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LE0-583 Legato Certified EmailXtender and EmailXaminer Administrator (LCEXA) Study Guide | http://babelouedstory.com/
LE0-583 Study Guide - Legato Certified EmailXtender and EmailXaminer Administrator (LCEXA) Updated: 2024
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Legato Certified EmailXtender and EmailXaminer Administrator
https://killexams.com/pass4sure/exam-detail/LE0-583 Answer: C Question: 103
Which product feature can be leveraged to perform archival of historic email messages from
restored back-up tapes in response to a legal discovery request?
A. EmailXtract's archive task
B. EmailXtract's analysis task
C. EmailXtender's search client
D. EmailXaminer's message review function Answer: A Question: 104
A bank made the decision to demo 100% of all email from all 1000 reviewed users. Each user
receives on average 50 email messages per day. What are two organizational costs associated
with supervising all email messages? (Choose two.)
A. This requires the bank to retain 50,000 messages per day in the email archive.
B. This requires the bank to modify the EmailXaminer lexicons on a monthly basis.
C. This requires the banks reviewers to review 50,000 messages on average per day.
D. This requires the bank to keep all email messages in SQL for the length of the review
period. Answer: CD Question: 105
EmailXtract has been implemented using both the shortcut and delete tasks. How can a deleted
message be restored?
A. The administrator can perform an Archive Restore task from the EmailXtender
B. The user can select the "Restore All" checkbox and then perform a search using the Search
C. The user can restore a message from the Search Plug-In by using the "Copy Message to
D. The administrator can restore a message by running an EmailXtract Search task with the
"Restore Message" checkbox enabled. Answer: C Question: 106
A company has used EmailXtender and EmailXaminer in production for three years. The
company's compliance officer wants to identify messages that may violate a new trading policy
regarding insider information. The existing lexicon has been modified to identify suspect
content. What is a valid way to mark these messages during compliance operations?
A. create an Alert Notification based upon the new lexicon
B. create an Exception Report base upon the SMTP origination source
C. create a reviewer action called "May Violate Insider Information Rules"
D. create a report based upon the attributes of an Insider Information message Answer: C Question: 107
How can you verify EmailXaminer has demo settings that meet current business objectives?
A. check the results of a configuration report
B. check the results of a demo group report
C. check the Settings dialog from the Options menu
D. check the Properties tab of the current demo set Answer: A Question: 108
The compliance officer of a company is responsible to ensure that EmailXaminer reviewers are
reviewing their demo sets within their review period. Which EmailXaminer feature could be
used to achieve this?
A. Send Alert Mail
B. Review Task Forwarding
C. Expired demo Set report
D. Administrator notification service
37 Answer: A Question: 109
Which statement is true when a customer is using lexicon weighted sampling and the resulting
SaMSet is less than the target size?
A. The SaMSet is left alone.
B. A new SaMSet is generated.
C. Messages are re-evaluated by the lexicon and stronger percentage messages are added.
D. Additional candidate messages are randomly sampled and added to the SaMSet until the
target size is reached. Answer: D Question: 110
What needs to be done to authorize certain users to search and view messages of other selected
A. add users to the local administrator group
B. assign supervisor permissions to the user's mailbox
C. create a supervisor group and add the appropriate users
D. add those users to the ExAdmin group on the EmailXtender server Answer: C
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Legato Administrator Study Guide - BingNews
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https://killexams.com/exam_list/LegatoA Study Guide to Humanae Vitae
Written by the Priests and Pastoral Associates of Priests for Life
Fr. Frank Pavone, National Director, Priests for Life
Forty years is not a long time in Church history. Indeed, we are still living in the moment of Humanae Vitae (issued on July 25, 1968), and of the challenge it presents to the world.
Humanae Vitae does not identify the key problem of our day in the realm of sex or birth or "the pill," but rather in the myth that we can be God. Pope Paul writes at the beginning of the document, "But the most remarkable development of all is to be seen in man's stupendous progress in the domination and rational organization of the forces of nature to the point that he is endeavoring to extend this control over every aspect of his own life -- over his body, over his mind and emotions, over his social life, and even over the laws that regulate the transmission of life” (n.2).
The Pope here is painting a wider vision of the problem. We think everything belongs to us, but the reality is that we belong to God. "Humanae Vitae" means "Of human life." Human life came from God, belongs to God, and goes back to God. "You are not your own,"
St. Paul declares. "You have been bought, and at a price" (1 Cor. 6:19-20). Sex and having children are aspects of a whole cluster of realities that make up our lives and activities. We suffer from the illusion that all of these activities belong to us. “This is my life, my body, my choice.
