Based on the mechanism of injury described, intrusion into the patient's seating area during a motor vehicle collision, this patient meets trauma triage criteria for transport to a level 1 or 2 trauma center despite stable vital signs. The mechanism alone, intrusion during an MVC, is concerning for potential internal injuries that may not be evident on initial exam. It is prudent to transport this patient to the higher level of care available at a trauma center for further evaluation and management.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter 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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Planning Your Time: Plan 60 minutes for this chapter.
Multisystem Trauma (30 minutes)
Managing the Multisystem-Trauma Patient (30 minutes)
Note: The total teaching time recommended is only a guideline.
Core Concepts
How to balance the critical trauma patient's need for prompt transport against the time needed to treat all of the patient's injuries at the scene
How to determine the severity of the trauma patient's condition, priority for transport, and appropriate transport destination
How to select the critical interventions to implement at the scene for a multiple-trauma patient
How to calculate a trauma score
Teaching Time: 30 minutes
Teaching Tips: Use examples and scenarios to describe the trauma decision-making process. Discuss the Center for Disease Control Trauma Triage Guidelines. Discuss the guidelines of your local trauma center. Integrate this type of decision making into scenarios throughout class. Make it more than a one-time lesson.
Covers Objective: 30.1
Points to Emphasize: The multisystem-trauma patient has one or more injuries that are serious enough to affect more than one body system. Care for multisystem trauma is different from that for isolated trauma. Teamwork, timing (moving patient to definitive care as soon as possible), and transport (decision about appropriate destination) are essential.
Discussion Topics: Define multisystem trauma. Discuss how the treatment and transportation of a multisystem-trauma patient is different from that of an isolated trauma patient.
Knowledge Application: Have students work in small groups. Ask each group to discuss the different roles that would be necessary to treat and transport a multisystem-trauma patient. What would be the components of teamwork?
Critical Thinking: Is there isolated trauma that requires similar decision making and teamwork when compared to multisystem trauma? Give examples.
Covers Objective: 30.3
Points to Emphasize: EMTs must look at actual physiologic injuries, anatomic locations, and mechanism of injury to adequately judge patient severity and transport priority. Special considerations, such as age and underlying medical condition, may alter the initial severity decisions.
Covers Objective: 30.3
Knowledge Application: Using local geography, describe a trauma scene. Ask students to make severity decisions and to plan appropriate transportation.
Covers Objective: 30.3
Discussion Topic: What special considerations might alter the decision-making process when dealing with a trauma patient?
Class Activities: Hand out four written scenarios as a take-home assignment. Ask students to read each scenario and then to write out an initial treatment and transport plan.
Covers Objective: 30.3
Covers Objective: 30.3
Discussion Topic: Describe the information needed to judge the severity of a multisystem trauma patient.
Class Activity: Discuss local trauma resources. Where are the local trauma centers? What transport options are present?
Knowledge Application: Use a programmed patient and simulate trauma scenarios. Have groups of students practice assessment, decision making, and teamwork.
Covers Objective: 30.3
Discussion Topic: Describe the information needed to judge the severity of a multisystem trauma patient.
Class Activity: Discuss local trauma resources. Where are the local trauma centers? What transport options are present?
Knowledge Application: Use a programmed patient and simulate trauma scenarios. Have groups of students practice assessment, decision making, and teamwork.
Teaching Time: 30 minutes
Teaching Tips: Use multimedia graphics to demonstrate multisystem trauma scenes. The scenario in the chapter is a helpful example of a trauma scene. Use it as a basis for discussion or as a framework for other scenarios. Relate this lesson to previous lessons. Discuss the context of airway management, bleeding control, and spinal immobilization in multisystem trauma patients. Describe how the primary assessment will guide these steps. Add context to scenarios. By now, students will be familiar with standardized skill sheets. Begin to teach flexibility and adaptation by using atypical situations.
Covers Objective: 30.2
Point to Emphasize: The best way to prepare for multisystem trauma is to practice and develop teamwork before the call.
Discussion Topic: Describe the process of preparing for a multisystem trauma situation. What steps can you take before the call?
Knowledge Applications: Have students work in small groups. Ask each group to preplan multisystem trauma. Discuss roles and teamwork and compare notes among groups. Using the same groups and a programmed patient, create a multisystem trauma patient scenario. Discuss whether preplanning helped and how students might preplan differently.
Covers Objective: 30.5
Point to Emphasize: Scene safety considerations are an essential component of multisystem trauma management. The EMT must adapt to unusual circumstances in multisystem trauma management. Expect the unexpected.
Discussion Topic: What safety hazards might be present at a multisystem trauma scene?
Use examples to discuss why it is important to be flexible and to adapt at a multisystem trauma scene.
Class Activity: Use multimedia graphics to illustrate unusual trauma scenes. Discuss examples that show how traditional response and treatment might not be appropriate. Demonstrate flexibility.
Covers Objective: 30.5
Covers Objective: 30.5
Points to Emphasize: The best way to prepare for multisystem trauma is to practice and develop teamwork before the call.
Covers Objective: 30.5
Talking Points: Depending on your primary assessment, you may postpone taking vital signs until you are en route to the hospital. Alert hospital that you are on your way, and give them the information you have so that they can prepare the trauma team. As you reassess your patient in the vehicle, call the hospital as necessary to update the vital signs.
Covers Objective: 30.5
Point to Emphasize: Limit scene treatment to airway management, breathing control, administering high-concentration oxygen, controlling bleeding. and spinal immobilization.
Discussion Topic: What interventions are reasonable to conduct on scene with a multisystem trauma patient?
Knowledge Application: Use programmed patients to practice multisystem trauma scenarios. Time "on-scene interventions" and discuss decision making.
Critical Thinking: How might transport time affect the interventions completed at a scene? Might there be more on-scene interventions in the event of a long transport time? Might there be fewer?
Covers Objective: 30.5
Point to Emphasize: Limit scene treatment to airway management, breathing control, administering high-concentration oxygen, controlling bleeding. and spinal immobilization.
Discussion Topic: What interventions are reasonable to conduct on scene with a multisystem trauma patient?
Knowledge Application: Use programmed patients to practice multisystem trauma scenarios. Time "on-scene interventions" and discuss decision making.
Critical Thinking: How might transport time affect the interventions completed at a scene? Might there be more on-scene interventions in the event of a long transport time? Might there be fewer?
Covers Objective: 30.6
Covers Objective: 30.6
Covers Objective: 30.6
Talking Points: There are many different types of trauma situations, and decision-making in each will be determined by the conditions.
Talking Points: Since the patient complains of pain in the rib area and the potential for considerable blunt injury trauma due to the crash, you should be alert for unseen internal injuries and the possibility that the patient may need critical care that is better supplied at a specialized trauma center than at a community hospital.
