American writers of the twentieth century. In his works A Farewell to Arms and The Sun Also Rises, Hemingway uses damaged soldiers to reveal war in its real nature and how it effects people. He tries to show to people that war is not made out how it looks in movies, posters, etc. He also feels that war is unproductive by nature and that most goals in war are mostly pointless. He also shows readers that military conflict often causes people to have shallow values and to hide their pain. One big factor in Hemingway’s works is the loss of innocences in a time of war. Not just with soldiers but with innocent bystanders in a time of war. Henry a innocent young man sets up the disillusionment. He†¦show more content†¦He constantly says that Henry is a hero even though Henry was hit by an artillery while eating rich food. Also Rinaldi keeps praising Henery, saying that his â€Å"heroic actions gives him the privilege of earning medals. T hen in For Whom the Bell Tolls, Robert Jordan shares that he feels that his actions are important to the war effort. He calls his heroic action of blowing up a bridge a turning point for Spanish Civil War and the human race. He is very selfish and thinks only of his valor and convinces himself to forget other thoughts when it crosses his mind. â€Å"Robert Jordan pays†¦ in order to assure the success of a Loyalist offensive, although he already knows that the offensive will be a failure† (Cowley ). This shows that soldiers live very mundane lives than what people believe that they have. They do not experience the heroism in war like most people believe that it is. Hemingway is not writing his works to be a anti-war view. He has experience of war he had parts in both the First and Second World War. His works are helping people to see the truth about war. One way a reader can see the truth is in A Farewell to Arms where Henry experiences the damage that it causes, thr ough the artillery strike that destroys his knee. The injury affects him throughout the rest of the war/story. By the end of this story he losses his primary distraction from the war, Catherine. He is alone and scarred. The major tells Henry that it has

##arison Of Feminism In The Color Lod And Toni Morrisons...

According to A Brief Introduction to Critical Theory, â€Å"Feminism embodies a way of reading that investigates the test’s investment in or reaction to patriarchal power structures that have dominated Western culture† (226). Women were expected to conform to the traditional gender norms created by society. However, Toni Morrison’s Beloved takes place in 1837 and tells about a former slave, Sethe, the protagonist, who escapes slavery and goes to Cincinnati, Ohio. In the midst of her escape, Sethe makes the choice to kill her young daughter, Beloved, in order to save her from a life of slavery. Sethe is haunted by the memories of slavery through her deceased daughter. Sethe is depicted as a woman who is independent, strong, and able to make†¦show more content†¦By escaping, it keeps her family together and prevented from her children being separated from her. According to Nancy L. Chick’s article, â€Å"Toni Morrison: Overview† writes, â₠¬Å"She [Sethe was] determined to escape North to shield her family†¦ and prevent her separation and estrangement from her children, the typical fate of slave families† (Par 8). Mothers were usually separated from their children, so in order to avoid that she makes the decision to escape. Another example would be when Sethe kills her daughter, Beloved, so she would not have to endure a life of slavery. Sethe’s choice was her way of refusing to comply and to protect her children from the life she lived. Nancy L. Chick also writes, â€Å"After escaping, she [Sethe] sliced her baby girl’s throat to prevent her from suffering the same violence that Sethe experienced as a female slave† (Par 8). By killing her daughter, she was protecting her from having to face what she faced. Sethe is also the provider of the family. She works in order to bring home food for herself, Denver, and Paul D. â€Å"The rest I brought back from where I work. Least I can do, cooking from dawn to noon, is bring dinner home† (16). She assumes the masculine role by being the sole provider for the family. In order to bring home food she works as a cook which shows that she is self-sufficient. She does not need to rely on a man to provide for her and her daughter, Denver, when she is capable

Left Brain vs Right Brain How Does It Impact Learning Free Essays