The problem we face is not that our society is obsessed with sex. Rather, it is afraid of it-- afraid of the total reality and power of what it represents, where it comes from, and where it leads. Sex properly understood requires that we acknowledge God who made it. More than that, sex can never be separated from its purpose: to insert us into this immense, powerful movement of life and love that started when God said "Let there be light" (Genesis 1:3) and culminates when the Spirit and the Bride say "Come, Lord Jesus!" (Revelation 22:17).
Sexual activity means so much that it is wrong to diminish its message or deny its full reality: it belongs in the context of committed love (sealed by marriage) and openness to life precisely because this is the only context great enough to hold its message and reflect the greater reality to which the gift of sexuality points us and to which it commits us.
This is a reality that is bigger than all of us. It is the self-giving which starts in the Trinity, and is revealed in a startling way on the Cross, and then challenges each of us in our daily interaction with others, with God, and with our own eternal destiny. It is so real and so big that it is scary. That's why so many today are afraid of the full reality and meaning of sex. That's why Pope Paul VI wrote Humanae Vitae.
That is also why our Priests for Life pastoral team wrote this Study Guide. We have also established a special website, www.HumanaeVitae40.com, to promote the teachings of this document. It is our daily prayer that this effort will lead many believers to understand, embrace, and proclaim the beautiful truth of human life.
INTRODUCTION TO THE STUDY GUIDE
James J. Pinto, Jr., M.E.V. Editor: A Study Guide to Humanae Vitae
This Study Guide will be most effective if one first thoroughly familiarizes himself with its content and layout. Review the table of contents and the location of each section listed. The Study Guide is to be used by an individual or group as a side by side companion with the text of Humanae Vitae included in this booklet. The three Essays offer unique insight with questions for further discussion. The Contraception of Grief: A Personal Testimony presents a riveting and practical witness to why Humanae Vitae is the wholesome truth.
The Glossary assists the reader in clarifying some key terms contained in the Encyclical. Glossary terms are listed by the number/paragraph in which they first appear. The terms will be marked with an *asterisk in the Humanae Vitae text as a note to the reader that the term is contained in the Glossary.
After practicing Fr. Pavone’s Foreword one should read the Summary of the Introduction and Section I, followed by the practicing of the Introduction and Section I. of Humanae Vitae itself. After completing the Introduction and Section I. of Humanae Vitae; the reader answers the series of questions below the Summary of the Introduction and Section I. The sequence followed for the Introduction and Section I is repeated for each following section: practicing the Study Guide Section Summary, practicing of the corresponding Encyclical section itself and returning to the Study Guide questions for that particular section. The questions are meant to refer the reader back to particular paragraphs/numbers (n.or n.n.) of that section where he/she will find the answers. One may work on the answers to these questions while practicing the paragraph/number, or, wait until he/she has read the entire section and then complete the answers. Continual returning to the text of the encyclical helps emphasize that the document itself is the primary source of instruction and the basis for individual and group applications.
The three Essays have several questions at their conclusion to help foster reflection and discussion. A personal witness to the truth and wisdom of Humanae Vitae is presented in The Contraception of Grief: A Personal Testimony.
This Study Guide is meant to be a “springboard” to delve more deeply into Humanae Vitae and its themes, in order to stimulate reflection, and a lifestyle of holiness.
For those considering the possibility of facilitating a study group, this study guide lends itself to a discussion study group method of learning. While a leader/facilitator encourages the group and keeps it “on track”, it is the individual sharing and group dynamic that contribute most to the learning process. The facilitator is not a lecturer, neither is he there to deliver all the answers. The facilitator seeks to shepherd the group learning process and does everything possible to solicit their contributions. Members interact and learn from everyone, including the facilitator. A Facilitator’s Guide is available through Priests for Life at www.HumanaeVitae40.com. The Facilitator’s Guide seeks to assist you in leading a group and lays out suggested study sessions.
It is our hope, that on the fortieth anniversary of Humanae Vitae, this study guide will assist in promoting the Church’s clear and authoritative word on transmitting human life. May all who hear this true, prophetic and lovely word be assured that: the Church has always issued appropriate documents on the nature of marriage, the correct use of conjugal rights, and the duties of spouses. These documents have been more copious in recent times. (n.4)
Mon, 25 Dec 2023 10:00:00 -0600entext/htmlhttps://www.catholicnewsagency.com/resource/55671/a-study-guide-to-humanae-vitaeStudy guide
This bestselling textbook provides an engaging and user-friendly introduction to the study of language.
