SUBMITTED BY:
LINDA PATRON:
NURSING INSTRUCTOR
Social Problem
The lack of the defibrillators in schools
setting has been a source of major concern because of the number of student
deaths through out the city.
COULD
THIS SAVE LIVES?
INTRODUCTION
The
moment the human heart ceases to beat is considered a medical emergency. We now
have the technology to reverse this process if intervention occurs in a timely
fashion. The DEFIRILLATOR is the machine
that makes this possible. Many people have survived because of the
DEFIBRILLATOR. It provides an electric
impulse, much like the hearts own electrical system, when the heart’s
electrical impulses have stopped.
In
recent months incidences have occurred in the city school system where school
age children have died due to the absence of an onsite defibulator. As the word
implies, emergency means the need for immediate intervention. Children are
living under the specter of death because of the lack of a piece of machinery.
You
have an opportunity to help those in danger. You will be the public policy
analyst and your recommendations will affect how the chancellor will address
this problem. You will become a
researcher for the New York City Public School System. Your research will
uncover a disaster waiting to happen. You have the opportunity to evaluate and
correct misguided public policies that have prevented defibrillators from being
placed in all public schools. Your recommendations are vital to the chancellor
and your fellow students. Who knows, the life you save may be your own or the
life of a loved one. Get to work!
Could
this be the answer?
TASK
Using
the “Public Policy Analyst (www.maxwell.syr.edu/plegal/tips.html),
You
will research the problem of lack of proper safety for our
You
will complete the following
1: A paper of 3-type-written pages using the
information from the PPA format and complete all the worksheets as described in
the “Process” of this web quest
2: A power point of 6-10 slides showing the
following
a: How the defibulator
functions.
b: Why it is of value to the
community and the schools
c: Why a new public policy is
needed
2:
YOUR REPORT AND POWERPOINT WILL ALSO ADDRESS THE FOLLOWING
1. What is the function of the
defibulator
2. Show case evidence where the
presence of the defibulator would have made a difference.
3. Research the causes for lack
of defibrillators in the school system
4. Research
5. Indicate how the cost factor
has impacted on the decision to obtain the defibulator.
6. Cite what other communities
have done in order to obtain the defibulator.
TO DO THIS YOU WILL USE THE 6-STEP PPA AS DESCRIBED IN THE PROCESS
PROCESS :
1:
Students will be divided up into groups of three. You will work together and
produce a group paper and power point. Your group will be given 10 minutes to
present your findings to the class (i.e. Chancellor’s commission)
2:
Students will use the PPA website to gather their information and organize
their research
3:
Each group will produce a report of a minimum of three pages following the PPA
guidelines
4:
Each group will produce a power point that will be presented to the class of
ten minutes with a question and answer period. The power point slides are
described in the task
5:
Each group will read the PPA instructions and complete the worksheets in the
following areas. This will be the basis for your “task” requirements. Click on
the links for access
GATHER THE EVIDENCE
THAT THE PROBLEM EXISTS
IDENTIFY THE CAUSES
FOR THE PROBLEM
EVALUATE AN
EXISTING PUBLIC POLICY
The
information from the worksheets will be incorporated into your power point and
your report.
6:
You should also include the questions given in the task
RESOURCES:
http://www.americanheart.org/presenter.jhtml?identifier=4540
http://butler.cc.tut.fi/~malmivuo/bem/bembook/24/24.htm
http://216.185.102.50/Scientific/statements/1997/049706.html
http://www.parasolemt.com.au/Manual/autodefib.asp
GENERAL SEARCH ENGINES (use these or others you know)
EVALUATION
Your
report and power point will be evaluated using the RUBRIC below:
Please
study it before proceeding with your work so you understand the requirements:
Your paper will be
graded based upon the following rubric:
|
Points |
4 |
3 |
2 |
1 |
Total |
|
Task Completeness |
6 Steps |
5 Steps |
4 Steps |
3 or fewer steps |
|
|
Development &
Organization |
excellent organization & thorough explanations |
very good organization & explanations |
good organization & explanations |
poor organization & explanations |
|
|
Oral Presentation |
All members participate; very clear, loud & understandable |
All members participate; somewhat clear, loud & understandable |
Some members; somewhat clear, loud & understanding |
some members; not clear or understanding |
|
|
Grammar |
writing is in your own words; few grammatical errors |
writing is in your own words; 5-8 grammatical errors |
writing is in your own words; 9-11 grammatical errors |
writing is not in your own words; 11> errors |
|
|
Research |
Gathered information from at least 4 online sources |
Gathered information from at 3 online sources |
Gathered information from at 2 online sources |
Gathered information from at 1 online source |
|
POWER
POINT RUBRIC
|
|
BEGINNING 1 |
DEVELOPING 2 |
ACCOMPLISHED 3 |
EXEMPLARY 4 |
Score |
|
Power Point Presentation |
-exhibits no knowledge of the uses of P.P. -presents a minimum amount of data to
support the proposed policy |
-exhibits little knowledge of the uses of
P.P. -presents audience with several sources of
data in a logical format to support the proposed policy |
-exhibits an acceptable amount of
knowledge Of the uses of P.P. -presents the audience with enough data in
a logical, creative, and organized format to support the proposed policy |
-exhibits a superior knowledge of the uses
of P.P. -presents the audience with an exceptional
amount of data to support the proposed policy |
|
|
|
|
|
|
|
|
STANDARDS
Career Development and Occupational Studies
Standard 1: Career Development
Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
Standard 2: Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students
will listen, speak, read, and write for critical analysis and evaluation. As
listeners and readers, students will analyze experiences, ideas, information,
and issues presented by others using a variety of established criteria. As
speakers and writers, they will use oral and written language that follows the
accepted conventions of the English language to present, from a variety of
perspectives, their opinions and judgments on experiences, ideas, information
and issues.
SCIENCE
Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect science, and technology and apply the themes to these and other areas of learning.
Standard 7: Interdisciplinary Problem Solving
Students
will apply the knowledge and thinking skills of science, and technology to
address real-life problems and make informed decisions.
CONCLUSION
You should have learned, as a result of this web quest, about
the workings of defibrillators and the need for them in the public schools. You
also should have learned how to evaluate and create public policy as well as
the need for conscientious research in the critical area of public safety. This
is a difficult task. As you clearly see, you CAN make a difference.
Our next web quest will deal with safety in the general
hospital setting. Stay tuned…….
