When Terrorism Strikes Home: Defending the United States

–Using ONLY the text book "When Terrorism Strikes Home: Defending the United States" by James A. Fagin (ISBN # 0205405819), answer the following questions.
–In Chapter 8 answer the "Terrorism and You" questions 1-7 (based on the reading) AND the "Thinking About How Terrorism Touches You" questions 1-6 (based on your opinion). These are located on page 248-249
–In Chapter 9 answer the "Terrorism and You" questions 1-8 (based on the reading) AND the "Thinking About How Terrorism Touches You" questions 1-6 (based on your opinion). These are located on page 282
—-In Chapter 10 answer the "Terrorism and You" questions 1-8 (based on the reading) AND the "Thinking About How Terrorism Touches You" questions 1-7 (based on your opinion). These are located on page 313-314

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Paramedical Science

The following are Case based learning projects.
They are worth 50% of your unit mark and therefore are important in
terms of the learning process associated with the unit.
The questions following the cases are designed to stimulate Clinical and
Situational awareness in the aeromedical retrieval environments and are
based on an expectation of a high-level clinical knowledge foundation.
Stimulating and enhancing your clinical understanding and developing
your clinical thinking and application are an underlying goal.
The Case Studies will comprise:
• Pre-Hospital Retrieval: 3 Cases
• Co-ordination: 1 Case
• Inter-Facility: 1 Case
• Total: 5 Cases
The assignment should be presented as per ECU guidelines and use an
acceptable academic referencing system where necessary.
Use of bullets is acceptable to summarize pertinent points and
information to save on word count.
The total word count for all submissions should not exceed 3500 words
plus or minus 20%
Line spacing should be 1.5
Font may be Arial or Times New Roman
You can find a copy of the marking key and criteria in this part of the
blackboard website
Case Studies: PST 4106
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Paramedical Science
Pre-Hospital Cases:
Case 1:
A van has collided at high speed with a car. The tasking agency reports
that there are three severely injured patients including children. All are
still in the vehicle and could be trapped.
In addition there is one potential fatality at the scene.
Relevant information:
Retrieval means: Rotary Aircraft
Ground resources: 3 ambulances, police and fire and rescue
Retrieval options: Major trauma center 20 minutes by air, general
hospital 30 minutes via road.
Environmental: Approaching rain.
Questions:
1.1 Describe your Pre hospital plan and immediate actions on
arrival at scene
On arrival you note 4 patients from 2 vehicles and all have been
extricated:
a. Patient 1 is pulseless and apneic with a large opened
skull fracture with extra-cranial brain tissue visible
b. Patient 2 is a middle aged female with a rigid abdomen
and bruising over the pelvis. She has decreased air entry
over the left lung field according to on scene paramedic.
Her BP is 90 systolic and GCS 6
Case Studies: PST 4106
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Paramedical Science
c. Patient 3 is a male 11 years old with a closed bilateral
femoral fracture that is crying inconsolably. His pulse is
120 beats per minutes
d. Patient 4 is from a 3rd vehicle and is C/O ankle pain.
1.2: Outline your treatment for these patients and provide rationale
for which you would select for the air retrieval. What could
potentially go wrong with this scenario and how can you prepare?
Case 2:
A 50-year-old female motorcyclist has collided with a car and is said to
be ‘not responding’
Relevant Information:
Aircraft option: Rotary Wing landing site less than 200m away.
Ground resources: One Ambulance and local Police Service
Retrieval options: Major Trauma Centre 30 min by road or 10 min by air
Environmental factors: Tuesday Morning 08:00, clear conditions
Questions:
2.1: Using the information so far available, outline your pre-hospital
plan prior to arrival on scene.
Clinical Information:
• P: 120/min
• BP: 150/90 mmHg
Case Studies: PST 4106
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Paramedical Science
• GCS 6 (E1 V2 M3)
2.2: Briefly describe Patient selection criteria for RSI, paying
particular attention to the airway examination component and
predictors of a difficult intubation.
2.3: Describe the key steps required in the performance of a Pre-
Hospital RSI.
2.4 What are the risks and benefits associated with RSI in the trauma
patient? Provide a critical assessment of your decision to RSI or not?
Case 3:
An 18-year-old male has been riding his dirt bike along a dirt track and
he is struck across the anterior neck by an unseen guide wire.
