This document provides instructions on learning first aid skills including: assessing if a person is unconscious, putting someone in the recovery position, and what to do and say when making an emergency call. It begins with an example of a girl who helped someone choking at the cinema and explains why it's important to learn first aid skills like opening airways and recovery positions. It then gives steps to assess if someone is unconscious, how to open an airway, and how to properly position someone in the recovery position. It concludes by explaining the key information needed when calling emergency services.
This document provides instructions on learning first aid skills including: assessing if a person is unconscious, putting someone in the recovery position, and what to do and say when making an emergency call. It begins with an example of a girl who helped someone choking at the cinema and explains why it's important to learn first aid skills like opening airways and recovery positions. It then gives steps to assess if someone is unconscious, how to open an airway, and how to properly position someone in the recovery position. It concludes by explaining the key information needed when calling emergency services.
The document provides information on first aid skills including:
1) How to assess an unconscious person, perform CPR on adults, children and babies, treat bleeding wounds, and recognize and treat shock.
2) It describes how to perform CPR, including giving 30 chest compressions and 2 rescue breaths for adults. For children and babies, chest compressions need to be more gentle.
3) To treat bleeding wounds, it advises to press on the wound, raise it above heart level, bandage it, and call for an ambulance. For shock, it recommends lying the person down and raising their legs to get blood to vital organs.
This document provides instructions on how to perform basic first aid techniques including:
1) Assessing an unconscious person, performing CPR on adults, children and babies, and treating big bleeds and shock.
2) CPR involves giving 30 chest compressions followed by 2 rescue breaths to pump blood around the body and get oxygen into the lungs.
3) To treat a big bleed, press on the wound, raise it above the heart, bandage it, and call for emergency help.
This document provides an overview of basic first aid. It discusses what first aid is, the importance of safety, basic life support skills like CPR, assessing emergencies, controlling bleeding, treating burns, sprains and strains, heat illnesses, hypothermia, frostbite, backwoods injuries like blisters and ticks, and considerations for delayed emergency response. The key messages are that first aid focuses on initial care for injuries until medical help arrives, safety of the rescuer and patient is paramount, and basic skills like CPR, wound care, and splinting can make a difference in serious situations.
This document provides instructions on learning first aid skills including: assessing if a person is unconscious, putting someone in the recovery position, and what to do and say when making an emergency call. It begins with an example of a girl who helped someone choking at the cinema and explains why it's important to learn first aid skills like opening airways and recovery positions. It then gives steps to assess if someone is unconscious, how to open an airway, and how to properly position someone in the recovery position. It concludes by explaining the key information needed when calling emergency services.
First aid is the initial care given to someone who is injured or suddenly ill. It aims to preserve life and prevent complications by restoring circulation, immediately arresting bleeding, immobilizing fractures, and reassuring relatives. The golden rule of first aid is to check the airway, breathing, and circulation. Common injuries include overuse injuries, traumatic injuries, and open fractures. First aid is important as it ensures help is available during emergencies and the right medical assistance methods are administered.
La Cruz Roja en la escuela enseña primeros auxilios para proteger la vida y la salud de las personas. Ante un accidente, las tres reglas principales son no mover al niño, pedir ayuda y mantener la calma. Los accidentes más comunes en el colegio incluyen golpes, caídas, cuerpos extraños en el ojo y picaduras de insectos.
The document provides information on various first aid procedures. It defines first aid as the initial response to medical emergencies by non-medical experts. The purposes of first aid are to sustain life, prevent suffering, avoid complications, and promote recovery. It describes do's and don'ts for first responders, principles of first aid using the 4 C's (call for help, take charge, check the scene and casualty, care for the casualty), and the DRABC action plan. It then provides guidance on treating common injuries and illnesses like nosebleeds, heart attacks, burns, choking, bites/stings, wounds, and potential spinal injuries. It concludes by listing recommended contents for a first aid kit.
This document provides instructions on learning first aid skills including: assessing if a person is unconscious, putting someone in the recovery position, and what to do and say when making an emergency call. It begins with an example of a girl who helped someone choking at the cinema and explains why it's important to learn first aid skills like opening airways and recovery positions. It then gives steps to assess if someone is unconscious, how to open an airway, and how to properly position someone in the recovery position. It concludes by explaining the key information needed when calling emergency services.
The document provides information on first aid skills including:
1) How to assess an unconscious person, perform CPR on adults, children and babies, treat bleeding wounds, and recognize and treat shock.
2) It describes how to perform CPR, including giving 30 chest compressions and 2 rescue breaths for adults. For children and babies, chest compressions need to be more gentle.
3) To treat bleeding wounds, it advises to press on the wound, raise it above heart level, bandage it, and call for an ambulance. For shock, it recommends lying the person down and raising their legs to get blood to vital organs.
This document provides instructions on how to perform basic first aid techniques including:
1) Assessing an unconscious person, performing CPR on adults, children and babies, and treating big bleeds and shock.
2) CPR involves giving 30 chest compressions followed by 2 rescue breaths to pump blood around the body and get oxygen into the lungs.
