This document discusses soft tissue trauma and injuries. It covers different types of soft tissue injuries including closed wounds (contusions, hematomas, crush injuries) and open wounds (abrasions, lacerations, punctures, avulsions, amputations). It provides guidance on treating specific types of wounds such as burns, electrical injuries, wounds involving impaled objects, and more. Treatment priorities include controlling bleeding, preventing infection, dressing wounds, caring for shock, and providing pain management and emotional support.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Planning Your Time: Plan 155 minutes for this chapter.
Soft Tissues (15 minutes)
Closed Wounds (20 minutes)
Open Wounds (20 minutes)
Treating Specific Types of Open Wounds (20 minutes)
Burns (40 minutes)
Electrical Injuries (20 minutes)
Dressing and Bandaging (20 minutes)
Note: The total teaching time recommended is only a guideline.
Core Concepts:
Understanding closed wounds and emergency care for closed wounds
Understanding open wounds and emergency care for open wounds
Understanding burns and emergency care for burns
Understanding electrical injuries and emergency care for electrical injuries
How to dress and bandage wounds
Teaching Time: 15 minutes
Teaching Tips: Use multimedia graphics to demonstrate anatomy. Spend time now on the function of the skin to improve comprehension of later lessons.
Covers Objective: 26.2
Point to Emphasize: The skin, fatty tissues, muscles, blood vessels, connective tissues, membranes, glands, and nerves are considered the soft tissues of the body.
Discussion Topic: List and describe the types of soft tissue.
Knowledge Application: Have students label the layers of the skin on a blank illustration.
Covers Objective: 26.2
Point to Emphasize: The skin, fatty tissues, muscles, blood vessels, connective tissues, membranes, glands, and nerves are considered the soft tissues of the body.
Discussion Topic: List and describe the types of soft tissue.
Knowledge Application: Have students label the layers of the skin on a blank illustration.
Covers Objective: 26.2
Discussion Topics: Describe the functions of the skin. List and describe the layers of the skin.
Knowledge Application: Have students work in small groups to discuss the functions of the skin. Assign a function of the skin to each group; then have each group present the impact of losing skin on its particular function.
Critical Thinking: Many people die from infection after a large surface-area burn. How does this fact relate to our discussion about functions of the skin?
Covers Objective: 26.2
Discussion Topics: Describe the functions of the skin. List and describe the layers of the skin.
Knowledge Application: Have students work in small groups to discuss the functions of the skin. Assign a function of the skin to each group; then have each group present the impact of losing skin on its particular function.
Critical Thinking: Many people die from infection after a large surface-area burn. How does this fact relate to our discussion about functions of the skin?
Teaching Time: 20 minutes
Teaching Tips: Use multimedia graphics to illustrate closed injuries. Review anatomy to identify body areas that potentially threaten underlying vital organs. Relate to the lessons on internal bleeding. Closed injuries and internal bleeding are closely related.
Covers Objective: 26.3
Points to Emphasize: In a closed wound, the skin has not been broken. Blunt trauma causes closed wounds. There are three types of closed wounds: contusions, hematomas, and crush injuries.
Discussion Topics: Discuss what is meant by closed wound. Describe the three types of closed wounds. Discuss the forces that create closed injuries. How could these forces transfer damage to underlying structures?
Covers Objective: 26.3
Points to Emphasize: In a closed wound, the skin has not been broken. Blunt trauma causes closed wounds. There are three types of closed wounds: contusions, hematomas, and crush injuries.
Discussion Topics: Discuss what is meant by closed wound. Describe the three types of closed wounds. Discuss the forces that create closed injuries. How could these forces transfer damage to underlying structures?
Covers Objective: 26.3
Covers Objective: 26.3
Covers Objective: 26.4
Point to Emphasize: To assess and treat a closed wound appropriately, consider the mechanism of injury and the structures that lie beneath the skin.
