Monday, September 27, 2021

BEST ICT TOOLS

 

Best 3 Blogging Platforms for Students

WordPress

Speaking of the best platforms to start your blogging adventure, there is no way to get around WordPress. With over 60 million users, it is the most popular tool for content creation and management. It's the number one choice for content creators worldwide. And it's a great option, especially for students. There are many reasons why WordPress deserves your attention. It is highly flexible and customizable. This gives the user complete freedom in terms of design and setting. At the same time, it is an open-source platform and can be used free of charge, which appeals to students. In addition, there are many templates, designs, and simple features that will lead you to a smooth start and success. However, this platform is extremely user-friendly. Although it offers some advanced features for tech-savvy users, such as the ability to access and edit your website's code, it can be easily handled without any HTML or web design experience. ۔ So perfect for beginners!

Wix

Next up is Wix. It offers a wide range of features and customizable options. These will help you showcase your creativity and build a high-quality website. In short, Wix is made for building websites. However, they also have a blog function. It is one of the easiest builders to use and is very popular among users around the world. Another benefit is the wide range of free tools and features. With the free plan, you can get the Vix subdomain, which is not a good option for businesses, but better for students. However, even if you decide to have a paid plan, you will be surprised at how affordable it is. Pricing starts at just $ 13 per month + you get a free custom domain for the first year.

Tumblr

If you feel you don’t need many advanced and fancy features at the beginning of your trip, you should go to Tumblr. Unlike Wix or WordPress, Tumblr is a social media platform that still allows users to create complete blogs. The platform allows you to create seven types of posts, share videos, photos, music, links, etc. It's 100% free. And it allows you to customize your blog using a lot of great templates and features. Tumblr is also very intuitive. Like any other social network, it makes content creation, sharing, and management much easier, which is why it is a smart choice for beginners.

                     



Using Google Classroom as a Learning Management System

Introduction

The development of several fully online University Certificates such as Visionary Leadership, Coaching for Performance and Mentorship, and Police Leadership, required an LMS that:

  • Ø  Is cost-effective.
  • Ø  Does not require a student number for each student.
  • Ø  Is scalable to mobile or smartphone platforms.
  • Ø  Facilitates peer discussion.
  • Ø  Supports a journaling feature.
  • Ø  Supports video lectures.
  • Ø  Supports the inclusion of video clips from YouTube.
  • Ø  Supports student messaging.

Over the five years since its creation, Google Classroom has evolved as an LMS that supports all of the features mentioned above. To select Google Classroom, you search for “Google Classroom” in Google. You will need to use your institutional credentials to access Google Classroom, provided your institution has subscribed to the Google suite.

Steps for Implementation

Step 1. Navigate to Google Classroom

Navigate to Google Classroom and sign in using your institutional credentials. You can either search for Google Classroom using Google search or sign in to your Google suite using your institutional credentials.

 

Step 2. Create your course

Click on the + sign in the right-hand corner of the screen to create your course.


You will need to name your course and indicate the section of the course as well as the specific subject matter within the course. You can also assign a room number for the course if you have more than one cohort of students enrolled in the course.


Step 3. Create topics within the course.

Click on the + sign to create topics within the course.

Now that you have created your course you will need to create the topics for your course such as:

 

Course Outline

Session 1

Session 2

Session 3

 

You can sequence your modules by easily dragging and dropping each module to the preferred level.

 

Step 4. Populate your topics

Populate your topics with the material required for student learning. Within your topic you click the + sign and choose to add either:

1)      An Assignment.

2)      A Quiz Assignment.

3)      A Question, or Discussion Question.

4)      The material comprising either:

 

1)      A pdf. document.

2)      A Word document.

3)      A video clip.

4)      A PowerPoint presentation.

 

Step 5. Invite students to join the class.


Once you have completed the development of your course in Google Classroom you invite students to join either by clicking on the +sign in the “Students” tab or by sending the students an email with the course code included. 









Best ICT tools for Student Assessment

Flipgrid

Flipgrid is a social media-style video discussion platform great for generating class discussion around topics, videos, or links posted to the class grid. Students can video record their responses to share with the teacher or class. It’s a great tool for supporting your students to make their thinking visible.

Jamboard

Jamboard is a digital whiteboard that is compatible with GSuite services. It’s a game-changer for emphasizing the process of learning over the product. Math teachers love how students solve and explain their solutions. If you don’t use Google, Padlet is our runner-up.

