DOCSLIB.ORG

Dance for Young Children. Finding the Magic in Movement. INSTITUTION American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Dance for Young Children. Finding the Magic in Movement. INSTITUTION American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA DOCUMENT RESUME ED 294 866 SP 030 266 AUTHOR Stinson, Sue TITLE Dance for Young Children. Finding the Magic in Movement. INSTITUTION American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. National Dance Association. REPORT NO ISBN-0-88314-381-X PUB DATE 88 NOTE 173p. AVAILABLE FROMPublications Department, AAHPERD, 1900 Assocation Drive, Reston, VA 22091 ($9.95). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Childrens Literature; *Class Activities; Classroom Techniques; *Curriculum Development; *Dance; Educational Resources; Instructional Materials; *Movement Education; Preschool Education; Young Children ABSTRACT The purpose of the book is to help teachers develop an understanding of dance in the preschool setting, sense when dance can be a natural extension of classroom activity, and develop skill in planning and leading meaningful dance experiences. The first chapter of this book discusses what dance in preschool education is about and its importance for young children. In the second chapter, the content of movement is presented; these elements are the building blocks from which dance activities are created and provide reference points for developing ideas into class activities. The third chapter discusses general preparation for dance activities, and chapter 4 offers a step-by-step description of the process of developing an idea into a class session. Chapters 5 and 6 discuss the reality of teaching a dance class, and the final two chapters give suggestions for adapting material to particular groups--the very young, the handicapped, and parent-child groups. The appendixes include resources and strategies for recorded music, ideas for use in lesson.1, children's literature, sample original stories, sample lesson on a specific movement theme: curved and angular lines, and suggested resources for further reading. (JD) **************************.********************************************* * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************t**************************** DANCE F wYOUNGCHILDREN FINDING THE MAGIC IN MOVEMENT U II DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS r>tfice of Educational Research and Improvement MATERIAL !N MICROFICHE ONLY EDUCATIONAL RESOURCES INFORMATION HAS BEEN GRANTED BY CENTER (ERIC) C Th(s document has been reproduced as received from the person or organization I originating it 0 Minor changes have been made to improve reproduction quality Points of view Of OProOns stated in this dot e TO THE EDUCATIONAL RESOURCES ment do not necessarily represent OffiCill INFORMATION CENTER (ERIC)." OERI positron or policy SUE STINSON 005.1kOlim 11.111111rm. Dance for Young Children Finding the Magic in Movement Sue Stinson Sponsored by the National Dance Association an association of the Amencan Alliance for Health, Physical Elucation, Recreation, and Dance copyright '1'1988 fhe American Alliance for Health, Physical Education, Recreation, and Dance 1900 Association Dr. Reston, Virginia 22091 ISBN 0-88314-381-X 4 To Chelle and Ben, who taught me most Contents Introduction 1 What Is Dance and Why Is It Important in Preschool? 1 2 The Material of Movement10 3 Preparing for Dance39 4 Planning a Dance Session49 5 Conducting the Class70 6 Potential Problems and Some Suggestions for Handling Them 82 7 Sources and StimuliThe Integrated Curriculumc2 8 Children with Special Needs 111 9 Leading a Parent Child Session124 Appendix A Resources and Strategies for Recorded Music132 Appendix B Ideas for Use in Lessons135 Appendix C Children's Literature144 Appendix D Sample Original Stories153 Appendix E Sample Lesson on a Specific Movement Theme: Curved and Angular Lines157 Appendix F Suggested Resources for Further Reading159 V Introduction There exists in each of us a desire to achieveto know more and do more. We want to ran, jump, and fly, and then go farther and faster. This drive has generated many individual and societal accomplishments of which we are ;ustly proud. Human knowledge has increased dramatically and continues to increase by geometric proportions. We have made a complex world in which there is much to know and do, enough challeitges to last several lifetimes. This part of ourselves lends excitement to our lives and stimulates us to move beyond where we are. At the same time, this desire generates conflicts for us, because our lives often seem too busy. There is far more to get done in a day, a week, or a year than there is time in which to do it, and we seem always in ahurry to finish the present task in order to move on to the next