Major Incident Management Essay Example | Topics and Well Written Essays - 500 words

Major Incident Management - Essay Example Those who are categorized as serious have a deathly consequence in their circumstances; those categorized as major may suffer from a major permanent loss of function; next comes those who may suffer with a permanent reduction in bodily functions; those categorized as minor require increased level of care; and finally those classified as minimum are patients with no injury or increased level of care (New South Wales Government, 2005). Based on corporate consequence, impact on staff, visitors, services, finances, and the environment shall also be assessed by the first responder. The likelihood of the incident happening again shall also be assessed by the first responder. He shall classify the likelihood from the rating ‘frequent’ (the highest possible rating) to ‘rare’ (the lowest possible rating) (New South Wales Government, 2005). The risk or the magnitude of the incident also needs to be assessed by the first responder. The incident is rated at 1 if the ris k is extreme; 2 if the risk is high; 3, if there is medium risk; and 4 if the risk is low (New South Wales Government, 2005). The initial triage of the first responder is to assess the patients with life threatening conditions. The first responder has to deliver immediate treatment to these patients first by delivering CPR after airway clearance. For those classified as urgent or are unable to walk with RRs at 10 bpm-29 bpm and CRT at 2 seconds or less, urgent treatment has to be delivered by the crew. For those with minor injuries, but are walking, their treatment may be delayed; and for those who are dead, no treatment can be delivered. The crew then has to render appropriate emergency care and then transport the patients to the nearest hospital the soonest time possible, starting with those needing immediate care. In case of possible contagion, the emergency ambulance crew also has the duty of decontaminating the patients and themselves

Learning disability is a growing problem in the UK Essay

Learning disability is a growing problem in the UK - Essay Example Quine (2003) studied a sample of 200 five to 18-year-olds with learning disabilities and identified a range of behaviour difficulties such as: attention seeking (29%), over activity (21%), temper tantrums (25%), aggressiveness (21%), screaming (22%), wandering off (18%), destructiveness (14%) and self-injurious behaviour (12%). Kiernan and Kiernan (2000) found that in a study of 68 schools for children with severe learning disabilities, 8% were thought to have extremely difficult or very difficult behaviour and a further 14% who were thought to have behavioural difficulties of a lesser nature. They calculated that somewhere in the region of 2000 children in England and Wales alone will present with severe difficulties, and that a further 3400 will present with difficulties of a lesser nature. As introduced above, the determining, the prevalence of behaviour analysis is difficult, in part because of inadequate operationalization of the term. The preferred term, behaviour analysis, is regarded by a number of commentators as problematic, because of its tendency to be used over-inclusively for a range of other conditions (Slevin 2000, Gates 2002). Consequently, in the current study, to achieve conceptual clarity the term was operational zed to refer exclusively to children with learning disabilities who predominantly demonstrated behavioural difficulties. ... Nihira (2000) has divided behavioural difficulties into six subcategories: violent and antisocial behaviour, rebellious behaviour, untrustworthy behaviour, destructive behaviour towards property or self, stereotyped and hyperactive behaviour and inappropriate body exposure. These six subcategories have been developed into an eight category scale: The British Association on Learning Disabilities, Adaptive Behaviour Scale-Residential and Community 2nd Edition (UKLD ABS: RC: 2) (Nihira et al. 2000). The manifestation of any behaviour that fell into any of these eight subcategories, at a level that caused parental distress, was used in this study as evidence of behaviour difficulties. Learning Disabilities and Developmental Disabilities. A relatively unexplored conceptual issue is the relationship between learning disabilities and developmental disabilities. This relationship is important to the topic of this article because the emphasis on functionality in the recent UKLD definition (Luckasson et al., 2001) is conceptually similar to that found in the definition of developmental disabilities (Beirne-Smith et al., 2000). Furthermore, Learning Disabilities have always been considered the most common type of developmental disability. As defined in the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (P.L. 98-527), a developmental disability refers to a severe, chronic condition that causes substantial functional limitations in three or more major life activities. This primary component of the definition is very similar to the UKLD definition's specification of limitations in two or more applicable adaptive skill areas. For a comparison among the