PearDeck

Pear Deck is an interactive presentation and lesson delivery tool. Students use their devices to follow along with the teacher’s slideshow on a classroom screen. Throughout, teachers can pause at points where they’ve added interactive questions and collect real-time data about student understanding.

Floop

No matter what grade and subject you teach, grading takes time that we don’t have. Enter Floop. This tool is a cloud-based website where students get annotated feedback from you and your classmates. Using any internet-connected device, students upload images of an assignment to the platform, and you put markers in places where you want feedback. Students are able to see and respond to comments, creating a feedback loop.

Wednesday, October 2, 2019

INKSCAPE



INKSCAPE

INTRODUCTION ABOUT INKSCAPE
Inkscape is a professional-quality vector graphics program running on Windows, Mac OS X and GNU / Linux systems. It is used by design professionals and amateurs around the world, to create a wide range of graphics such as illustrations, symbols, logos, charts, maps, and web graphics. Open Inkscape SVG (Scalable Vector Graphics) uses W3C as a native format and is free and open-source.

ITS FEATURES AND FUNCTION
Object creation

  • ·         Drawing: pencil tool (free drawing with simple paths), pen tool (creating Bézier curves and straight lines), line tool (free drawing using filled paths representing linear lines)
  • ·         Shape tools: rectangles (may have rounded corners), ellipses (including circles, arcs, sections), stars/polygons (can be rounded and/or random), spirals
  • ·         Text tool (polyline text, full edit on canvas)
  • ·         Embedded bitmaps (with the command to create and embed bitmaps for selected objects)
  • ·         Copying (direct copying of objects), including a tool to create patterns and arrangements for copying






Object manipulation

  • ·         Shifts (motion, scaling, rotation, knitting), interactively by setting precise numeric values
  • ·         Z-order operations (lift and lower)
  • ·         Group objects ("select in the group" without ungrouping, or "Enter group" making it a temporary layer)
  • ·         Alignment and distribution orders

Fill and stroke

  • ·         Color selector (RGB, HSL, CMYK, color wheel, CMS)
  • ·         Color Picker tool
  • ·         Copy / paste pattern
  • ·         Gradient Editor is capable of multiple stop gradients
  • ·         Fill out the form (bitmap/vector)
  • ·         Intermittent beat, with many predefined dash patterns
  • ·         Path markers (end, start, and/or start marks, such as arrowheads)

Operations on paths

  • ·         Edit node: move nodes, bezier handles, align node, distribute, etc.
  • ·         Convert to path (for text objects or shapes), including stroke conversion to path
  • ·         Logical operations
  • ·         Streamline track, with variable threshold
  • ·         Insetting and out setting a path, including dynamic and connected displacement objects
  • ·         Bitmap tracking (color and monochrome paths)



Text support
·         Multi-line text
·         Uses any installed external fonts, including right-to-left scripts
·         Spacing, character spacing, line spacing
·         Path text (text and path remain editable)
·         Text in shape (fill shape after stroke)

Rendering

  • ·         Full anti-aliasing display
  • ·         Support alpha transparency for viewing and exporting PNG
  • ·         Complete During Drag, rendering objects during interactive conversions

File formats

  • ·         Create and edit a fully compatible SVG file format
  • ·         Live View and edit the document tree in XML editor
  • ·         Export PNG, OpenDocument, DXF, sk1, PDF, EPS, PostScript and more
  • ·         Export command-line options and conversions




HOW IT CAN HELP IN YOUR CLASSROOM

  • ·         To teach students vector drawing.
  • ·         To draw maps.
  • ·         Teachers can use Inscape to make worksheets.
  • ·         Teachers and students can edit photos for presentations and publications.
  • ·         Story telling after editing pictures using Inkscape.
  • ·         Students can make a logo for the school logo competition.







SCREENSHOTS OF THE TOOL



















Wednesday, September 4, 2019

Inclusive Education


What is Inclusive Education?

Inclusive education means that all students are present at and are welcomed by their schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the years of the school.

Inclusive education is about how we build up and design our schools, classrooms, programs, and activities so that all students learn and contribute together.

Schools are the heart of our communities, and Inclusion, I believe they are essential for a quality inclusive education system. Therefore it is important to support a public education system.

The benefit of Inclusive Education


All children benefit from inclusive education. It allows them to:
  • Build up individual strengths and gifts, with high and appropriate expectations for each child.
  • Work on individual goals at the same time as participating in the life of the classroom with other students their own age.
  • Involve their parents in their education and in the activities of their local schools.
  • Foster a school culture of respect and belonging. Inclusive education provides opportunities to learn about and accept individual differences, decrease the impact of harassment and bullying.
  • Develop friendships with other children, each with their own individual needs and abilities.
  • Positively affect both their school and society to appreciate diversity and inclusion on a broader level.