3) To treat a big bleed, press on the wound, raise it above the heart, bandage it, and call for emergency help.
This document provides an overview of basic first aid. It discusses what first aid is, the importance of safety, basic life support skills like CPR, assessing emergencies, controlling bleeding, treating burns, sprains and strains, heat illnesses, hypothermia, frostbite, backwoods injuries like blisters and ticks, and considerations for delayed emergency response. The key messages are that first aid focuses on initial care for injuries until medical help arrives, safety of the rescuer and patient is paramount, and basic skills like CPR, wound care, and splinting can make a difference in serious situations.
This document provides instructions on learning first aid skills including: assessing if a person is unconscious, putting someone in the recovery position, and what to do and say when making an emergency call. It begins with an example of a girl who helped someone choking at the cinema and explains why it's important to learn first aid skills like opening airways and recovery positions. It then gives steps to assess if someone is unconscious, how to open an airway, and how to properly position someone in the recovery position. It concludes by explaining the key information needed when calling emergency services.
First aid is the initial care given to someone who is injured or suddenly ill. It aims to preserve life and prevent complications by restoring circulation, immediately arresting bleeding, immobilizing fractures, and reassuring relatives. The golden rule of first aid is to check the airway, breathing, and circulation. Common injuries include overuse injuries, traumatic injuries, and open fractures. First aid is important as it ensures help is available during emergencies and the right medical assistance methods are administered.
La Cruz Roja en la escuela enseña primeros auxilios para proteger la vida y la salud de las personas. Ante un accidente, las tres reglas principales son no mover al niño, pedir ayuda y mantener la calma. Los accidentes más comunes en el colegio incluyen golpes, caídas, cuerpos extraños en el ojo y picaduras de insectos.
The document provides information on various first aid procedures. It defines first aid as the initial response to medical emergencies by non-medical experts. The purposes of first aid are to sustain life, prevent suffering, avoid complications, and promote recovery. It describes do's and don'ts for first responders, principles of first aid using the 4 C's (call for help, take charge, check the scene and casualty, care for the casualty), and the DRABC action plan. It then provides guidance on treating common injuries and illnesses like nosebleeds, heart attacks, burns, choking, bites/stings, wounds, and potential spinal injuries. It concludes by listing recommended contents for a first aid kit.
This document provides learning objectives about first aid. It aims to teach learners: 1) why it is important to learn first aid, 2) the importance of one's own safety, 3) how to assess if a person is unconscious, 4) when and how to put someone in the recovery position, and 5) what to say and do if making an emergency call. The document uses real stories, questions, diagrams, and videos to demonstrate these concepts in an engaging way.
Upon finding an injured person, follow the 3 C's:
Check the scene for safety, call for emergency help, and care for the individual. To care for them, check the ABCs - airway, breathing, and circulation. In this case, the individual is a 20-30 year old Caucasian male who suffered a neck injury from weightlifting. The scene is safe to approach. A bystander in a green shirt is called upon to contact emergency services while the victim is stabilized in a neutral spine position to prevent further neck movement until help arrives.
1. The document provides an introduction to first aid, outlining its aims of preserving life, preventing situations from worsening, and promoting recovery.
2. It describes the priorities of first aid treatment - checking the airway and breathing in a primary survey, and then checking for bleeding or broken bones in a secondary survey.
3. An emergency action plan is outlined that involves assessing danger, checking response and airway, and performing CPR if needed by giving 30 chest compressions followed by 2 rescue breaths and calling emergency services.
First aid r u serious (simplified version)Aung Ko Ko
The document outlines 5 golden rules for first aid: 1) Prevent preventable death by providing timely treatment, 2) Reduce anxiety and discomfort, 3) Reduce pain, 4) Watch out for your own safety, and 5) Call for help when needed. It emphasizes the importance of first aid training and practicing the rules with good judgment to potentially save lives in emergency situations before emergency services arrive.
This document provides information on how to recognize and help someone who is choking. It begins by asking questions to assess the reader's existing knowledge. It then explains that DR ABC stands for Danger, Response, Airway, Breathing, Circulation - the order of the primary survey steps. The document outlines how to spot if someone is choking, including difficulty breathing or talking and a red face. It describes asking the person if they are choking and instructing them to cough before providing back blows or abdominal thrusts if needed. The document provides guidance on performing back blows and abdominal thrusts and calling emergency services if the blockage does not clear. It includes links to videos and activities to practice skills for helping a choking casualty.
The document provides instructions for performing basic life support and using an automated external defibrillator (AED). It outlines the steps to take when responding to a medical emergency, including assessing the victim, performing CPR, operating an AED, and placing an unconscious victim in the recovery position. It notes that cardiovascular disease is a leading cause of death and emphasizes the importance of early defibrillation. The document also provides guidance on using an AED safely on children and infants.