Assuming no prior knowledge of the subject, Yule presents information in bite-sized sections, clearly explaining the major concepts in linguistics – from how children learn language to why men and women speak differently, through all the key elements of language. This fifth edition has been revised and updated with new figures and tables, additional topics, and numerous new examples using languages from across the world.To increase student engagement and to foster problem-solving and critical thinking skills, the book includes thirty new tasks. An expanded and revised online study guide provides students with further resources, including answers and tutorials for all tasks, while encouraging lively and proactive learning. This is the most fundamental and easy-to-use introduction to the study of language.
Tue, 13 Jun 2023 02:25:00 -0500entext/htmlhttps://www.cambridge.org/us/universitypress/textbooks/yule5/study-guideSystem Administrator Career Guide
Fri, 12 Jun 2020 09:18:00 -0500en-UStext/htmlhttps://www.sdxcentral.com/industry/career/career-guides/system-administrator-career-guide/Study AbroadStudy Abroad
ESFEducation Abroadis devoted to making transformational international experiences accessible toallESF students regardless of major, cost, identity, or other defining factors. We do this by working with students on an individual basis to find the opportunities that best fit their personal needs and goals.
ESF students have hundreds of education abroad programs to choose from! Programs vary in length from one week up to a full academic year and are located all over the world, so there is something for everyone! Start to browse programs below, and please reach out firstname.lastname@example.org any questions or to start planning your experience abroad.
Study abroad for a winter, summer, or semester with one of ESF's recommended study abroad providers, any other SUNY institution or through another study abroad program provider. Many of these programs are immersive or field-based opportunities. Short-term, summer, and semester programs are all available!
Before researching programs, think about your goals for education abroad. What type of experience are you hoping to have and what are you most interested in learning? What type of opportunities do you have limited access to in Syracuse and how might you gain those abroad? Use these questions to help guide you to better understand what it is you want out of your international experience and how you might be able to find a program that fits those criteria.
In addition to thinking about what is important to you, take some time to recognize what is not important to you. When choosing a education abroad program, it can be easier to find a "perfect" match if you understand what you are willing to compromise. Are financials the most the important piece to you? Specific classes for your major? Perhaps a research syllabu in a specific field? Rank the things that are most important to you so we can help you find that "perfect" opportunity.
You never know where you might find recommendations, advice or input. Ask your classmates, professors, advisors, parents, guardians, coaches, etc. You never know what you might discover. Don't forget to visit OIE as well – we serve as the repository for all of the different opportunities in front of you and can help guide you when you're not sure where to even start.
Fri, 14 Aug 2020 12:08:00 -0500entext/htmlhttps://www.esf.edu/studyabroad/index.phpNCR's Amoris Laetitia Study Guide
Explore Pope Francis’ message about marriage and family with our complimentary study guide!
Moral theologian Jana Bennett and lay ecclesial minister Peg Ekerdt offer reflections on each chapter of Amoris Laetitia (The Joy of Love) and thoughtful discussion questions to help you delve deeper into these important topics. Used in conjunction with the full text of the document, the guide can easily be used for an adult education class or a college or high school classroom.
Complete this form to receive access to our free study guide.
Wed, 21 Sep 2016 09:20:00 -0500entext/htmlhttps://www.ncronline.org/ncrs-amoris-laetitia-study-guideHow to delete the inbuilt Administrator Account in Windows 11/10
With nothing more than a generic Windows 11/10 installation disc or USB flash drive, one can enable the built-in Administrator account with a little simple trick – and then use it to lock you out of your own system, or worse, access your private and sensitive files. In this post, we will walk you through the steps to delete the inbuilt Administrator Account in Windows 11/10.
By default, the built-in Windows administrator account is disabled. The built-in administrator account in Windows 11/10 does not even require a password. If you enable the built-in Windows administrator account by choice, you should always create a strong password to use with it.
Caution: It’s strongly recommended NOT to delete the inbuilt Administrator account.
To delete the inbuilt Administrator account in Windows 11/10, do the following:
To verify that the built-in admin account has indeed been deleted, you can open a command prompt by pressing the Windows key + R, then type cmd and hit Enter. In the command prompt window, type net user and hit Enter. This command will list all accounts on the system – even if they have been disabled.