| | | | | | |The left and right hemispheres of our brain process information in different ways. We tend to process information using our dominant side. However, the learning and thinking process is | |enhanced when both side of the brain participate in a balanced manner. We will write a custom essay sample on Left Brain vs Right Brain: How Does It Impact Learning or any similar topic only for you Order Now This means strengthening our less dominate hemisphere of the brain. In trying to differentiate between the left and | |right brain, My paper will show information processing styles that are characteristically used by our right or left-brain hemisphere. | |According to Coballis M. C (2007) The left side of the brain processes information in a linear manner. It processes from part to whole. It takes pieces, lines them up, and arranges them in a| |logical order; then it draws conclusions. The right brain however, processes from whole to parts, holistically. It starts with the answer. It sees the big picture first, not the details. If| |one is right-brained, he or she may have difficulty following a lecture unless he or she given the big picture first. That is why it is absolutely necessary for a right-brained person to | |read assigned chapter or background information before a lecture or to survey a chapter before reading. Predominantly Right-brained people have trouble outlining. They rather wrote the | |paper first and outlined later | | | |In addition to thinking in a linear manner, the left-brain processes in sequence. They love to make a list of things they need to accomplish during the day. Left brained enjoy making | |master schedules and daily planning. They complete tasks in order and take pleasure in checking them off when they are accomplished. Learning things in sequence is relatively easy for them. | | | |By, contrast, the approach of the right-brained student is random. If you are right-brained, you may flit from one tack to another. You will get just as much done, but perhaps without | |having addressed priorities. An assignment may be late or incomplete, not because you weren’t working but because you were working on something else. You were ready to rebel when asked to | |make study schedules for the week. Because of the random nature of your dominant side, you must make lists, and you must make schedules. This may be your only hope for survival in college. | |You should also make a special effort to read directions. Oh yes, the mention of spelling makes you cringe. Use the dictionary, carry a Franklin speller, use the spell checker on your | |computer. Never turn in an assignment without proofing for spelling. Because the right side of the brain is color sensitive, you might try using colors to learn sequence, making the first | |step green, the second blue, the last red. Or you may want to â€Å"walk† a sequence, either by physically going from place to place or by imagining it. For the first step of the sequence, you | |might walk to the frond door; for the second, to the kitchen; for the third, to the den, etc. Or make Step One a certain place or thing in you dorm room or study place, and Step Two | |another. If you consistently use the same sequence, you will find that this strategy is transferable to many tasks involving sequence. | |Symbolic Vs. Concrete Processing | |The left brain has no trouble processing symbols. Many academic pursuits deal with symbols-such as letters, words, and mathematical notations. The left brained person tends to be | |comfortable with linguistic and mathematical endeavors. Left-brained students will probably just memorize vocabulary words or math formulas. The right brain, on the other hand, wants things| |to be concrete. The right brain person wants to see, feel, or touch the real object. Right brain students may have had trouble learning to read using phonics. They prefer to see words in | |context, to see how the formula works. To use your right brain, create opportunities for hands-on activities, use something real whenever possible. You may also want to draw out a math | |problem or illustrate your notes. | |Logical Vs. Intuitive Processing | |The left brain processes in a linear, sequential, logical manner. When you process on the left side, you use information piece by piece to solve a math problem or work out a science | |experiment. When you read and listen, you look for the pieces so that you can draw logical conclusions. If you process primarily on the right side of the brain, you use intuition. You may | |know the right answer to a math problem but not be sure how you got it. You may have to start with the answer and work backwards. On a quiz, you have a gut feeling as to which answers are | |correct, and you are usually right. In writing, it is the left brain that pays attention to mechanics such as spelling, agreement, and punctuation. But the right side pays attention to | |coherence and meaning; that is, your right brain tells you it â€Å"feels† right. | |Verbal Vs. Nonverbal Processing | |Left brain students have little trouble expressing themselves in words. Right brain students may know what they mean, but often have trouble finding the right words. The best illustration | |of this is to listen to people give directions. The left brain person will say something like â€Å"From here, go west three blocks and turn north on Vine Street. Go three or four miles and then| |turn east onto Broad Street. † The right brain person will sound something like this: â€Å"Turn right (pointing right), by the church over there (pointing again). Then you will pass a McDonalds | |and a Walmart. At the next light, turn right toward the BP station. † So how is this relevant to planning study strategies? Right brain students need to back up everything visually. If it’s | |not written down, they probably won’t remember it. And it would be even better for right brain students to illustrate it. They need to get into the habit of making a mental video of things | |as they hear or read them. Right brain students need to know that it may take them