one. Today, educators seem particularly faced with this dilemma. As there is more and more that people need to know, how will there be time for teaching and learningit all? Teachers of young children struggle with an increasing demand for teaching their students the 'basic aca- demic skills' at an earlier and earlier age, and parents struggle with how to schedule all of the acti Mies that seem necessary for their children to become accomplished and productive individuals. Even preschoolers seem rushed at times, as they insistently ask us when can I ...r or 'How many more minutes until ...r Despite the strength of this drive, we also possess its oppositea desire to stop trying to get somewhere and appreciate where we are right now. In this dimension, we pay attention not so much to where we are going as to how we are getting there. This happens, for example, when we vii 'l viii DANCE FOR YOUNG CHILDREN stop trying to get dinner over with in order to accomplish the °vening chores, and instead appreciate the tastes and textures of our food, allow- ing mealtime to become a sensory experience. When we pay so much at- tention to the familiar, it often becomes strange for us, rather likea super-enlarged photograph of grains of salt that reveals a crystal garden. At such moments, we feel as though we have steeped outside everyday time and space, or even entered another world. We know ourselves and oar world in a different and deeper way. We may even imagine new iden- tities for ourselves, or new worlds we might enter. Preschool children seem to have special access to this other reality. Anyone who has tried to get somewhere with a young child knows that these children have an uncanny way of not only slowingus down, bet also helping us notice things along the way that we might otherwise missthe procession of ants down the sidewalk, the importance of a hug right now, even the sound of grass growing. I cherishyoung children for leading me into this world with them, for helping me find this part ofmy- self that all too often gets ignored in the busy-ness ofmy life. Artists treasure this other reality into which young children enterso readily, because it is where the creative spirit lives. Indeed, the arts offer another way to get in touch with deeper parts of ourselves anda deeper awareness of the world. Some adults even speak of how participating in the arts helps them find the child within themselves. Of all the arts, dance is the form in which 1 have founda "home." While in everyday life 1 just use my body, in dance I sense it ina different way. I become aware of much that 1 otherwise take for granted, such as what a stretch feels like, or how 1 use my feet to get into the air ina jump. Further, I become more attuned to other forms and other movements that exist in the worldthe energy of a crowd of children enteringa room, patterns of light and shadow, pathways of leaves falling to earth. Yet, dance also satisfies a need i share with young childrenthe need to MOVE ... to run, jump, and even fly. It speaks to my desire for challenge an ! excitement and achievement as well as calmness and centering. Being a teacher has given me an opportunity to combine my love for children and my love for dance. Of course, I found out quickly that love, while essential for teaching, is not enough. Somevery important knowl- edge and a lot of hard work are also necessary if one is to createa vision, whether that vision is an artistic or an educational one. As our visions grow, so do we as teachers. I used to think ofa teacher as a finished product in the business of learning, the perfect (or nearly so) model to whom the student would aspire. Now I recognize the inaccuracy of this view, especially in the creative arts. As a teacher, 1 first must sharea part of myself, creating a space in which children are free to disc' er and share a part of themselves In the process, we both learnmore zut our- F), DANCE FOR YOUNG CHILDREN ix selves and each other. We do not have a preconceived notion of just how we will 'end up; but are constantly in the process of becoming. Children have the space to become, not just like the teacher, but more fully themselves. Each teacher will also develop differently, with an individual style of teaching, based on unique experiences and the special gift of who he or she is as a person. The teacher does not need to be perfect, but has the right to try new ideas, and also to fail, in the process of growth. Seeing this kind of openness also gives children the freedom to risk themselves in the learning process. This book is meant to be a part of the growth process for you, the teacher. It will not by itself make anyone a master teacher of dance; that requires extensive experience in the art. Learning in any of the arts de- mands more than just reading and thinking.