Ehs3. aim, principles and rules of first aidRajive Kohli
The document outlines the key principles and procedures of first aid. It discusses that first aid involves immediately assisting or treating someone before medical help arrives using available resources to preserve life, prevent worsening of conditions, and promote recovery. The key aims of first aid are to preserve life, prevent injuries from worsening, and promote recovery. It also describes the DRABC action plan that first aiders should follow to assess dangers, check response, open airways, check breathing, and check circulation of a casualty. Protecting oneself from infection as a first aider is also emphasized.
The document provides guidance on what to do if you find someone unconscious, including checking for any dangers, opening their airway, checking for breathing, and circulation. It emphasizes personal safety and calling for help if needed before approaching an unconscious person. The document also outlines how to properly assess if someone is unconscious using the DRS-ABC (Danger, Response, Airway, Breathing, Circulation) method.
This document provides instructions for performing hands-only CPR. It begins by outlining the learning objectives of calling 911, giving compressions, switching with another person, and using an AED. It then explains that hands-only CPR involves only compressions, no rescue breathing. The document notes that this is an informational session and not a formal CPR course, and encourages practicing compressions if health allows. It emphasizes that early CPR can double survival chances and help prevent brain damage until emergency responders arrive. The key steps of hands-only CPR - check for safety, assess for consciousness and breathing, call 911, then push hard and fast in the center of the chest - are explained. Examples of proper
The document provides instructions on basic first aid procedures including the D.R.A.B.C. method. It details how to check for danger, get a response from the injured person, open their airway, control any bleeding, and check their circulation. Steps are outlined for providing rescue breathing and placing an unconscious person in the recovery position. The document emphasizes the importance of calling for emergency help and providing key details about the situation.
GRADE 9 HEALTH - FIRST AID AND FIRST AIDER.pptxedeldearceIII
1. The document provides information on first aid basics and emergency situations. It discusses assessing emergencies, characteristics of good first aiders, steps in providing first aid like opening the airway and checking breathing, and principles of first aid.
2. It also lists the top 10 things to do in an emergency, which includes shouting for help, surveying the scene, determining if hospital care is needed, providing CPR if certified, stopping bleeding, treating shock, checking for medical tags, seeking medical assistance, and not giving anything by mouth to an unconscious victim.
3. The document includes an activity where readers answer true or false questions to test their understanding of first aid information.
The document provides information about conducting first aid assessments. It discusses conducting a primary survey to check for life-threatening conditions like consciousness, breathing, and circulation for unconscious victims. It then discusses performing a secondary survey on conscious victims, which includes taking a medical history, checking vital signs like pulse, temperature, respiration, and skin color, and conducting a head-to-toe examination. It emphasizes the importance of properly assessing situations and knowing the correct primary and secondary survey procedures.
The document is a 14 question quiz about performing CPR (cardiopulmonary resuscitation) that covers topics such as checking for danger and breathing, giving chest compressions and rescue breaths, continuing CPR if vomiting occurs, signs to stop CPR, performing CPR on beds and for children, and calling for help. The quiz is meant to test first aid knowledge on proper CPR procedures and techniques.
The document provides instructions for performing first aid on an injured person in 6 steps: check for response, send for help by placing the person in the recovery position, check and clear the airway, check for breathing by looking for the stomach rising and falling, check circulation by lifting the chin and feeling for breath on the cheek, and determining if further help is needed. Following these steps can help save someone's life.
This document provides information on general first aid. It defines first aid as immediate care given to an injured person until medical assistance arrives. The objectives of first aid are to alleviate suffering, prevent further injury, and prolong life. The document outlines guidelines for giving emergency care, including assessing the scene and victim for safety, requesting help, intervening with first aid as needed, and avoiding further harm. It describes priorities like opening the airway, restoring breathing and circulation.
The document provides information on first aid training presented by Carolyn Muendo. It defines first aid as initial assistance or treatment given to someone who is injured or suddenly taken ill. The objectives of first aid are to preserve lives, prevent further injury, and promote recovery. The document outlines protocols for assessing casualties including checking the ABCs (airway, breathing, circulation), giving CPR, taking a history, and examining the whole body. It emphasizes the importance of only providing first aid that one is trained to give and calling for emergency help.
The document provides information from a first aid training presentation. It defines first aid and its objectives to preserve life, prevent further injury, and promote recovery. It outlines procedures for assessing casualties including airway, breathing, circulation checks and primary and secondary surveys. First aiders are advised to control their reactions, act calmly and build trust. Personal safety and protective equipment are also emphasized. [END SUMMARY]
Feeding plate for a newborn with Cleft Palate.pptxSatvikaPrasad
A feeding plate is a prosthetic device used for newborns with a cleft palate to assist in feeding and improve nutrition intake. From a prosthodontic perspective, this plate acts as a barrier between the oral and nasal cavities, facilitating effective sucking and swallowing by providing a more normal anatomical structure. It helps to prevent milk from entering the nasal passage, thereby reducing the risk of aspiration and enhancing the infant's ability to feed efficiently. The feeding plate also aids in the development of the oral muscles and can contribute to better growth and weight gain. Its custom fabrication and proper fitting by a prosthodontist are crucial for ensuring comfort and functionality, as well as for minimizing potential complications. Early intervention with a feeding plate can significantly improve the quality of life for both the infant and the parents.
