This document provides an overview of lessons from a first aid workbook. It covers fundamentals of first aid including victim assessment using RAP ABCH, treating shock, performing the Heimlich maneuver and abdominal thrusts for choking. It also discusses treating blisters, cuts, puncture wounds and arterial bleeding. Further lessons cover weather-related injuries, insect bites, splinters and responding to poisonings. Treatment steps are provided for each scenario along with review questions.
Download more free first aid PowerPoint presentations here: https://www.firstaidpowerpoint.org
Free Online First Aid Course: https://www.firstaidforfree.com
Download more free first aid PowerPoint presentations here: https://www.firstaidpowerpoint.org
Free Online First Aid Course: https://www.firstaidforfree.com
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Best Ayurvedic medicine for Gas and IndigestionSwastikAyurveda
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Role of Mukta Pishti in the Management of Hyperthyroidism
First aid skills_revised_jun06
1. Welcome to First Aid Skills Discovery Ranger Workbook Pages 195-209 Leaders Red Merit Reference Pages 169 - 199 Lesson Two Lesson Three Lesson Four Lesson Five
6. Fundamentals of First Aid Scenario: A man has been hit by a car and thrown into the street. He is wearing shorts, and blood is flowing, but not spurting, from his leg. What looks like a bone is sticking out of his leg. What are the two major concerns when giving first aid to this victim?
7. Fundamentals of First Aid First, safety of the rescuer from traffic and the safety of the of the victim. Second, unless the victim is in a life-threatening situation, he should not be moved. Answer:
10. Giving First Aid RAP ABCH R is for Responsiveness Is the victim conscious? Touch their shoulder, ask if they are alright. Ask if they need help. If they say no, then proceed no further If yes, or no response, then proceed to A
14. When To Move An Injured Person MWS 2, page 200 P is for Position Only re-position the victim if the victim is in further danger in their present location. And / or there does not seem to be spinal injury and additional care requires moving them.
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20. Lesson One Review First aid is a first-response activity, nothing more. It’s sole goal is to maintain the injured person until they get professional help. First priority – Safety for all! Blood from a cut or torn vein will flow, a cut artery will spurt. Fill out the True-False Questions on Page 199.
21. Lesson One True-False Questions MWS 1, Pg. 199 T F 5. Checking the victim, calling for help, and giving care are three steps in treating someone who has been seriously hurt or ill. T F 6. It is ok to move someone who is seriously hurt to make them feel better. T F 7. Knowing first aid could save a life, and applying first aid should be accompanied with prayer.
22. T F 8. The groove to the side of the neck (carotid artery) is a good place to check the pulse. T F 9. Calling for help may be the most important thing that you do to help the victim. T F 10. First aid is the temporary care that you give until professional help arrives. Complete requirements 1, 2, 3 and 4 if you have not done so already - (Page 195) Lesson One True-False Questions MWS 1, Pg. 199
36. First Question: Is shock the result of an allergic reaction? If the shock is the result of an allergic reaction, then follow victim's instructions for treating allergy and monitor the "ABCH’s" until medical attention arrives. Shock - Treatment Allergic Reaction DR Workbook, Requirement 5b, Page 196
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41. Weather Related Emergencies Treatment for Hypothermia “ The core body temperature drops below degrees.” Ninety-five DR Workbook Question 14, pg. 201
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43. Lesson 2 Review Questions T F 15. Hyperthermia occurs when the body loses the ability to cool itself and overheats. T F 16. When you have frostbite, rub the hands together slowly to warm them up. T F 17. Hypothermia occurs when the body loses its ability to keep itself warm. T F 18. Shock may occur with any injury, illness, or trauma. True-False Questions MWS 3, Pg. 201
44. Lesson 2 Review Questions T F 19. Itching eyes is a sign of hypothermia. T F 20. Clammy skin is a sign of heat exhaustion. 21. Describe the treatment needed for the following scenario: You have come to an accident scene, and the victim is sitting on the curb. He of she seems a little upset, is shivering, and there is some discoloration of the skin. How do you treat this person? Check “RAP ABCH”. Cover with blanket. Ask if it is an allergic reaction. Seek medical attention. True-False Questions MWS 3, Pg. 201
57. Lesson 3 Review Questions True or False, MWS 5, Page 203 T F 4. A foot blister occurs because of the constant rubbing of clothing of equipment against the skin. T F 5. Most wounds can be card for by applying direct pressure, cleaning, applying medicine, and applying a bandage. T F 6. A tourniquet is a good and safe way to control bleeding at a camp-out. T F 7. Arterial bleeding is considered a simple wound.