Covers Objective: 26.3
Point to Emphasize: When treating major closed injuries, assume internal bleeding.
Discussion Topic: Describe the treatment of a closed wound.
Class Activity: Describe closed injuries to different areas of the body. Discuss with the class what structures and organs are at risk.
Knowledge Application: Use multimedia graphics to demonstrate different types of closed injuries. Distribute pictures to groups of students and ask groups to formulate an assessment and treatment strategy.
Covers Objective: 26.3
Knowledge Application: Use programmed patients to simulate closed injuries. Have teams of students practice assessment and treatment.
Teaching Time: 20 minutes
Teaching Tips: Use multimedia graphics to demonstrate the various types of open injuries. Discuss the specific and varied threats that each type of open wound can pose. Use specific examples.
Covers Objective: 26.5
Discussion Topics: Describe the major types of open wounds. Discuss the specific dangers of each. Discuss why a small puncture wound may disguise a major injury. Use a gunshot wound as an example.
Knowledge Application: Have students work in small groups. Give each group a picture of an open wound. Have the group classify the type of wound and then discuss the potential dangers.
Covers Objective: 26.5
Discussion Topics: Describe the major types of open wounds. Discuss the specific dangers of each. Discuss why a small puncture wound may disguise a major injury. Use a gunshot wound as an example.
Knowledge Application: Have students work in small groups. Give each group a picture of an open wound. Have the group classify the type of wound and then discuss the potential dangers.
Covers Objective: 26.6
Talking Points: Yes, depending on the situation you may need more than just gloves as Standard Precautions. Always be sure to assess the situation and wear the appropriate clothing. Yes, depending on where the injury is, it can affect the patient's airway or breathing.
Covers Objective: 26.6
Point to Emphasize: Controlling hemorrhage, recognizing and treating shock, preventing infection, and bandaging are important elements in emergency care of open wounds.
Discussion Topic: Describe the assessment and treatment priorities for an open wound.
Knowledge Application: Place a puncture wound on a manikin or full-body diagram. Have the class discuss what organs and structures lie in the potential pathway. Discuss life threats and treatment strategies.
Covers Objective: 26.6
Point to Emphasize: Controlling hemorrhage, recognizing and treating shock, preventing infection, and bandaging are important elements in emergency care of open wounds.
Discussion Topic: Describe the assessment and treatment priorities for an open wound.
Knowledge Application: Place a puncture wound on a manikin or full-body diagram. Have the class discuss what organs and structures lie in the potential pathway. Discuss life threats and treatment strategies.
Covers Objective: 26.6
Class Activity: Describe a type of open wound. Ask the students to discuss what specific threats might be posed by that particular type of injury.
Knowledge Application: Have students work in small groups. Use programmed patients and moulage to simulate different types of open wounds. Practice assessment and treatment procedures.
Critical Thinking: Consider a patient with a large soft-tissue injury to the face. After you dress and bandage it properly, what emotional concerns might you address? How might an injury such as this affect the emotional well-being of the patient?
Teaching Time: 20 minutes
Teaching Tips: Use multimedia graphics to illustrate specific types of injuries. Use moulage to simulate injuries. This will add realism to scenario work. Instill a fear of puncture wounds. Describe a variety of offending objects (knives, bullets, arrows, and so on) and discuss the potential for underlying damage despite minimal external wounding. Research local protocol on treatment of avulsed and amputated parts.
Covers Objective: 26.6
Covers Objective: 26.6
Point to Emphasize: Puncture wounds are particularly dangerous as they present with only small external wounds but may damage structures deep into the body.
Discussion Topic: Discuss why a small puncture wound may disguise a major injury. Use a gunshot wound as an example.
Covers Objective: 26.6
Knowledge Application: Have students work in small groups. Use a programmed patient and moulage and simulate various types of injuries. Practice specific treatment strategies.
Covers Objective: 26.6
Knowledge Application: Have students work in small groups. Use a programmed patient and moulage and simulate various types of injuries. Practice specific treatment strategies.