This document provides learning objectives about first aid. It aims to teach learners: 1) why it is important to learn first aid, 2) the importance of one's own safety, 3) how to assess if a person is unconscious, 4) when and how to put someone in the recovery position, and 5) what to say and do if making an emergency call. The document uses real stories, questions, diagrams, and videos to demonstrate these concepts in an engaging way.
Upon finding an injured person, follow the 3 C's:
Check the scene for safety, call for emergency help, and care for the individual. To care for them, check the ABCs - airway, breathing, and circulation. In this case, the individual is a 20-30 year old Caucasian male who suffered a neck injury from weightlifting. The scene is safe to approach. A bystander in a green shirt is called upon to contact emergency services while the victim is stabilized in a neutral spine position to prevent further neck movement until help arrives.
1. The document provides an introduction to first aid, outlining its aims of preserving life, preventing situations from worsening, and promoting recovery.
2. It describes the priorities of first aid treatment - checking the airway and breathing in a primary survey, and then checking for bleeding or broken bones in a secondary survey.
3. An emergency action plan is outlined that involves assessing danger, checking response and airway, and performing CPR if needed by giving 30 chest compressions followed by 2 rescue breaths and calling emergency services.
First aid r u serious (simplified version)Aung Ko Ko
The document outlines 5 golden rules for first aid: 1) Prevent preventable death by providing timely treatment, 2) Reduce anxiety and discomfort, 3) Reduce pain, 4) Watch out for your own safety, and 5) Call for help when needed. It emphasizes the importance of first aid training and practicing the rules with good judgment to potentially save lives in emergency situations before emergency services arrive.
This document provides information on how to recognize and help someone who is choking. It begins by asking questions to assess the reader's existing knowledge. It then explains that DR ABC stands for Danger, Response, Airway, Breathing, Circulation - the order of the primary survey steps. The document outlines how to spot if someone is choking, including difficulty breathing or talking and a red face. It describes asking the person if they are choking and instructing them to cough before providing back blows or abdominal thrusts if needed. The document provides guidance on performing back blows and abdominal thrusts and calling emergency services if the blockage does not clear. It includes links to videos and activities to practice skills for helping a choking casualty.
The document provides instructions for performing basic life support and using an automated external defibrillator (AED). It outlines the steps to take when responding to a medical emergency, including assessing the victim, performing CPR, operating an AED, and placing an unconscious victim in the recovery position. It notes that cardiovascular disease is a leading cause of death and emphasizes the importance of early defibrillation. The document also provides guidance on using an AED safely on children and infants.
Ehs3. aim, principles and rules of first aidRajive Kohli
The document outlines the key principles and procedures of first aid. It discusses that first aid involves immediately assisting or treating someone before medical help arrives using available resources to preserve life, prevent worsening of conditions, and promote recovery. The key aims of first aid are to preserve life, prevent injuries from worsening, and promote recovery. It also describes the DRABC action plan that first aiders should follow to assess dangers, check response, open airways, check breathing, and check circulation of a casualty. Protecting oneself from infection as a first aider is also emphasized.
The document provides guidance on what to do if you find someone unconscious, including checking for any dangers, opening their airway, checking for breathing, and circulation. It emphasizes personal safety and calling for help if needed before approaching an unconscious person. The document also outlines how to properly assess if someone is unconscious using the DRS-ABC (Danger, Response, Airway, Breathing, Circulation) method.
This document provides instructions for performing hands-only CPR. It begins by outlining the learning objectives of calling 911, giving compressions, switching with another person, and using an AED. It then explains that hands-only CPR involves only compressions, no rescue breathing. The document notes that this is an informational session and not a formal CPR course, and encourages practicing compressions if health allows. It emphasizes that early CPR can double survival chances and help prevent brain damage until emergency responders arrive. The key steps of hands-only CPR - check for safety, assess for consciousness and breathing, call 911, then push hard and fast in the center of the chest - are explained. Examples of proper
The document provides instructions on basic first aid procedures including the D.R.A.B.C. method. It details how to check for danger, get a response from the injured person, open their airway, control any bleeding, and check their circulation. Steps are outlined for providing rescue breathing and placing an unconscious person in the recovery position. The document emphasizes the importance of calling for emergency help and providing key details about the situation.
GRADE 9 HEALTH - FIRST AID AND FIRST AIDER.pptxedeldearceIII
1. The document provides information on first aid basics and emergency situations. It discusses assessing emergencies, characteristics of good first aiders, steps in providing first aid like opening the airway and checking breathing, and principles of first aid.
2. It also lists the top 10 things to do in an emergency, which includes shouting for help, surveying the scene, determining if hospital care is needed, providing CPR if certified, stopping bleeding, treating shock, checking for medical tags, seeking medical assistance, and not giving anything by mouth to an unconscious victim.
3. The document includes an activity where readers answer true or false questions to test their understanding of first aid information.