58. Lesson 3 Review Questions True or False, MWS 5, Page 203 T F 8. A deep puncture wound is not serious and does not need to be treated by a doctor. T F 9. Applying ointment is not a method to control bleeding from a large wound. Let’s Practice
73. Lesson 4 Review Questions True or False, MWS 7, Page 205 T F 3. To remove a tick, just yank it off of your body. T F 4. Call the Poison Control Center if poison is swallowed or inhaled. T F 5. For a snakebite, slice the wound, suck out the venom, and spit it out. T F 6. To remove the oils that rub onto the body from poison ivy, poison oak, or poison sumac, you should change your clothes and wash thoroughly.
74. Lesson 4 Review Questions True or False, MWS 7, Page 205 T F 7. Tweezers are needed to remove a splinter. T F 8. A plastic card could be used to remove a stinger from an insect bite. Let’s Play the Progressive Skills Game
77. Degree of Burn First Degree Burn Second Degree Burn Third Degree Burn Epidermis Dermis Hypodermis
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79. First-Degree Burn Epidermis Dermis Hypodermis First Degree Burn Damage to the outer layer of skin (epidermis), causing pain, redness, and swelling. Redness (Erythema)
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81. Second-Degree Burn Second Degree Burn Damage to both outer skin and underlying tissue layers (epidermis and dermis), causing pain, redness, swelling, and blistering. Blisters (Bulla)
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83. Third-Degree Burn Third Degree Burn Damage extends deeper into tissues (epidermis, dermis, and hypodermis) causing extensive tissue destruction. The skin may feel numb. Full thickness burn with tissue damage
95. Lesson 5 Review Questions True or False, MWS 9, Page 208 T F 17. A first-degree burn should be cooled using ice, not water. T F 18. When helping a victim with a chemical burn, quickly rinse the burn for a few seconds. T F 19. You should remove clothing from a burn, even if it is sticking, so you can treat it more effectively. T F 20. When approaching a victim or electrical burns, you should make sure the power is off.
96. Lesson 5 Review Questions True or False, MWS 9, Page 208 T F 21. Duck tape is an important item in a first aid kit. T F 22. Large second-degree burns are just as dangerous as third-degree burns. Let’s Play Scenarios
97. Summary Make sure all work is completed in your Workbook. Have your commander sign off on each completed advancement. God Bless You and let’s pray!
Editor's Notes
This is a 5 lesson plan which can be run over 5 weekly meetings or as a special merit day of approximately 3 hrs. If run over 5 weeks start the presentation and then clik on the link in the lower left corner to go to that day’s lesson. Please Note: If you would like a printed copy, Select Print and under “Print What” select from the drop down menu “Note Pages”
Supply list: Merit Answer Guide MLR 1 “RAP ABCH” transparency MWS 1 “Fundamentals of First Aid” (Merit Worksheet) MWS 2 “RAP ABCH Flowchart” Phone (real or play) Plastic sandwich bags Latex gloves Strips of Cloth Packaged moist towelettes Bandages Overhead projector or large piece of butcher paper and tape
Have boys fill in answer
The participants will fill in later. Posted here as a reference.
Have boys give answers
The participants will fill in later. Posted here as a reference.
Suggest using overhead with MLR 1 as review of RAP ABCH
Question: Explain when an injured person should and should not be moved?
Have boys fill in all True – False Questions. Then review on screens 20 & 21
Recreation – page 178 Victim Assessment Exercise Have a “victim” lay on the floor at least twenty feet away from the team. Use the scenario from earlier in the lesson. One team as a time., timed event. Each team member run down the assessment on MWS 2 with the help of his teammates. Make sure boys stress safety and check both ways as they cross the street to the victim. Each Ranger must go through each step correctly. They stop when they reach reach hemorrhage and determines the man is bleeding and then return to their group and tag the next boy. Repeat game if time permits. Next slide is Lesson 2
Materials List: Merit Answer Guide MLR 1 “RAP ABCH” MLR 2a “Shock” MLR 2b “Victim Card” (one copy per three boys) MWS 3 “Shock and Weather Ailments” MES 4 “Shock Flowchart” Blankets and pillows (one per three boys) Overhead projector and transparency or a large piece of butcher paper and tape.
Review each using the MLR 1 “RAP ABCH” overhead
Demonstrate as you review these slides
Have boys pair up. Simulation only, stress that they are not to actually pull into the stomach!!!!
Have boys pair up. Simulation only, stress that they are not to actually pull into the stomach!!!!
Use overhead for clearer picture. Click for each text highlight. Have Rangers fill in.
Have Rangers fill in Requirement 5, page 195 and answer Question 11 on page 201, DR Workbook
Illustration of keeping victim warm by covering with blanket and elevating legs 8 to 12 inches.
Review using chart MLR 2a, page 192, Red Merit reference guide on overhead.
Review using chart MLR 2a, page 192, Red Merit reference guide on overhead.
Review using chart MLR 2a, page 192, Red Merit reference guide on overhead.