He is complaining of dyspnea and has also sustained a compound fracture
to his Right Tibia and Fibula.
He is also anxious and tachypnoeic with a RR of 30.
All other vital signs remain within normal parameters.
Relevant Information
Aircraft option: Rotary wing
Ground resources: 2 Ambulances, Fire & Rescue Services
Retrieval Options: General Hospital 20 min by road, Major Trauma
center 30 min by air
Other: Fire & Rescue declare scene safe
Case Studies: PST 4106
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Paramedical Science
Questions:
3.1: What is your initial pre-hospital plan prior to arrival on scene
On arrival you find the patient anxious but lucid
He complains of severe anterior neck pain and is spitting out bloody
saliva.
His voice is hoarse and remains tachypnoeic at a rate of 30 breaths/min
Examination reveals an acutely tender anterior neck.
There is slight crepitus over the laryngeal structures and a compound
fracture of the Right tibia and fibula with good distal perfusion.
No other injuries detected.
3.2: What is your initial management and which hospital will you
transfer to? Why might you choose to transport this patient or to
leave this patient with the paramedics who would transport to the
local general hospital with surgical capacity?
3.3: Describe how you will notify the receiving hospital of your
planned arrival and how they might prepare for your arrival.
Co-ordination Case:
Case 4:
The following assessment is related to the tasking and coordination of
physician led retrieval.
Case Studies: PST 4106
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Paramedical Science
Tasking and clinical coordination are vital aspects of retrieval medicine.
Triage resource allocation and high level clinical oversight are key
elements to this process.
The following incidents need to be considered as being independent of
each other.
In each case the decision to mobilize, coordinate and support of the
retrieval team rests solely with you.
You have the maps and communication equipment available to you to
make each decision.
Incident 1:
The ambulance service has alerted you to an ongoing incident in an urban
area of or your jurisdiction. Five minutes earlier multiple calls had been
received regarding a motorcycle rider who had been struck at an
intersection.
Information you have received is that the Motorcyclist is unconscious.
Incident 2
You receive a call about a shooting in remote area some 50 minutes by
rotary winged aircraft. It is 2am and raining.
A female made a single call and reported a gunshot as well as figure
laying face down in her front yard.
A local ambulance crew has been dispatched but will not be on scene for
20 minutes.
Incident 3
Case Studies: PST 4106
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Paramedical Science
You are asked by a ground team to activate a helicopter to a semi rural
property 25 minutes by air away. A 75-year-old man has collapsed in his
living room and cardio pulmonary is in progress.
Incident 4
An ongoing incident has been phoned through. A car has been struck by a
van on a freeway 25 minutes by rotary winged aircraft. Information is one
person dead at scene and another trapped with severe abdominal pain and
SBP of 90mmHg.
Questions:
For all 4 incidents discuss key points in the allocation of a physician
based retrieval team resource allocation to these incidents.
Include in your answer:
1. Justification for activation or non activation based on the little
information you have
2. Problems that may be encountered
3. Your actions to gain a clearer picture of the incidents
4. Critically analyze what your team mix may be and why.
Inter-Facility Case:
Case 5:
Following a fall from farm machinery, a 40-year-old male farmer in the
Wheat-belt region of Western Australia, has sustained an intracranial
hemorrhage and spinal injuries.
He is currently located at a small general hospital.
Case Studies: PST 4106
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Paramedical Science
He is intubated and ventilated with the following ventilator settings:
• Tidal Volume: 450ml
• RR: 12 breaths/min
• PEEP (Positive End Expiratory Pressure): 5 cmH20
• FiO2: 28%
Clinical Information:
• P: 85/min
• BP: 140/80 mmHg
• SaO2: 98%
Relevant Information
Aircraft option: Fixed wing and Rotary Wing available
Local Resources: One Ambulance
Retrieval Options: State Major Trauma Centre (Specialist Neurological
and Spinal Units included) 400 km away.
Environmental Conditions: Heavy Rain and 15°C
Questions:
5.1: Focusing on the principals of flight physiology, analyze how this
patient could be affected and the measures you would take to
mitigate or eliminate any adverse occurrences.
5.2: Taking all the factors into consideration, critically justify your
choice of transport platform.