longer to write a paper and the paper may need more revision before it says what they want it to say. This| |means allowing extra time when a writing assignment is due. | |Reality-Based Vs. Fantasy-Oriented Processing | |The left side of the brain deals with things the way they are-with reality. When left brain students are affected by the environment, they usually adjust to it. Not so with right brain | |students. They try to change the environment! Left brain people want to know the rules and follow them. In fact, if there are no rules for situations, they will probably make up rules to | |follow! Left brain students know the consequences of not turning in papers on time or of failing a test. But right brain students are sometimes not aware that there is anything wrong. So, | |if you are right brain, make sure you constantly ask for feedback and reality checks. It’s too late the day before finals to ask if you can do extra credit. Keep a careful record of your | |assignments and tests. Visit with your professor routinely. While this fantasy orientation may seem a disadvantage, in some cases it is an advantage. The right brain student is creative. In| |order to learn about the digestive system, you may decide to â€Å"become a piece of food! And since emotion is processed on the right side of the brain, you will probably remember well anything| |you become emotionally involved in as you are trying to learn. |These are just some of the differences that exist between the left and right hemispheres, but you can see a pattern. Because left brain strategies are the ones used most often in the | |classroom, right brain students sometimes feel inadequate. However, you now know that you can be flexible and adapt material to the right side of your brain. Likewise, those of you who are | |predominantly left brain know that it would be wise to use both sides of the brain and employ some right brain strategies. | How to cite Left Brain vs Right Brain: How Does It Impact Learning, Papers

Braidwood Inquiry Cew free essay sample

After having consulted with numerous medical, scientific and legal experts, he recommended 19 changes be made regarding officers training and deployment of conducted energy weapons. These recommendations ranged from salivate changes and province wide standards to higher thresholds for weapons use and periodic testing of Sews. For the purposes of this report, we will focus on the subject behavior threshold recommendations, and their Impact on the criminal Justice system.Recommendation two and three of the Broadsword Commission (2009) states that: Officers of provincially regulated law enforcement agencies be prohibited from deploying a conducted energy weapon unless the subjects behavior meets one of the following thresholds: the subject is causing bodily harm; or the officer is testified, on reasonable grounds, that the subjects behavior will imminently cause bodily harm. (p. 9) Broadsword also adds: Even if the threshold set out in Recommendation 2 is met, an officer be prohibited from deploying a conducted energy weapon unless the officer is satisfied, on reasonable grounds, that: no lesser force option has been, or will be, effective in eliminating the risk of bodily harm; and De-escalation and/or crisis intervention techniques have not been or will not be effective in eliminating the risk of bodily harm. (p. 19)Prior to the above recommendations, there was no provincial regulation regarding when a CHEW may be used and each police force was free to develop its own use-of- force model, without any guidelines to follow (Broadsword, 2009, 8, Para. 2). Broadsword further states that the existing definition of active resistance, the current threshold, is not set high enough to warrant the deployment of Sews. As such, a person who simply runs away from police, without causing injury, could be tastier (Broadsword, 2009, 16, Para. ). Ultimately, the recommendations were implemented and outlined In the Special Committee to Inquire into the Use of Conducted Energy Weapons and to Audit Selected Police Complaints. The updated report illustrates efforts have been made In training officers to improve their crisis Intervention communication techniques to effectively De-escalate crises, especially when dealing with emotionally disturbed people.The purpose of crawls Intervention trailing Is to minimize the use of Sews. However, as the updated crawls Intervention and De-escalation trailing Is still In Its Infancy, It Is recommended there Is an ongoing evaluation process for ACID Special Committee to Inquire Into the use of Conducted Energy Weapons and to Audit Selected Police Complaints, 2013).Commissioner Broadsword described subject behavior threshold as perhaps the most Important of his recommendations because it significantly raises the threshold for use of the weapon and adopts According to him, use of conducted ener gy weapons in BC is now more disciplined and that De-escalation techniques are being accepted by the policing community and routinely applied (SC, 2013). Reaction to the higher behavior threshold and other recommendations has varied considerably.David Ebb, Executive Director of the BC Civil Liberties Association, stated, I would Just like to say congratulations to the Province on implementing in good