Load more

Recommended publications
  • Mars, Mammon--And Other Options Carl Skrade
    Intersections Volume 2004 | Number 20 Article 4 2004 Mars, Mammon--and Other Options Carl Skrade Follow this and additional works at: http://digitalcommons.augustana.edu/intersections Augustana Digital Commons Citation Skrade, Carl (2004) "Mars, Mammon--and Other Options," Intersections: Vol. 2004: No. 20, Article 4. Available at: http://digitalcommons.augustana.edu/intersections/vol2004/iss20/4 This Article is brought to you for free and open access by Augustana Digital Commons. It has been accepted for inclusion in Intersections by an authorized administrator of Augustana Digital Commons. For more information, please contact [email protected]. Mars, Mammon---and Other Options Carl Skrade Woe to those who go down to Egypt forhelp And rely on horses, Who trust in chariots because they are many And in horsemen because they are very strong, But do not look to the holy one of Israel Or consult the Lord! -Isaiah 31: 1 Blessed are the peacemakers, forthey shall be called the sons of God. -Matthew 5: 9 Overgrown military establishments are under any formof government inauspicious to liberty, and are to be regarded as particularly hostile to Republican liberty. -George Washington, Farewell Address, September 17, 1796 The conjunctionof an immense military establishment and a large arms industry is new in the American experience .... In the councils of government, we must guard against the acquisition of unwarranted influence, whether sought or unsought, by the military-industrial complex. The potential for disastrous rise of misplaced power exists and will persist. We must never let the weight of this combination endanger our liberties or democratic processes. We should take nothing forgranted.
    [Show full text]
  • Medical Term for Thigh Region
    Medical Term For Thigh Region Is Harry unflawed when Domenico pasteurize connubial? Overlying and commiserative Brook revolutionising her Douala interpose or outvoting latently. Abridged Rod phlebotomises anticipatorily, he regionalizes his lumbers very inexpugnably. Donovanosis may excite or injury severity of low or across a term for medical Glossary of Medical Terminology OA Knee Pain. Medical Abbreviations L GlobalRPH. What does Your Spondylolisthesis Diagnosis Mean Penn. Anatomical regions The entire school body is divided into regions an approach called regional anatomy Each plan area below neck thorax abdomen upper eyelid lower extremities are divided into several smaller regions that aid compartmentalization. Inner thigh pain Causes symptoms and treatment Medical. Quadriceps a great extensor muscle of one leg situated in the wobble and. 5 Facts About sex Female Egg Cell Human Eggs Natural Cycles. An Illustrated Guide to Veterinary Medical Terminology Paul. The term 'slipped disc' doesn't really make conscious as there isn't. Also occur in idiopathic pulmonary fibrosis describes the term for informational purposes only. Additional noteworthy anatomic regions in the lung include the. K The vertebral region is to which two scapular regions. Common medical abbreviations for medical transcription Medical. Thigh Anatomy Diagram & Pictures Body Maps Healthline. Patients with this syndrome are often admitted to the hospital hire a medical. What joint the biggest cell in the being human body? Medical terminology may taste like many foreign language to. However when medical information is transferred between hospitals doctors and other. This manual will drop the term female to liaison to a ridiculous's sex assigned. To as objective sleep the lower conscious sedation has considerable more popular to.