Once the command executes, Windows will display a list of all accounts on the system. Note that the Administrator account is no longer visible.
You can also verify that the built-in Windows admin account is gone by opening the Computer Management console in Windows 11/10.
To do this, invoke the Run dialog box, then type compmgmt.msc and hit Enter. Then, click Local Users and Groups and select the Users folder. Again, note that the Administrator account is not visible.
For internships and other projects/study work outside of Switzerland, there are funding opportunities such as SEMP Europe Projects & Internships and SEMP Worldwide Projects & Internships. These are not linked to exchange agreements and all institutions (companies, research institutions, universities) are open.
Please refer students to us or to our website as early as possible so that we can clarify whether one of the programmes is an option.
The students organise the projects independently. However, all projects must be agreed with the department. The main supervision of student research projects always lies with ETH, even if they are carried out externally. Internships must be approved by the person responsible for the internship in the department (only compulsory or recommended internships).
Wed, 23 Dec 2020 15:24:00 -0600entext/htmlhttps://ethz.ch/staffnet/en/teaching/administration-mobility/study-administration-offices.htmlSelecting Your Program
Our programs vary in length from a week to a full academic year. We offer short-term programs that take place during the summer, spring break, or winter break, as well as long-term programs that cover one or two semesters.
If you are looking for a semester program, consider whether you would prefer to go abroad in the spring or fall. Due to differences in academic calendars around the world, some programs work best for Purdue students in one semester or the other, so the search allows you to specify. If you are open to spring and fall programs, selecting the “Semester” option will bring up results for both.
For adventurous students, we also offer programs that cover two semesters! Many returning students say they wish they had studied abroad longer, and the cultural immersion and cost effectiveness of a year-long program can be hard to beat.
Students interested in summer opportunities often ask if they can search for Maymester programs. We don’t categorize these separately from other summer programs, but it’s possible to search for programs beginning in May. See “Program Start Month” below.
Wed, 03 Jun 2020 05:36:00 -0500en-UStext/htmlhttps://www.purdue.edu/IPPU/SA/Programs/SearchGuide.htmlHistory study guide 2023/24
History at Bristol
When you become part of the Department of History, you will be on the way to becoming an historian, rather than just a student of history. This means that you will actively engage in exploring and interpreting the past, rather than just storing up historical knowledge. All of our staff regularly publish and since our teaching focuses heavily on research, our interests are reflected in the exceptionally wide range of course units we offer in all years. We also strive to ensure that students get to take the units they are interested in so that, as our students develop and mature as historians, they are able to specialise in the areas that interest them most. Real historians are united by their passion to explore the past, through the writings of other historians (secondary sources) and the material produced by those we study (primary sources). As historians, we know that communicating findings to others is the key to our work, helping us refine our ideas and advance historical debates.
The department offers many classes that are based in a single semester, and can therefore accept unit requests from Study Abroad students who want to join Bristol for just the autumn or spring semester.
The department offers units across all undergraduate levels of study: year 1 (level C/4), year 2 (level I/5), and year 3 (level H/6) units. Postgraduate units are not available.
Unit codes in the Department of History begin with 'HIST'. This is followed by a number indicating the year (1, 2, 3). For example:
HIST10000 = year 1 unit
HIST20000 = year 2 unit
HIST30000 = year 3 unit.
For more information about each unit, check the University's unit catalogue for 2023/24. Applicants on all study abroad programmes must review the unit details on the catalogue before listing unit choices on their application form. This includes checking the format of assessment for each unit. The unit catalogue for 2023/22 is updated by April 2023.
Your unit choices cannot be guaranteed. Some units may not have capacity to accommodate all of the unit requests we receive. Registration on a unit also depends on whether you meet the pre-requisite conditions through prior study at your home university.
Study Abroad (Subject pathway)
If you have been nominated to Bristol on the Study Abroad (Subject pathway), you must take the majority of your credits in this department.
Units available on the study abroad programme in 2023/24
The following units from the Department of History are open to inbound Study Abroad students.
Year 1 (level C/4)
Approaching the Past (TB1) - HIST13015
Modern Revolutions (TB1) - HIST10067
The American Century (TB1) - HIST10044
The Early Modern World: Europe and the Wider World (TB1) - HIST10065
The Early Modern World: The British Isles (TB1) - HIST10063
War and Society (TB1) - HIST10045
Decolonise the Future! (TB2) - UNIV10009
Fight the Power': Democracy and Protest (TB2) - HIST10068
Gender and the Modern World (TB2) - HIST10069
Slavery (TB2) - HIST10046
The Medieval World: Europe and the Wider World (TB2) - HIST10066
The Medieval World: The British Isles (TB2) - HIST10064
Year 2 (level I/5)
Special Field units are high intensity research specialist units. These units are held in the spring semester (TB2). Students are strongly advised to only take one per semester due to the workload involved.