The document provides information about conducting first aid assessments. It discusses conducting a primary survey to check for life-threatening conditions like consciousness, breathing, and circulation for unconscious victims. It then discusses performing a secondary survey on conscious victims, which includes taking a medical history, checking vital signs like pulse, temperature, respiration, and skin color, and conducting a head-to-toe examination. It emphasizes the importance of properly assessing situations and knowing the correct primary and secondary survey procedures.
The document is a 14 question quiz about performing CPR (cardiopulmonary resuscitation) that covers topics such as checking for danger and breathing, giving chest compressions and rescue breaths, continuing CPR if vomiting occurs, signs to stop CPR, performing CPR on beds and for children, and calling for help. The quiz is meant to test first aid knowledge on proper CPR procedures and techniques.
The document provides instructions for performing first aid on an injured person in 6 steps: check for response, send for help by placing the person in the recovery position, check and clear the airway, check for breathing by looking for the stomach rising and falling, check circulation by lifting the chin and feeling for breath on the cheek, and determining if further help is needed. Following these steps can help save someone's life.
This document provides information on general first aid. It defines first aid as immediate care given to an injured person until medical assistance arrives. The objectives of first aid are to alleviate suffering, prevent further injury, and prolong life. The document outlines guidelines for giving emergency care, including assessing the scene and victim for safety, requesting help, intervening with first aid as needed, and avoiding further harm. It describes priorities like opening the airway, restoring breathing and circulation.
The document provides information on first aid training presented by Carolyn Muendo. It defines first aid as initial assistance or treatment given to someone who is injured or suddenly taken ill. The objectives of first aid are to preserve lives, prevent further injury, and promote recovery. The document outlines protocols for assessing casualties including checking the ABCs (airway, breathing, circulation), giving CPR, taking a history, and examining the whole body. It emphasizes the importance of only providing first aid that one is trained to give and calling for emergency help.
The document provides information from a first aid training presentation. It defines first aid and its objectives to preserve life, prevent further injury, and promote recovery. It outlines procedures for assessing casualties including airway, breathing, circulation checks and primary and secondary surveys. First aiders are advised to control their reactions, act calmly and build trust. Personal safety and protective equipment are also emphasized. [END SUMMARY]
Feeding plate for a newborn with Cleft Palate.pptxSatvikaPrasad
A feeding plate is a prosthetic device used for newborns with a cleft palate to assist in feeding and improve nutrition intake. From a prosthodontic perspective, this plate acts as a barrier between the oral and nasal cavities, facilitating effective sucking and swallowing by providing a more normal anatomical structure. It helps to prevent milk from entering the nasal passage, thereby reducing the risk of aspiration and enhancing the infant's ability to feed efficiently. The feeding plate also aids in the development of the oral muscles and can contribute to better growth and weight gain. Its custom fabrication and proper fitting by a prosthodontist are crucial for ensuring comfort and functionality, as well as for minimizing potential complications. Early intervention with a feeding plate can significantly improve the quality of life for both the infant and the parents.
TEST BANK For Accounting Information Systems, 3rd Edition by Vernon Richardso...rightmanforbloodline
TEST BANK For Accounting Information Systems, 3rd Edition by Vernon Richardson, Verified Chapters 1 - 18, Complete Newest Version
TEST BANK For Accounting Information Systems, 3rd Edition by Vernon Richardson, Verified Chapters 1 - 18, Complete Newest Version
TEST BANK For Accounting Information Systems, 3rd Edition by Vernon Richardson, Verified Chapters 1 - 18, Complete Newest Version
Gemma Wean- Nutritional solution for Artemiasmuskaan0008
GEMMA Wean is a high end larval co-feeding and weaning diet aimed at Artemia optimisation and is fortified with a high level of proteins and phospholipids. GEMMA Wean provides the early weaned juveniles with dedicated fish nutrition and is an ideal follow on from GEMMA Micro or Artemia.
GEMMA Wean has an optimised nutritional balance and physical quality so that it flows more freely and spreads readily on the water surface. The balance of phospholipid classes to- gether with the production technology based on a low temperature extrusion process improve the physical aspect of the pellets while still retaining the high phospholipid content.
GEMMA Wean is available in 0.1mm, 0.2mm and 0.3mm. There is also a 0.5mm micro-pellet, GEMMA Wean Diamond, which covers the early nursery stage from post-weaning to pre-growing.
Healthy Eating Habits:
Understanding Nutrition Labels: Teaches how to read and interpret food labels, focusing on serving sizes, calorie intake, and nutrients to limit or include.
Tips for Healthy Eating: Offers practical advice such as incorporating a variety of foods, practicing moderation, staying hydrated, and eating mindfully.
Benefits of Regular Exercise:
Physical Benefits: Discusses how exercise aids in weight management, muscle and bone health, cardiovascular health, and flexibility.
Mental Benefits: Explains the psychological advantages, including stress reduction, improved mood, and better sleep.
Tips for Staying Active:
Encourages consistency, variety in exercises, setting realistic goals, and finding enjoyable activities to maintain motivation.
Maintaining a Balanced Lifestyle:
Integrating Nutrition and Exercise: Suggests meal planning and incorporating physical activity into daily routines.