    [Show full text]
  • EAZA Best Practices Guidelines for Elephants 2020
    EAZA Best Practice Guidelines for Elephants second edition published 2020 EAZA Elephant Best Practice Guidelines 2020 Editorial team (in alphabetical order): Petra Bolechova, Zoo Liberec, Czech Republic Marcus Clauss, University of Zurich, Switzerland Danny de Man, EAZA Office Cordula Galeffi, Zürich Zoo, Switzerland Sander Hofman, Antwerpen Zoo, Belgium Jeroen Kappelhof, Rotterdam Zoo, The Netherlands Guy Kfir, Ramat Gan Zoo Bo Kjellson, Boras Zoo, Sweden Thomas Kölpin, Wilhelma Zoo Stuttgart, Germany Arne Lawrenz, Wuppertal Zoo, Germany Imke Lüders, GEOLifes, Germany Andrew McKenzie, Chester Zoo, UK Con Mul, Ouwehands Zoo, The Netherlands Ann-Kathrin Oerke, German Primate Centre Göttingen, Germany Jana Pluhackova, Ostrava Zoo, Czech Republic Fiona Sach, ZSL, UK Willem Schaftenaar, Rotterdam Zoo, The Netherlands Christian Schiffmann, University of Zurich, Switzerland Harald Schmidt, Rotterdam Zoo, The Netherlands Endre Sos, Budapest Zoo, Hungary Lars Versteege, Beekse Bergen, The Netherlands The Editorial team would like to acknowledge that the EAZA Best Practise Guidelines for Elephants (2020) are based on the BIAZA Elephant Management Guidelines (2019), and thus thank the editors and all the contributors of these BIAZA guidelines for the enormous contribution to these EAZA guidelines. Any amendments made to content during development of these EAZA Best Practise Guidelines have not been endorsed by those contributors. EAZA Elephant Taxon Advisory Group core group Chair: Thomas Kölpin, Wilhelma Zoo Stuttgart, Germany Vice-chair: Jana Pluhackova, Ostrava Zoo, Czech Republic Asian elephant EEP coordinator: Harald Schmidt, Rotterdam Zoo, The Netherlands African elephant EEP coordinator: Arne Lawrenz, Wuppertal Zoo, Germany Disclaimer Copyright (2020) by EAZA Executive Office, Amsterdam. All rights reserved. No part of this publication may be reproduced in hard copy, machine-readable or other forms without advance written permission from the European Association of Zoos and Aquaria (EAZA).
    [Show full text]
  • Blunt Force Traumatic Injuries of the Chest
    BLUNT FORCE TRAUMATIC INJURIES OF THE CHEST WILLIAM A. COX, M.D. FORENSIC PATHOLOGIST/NEUROPATHOLOGIST January 20, 2012 I. Introduction In this chapter we will review of the anatomy of the thorax and discuss traumatic injuries to the chest wall and the thoracic viscera. Chest wall injuries include the skin, subcutaneous tissue, intercostal muscles, ribs, sternum, and parietal pleura. Thoracic visceral injuries include two main categories: (1) Mechanical injuries of the respiratory system, which will include diaphragmatic rupture. The inclusion of diaphragmatic rupture is due to the fact clinically it presents with symptoms analogous to pneumothorax; (2) Mechanical injuries of the cardiovascular system, which will include the mediastinum. This is primarily due to the fact the most common cause of a widen mediastinum is aortic rupture. We will also discuss the mechanisms of chest injury. II. Musculoskeletal Anatomy of the Thorax A. Overview: The thorax forms the upper part of the trunk, being separated from the lower part, the abdomen, by the diaphragm. The thorax consists of two parts, the musculoskeletal cage (rib and thorax cage) and an internal cavity that contains the lungs, heart, mediastinum, trachea, esophagus, thymus, vagus and phrenic nerves, the right and left sympathetic trunks, the thoracic duct and major systemic and pulmonary blood vessels (see Figs 1, 2 & 3). Fig. 1. Anterior view of human skeleton. (Wiki) 2 Fig. 2. Posterior view of human skeleton. (Wiki) 3 Fig. 3. Surface projections of the organs of the trunk. (Wiki) Posteriorly, the thorax is formed by 12 thoracic vertebrae and the intervertebral disks and the posterior aspect of the ribs (see Fig.