Special Field TB2 units:
Aztecs, Incas and Evangelisers (TB2) - HIST20036
Building Modern Ireland, 1850-Present (TB2) – HIST20139
Health and Medicine in African History: Actors, Institutions, Ideas (TB2) – HIST20147
Hong Kong and the World (TB2) - HIST20135
Modern Girls and Women (TB2) – HIST20146
Race, Migration and Diaspora in 19th and 20th Century Britain (TB2) - HIST20136
Rebels, Runaways and Revolts: Agency, Resistance and Slavery in the United States (TB2) - HIST20129
The Age of Revolutions 1776-1848 in Global Context (TB2) - HIST20128
The F Word: Understanding European Fascism Then and Now (TB2) - HIST20137
Under the Covers: Sex and Modern British Print Culture (TB2) - HIST20138
Non-Special Field units:
Africa in Global Context (TB1) – HIST20141
Asia in Global Context (TB1) – HIST20143
Crusading Cultures (TB1) - HIST20133
Fear and Loathing (TB1) - HIST20117
Outlaws (TB1) - HIST20120
Rethinking History (TB1) - HIST23101
The Americas in Global Context (TB1) – HIST20142
Decolonisation (TB2) - HIST20116
Disease, Deviance and Disability in Modern Medicine (TB2) - HIST20134
The Making of Contemporary Britain (TB2) - HIST20114
The Politics of the Past (TB2) – HIST20144
The Public Role of the Historian (TB2) – HIST20145
Year 3 (level H/6)
Special Subject units are high intensity research specialist units. These units are held in the autumn semester (TB1). Students are strongly advised to only take one per semester due to the workload involved.
Special Subject TB1 units:
Aftermath: The Wake of War, 1945-1949 (TB1) – HIST30106
Bristol and Slavery (TB1) - HIST30078
Constructing the Other (TB1) – HIST30107
Dark Pasts: Modern Histories of Night in Britain and North America (TB1) - HIST30132
Gender, Race and Colonialism in Early English America (TB1) – HIST30136
Kingship and Crisis during the Wars of the Roses (TB1) - HIST37011
Once Upon a Crime: Law and Popular Cultures in the Age of Empire (TB1) – HIST30137
Race and Resistance in South Africa (TB1) – HIST37010
Rage Against the Machine: Technology and Anti-Technology in Modern Britain (TB1) – HIST30138
Red Power and Beyond: American Indian Activism since 1944 (TB1) - HIST30128
The Age of the Human (TB1) - HIST30103
The Mass Media in Modern Britain (TB1) - HIST30133
Non-Special Subject units:
Britain's Long Nineteenth Century, 1789-1914 (TB1) - HIST30120
Memory (TB1) - HIST30113
Picturing the Twentieth Century (TB1) - HIST30114
Capitalism (TB2) - HIST30115
Global Empires (TB2) - HIST30122
Horrible Histories and all That (TB2) - HIST30119
Millennial Britain (TB2) - HIST30125
Race (TB2) - HIST30117
Sexualities (TB2) - HIST30118
Year 4 (level M/7)
We advise that students take no more than 1 'Special Field' or 'Special Subject' unit per semester. These are high intensity research specialist units which involve a heavy workload. Students interested in taking one of these units may wish to combine them with one of the Department's core outline units:
Africa in Global Context (TB1) – HIST20141
Approaching the Past (TB1) - HIST13015
Asia in Global Context (TB1) – HIST20143
The Americas in Global Context (TB1) – HIST20142
The Politics of the Past (TB2) – HIST20144
The Public Role of the Historian (TB2) – HIST20145
Rethinking History (TB1) - HIST23101
Students cannot audit units. Study abroad students are fully registered on units for credit purposes and must attend teaching only for classes that they are registered on.