Covers Objective: 26.6
Covers Objective: 26.6
Point to Emphasize: Do not remove or apply direct pressure to impaled objects.
Covers Objective: 26.6
Covers Objective: 26.6
Covers Objective: 26.6
Knowledge Application: Have the students work in small groups. Simulate impaled objects and practice stabilization and treatment.
Covers Objective: 26.6
Knowledge Application: Have the students work in small groups. Simulate impaled objects and practice stabilization and treatment.
Covers Objective: 26.6
Covers Objective: 26.6
Covers Objective: 26.6
Covers Objective: 26.6
Covers Objective: 26.6
Covers Objective: 26.6
Covers Objective: 26.6
Covers Objective: 26.6
Covers Objective: 26.6
Point to Emphasize: Emergency care for avulsions requires the application of large, bulky pressure dressings. Preserve any avulsed parts and transport them to the medical facility along with the patient.
Class Activity: Use simulated amputated parts. Practice care of amputations and avulsions.
Knowledge Application: Have students work in small groups. Assign each group a specific type of injury. Have the group research and present the most appropriate treatment strategies.
Covers Objective: 26.6
Covers Objective: 26.6
Covers Objective: 26.6
Point to Emphasize: Take care to treat amputated parts carefully as there may be a possibility of reattachment.
Discussion Topic: Describe the specific treatment for the following types of injuries: lacerations, punctures, impaled objects, avulsions, amputations, genital injuries.
Critical Thinking: How does the care of an amputated part impact the emotional side of patient care? What emotional benefit might the patient gain?
Covers Objective: 26.6
Teaching Time: 40 minutes
Teaching Tips: Emphasize (and reemphasize) safety and appropriate scene size-up with burn patients. Contact a burn center or national burn care organization for specialized teaching resources. Use multimedia graphics to illustrate different types of burns. Teach students to identify critical burns rapidly. Address specific criteria to make the decision. Follow local protocols.
Covers Objective: 26.7
Point to Emphasize: Burns involve immediate destruction of tissue but also can have a long-term effect, both physically and emotionally.
Covers Objective: 26.8
Point to Emphasize: Burns can be classified and evaluated in three ways: by agent and source, by depth, and by severity.
Discussion Topic: Describe the factors that would make a burn critical.
Covers Objective: 26.8
Point to Emphasize: Burns can be classified and evaluated in three ways: by agent and source, by depth, and by severity.
Discussion Topic: Describe the factors that would make a burn critical.
Covers Objective: 26.8
Point to Emphasize: Burns can be classified and evaluated in three ways: by agent and source, by depth, and by severity.
Discussion Topic: Describe the factors that would make a burn critical.
Covers Objective: 26.8
Point to Emphasize: The three classifications of burn depth are superficial, partial thickness, and full thickness.
Discussion Topic: Describe the three classifications of burn depth. Compare and contrast the findings for each.
Knowledge Application: Display pictures of burns. Have students classify the depth of the burn based on presentation. Discuss.
Covers Objective: 26.8
Covers Objective: 26.8
Covers Objective: 26.8
Covers Objective: 26.8
Covers Objective: 26.8
Covers Objective: 26.8
Discussion Topics: Explain how to determine the surface area of a burn. Consider an adult patient and a child. Discuss how the location of a burn might impact its severity. How might a hand burn be more serious than a burn of the same size on the abdomen?
Knowledge Application: Determine body surface area. Describe an area burned. Have students use various methods to determine body surface area.
Covers Objective: 26.8
Point to Emphasize: The amount of skin surface involved in a burn can be calculated quickly by using the rule of nines.
Discussion Topics: Explain how to determine the surface area of a burn. Consider an adult patient and a child. Discuss how the location of a burn might impact its severity. How might a hand burn be more serious than a burn of the same size on the abdomen?