Monitoring Progress: Recommends tracking food intake and exercise, regular health check-ups, and provides tips for achieving balance, such as getting sufficient sleep, managing stress, and staying socially active.
Trauma Outpatient Center is a comprehensive facility dedicated to addressing mental health challenges and providing medication-assisted treatment. We offer a diverse range of services aimed at assisting individuals in overcoming addiction, mental health disorders, and related obstacles. Our team consists of seasoned professionals who are both experienced and compassionate, committed to delivering the highest standard of care to our clients. By utilizing evidence-based treatment methods, we strive to help our clients achieve their goals and lead healthier, more fulfilling lives.
Our mission is to provide a safe and supportive environment where our clients can receive the highest quality of care. We are dedicated to assisting our clients in reaching their objectives and improving their overall well-being. We prioritize our clients' needs and individualize treatment plans to ensure they receive tailored care. Our approach is rooted in evidence-based practices proven effective in treating addiction and mental health disorders.
PET CT beginners Guide covers some of the underrepresented topics in PET CTMiadAlsulami
This lecture briefly covers some of the underrepresented topics in Molecular imaging with cases , such as:
- Primary pleural tumors and pleural metastases.
- Distinguishing between MPM and Talc Pleurodesis.
- Urological tumors.
- The role of FDG PET in NET.
Rate Controlled Drug Delivery Systems, Activation Modulated Drug Delivery Systems, Mechanically activated, pH activated, Enzyme activated, Osmotic activated Drug Delivery Systems, Feedback regulated Drug Delivery Systems systems are discussed here.
Can coffee help me lose weight? Yes, 25,422 users in the USA use it for that ...nirahealhty
The South Beach Coffee Java Diet is a variation of the popular South Beach Diet, which was developed by cardiologist Dr. Arthur Agatston. The original South Beach Diet focuses on consuming lean proteins, healthy fats, and low-glycemic index carbohydrates. The South Beach Coffee Java Diet adds the element of coffee, specifically caffeine, to enhance weight loss and improve energy levels.
Dr. David Greene R3 stem cell Breakthroughs: Stem Cell Therapy in CardiologyR3 Stem Cell
Dr. David Greene, founder and CEO of R3 Stem Cell, is at the forefront of groundbreaking research in the field of cardiology, focusing on the transformative potential of stem cell therapy. His latest work emphasizes innovative approaches to treating heart disease, aiming to repair damaged heart tissue and improve heart function through the use of advanced stem cell techniques. This research promises not only to enhance the quality of life for patients with chronic heart conditions but also to pave the way for new, more effective treatments. Dr. Greene's work is notable for its focus on safety, efficacy, and the potential to significantly reduce the need for invasive surgeries and long-term medication, positioning stem cell therapy as a key player in the future of cardiac care.
International Cancer Survivors Day is celebrated during June, placing the spotlight not only on cancer survivors, but also their caregivers.
CANSA has compiled a list of tips and guidelines of support:
https://cansa.org.za/who-cares-for-cancer-patients-caregivers/
2. You will learn:
a. to consider why it is important to learn first aid
b. why your own safety must come first
c. to assess if a person is unconscious
d. when and how to put someone in the recovery position
e. what to say and do if you make an emergency call.
Learning objectives
3. Nicole’s story
“I helped a girl who was choking at the
cinema. At the time, I had all sorts of
worries… Was I doing more harm than
good? What if I did something wrong?
In the end I decided that if her life was
in danger, it was better to do something
than do nothing… I’m glad I got
involved now.”
a. to consider why it is important to learn first aid
4. a. to consider why it is important to learn first aid
“I felt so proud when the girl’s Mum phoned
to thank me. The doctor said if I hadn’t acted
so quickly she would have been in a much
worse state.
I don’t want to think about what would have
happened if I hadn’t stepped up!”
5. You’re about to see some statements to do with first aid.
Do you strongly agree, strongly disagree, or are you somewhere
in between?
For each statement, put your initials on the arrow…
B.D.
J.C. L.L. T.G.R.
STRONGLY
AGREE
STRONGLY
DISAGREE
a. to consider why it is important to learn first aid
8. a. to consider why it is important to learn first aid
Is helping a stranger dangerous?
British Red Cross advisor: “It can be. Remember your personal safety is your
priority. Call an adult, get help if you are not sure you can approach safely.”
Is first aid very complicated?
Firefighter: “No. Just opening an airway or putting someone on their side in the
recovery position can make all the difference.”Click for advice
Click for advice
9. How do I know I’ll ever need to use first aid?
British Red Cross adviser: “Every year 3 million people go to A&E for
accidents and injuries that first aid treatment can benefit. If someone does
need your help, it’s likely to be someone you know and love.”
Can you be sued for getting it wrong?
Lawyer: “as long as you do your best to help someone who needs it, you
should have no need to be worried in this respect.”
Click for advice
a. to consider why it is important to learn first aid
Click for advice
10. When some scaffolding collapsed,
Sam saw it happen…
“A builder was lying still in the
dust. His mate was stumbling
around stunned. There was
blood pouring from his arm.