Why ban - teenagers making important decisions about their lives?

Why to ban - teenagers making important decisions about their lives..?


For many years parents have been making decisions for their teenage children’s. Most of the parents believe teenagers are not old enough to make decisions to their future.  But I strongly believe that teenagers should be allowed to make important decisions about their lives. 

The most important reason for my belief is that teenagers know their skills and abilities better than their parents and elders. This means that they can apply and show their abilities and skills confidently in their lifetime. Moreover, teenagers are the ones who are going to live their lives. So they should have the freedom to decide for themselves. As a result, they feel they are important and start being motivated to fulfill their dreams.


Furthermore, teenagers are independent. They will learn by making mistakes. This may result in them becoming a more responsible person in their lives. Lastly, teenagers need their own privacy and our parents must learn to trust us. Consequently, teenagers become more comfortable to be open and talk to their parents about everything in their life. 

However, a few people believe that the experience of the parents and elders make them aware of what is best for teenagers. Some others observed that immaturity of the teenagers may lead them to take wrong decisions. But I believe that everyone makes mistakes and mistakes made them more experienced. So, teenagers are also learning from their mistakes to be experienced.

In conclusion, allowing teenagers to make important decisions about their life is a blessing to them to their future. Besides, parents must trust them. Then only they will feel they are old enough to take decisions and to be a grown-up in their lifetime. So I firmly believe that teenagers should be allowed to make important decisions about their lives and their decisions should be accepted.

Working with parents to create a safe and accountable classroom



A teacher's duties do not end when the school day is over. There are lots of works to do. Like lesson plan, assignments and test or book to be marked, and general organization tasks to be complete. One and very important responsibility which begins when the school day is over is to communicate with parents about their child’s academic performance. It is commonly thought that teacher-parent contact occurs only when there is a problem. But this is not true. I believe it is very important to working with parents to create a safe and accountable classroom.

Why should parents be involved?

Increased parental involvement with the school is beneficial for everyone, the parents, teachers, and the students. The most important reason for my belief is that involving parents will improve the relationship between parents, teachers, and students. And also will have a beneficial effect on the community at large. Moreover, the teacher gains a great deal of insight into their students, his/her home environment and the students-parents relationship. This means that by understanding the student’s home life, the teacher can provide differentiated assignments to address the student’s perceived weakness and build on their strengths.


Some of the challenges of working with parents

However, there are some challenges to working with parents. Like, parents can be disinterested in their child’s school experience. This is an especially difficult situation for teachers who strive to create an ideal learning environment for the students but cannot establish a partnership with the child’s parents. In such a case, the options for the teachers are limited. He/she can continue to offer their support, in the hope that the parents will eventually agree to cooperate.



Some other challenges like increasing number of instances of parents finding difficult to provide academic support at home, even if they would like to do so. For example, the percentage of single-parent families has been steadily increasing over the world. Single parents often need to support their household on one income. As a result, the parent needs to work longer hours to earn money and is forced to sacrifice the time which would have been available to support the child’s learning.

Some tips when working with parents


There are lots of tips for teachers to help them work with parents. Firstly, keep the parents informed of what is happening in the classroom. And teachers should be aware of the parent’s home situation, this will allow for easier communication and diplomatic handling of sensitive issues. Furthermore, teachers have to be patient when parents come with concerns. Because it is natural and normal for parents to worry about their children’s, so as a teacher we should make every effort to resolve their concerns. Moreover, be prepared to discuss plans and the reasoning behind them, so parents will accept a new situation more easily if they can understand why things are being done in a particular way.




First Aid

First Aid


When you provide basic medical care to someone experiencing a sudden injury or illness, it’s known as first aid.

In some cases, first aid consists of the initial support provided to someone in the middle of a medical emergency. This support might help them survive until professional help arrives.

In other cases, first aid consists of the care provided to someone with a minor injury. For example, first aid is often all that’s needed to treat minor burns, cuts, and insect stings.

At any moment, you or someone around you could experience an injury or illness. Using basic first aid, you may be able to stop a minor mishap from getting worse. In the case of a serious medical emergency, you may even save a life. That’s why it’s so important to learn basic first aid skills.