Knowledge Application: Determine body surface area. Describe an area burned. Have students use various methods to determine body surface area.
Covers Objective: 26.8
Point to Emphasize: The amount of skin surface involved in a burn can be calculated quickly by using the rule of nines.
Discussion Topics: Explain how to determine the surface area of a burn. Consider an adult patient and a child. Discuss how the location of a burn might impact its severity. How might a hand burn be more serious than a burn of the same size on the abdomen?
Knowledge Application: Determine body surface area. Describe an area burned. Have students use various methods to determine body surface area.
Covers Objective: 26.8
Covers Objective: 26.8
Talking Points: In late adulthood, the body's ability to cope with injury is reduced due to aging tissues. Burns classified as moderate should be considered critical in adults 55 years and older.
Covers Objective: 26.8
Talking Points: In late adulthood, the body's ability to cope with injury is reduced due to aging tissues. Burns classified as moderate should be considered critical in adults 55 years and older.
Covers Objective: 26.9
Point to Emphasize: There are special approaches to the care of thermal burns, general chemical burns, and chemical burns to the eyes. EMTs should know the procedures for treating each type.
Knowledge Application: Use a programmed patient to simulate different types of burn scenarios. Have teams of students practice assessment and identification of a critical burn.
Covers Objective: 26.9
Point to Emphasize: There are special approaches to the care of thermal burns, general chemical burns, and chemical burns to the eyes. EMTs should know the procedures for treating each type.
Knowledge Application: Use a programmed patient to simulate different types of burn scenarios. Have teams of students practice assessment and identification of a critical burn.
Covers Objective: 26.9
Discussion Topic: Compare and contrast treatment modalities for the various types of burns. How are the modalities similar? How are they different?
Class Activities: Tour a burn unit. See firsthand the impact of burns. Interview staff from a burn center. Discuss perils and pitfalls of burn care.
Knowledge Application: Use student volunteers and practice flushing an eye. Discuss necessary equipment and strategies.
Covers Objective: 26.9
Discussion Topic: Compare and contrast treatment modalities for the various types of burns. How are the modalities similar? How are they different?
Class Activities: Tour a burn unit. See firsthand the impact of burns. Interview staff from a burn center. Discuss perils and pitfalls of burn care.
Knowledge Application: Use student volunteers and practice flushing an eye. Discuss necessary equipment and strategies.
Covers Objective: 26.9
Discussion Topic: Compare and contrast treatment modalities for the various types of burns. How are the modalities similar? How are they different?
Class Activities: Tour a burn unit. See firsthand the impact of burns. Interview staff from a burn center. Discuss perils and pitfalls of burn care.
Knowledge Application: Use student volunteers and practice flushing an eye. Discuss necessary equipment and strategies.
Covers Objective: 26.9
Critical Thinking: How might a burn impact a patient emotionally? How might this be a long-term concern?
Covers Objective: 26.9
Critical Thinking: How might a burn impact a patient emotionally? How might this be a long-term concern?
Covers Objective: 26.9
Critical Thinking: How might a burn impact a patient emotionally? How might this be a long-term concern?
Teaching Time: 20 minutes
Teaching Tips: Emphasize safety. Electrical injury scenes are extremely hazardous to emergency responders. Use multimedia graphics to illustrate electrical injuries. Invite a power company representative to discuss electrical safety and associated injuries. Note the importance of cardiac evaluation. This type of injury is not readily apparent on the outside but can be life threatening.
Covers Objective: 26.10
Points to Emphasize: The scenes of injuries due to electricity are often very hazardous. Assume that the source of electricity is still active unless a qualified person tells you that the power has been turned off. Electrical current can damage tissue in a variety of ways. Burns, nerve damage, and chemical changes are examples of the destruction that electricity can cause. Specific assessment findings can indicate the presence of electrical injuries.
Discussion Topics: Discuss how you might determine that the scene is safe when approaching an electricity-related emergency. Describe how electricity can damage the body. Use specific examples. Describe the assessment findings that might indicate an electrical emergency.