A young woman had been
passing. She had been hit by
a piece of falling scaffolding.
She was yelling that her arm
was broken. Her baby was
screaming in its push chair.”
Who was the most important person there?
answer on next slide…
a. to consider why it is important to learn first aid
11. Sam was the most important person there. All the casualties (injured
people) were depending on him. He had to put his own safety first…
If there’s danger, keep well back. Call 999 at once.
b. why your own safety must come first
12. Sam was the most important person there. All the casualties (injured
people) were depending on him. He had to put his own safety first…
Sam had to put his own safety first…
b. why your own safety must come first
You must stay calm…
And check for danger!
13. steam –
scalding
danger
wet floor –
slipping
danger
sharp bits
of broken
china
water around
cable – danger
of
electrocution
click for answer
Use the whiteboard pen to circle all the dangers you can spot!
b. why your own safety must come first
14. Simon’s story
“I was at a gig when this bloke in front
just keeled over.
I felt I should get involved… but I didn’t
have a clue what to do.
Lucky for him, there was a girl in the
crowd who knew exactly how to help.
I remember thinking, I wish I knew
about stuff like that...”
c. to assess if a person is unconscious
15. c. to assess if a person is unconscious
You spot someone lying on
the pavement in the street
on your way home from the
shops. What questions
would you ask yourself?
> write a list
> put your actions in order
of importance
> check your list with the one
on the next slide.
16. c. to assess if a person is unconscious
What questions would you ask yourself?
> Is it safe for me to approach the person?
– Is the person just asleep or drunk or fallen over?
– Why has no one else stopped?
> Are they conscious?
– Can they hear my voice when I ask if they’re ok?
– Do they respond when I gently shake their shoulders?
> If not, assume they’re unconscious.
D is for Danger
R is for Response
Remember:
17. c. to assess if a person is unconscious
If the person doesn’t respond, shout for help.
Then open his or her airway so you can check if they are breathing…
A is for Airway
1. Place your hand on the casualty’s
forehead and gently tilt the head
backwards.
2. Place two fingers on the tip of the
casualty’s chin and lift the chin.
18. d. when and how to put someone in the recovery position
When someone’s unconscious, the tongue goes floppy and can fall to the back
of the throat. This may prevent air getting through.
19. d. when and how to put someone in the recovery position
But when the head is tipped back, the tongue is pulled forward, allowing air through.
Simply opening the airway like this can save a life because it allows them to breathe.
20. d. when and how to put someone in the recovery position
What three senses could you use? Click to see.
How to check if someone’s breathing.
B is for Breathing
Look along the body to
see if the chest is
moving up and down.
Listen for breathing.
Put your ear close to
unconscious person’s
mouth and nose.
Check for ten seconds
Feel for breath on your
cheek.
1
2
3
21. d. when and how to put someone in the recovery position
This video clip shows you how to put someone in the recovery position.
Now it’s your turn to try…
Watch the
clip twice.
22. What will Sam be asked next? answer on next slide…
e. what to say and do if you make an emergency call
Hello?
Which service do
you require?
Ambulance
Connecting
you now…
23. > what’s your name?
> what number are you calling from?
> where are you? (Not sure? Describe landmarks.)
> what has happened?
> how many people have been hurt?
> is anyone unconscious?
> has anyone stopped breathing?
> is anyone bleeding – if so, how badly?
> are there any other hazards or dangers around?
e. what to say and do if you make an emergency call
24. The main points again…
> check for danger
> try to get a response
> open airway
> check for breathing
> if the casualty is breathing normally, put them in the recovery position
> call 999 for ambulance.
Plenary
25. You’ve completed this lesson on the recovery position.
Test your knowledge in our interactive quiz, or find out more with one of
these activities…
Interactive
quiz
Figure
drawing
Put a friend
in the
recovery
position.
Sketch your
friend.
“I was at a gig when
this bloke in front just
keeled over…”
What happened next?
Finish the story.
Find out more
Using the presentation
This lesson is designed to allow for flexible planning for lessons between 30 and 90 minutes. Refer to the lesson plan to help select activities. For a 30 minute lesson, for example, follow:
the introduction
one 10 minute activity from ‘Activity one’
one 10 minute activity from ‘Activity two’
then finish with a five minute plenary.
to consider why it is important to learn first aid
Ask: “What is First aid? Why is it important to learn first aid”
Ask: “Who has ever made a cup of tea? What do you think that has to do with first aid?”
“Who has ever crossed a road? What has that got to do with first aid?”
Explain that unless you live in a bubble you will always come across situations where a knowledge of first aid is important. In pairs students should tell each other everything that they have done that day that could have caused an injury. Report back a few examples from each.
(5 minutes)
to consider why it is important to learn first aid
to consider why it is important to learn first aid
Students can take part in a “polar debate” about first aid. They write their initials on sticky note squares and place them on the scale in response to the statements shown onscreen. Ask a few individuals to explain why they chose their positions, and discuss the various points of view. Give people the opportunity to move if they have changed their minds.