The largest benefits of first aid are:


  1. It allows those trained with the potentially life-saving ability to assist an injured or ill person during a variety of emergency situations.
  2.  Knowledge in First Aid benefits the individuals themselves regardless of whether an emergency affects them directly.
  3. While everyone can benefit from First Aid knowledge and training it is an even greater benefit to those working or living with individuals who require ongoing special attention.

Three steps for emergency situations

If you encounter an emergency situation, follow these three basic steps:

1. Check the scene for danger

Look for anything that might be dangerous, like signs of fire, falling debris, or violent people. If your safety is at risk, remove yourself from the area and call for help.
If the scene is safe, assess the condition of the sick or injured person. Don’t move them unless you must do so to protect them from danger.

2. Call for medical help, if needed

If you believe the sick or injured person needs emergency medical care, tell a nearby person to call 911 or the local number for emergency medical services. If you’re alone, make the call yourself.


3. Provide care

If you can do so safely, remain with the sick or injured person until professional help arrives. Cover them with a warm blanket, comfort them, and try to keep them calm. If you have basic first aid skills, try to treat any potentially life-threatening injuries they have.
Remove yourself from danger if at any point in the situation you think your safety might be at risk.



First aid bandage

In many cases, you can use an adhesive bandage to cover minor cuts, scrapes, or burns. To cover and protect larger wounds, you might need to apply a clean gauze pad or roller bandage.

To apply a roller bandage to a wound, follow these steps:

  1. Hold the injured area steady.
  2. Gently but firmly wrap the bandage around the injured limb or body part, covering the wound.
  3. Fasten the bandage with sticky tape or safety pins.
  4. The bandage should be wrapped tightly enough to stay put, but not so tightly that it cuts off blood flow.



First aid for burns

If you suspect that someone has a third-degree burn, call 911. Look for professional medical care for any burns that:

  • cover a large area of skin
  • are located on the person’s face, groin, buttocks, hands, or feet
  • have been caused by contact with chemicals or electricity


To treat a minor burn, run cool water over the affected area for up to 15 minutes. If that’s not possible, apply a cool compress to the area instead. Avoid applying ice to burned tissue. It can cause more damage.


First aid CPR

If you see someone fall down or find someone unconscious, call 911. If the area around the unconscious person seems safe, approach them and begin CPR.

Even if you don’t have formal training, you can use hands-only CPR to help keep someone alive until professional help arrives.

Here’s how to treat an adult with hands-only CPR:

  1. Place both hands on the center of their chest, with one hand on top of the other.
  2. Press straight down to compress their chest repeatedly, at a rate of about 100 to 120 compressions per minute.
  3. Compressing the chest to the beat of “Staying Alive” by the Bee Gees or “Crazy in Love” by Beyoncé can help you count at the correct rate.
  4. Continue performing chest compressions until professional help arrives.




First Aid for wounds

The following is the first aid treatment for externally bleeding wounds:

  • Do not apply a tourniquet unless trained to do so.
  • Do not push anything back into the skin.
  • Do not apply antibiotic cream unless the wound is minor and cleaned first.
  • Do not remove the blood-soaked bandage.
  • Do not put pressure on an object sticking out of a wound.
  • Do not use pressure points nor elevation.


The following is the first aid treatment for major wounds:

  • Call for medical help.
  • Apply continuous firm, direct pressure to wound, using clean cloth or bandage until bleeding stops.
  • If bleeding soaks through bandage: Do not remove the original bandage. Apply more bandages and pressure.
  • Get medical help to cleanse and close the wound.
  • Monitor and treat for shock if present.



The following is the first aid treatment for minimally bleeding wounds:

  • Clean the wound with soap and clean running tap water.
  • Apply continuous firm, direct pressure to wound until bleeding stops.
  • Once the bleeding stops, apply antibiotic ointment. Cover with dressing.
  • If bleeding soaks through bandage do not remove the original bandage.
  • Apply more bandages and pressure.




First aid for nosebleed

To treat someone with a nosebleed, ask them to:

  1. Sit down and bend their head forward.
  2. Using the thumb and index finger, firmly press or pinch the nostrils closed.
  3. Continue to apply this pressure continuously for five minutes.
  4. Check and repeat until the bleeding stops.



If the nosebleed continues for 20 minutes or longer, seek emergency medical care. The person should also receive follow-up care if an injury caused the nosebleed.


First Aid for Sprains

Sprains involve a stretch or a partial tear of ligaments (which connect two bones). Sprains happen more often in teens than in younger children.
Signs and Symptoms

  • pain in the joint or muscle
  • swelling and bruising
  • warmth and redness of the injured area
  • trouble moving the injured part


What to Do


  • Make sure your child stops activity right away.