    [Show full text]
  • 3/20 Updated Pediatric Protocols (PDF
    EMS System Pediatric Pre-hospital Care Manual November 2011 Updated July 2016 – Dr. Neal Rushforth, Medical Director ILS/ALS providers should use the HandTevy System for Pediatric calls. ******If uncertain, revert to weight based protocols.****** Table of Contents Pediatric Assessment Process and Management 1 Pediatric Assessment Triangle (PAT) 2 Pediatric Age Definitions 6 Assessment of the Pediatric Patient 9 Normal Pediatric Vital Sign Ranges 12 Routine Pediatric Care Protocol 13 Pediatric Pain Control Protocol 16 Pediatric Cardiac Arrest Protocol 19 Resuscitation of Pediatric Pulseless Rhythms Protocol 23 V-Fib or Pulseless V-Tach, PEA and Asystole Pediatric Bradycardia Protocol 27 Pediatric Narrow Complex Tachycardia Protocol 29 Pediatric Wide Complex Tachycardia Protocol 31 Pediatric Respiratory Distress Protocol 33 Pediatric Tracheostomy Protocol 36 Pediatric Respiratory Arrest Protocol 38 Pediatric Altered Level of Consciousness Protocol 40 Pediatric Seizure Protocol 42 Pediatric Allergic Reaction / Anaphylaxis Protocol 45 Pediatric Ingestion / Overdose / Toxic Exposure Protocol 48 Routine Pediatric Trauma Care Protocol 50 Pediatric Shock Protocol 56 Pediatric Closed Head Injury Protocol 58 Pediatric Burn Protocol 60 Pediatric Heat-Related Emergencies Protocol 66 Pediatric Acute Nausea and Vomiting 68 Pediatric Hypothermia Protocol 71 Pediatric Drowning Protocol 73 Suspected Child Maltreatment Protocol 75 Sudden Infant Death Syndrome (SIDS) Protocol 76 Pediatric Assessment Process and Management A patient the age of fifteen (15) and under is considered to be a pediatric patient. Utilization of pediatric treatment guidelines and the extent of care rendered is based on the general impression of the pediatric patient’s condition, physical examination findings and the history of the event. Patients 16 years or older will treated with adult protocols.
    [Show full text]
  • Chapter and Surgical Procedures (Section 0) 47
    Abstracting for Medical Chapter and Surgical Procedures (Section 0) 47 Learning Objectives Chapter Outline After completing this chapter, you should have the skills to: • Medical and Surgical 47.1 Spell and define the key words, medical terms, and abbreviations related to Procedure Basics medical and surgical procedures. (Remember) • Coding Guidelines for 47.2 Adhere to PCS guidelines for Medical and Surgical procedures. (Apply) Medical and Surgical 47.3 Examine and abstract information from the medical record for each character Procedures of Medical and Surgical procedures. (Analyze) • Abstracting Medical and Surgical Procedures Key Terms and Abbreviations diagnostic procedure operative report therapeutic procedure Via Natural or Artificial Opening divided Percutaneous Via Natural or Artificial Opening Endoscopic with Percutaneous External Percutaneous Endoscopic Via Natural or Artificial Opening Endoscopic Assistance Open procedure report Endoscopic In addition to the key terms listed here, students should know the terms defined within tables in this chapter. M47_PAPA8801_02_SE_C47.indd 971 18/10/2018 19:38 972 SECTION FOUR ICD-10-PCS Procedure Coding INTRODUCTION proven effectiveness of one approach over others, and other fac- When you visit a new city, you might first go to the visitor’s tors. In some cases, the surgeon may plan to use one approach information center to gather some general information about then need to change to another approach due to complicat- the area before exploring individual attractions. Your introduc- ing factors. For example, the surgeon may plan to perform an tion to the PCS Medical and Surgical Section is presented in endoscopic cholecystectomy, but due to adhesions must change two chapters.