faith and as comprehensively as possible the recommendations of the Broadsword committee. We say this because we have seen a significant reduction in Taster use in BC. (SC, 2013, p. 19). He added that the significant reduction in CHEW use in BC has not placed the police or the public at risk (SC, 2013). It is the view of the ABACA that Takers do more harm than good in society.Minister of Public Safety and Solicitor General, Sash Heed, and the BC Police Association offer a different perspective. According to them, a decline in CHEW use may not necessarily be positive; unnecessary force may be used in some cases when it would be preferable to use a CHEW, and those other response options may go unreported. Officers are finding themselves using other De-escalation techniques more and more as to avoid using Sews mostly physical control tactics such as grappling, stuns, strikes, Joint locks and wrestling.Additionally, they claim that Takers ultimately save and prevent injuries for both citizens and police officers (SC, 2013). So why then are officers so reluctant to carry such weapons? Tom Astigmatism of the BC Police Association states, Accountability is both necessary and appropriate. But when it comes to the CHEW, I think we have gone beyond the tolerance both for police services and for police officers who prefer to avoid what seems to be inevitable criticism, regardless of the circumstances that led to any deployment. (SC, 2013, p. 0). He continues that because of the increased scrutiny regarding Sews, officers are choosing not to use the weapon and are even letting their certification expire. Other reasons officers are reluctant to carry Takers include varying levels of understanding CHEW policies, deployment threshold considerations and a lack of trust (SC, 2013). Since 2007, Taster use has dropped a whopping 87%. BC police officers used their Taster 640 times that year compared to 85 deployments in 2011, due to stricter regulations and higher behavior thresholds.For the RACE, the frequency of CHEW discharges decreased by 83 percent from 2007 (390) to 2011 (65). Independent municipal agencies discharges decreased by 92 percent over the same time period (from 250 to 20). In fact, CHEW use has decreased across all major law enforcement agencies including the RACE E Division, Police Services Division, BC Sheriff Service Division and the Adult Custody Division (SC, 2013). It is important to note that the huge reduction in CHEW use does not mean police are turning to their guns- a tool of last resort and deadly force. An issue of particular concern is the use of Sews on those who are in a state of excited delirium which may be the result of severe drug use (often cocaine or crystal meet), mental illness, or other causes and results in the person being incoherent, violent, and non-compliant. The issue is that the use of electric shocks on these people can cause a heart attack (Griffith, 2011). Director of criminology at Simon Fraser University, Dry. Robert M.Gordon, says that there is considerable confusion and debate over what exactly excited delirium is because it is not a valid delirium is seen as a cause or an effect -? in other words, whether it explains a death or the application of a Taster (SC, 2013). Dry. Joshua Lu, who testified at the Broadsword Commission, explains that the term is only used in law enforcement to scribe delirium with agitation. He advises officers to use extreme caution when deploying Sews in the context of excited delirium; the added stress from Sews can lead to cardiac arrest, heart arrhythmia, and even sudden death.However, it should be noted there is no systemic research on the use of Sews on people with severe deleted (SC, 2013). Dry. John C. Butt, who also testified at the Broadsword Commission, explains that excited delirium has four main components: hyperthermia (sweating, may remove clothing); delirium with agitation (feats of strength, high pain threshold, aggressive to hinging object (glass)); respiratory arrest; and death. Regarding risk factors following DE, Dry. Butt stressed that it was important to avoid what is known to add to the chance of death in restraining a subject which includes a neck hold, pepper spray, hog tie and prone position. He also notes that statistical data reveal that very few deaths are directly associated with the use of a Taster (SC, 2013). Despite the vast amount of knowledge and expertise available to police officers, the underlying issue remains. That is, officers are not adequately trained, nor is it seasonable to expect them to diagnose the mental state of an agitated suspect in the midst of a crime scene; it places too much responsibility on those who are not trained psychiatrists or doctors.Certainly, one would expect officers to have some degree of difficulty in communicating with those who are out of it- those with severe psychiatric disorders, drug-induced psychoses, or those who are extremely agitated and do not understand the commands. It would also be difficult to recognize if a person had cardiac problems and therefore be at high risk for serious injury or death from a CHEW (SC, 2013). On a final note, all recommendations from the Broadsword Commission have successfully been implemen ted with updated guidelines and protocols for using Sews.