Contact the Centre for Study Abroad inbound team if you have any queries about the application process for the study abroad programmes:
Fri, 13 May 2022 18:58:00 -0500entext/htmlhttps://www.bristol.ac.uk/centre-for-study-abroad/inbound/study-abroad-programmes-at-bristol/subjects-and-study-guides/history-study-guide/Perioperative Celebrex Administration for Pain Management After Total Knee Arthroplasty — A Randomized, Controlled Study
Abstract and Background
Background: Non-steroidal anti-inflammatory drugs (NSAIDs) are recommended for multimodal postoperative pain management. We evaluated opioid-sparing effects and rehabilitative results after perioperative celecoxib administration for total knee arthroplasty. Methods: This was a prospective, randomized, observer-blind control study. Eighty patients that underwent total knee arthroplasty were randomized into two groups of 40 each. The study group received a single 400 mg dose of celecoxib, one hour before surgery, and 200 mg of celecoxib every 12 hours for five days, along with patient-controlled analgesic (PCA) morphine. The control group received only PCA morphine for postoperative pain management. Visual analog scale (VAS) pain scores, active range of motion (ROM), total opioid use and postoperative nausea/vomiting were analyzed. Results: Groups were comparable for age, pre-operative ROM, operation duration and intraoperative blood loss. Resting VAS pain scores improved significantly in the celecoxib group, compared with controls, at 48 hrs (2.13 ± 1.68 vs. 3.43 ± 1.50, p = 0.03) and 72 hrs (1.78 ± 1.66 vs. 3.17 ± 2.01, p = 0.02) after surgery. Active ROM also increased significantly in the patients that received celecoxib, especially in the first 72 hrs [40.8° ± 17.3° vs. 25.8° ± 11.5°, p = 0.01 (day 1); 60.7° ± 18.1° vs. 45.0° ± 17.3°, p = 0.004 (day 2); 77.7° ± 15.1° vs. 64.3° ± 16.9°, p = 0.004 (day 3)]. Opioid requirements decreased about 40% (p = 0.03) in the celecoxib group. Although patients suffering from post-operative nausea/vomiting decreased from 43% in control group to 28% in celecoxib group, this was not significant (p = 0.57). There were no differences in blood loss (intra- and postoperative) between the groups. Celecoxib resulted in no significant increase in the need for blood transfusions. Conclusion: Perioperative celecoxib significantly improved postoperative resting pain scores at 48 and 72 hrs, opioid consumption, and active ROM in the first three days after total knee arthroplasty, without increasing the risks of bleeding.
Surgical trauma induces the synthesis of prostaglandins, which sensitize the peripheral nociceptors. Non-steroidal anti-inflammatory drugs (NSAIDs) inhibit prostaglandin synthesis in the periphery and the spinal cord, therefore decreasing the post-operative hyperalgesic state. NSAIDs have been shown to have opioid-sparing effects[3,4,5,6] and reduce postoperative nausea and vomiting (PONV) by 30%. However, the analgesic effects of perioperative NSAIDs are still uncertain.[8,9,10] Some studies suggest that perioperative NSAIDs Improve postoperative pain for ambulatory arthroscopic knee or spinal fusion surgery. However, few papers have discussed the effectiveness of perioperative NSAID in pain management after total knee arthroplasty (TKA).[13,14,15] Rofecoxib has been the perioperative coxib in previous studies. However, in September 2004, it was withdrawn from the market due to its thromboembolic effects, particularly myocardial infarction.
Celecoxib is a selective cyclooxygenase (COX)-2 inhibitor and an effective analgesic for acute postoperative pain. Although pre-operative non-selective NSAID use increases the risks of bleeding,[10,17] celecoxib (1200 mg daily) has no effects on serum thromboxane or platelet functions. Celecoxib (400 mg) also has similar analgesic effects in comparison with conventional non-selective NSAID. To achieve less postoperative pain and better rehabilitation after TKA surgery, especially in the first week, prescription of oral celecoxib preemptively for pain management of TKA patients is reasonable. Although previous studies have evaluated the analgesic efficacy of rofecoxib, few studies to date have evaluated the efficacy of celecoxib for TKA. In this study, we hypothesized that celecoxib provides better efficacy than the use of patient-controlled analgesic (PCA) morphine, which is currently the standard therapy in our institute. We aimed to compare the difference in the pain scores at rest and ambulation, along with range of motion (ROM), morphine-sparing effects, PONV, and perioperative blood loss between patients receiving celecoxib treatment and patients receiving PCA morphine treatment after TKA surgeries.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Cite this: Perioperative Celebrex Administration for Pain Management After Total Knee Arthroplasty — A Randomized, Controlled Study - Medscape - Jun 03, 2008.
Tue, 02 Jan 2024 09:59:00 -0600entext/htmlhttps://www.medscape.com/viewarticle/577727