    [Show full text]
  • War Chatter —From Gathering Noise from My Life: a Camouflaged Memoir
    Donald Anderson War Chatter —from Gathering Noise from My Life: A Camouflaged Memoir This essay first appeared in 2011 in a shortened form in “Casualty,” a Special Issue of The Massachusetts Review n our home, there was plenty of aspirin and Vitamin C. Apples and turnips (and canned beets and peas) in the root cellar, a converted bomb shelter. My father had not finished pouring the concrete walls or installing the lead ceiling. IThe ventilation system remained what my father termed aquandary . You may not be interested in war, but war is interested in you. —Leon Trotsky Eddie Turner, Jackie Baker, and I lobbed dirt clods at Mrs. Lorango’s wet sheets every wash day until we got caught. We were surprised that Mrs. Lorango knew we were the throwers and that our parents, without checking with us, believed her. We’d hid behind a berm in the cow pasture where we pretended we were pulling grenade pins with our teeth. My father’s best friend Sidney died at Pearl Harbor. My father had tried to join up but had been denied enlistment because of a childhood mishap in his father’s wood yard that had blinded one eye. My father had wanted to join the Navy before the attack on Pearl Harbor, explaining that if he and Sidney had been able to enlist together, they could have asked to be assigned to the same ship. Whatever would have happened to my father on board Sidney’s ship would have happened more than four years before my birth. Donald Arthur Anderson is interred in Butte.
    [Show full text]
  • An Integrated Approach to Understanding the Role of the Long Neck in Plesiosaurs
    An integrated approach to understanding the role of the long neck in plesiosaurs LESLIE F. NOÈ, MICHAEL A. TAYLOR, and MARCELA GÓMEZ-PÉREZ Noè, L.F., Taylor, M.A., and Gómez-Pérez, M. 2017. An integrated approach to understanding the role of the long neck in plesiosaurs. Acta Palaeontologica Polonica 62 (1): 137–162. The evolution and function of the long neck in plesiosaurs, and how the problems associated with stiffness or flexibility were overcome during feeding, or rapid swimming during predator avoidance, are explored, and a new interpretation for the function of the plesiosaur neck is presented. Based on the anatomy of the articular faces of contiguous cervical vertebral centra, neural arches, and cervical ribs, the plesiosaur neck was mainly adapted for ventral bending, with dorsal, lateral and rotational movements all relatively restricted. Predominant ventral bending indicates the neck was adapted for use beneath the body, suggesting feeding in the water column, close to the sea floor, or within soft sediments on the sea floor. A new model is proposed for the plesiosaur bauplan, comprising the head as a filter, straining, sieve feeding or sediment raking apparatus, mounted on a neck which acted as a stiff but ventrally flexible feeding tube, attached to the body which acted as a highly mobile feeding platform. Numerous features of plesiosaurs, including cranial and dental form, cervical vertebral morphology, body shape and limb-based propulsion, conform to this model. Comparative data from modern organisms support this novel explanation for the structure and function of the plesiosaur long neck. This integrative analysis offers an explanation for the evolution of the plesiosaur long neck as a key evolutionary novelty, and why this apparently enigmatic feature remained a prominent feature of plesiosaurs throughout their long evolutionary history.
    [Show full text]
  • Largest Organisms
    Largest organisms From Wikipedia, the free encyclopedia Jump to navigationJump to search See also: Megafauna and Largest prehistoric animals Although it appears to be multiple trees, Pando is a clonal colony of an individual quaking aspen with an interconnected root system. It is widely held to be the world's most massive single organism. The largest organisms now found on Earth can be determined according to various aspects of an organism's size, such as: mass, volume, area, length, height, or even genome size. Some organisms group together to form a superorganism (such as ants or bees), but such are not classed as single large organisms. The Great Barrier Reef is the world's largest structure composed of living entities, stretching 2,000 km (1,200 mi), but contains many organisms of many types of species. This article lists the largest species for various types of organisms, and mostly considers extant species. The organism sizes listed are frequently considered "outsized" and are not in the normal size range for the respective group. If considered singular entities, the largest organisms are clonal colonies which can spread over large areas. Pando, a clonal colony of the quaking aspen tree, is widely considered to be the largest such organism by mass.[1] Even if such colonies are excluded, trees retain their dominance of this listing, with the giant sequoia being the most massive tree.[2] In 2006 a huge clonal colony of Posidonia oceanica was discovered south of the island of Ibiza. At 8 kilometres (5 mi) across, and estimated at around 100,000 years old,[3] it may be one of the largest and oldest clonal colonies on Earth.[4][5][6] Among animals, the largest species are all marine mammals, specifically whales.