Knowledge Application: Have students work in small groups. Use programmed patients and simulate electrical emergencies. Focus on safety evaluation and approach strategies.
Covers Objective: 26.10
Point to Emphasize: Proper care for electrical injuries must include treatment of cardiac dysrhythmias. In addition, spinal immobilization should be considered.
Discussion Topic: Describe the treatment of a patient injured by electricity. What are the most important elements of treatment?
Critical Thinking: You have identified a patient who has been electrocuted. You are not sure if the power has been turned off, so you have decided to hold back. What forces may be present to make you want to push forward? How can you overcome these issues?
Teaching Time: 20 minutes
Teaching Tips: Have on hand various types of dressings and bandages with which students can practice. Create a culture of infection control. Always require appropriate PPE when practicing potentially infectious skills. Moulage a programmed patient to simulate injuries and bleeding. Foster creativity. Do not always place the wound in the same convenient location. Make students bandage difficult areas. Integrate hemostatic agents with dressings and bandages.
Covers Objective: 26.11
Point to Emphasize: A dressing is any material that is applied to a wound in an effort to control bleeding and prevent further contamination. A bandage is any material that is used to hold a dressing in place.
Discussion Topics: Discuss what PPE might be necessary when dressing and bandaging a bleeding wound. Discuss the rules for the general dressing of wounds.
Covers Objective: 26.11
Point to Emphasize: A dressing is any material that is applied to a wound in an effort to control bleeding and prevent further contamination. A bandage is any material that is used to hold a dressing in place.
Discussion Topics: Discuss what PPE might be necessary when dressing and bandaging a bleeding wound. Discuss the rules for the general dressing of wounds.
Covers Objective: 26.11
Points to Emphasize: Bandaging frequently exposes providers to bloodborne pathogens. EMTs always should don the correct level of personal protection prior to beginning these procedures. Bandaging is secondary to hemorrhage control. When necessary, stop bleeding before applying a bandage.
Covers Objective: 26.11
Points to Emphasize: Bandaging frequently exposes providers to bloodborne pathogens. EMTs always should don the correct level of personal protection prior to beginning these procedures. Bandaging is secondary to hemorrhage control. When necessary, stop bleeding before applying a bandage.
Covers Objective: 26.11
Knowledge Applications: Select and don appropriate PPE for treating open soft-tissue injuries. Have students work in small groups. Practice the sequence of bleeding control and bandaging. Discuss how the steps flow together.
Critical Thinking: If you did not have EMS equipment, what common items could you use to dress and bandage a wound?
Covers Objective: 26.11
Point to Emphasize: Completely cover the wound with a dressing. Apply the bandage over the dressing and completely cover the dressing.
Discussion Topic: Discuss the rules for the general bandaging of wounds.
Class Activity: Brainstorm creative bandaging techniques. List an unusual wound site and ask students to formulate creative bandaging solutions.
Knowledge Application: Using a manikin or programmed patient, practice applying dressings and bandaging wounds.
Covers Objective: 26.11
Point to Emphasize: Completely cover the wound with a dressing. Apply the bandage over the dressing and completely cover the dressing.
Discussion Topic: Discuss the rules for the general bandaging of wounds.
Class Activity: Brainstorm creative bandaging techniques. List an unusual wound site and ask students to formulate creative bandaging solutions.
Knowledge Application: Using a manikin or programmed patient, practice applying dressings and bandaging wounds.
Covers Objective: 26.11
Point to Emphasize: Completely cover the wound with a dressing. Apply the bandage over the dressing and completely cover the dressing.
Discussion Topic: Discuss the rules for the general bandaging of wounds.
Class Activity: Brainstorm creative bandaging techniques. List an unusual wound site and ask students to formulate creative bandaging solutions.
Knowledge Application: Using a manikin or programmed patient, practice applying dressings and bandaging wounds.