Get Emergency Medical Care if Your Child Has:


  • severe pain when the injured part is touched or moved
  • continued trouble bearing weight
  • more bruising
  • numbness or a feeling of "pins and needles" in the injured area
  • a limb that looks "bent" or misshapen
  • signs of infection (increased warmth, redness, streaks, swelling, and pain)
  • a strain or sprain that doesn't seem to be improving after 5 to 7 days

Think Prevention!

Teach kids to warm up properly and to stretch before and after exercising or participating in any sport, and make sure they always wear appropriate protective equipment.


First aid for heatstroke

When your body overheats, it can cause heat exhaustion. If left untreated, heat exhaustion can lead to heatstroke. This is a potentially life-threatening condition and a medical emergency.



If someone is overheated, encourage them to rest in a cool location. Remove excess layers of clothing and try to cool their body down by doing the following:

  • Cover them with a cool, damp sheet.
  • Apply a cool, wet towel to the back of their neck.
  • Sponge them with cool water.

Call 911 if they develop signs or symptoms of heatstroke, including any of the following:

  • nausea or vomiting
  • fainting
  • a fever of 104°F (40°C) or greater

If they’re not vomiting or unconscious, encourage them to sip cool water or a sports drink.


First aid for heart attack

If you think someone might be experiencing a heart attack, call 911. If they’ve been given nitro-glycerine, help them locate and take this medication. Cover them with a blanket and comfort them until professional help arrives.

If they have difficulty breathing, loosen any clothing around their chest and neck. Start CPR if they lose consciousness.



First Aid for Broken Bones and Fractures

What is a broken bone?

A broken bone happens when one of your bones becomes cracked or broken into multiple pieces. It’s also known as a fracture. It can result from a sports injury, accident, or violent trauma.

Broken bones usually aren’t life-threatening, but they do require immediate medical care. Learn how to recognize the symptoms of a broken bone, provide first-aid treatment, and get professional help.



What are the symptoms of a broken bone?

A broken bone can cause one or more of the following signs and symptoms:

  • intense pain in the injured area that gets worse when you move it
  • numbness in the injured area
  • bluish color, swelling, or visible deformity in the injured area
  • bone protruding through the skin
  • heavy bleeding at the injury site

How can you provide first-aid care for a broken bone?

If you suspect that someone has a broken bone, provide first-aid treatment and help them get professional care:

  • Stop any bleeding: If they’re bleeding, elevate and apply pressure to the wound using a sterile bandage, a clean cloth, or a clean piece of clothing.
  • Immobilize the injured area: If you suspect they’ve broken a bone in their neck or back, help them stay as still as possible. If you suspect they’ve broken a bone in one of their limbs, immobilize the area using a splint or sling.
  • Apply cold to the area: Wrap an ice pack or bag of ice cubes in a piece of cloth and apply it to the injured area for up to 10 minutes at a time.
  • Treat them for a shock: Help them get into a comfortable position, encourage them to rest, and reassure them. Cover them with a blanket or clothing to keep them warm.
  • Get professional help: Call 911 or help them get to the emergency department for professional care.

If the person doesn’t appear to be breathing, is unconscious, or both, call 911 for medical help and begin CPR.

First aid for chocking

Choking occurs when a foreign object lodged in the throat or windpipe, blocking the flow of air. In adults, a piece of food often is the culprit. Young children often swallow small objects. Because choking cuts off oxygen to the brain, give first aid as quickly as possible.


The common sign for choking is hands clutched to the throat. If the person doesn't give the signal, look for these indications:

  • Inability to talk
  • Difficulty breathing or noisy breathing
  • Squeaky sounds when trying to breathe
  • Cough, which may either be weak or forceful
  • Skin, lips, and nails turning blue or dusky
  • Skin that is flushed then turns pale or bluish in color
  • Loss of consciousness

If the person can cough forcefully, the person should keep coughing. If the person is choking and can't talk, cry or laugh forcefully, we can use the "five-and-five" approach to delivering first aid:

  • Give 5 back blows. Stand to the side and just behind a choking adult. For a child, kneel down behind. Place one arm across the person's chest for support. Bend the person over at the waist so that the upper body is parallel with the ground. Deliver five separate back blows between the person's shoulder blades with the heel of your hand.
  • Give 5 abdominal thrusts. Perform five abdominal thrusts (also known as the Heimlich maneuver).
  • Alternate between 5 blows and 5 thrusts until the blockage is dislodged.