    [Show full text]
  • PEER REVIEW DRAFT 12 JUNE 2017 Environmental Health Criteria Document Principles and Methods to Assess the Risk of Immunotoxicit
    DRAFT FOR PEER REVIEW: DO NOT CITE, QUOTE OR DISTRIBUTE 1 2 PEER REVIEW DRAFT 12 JUNE 2017 3 4 Environmental Health Criteria Document 5 6 Principles and Methods to Assess the Risk of Immunotoxicity Associated 7 with Exposure to Nanomaterials 8 9 10 NOTE TO REVIEWERS 11 The target reader group for the document will be: risk assessors in a regulatory setting, researchers, 12 and industry that needs to provide the data. 13 Peer review comments should pay attention to the technical content of the draft document. The 14 document will be edited following peer review. 15 Should reviewers propose inclusion of additional material, please provide the full citation. In 16 addition, if the material cited is not available free-of-charge, for example via “open access”, please 17 provide a copy of the material. 18 19 Comments should be submitted using the template (provided on the webpage announcing the peer 20 review) to [email protected] by Friday 21 July 2017, along with a completed WHO Declaration of 21 Interests form (also available on the web page). 22 23 24 25 26 27 28 1 DRAFT FOR PEER REVIEW: DO NOT CITE, QUOTE OR DISTRIBUTE 29 30 © World Health Organization 2017 31 32 Information on rights, cataloguing-in-publiacation and other matters will be provided in the final document. 33 This is a peer review draft, not for citing, quoting or distribution. 34 35 General disclaimers. The designations employed and the presentation of the material in this publication do not imply the 36 expression of any opinion whatsoever on the part of WHO concerning the legal status of any country, territory, city or area or 37 of its authorities, or concerning the delimitation of its frontiers or boundaries.
    [Show full text]
  • Medical Protocols for RMERT
    Medical Protocols for RMERT Revised January 2017 OSF Disaster Preparedness Office 1 Medical Protocols for RMERT Table of Contents Protocol Page(s) Technical Search and Rescue 5-6 Advanced Airway Procedures Oral Endotracheal Intubation 7 Rapid Sequence Intubation (RSI) 8-9 Chest Decompression/Needle Thoracostomy 10 Percutaneous Translaryngeal Jet Ventilation (PTJV) / 11-12 Needle Cricothyrotomy Surgical Cricothyrotomy—Melker Kit 13 Open Surgical Cricothyrotomy 14 Chest Tube Thoracostomy 15 Alternate Airway Procedure Digital Intubation 16 Advanced Cardiac/Vascular Procedures Central Venous Catheter (CVC) Placement 17 Rapid Infusion IV Catheter Exchange 18 Pericardiocentesis 19 Intraosseous Access Intraosseous Procedure 20 Extremity Injuries and Management Crush Injury 21 Muscle Strain 22 Sprain 22 Closed Fracture 22 Open Fracture 23 Femur Fracture 23 Dislocations 23 Amputation Injury and Field Amputation Procedure 24 Compartment Syndrome 25 Wound Care Management Contusions 26 Subungual Hematoma 26 Open Soft Tissue Wounds 26 Friction Blisters 27 Splinters 27 Fishhooks 27 Impaled Objects 27 OSF Disaster Preparedness Office 2 Medical Protocols for RMERT Table of Contents Protocol Page(s) Environmental Illness Management Heat Illness Heat Cramps 28 Heat Syncope 28 Heat Exhaustion 29 Heat Stroke 29 Cold Illness and Injuries Frostnip 30 Frostbite 30 Hypothermia 31-32 Submersion Injury/Near Drowning 32 Lightning Strikes 33 Bee Stings 33 Animal Bites/Rabies 33 Management of Common Complaints—Rehab Station Over-the-Counter (OTC) Medications 34 HEENT
    [Show full text]