(Alternative activity. Time needed: 5 minutes.)
to consider why it is important to learn first aid
Ask: “Do you know how long it takes to die if you are not breathing?” (4 minutes)
“How long is it supposed to take for an ambulance to arrive?” (The target is 8 minutes. In rural areas it could take longer.)
to consider why it is important to learn first aid
to consider why it is important to learn first aid
Ask: “How would you answer this question? What advice would you give?” Students could offer responses to each of the questions posed on this slide and the next. Click on the red box to see advice from the experts.
Note - If you are using Microsoft PowerPoint 2000 or earlier, these animations may not function. Remove the boxes manually to reveal underlying text.
(Alternative activity. Time needed: 10 minutes)
to consider why it is important to learn first aid
Click on the red box to see advice from the experts.
Note - If you are using Microsoft PowerPoint 2000 or earlier, these animations may not function. Remove the boxes manually to reveal underlying text.
a. why to consider why it is important to learn first aid
Encourage students to identify the most important person at the accident scene, giving reasons for their views. The class could vote on a final answer and check it with the next slide. The worksheet: Casualty cards could help with this activity.
(Time needed: 5 minutes)
b. why your own safety must come first
b. why your own safety must come first
Ask: “Why was Sam the most important person at the scene? What could he do to help?” Encourage students to list all the things he could do, e.g. contact emergency services; warn others of danger; make the area safer; find other people who can help too; work out who needs help the most; give first aid treatment.
(Alternative activity. Time needed: 5 minutes.)
Ask: “Why would it be a mistake to rush in without checking for danger? What could happen to Sam?” Students could list possible hazards, e.g. broken glass, falling slates, etc. Ask: “If Sam was hurt, what would that mean for the other injured people?” Collect students’ responses. Stress that if you get injured you won’t be able to get help at all and will increase the problem.
(Alternative activity. Time needed: 5 minutes.)
b. why your own safety must come first
Encourage students to use the whiteboard marker tool (available via the icon at the bottom left of the screen) to circle any hazards they can see in the accident scene. When the red button is clicked, students can compare their ideas with the answers given. Ask: “How could you make this accident scene safer?”
(Alternative activity. Time needed: 5 minutes)
c. to assess if a person is unconscious
c. to assess if a person is unconscious
Students could work in pairs to generate a list of questions they might ask themselves on discovering an unconscious person. Prompt them to think about both whether they should act and how they would tell what was wrong with the person. Ask students to prioritise their lists, putting the questions in order of importance. They can check their ideas with those shown on the next slide.
(Alternative activity. Time needed: 10 minutes)
c. to assess if a person is unconscious
Ask:
“What does unconscious mean?”
“Why do you think you should make your own safety the first priority?” (If you put yourself in danger there may soon be two casualties rather than one. If you are injured, you won’t be able to help the person who has collapsed.)
“What kind of response could you look for? (A reply, mumbling, opening eyes or moving.)
c. to assess if a person is unconscious
Ask: “Why do you think tilting someone’s head back and lifting their chin is important?” Collect students’ responses.
d. when and how to put someone in the recovery position
d. when and how to put someone in the recovery position
Note - If you are using Microsoft PowerPoint 2000 or earlier, this animation may not function. Remove the top picture to see the underlying image.
d. when and how to put someone in the recovery position
Explain that if the casualty is taking strange, infrequent gasps of air it is a sign of trouble and as bad as not breathing.
Ask: “What might happen if a person stays on their back?”
d. when and how to put someone in the recovery position
Students view the video clip. They then work in groups of three to practise the procedure. One student takes the part of the unconscious person, the second plays a first aider and the third gives instructions on what to do next. (A video clip showing how to manage this classroom technique is available in the teachers’ area of the disc.)
If there is not enough space for the whole class to do this, ask two students to demonstrate while the rest of the class takes it in turns to give instructions. The recovery position poster in the Lesson resources can help with this activity.
(Alternative activity. Time needed: 25 minutes)
e. what to say and do if you make an emergency call
Ask: “Has anyone here ever had to make a 999 call?” Give students an opportunity to discuss experiences and expectations. Then ask: “If you had to call 999 for an ambulance, what do you think the person at the end of the line would need to know?” Students could work in pairs to make a list of all the things they think they would be asked.
Explain to the class that 999 calls are free and work even if your mobile phone is out of credit.
e. what to say and do if you make an emergency call
Role-play. Using the list of questions onscreen as a prompt, students work in pairs to play the roles of caller and the ambulance control operator. The caller should supply as much information as possible. Allow time for different pairs of students to share their role-plays with the group.
(Alternative activity. Time needed: 10 minutes)
Plenary
Interactive quiz will take around 5 minutes to complete. For questions on Making first aid relevant (learning objective a) go to the “Shopping stalls” area. For questions on Dealing with accidents (learning objective b) go to the “Bungee” area. For questions on the Recovery position (learning objectives c-e) go to the “Small Stage” area.
Differentiated homework tasks:
Less able: sketch the recovery position
More able: complete the story from the opening given.