Explain that Rangers need to write in the red text in their workbooks on page 201 and 196 as a part of their requirements
Materials List: Merit Answer Guide MLR 3 “Bleeding” MWS 5 “Bleeding and Burns” MWS 6 “Bleeding Flowchart” Overhead projector w/transparencies or large paper/tape Mole Foam (or 1/8” sticky-back foam) Moleskin Needle Colored Stickers (1/4” diameter) Plastic Bag – Pin - Water Bandages (one per boy) Strips of Cloth - Sterile Dressings Ointment Plastic Bottle – Pencil - Paper Cup Latex gloves or additional plastic bags
Ask the boys what kinds of injuries they have experienced while camping Blisters are caused by clothing or equipment repeatedly rubbing against the skin. A blister will almost always get worse and pop if left alone because of repetitive rubbing Treat a blister as soon as it appears. Properly fitted footwear and clean socks are the best prevention for foot blisters. Keep clean in order to prevent infection.
Result from sharp objects, such as a nail, large splinter, knife, or needle, piercing the skin and underlying tissue. Puncture wounds come in many different sizes. Other examples are mosquito bites, spider bites, and snakebite (covered in lesson 4). These types of wounds do the most damage underneath the skin and may not leave much of a mark. It is possible that debris is left deep within the wound, making it prone to infection. Treatment based on what you find (object imbedded or not, type of bleeding). Do not remove a large object if still within the wound. Demonstrate by puncturing a plastic bottle with a pencil (if the object can be contained with a small cup, place it over it and wrap gauze around to immobilize). Otherwise wrap around the wound to immobilize. Instructions for washing out a minor wound above.
Ask boys how serious a small cut is. (Give time for answers) Even a small cut may lead to infection (people used to die from these years ago). What changed? Cleanliness! Stress washing hands before meals, after washroom breaks, etc. More then just a rinse. Demonstrate proper care for a small cut (use another leader or audience member). Wash thoroughly and rinse. Demonstrate opening bandage without touching sterile area and explain why important. Apply ointment (only on smaller cuts) Have boys demonstrate on each other.
Click once for each highlight. Show MWS 6 on an overhead for clarity.
Set up four stations for testing: Treating a cut, treating a blister, treating a puncture, treating arterial bleeding. Recreation: Relay Race – by patrols or evenly divide boys; begin at start line; run to commander; commander asks a True/False question from previous three weeks; if correct, he returns to group and tags next boy; if incorrect, then counts to fifteen and then return. First team to finish wins.
Materials List: Merit Answer Guide MLR 4a “Poisons and Bites” MLR 4b “Progressive Skills Game” MLR 4c “Progressive Skills Game Answers” MWS 7 “Poisons and Bites” MS 8 “Poisons and Bites Flowchart” Overhead projector w/transparencies or two large pieces of paper/tape. Adventures in Camping Water – Soap - Ice Plastic Card (Old Credit card) Hot Dogs Tweezers Wood splinters Calamine Lotion Gauze bandages or strips of cloth Bandages Five strips of paper (1” x 11”)
Use overhead with MLR 4a “Poisons and Bites” flowchart on it to illustrate each area. Next slide will start on left side with poison ivy (Absorption).
Poison Control number is nationwide.
Have the boys practice by scrapping wood splinters from hot dogs using a plastic card. Display the transparency of MLR 4b “Progressive Skills Game. Use the strips of paper (horizontally) to cover the questions. When a question is asked, pull the strip to the right, exposing the next question. Begin by asking the question on the top left-hand side of the page. Proceed across the top until the entire first row has been exposed, then proceed to the next line. Divide the class into patrols and ask the first boy a true or false question. If correctly answered the patrol earns the listed points. The last five-hundred-point question requires a written response by the entire team.
Materials List Merit Answer Guide MLR 5a “Burns” MLR 5b “Scenarios” (one per boy) MWS 9 “Burns and First Aid Kit” MWS 10 “Burns Flowchart” Pictures of First-, second-, third-degree burns Clean cloths or gauze bandages Bucket of Water Overhead projector w/transparencies or large paper/tape First Aid Kit (see Preliminary Information)
Review MSW 10 “Burns Flowchart” page 209 with MLR 5a “Burns” overhead, page 198 Red Merit Leaders Guide. Click mouse each time to highlight areas that need fill in.
17. F 18. F 19. F 20. T
21. F 22. T Final Assessment challenge – each boy will correctly assess each patient from MLR 5b “Scenarios”. Boys in each patrol will garnish points collectively based on the performance of every Ranger. Allow boys to have RAP ABCH charts (MWS 2, 4, 6, 8 and 10). Let each patrol know they will be deducted 10 points for each boy using the chart & every step missed in their first aid assessment will cost 5 points. Patrol gains five points for each correct answer. Every time a boy mentions a sentence in each box, add 5 points. Not timed but all three scenarios must be completed. Have a copy of MLR 5 for each boy.