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Elements of System Assessment

Choose a system currently used in health care.
Develop a plan for assessing the system you chose. In your plan:

1. Describe the chosen system
2. Describe the system assessment elements you will use to evaluate the chosen system and why you have chosen those elements
3. Identify which criteria you would use to assess the system
4. Explain how you would implement your plan

Wager, K. A., Lee, F. W., & Glaser, J. P. (2009). Health care information systems: A practical approach for health care management (2nd ed.). San Francisco, CA: Jossey-Bass.

Abdelhak, M., Grostick, S., & Hanken, M. A. (2012). Health information: Management of a strategic resource (4th ed.). St. Louis, MO: Elsevier Saunders.

Hebda, T.,& Czar, P. (2009). Handbook of informatics for nurses & healthcare professionals (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

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School to prison Pipeline

I. Background
a. discuss an examples of institutional injustice that exists in the school to prison pipeline.
b. What is the history (if any) of efforts to fight this injustice?
c. What are the policies, laws, media images, societal norms, or other mechanisms that keep this institutional injustice in place?
d. Who most benefits from this injustice being kept in place

II. How this relates to human rights
a. Use the United Nations Universal Declaration of Human Rights to determine what human rights are being violated in this institutional injustice. Make sure you name the article(s) involved:http://www.un.org/en/documents/udhr/index.shtml
b. Use your text and the Human Rights and Social Work manual to determine what UN declarations, committees or conventions support this/these human rights?
United Nations. (1994). Human rights and social work: A manual for schools of social work and the social work profession. Geneva: United Nations Centre for Human Rights. Retrieved from: http://www.ohchr.org/Documents/Publications/training1en.pdf

III. Current Assessment
a. Are there any government programs that are attempting to respond to/eradicate this injustice?
b. What are some non-government groups (discuss at least 2) that are working to fight this injustice? How are they fighting it?
c. How might a social worker advocate for a client or group facing this kind of injustice? What are some intervention strategies (give concrete examples)?

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art review

*Explain in your annotation (250 words) how the artwork displays key features of the art historical movement in question. *Make sure you use relevant art historical language wherever possible. Art Full Text, JSTOR, Project Muse, Oxford Art Online, Academic Search Premier. 
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controversial in the classroom

Use the controversial issue you selected to prepare a supporting argument, and then refute your controversial issue.
Use the four steps of an argument presented in Ch. 11 of Working in Groups when developing your supporting argument.
Use the six steps of refuting an argument described in Ch. 11 of Working in Groups. Write a formal academic paper in which you include the following:
• Present your supporting and refuting arguments. • Explain how the four-steps of an argument was used to present your supporting argument. • Explain how the six-steps of a refuting argument was used to present your refuting argument.
Include at least three cited sources that defend the claims that you present. The sources must be credible and appropriate to this assignment. Select your sources from peer-reviewed materials in the university library. You may use the course textbook as one of the sources that you cite.
Include a 5- to 10-slide Microsoft® PowerPoint® presentation in which you present your supporting and refuting arguments in accordance with the four- and six-step methods of presenting and refuting an argument.

Compare the Role of Gods in Canturbury Tales (The Kinghts Tale) & The Aneied

Compare the role of Gods in both The Canturbury Tales & The Aeneid… Attached is a Annotated Bib thats incomplete but you will get the general Idea.. On that Annotated Bib there is a couple of sources that say JSTOR, These are critical texts regarding the topic,

Annotated Bibliography

The Knights Tale (Canterbury Tales)
Chaucer, Geoffrey. “The Knights Tale.” The Riverside Chaucer.Comp. Larry Dean Benson. 3rd ed. Oxford: Oxford UP, 1988. N. pag. Print.
This is the newest edition of Chaucer’s Canterbury tales that replaces Fred Norris’s The Complete Works of Geoffrey Chaucer that was published back in 1933. I will be observing the role of gods in the story “The Knights Tale†located in book 1& comparing them to those in The Aeneid.

The Aeneid
Virgil, and Robert Fitzgerald. The Aeneid. New York: Random House, 1983. Print.
The Aeneid is aepic Latin epic poem, written by Virgil between 29 and 19 BC. I will be comparing the role of the gods in this poem with the ones portrayed in Chaucer’s The Knights Tale (Canterbury Tales).
Matthaei, Louise E. “The Fates, the Gods, and the Freedom of Man’s Will in the Aeneid.” The Classical Quarterly 11.01 (1917): 11-26. Print.
This text is applicable to the theme because it further explains Virgil’s use of god’s and what role do they play in regards to Aeneas’s as well as the other main characters fate. It also highlights the opposition between gods and how that could affect the mortals fate.

Coleman, Robert. “Greece & Rome.” The Gods in the ‘Aeneid’ 2nd ser. 29.2 (1982): 143-68. JSTOR.Web.
This text is applicable to the theme because it touches on how the gods in The Aened’sintervened in Aeneas’s quest by manipulating the landscape and weather elements.

Foster, Edward E. “Humor in the “Knight’s Tale”" The Chaucer Review 3.2 (1968): 88-94. JSTOR.Web. 14 Sept. 2013.
The Text is not applicable to the Theme, but it does highlight the one of lostideals of the 14th century ; humor. The text talks about how Chaucer uses puns on “queinte” and “harneys†toadd a sense of reality to the idealism of the Knight’s notions of love.

Gaylord, Alan T. “The Role of Saturn in the “Knight’s Tale”" The Chaucer Review 8.3 (1974): 171-90. JSTOR.Web. 14 Sept. 2013.
This text dives into the role of Saturn and how he is neither the thematic key nor the structural pivot of the poem but how he represents Free will, destiny and love.

Elbow, Peter H. “How Chaucer Transcends Oppositions in the “Knight’s Tale”" The Chaucer Review 7.2 (1972): 97-112. JSTOR.Web.
The text explains how Chaucer goes out of his way to make it seem that neither cousin is more worthy of Emelye than the other. He also references the opposition between Saturn and Theseus.

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