To perform abdominal thrusts on someone else:

  • Stand behind the person. Place one foot slightly in front of the other for balance. Wrap your arms around the waist. Tip the person forward slightly. If a child is choking, kneel down behind the child.
  • Make a fist with one hand. Position it slightly above the person's navel.
  • Grasp the fist with the other hand. Press hard into the abdomen with a quick, upward thrust, as if trying to lift the person up.
  • Perform between six and 10 abdominal thrusts until the blockage is dislodged.



If you're the only rescuer, perform back blows and abdominal thrusts before calling 911 or your local emergency number for help. If another person is available, have that person call for help while you perform first aid.

If the person becomes unconscious, perform standard cardiopulmonary resuscitation (CPR) with chest compressions and rescue breaths.



To perform abdominal thrusts on yourself:

First, if you're alone and choking, call 911 or your local emergency number immediately. Then, although you'll be unable to effectively deliver back blows to yourself, you can still perform abdominal thrusts to dislodge the item.

  • Place a fist slightly above your navel.
  • Grasp your fist with the other hand and bend over a hard surface — a countertop or chair will do.
  • Shove your fist inward and upward.

To clear the airway of a pregnant woman or an obese person:


  • Position your hands a little bit higher than with a normal abdominal thrust, at the base of the breastbone, just above the joining of the lowest ribs.
  • Proceed as with the abdominal thrusts, pressing hard into the chest, with a quick thrust.
  • Repeat until the food or other blockage is dislodged.


To clear the airway of an unconscious person:


  • Lower the person on his or her back onto the floor, arms to the side.
  • Clear the airway. If a blockage is visible at the back of the throat or high in the throat, reach a finger into the mouth and sweep out the cause of the blockage. Don't try a finger sweep if you can't see the object. Be careful not to push the food or object deeper into the airway, which can happen easily in young children.
  • Begin CPR if the object remains lodged and the person doesn't respond after you take the above measures. The chest compressions used in CPR may dislodge the object. Remember to recheck the mouth periodically.


To clear the airway of a choking infant younger than age 1:


  • Assume a seated position and hold the infant face down on your forearm, which is resting on your thigh. Support the infant's head and neck with your hand, and place the head lower than the trunk.
  • Thump the infant gently but firmly five times in the middle of the back using the heel of your hand. The combination of gravity and the back blows should release the blocking object. Keep your fingers pointed up to avoid hitting the infant in the back of the head.
  • Turn the infant faceup on your forearm, resting on your thigh with the head lower than the trunk if the infant still isn't breathing. Using two fingers placed at the center of the infant's breastbone, give five quick chest compressions. Press down about 1 1/2 inches, and let the chest rise again in between each compression.
  • Repeat the back blows and chest thrusts if breathing doesn't resume. Call for emergency medical help.
  • Begin infant CPR if one of these techniques opens the airway but the infant doesn't resume breathing.

If the child is older than age 1 and conscious, give abdominal thrusts only. Be careful not to use too much force to avoid damaging ribs or internal organs.



First aid kit for babies

To prepare for potential emergencies, it’s a good idea to keep a well-stocked first-aid kit in your home, car, and school and even in the classroom. You can buy preassembled first aid kits or make your own.


If you have a baby, you might need to replace or supplement some of the products in a standard first aid kit with infant-appropriate alternatives. For example, your kit should include an infant thermometer and infant acetaminophen or ibuprofen.

It’s also important to store the kit in a place where your baby can’t reach it.

First aid kit list

You never know when you might need to provide basic first aid. To prepare for the unpredictable, considering storing a well-stocked first aid kit in your home and school. It’s also a good idea to have a first aid kit available at the classroom.

You can buy preassembled first aid kits from many first aid organizations, pharmacies, or outdoor recreation stores. Alternatively, you can create your own first aid kit using products purchased from a pharmacy.

A standard first aid kit should include:
  • adhesive bandages of assorted sizes
  • roller bandages of assorted sizes
  • absorbent compress dressings
  • sterile gauze pads
  • adhesive cloth tape
  • triangular bandages
  • antiseptic wipes
  • aspirin
  • acetaminophen or ibuprofen
  • antibiotic ointment
  • hydrocortisone cream
  • calamine lotion
  • nitrile or vinyl gloves
  • safety pins
  • scissors
  • tweezers
  • thermometer
  • breathing barrier
  • instant cold pack
  • blanket
  • first aid manual


It’s also smart to include a list of your healthcare providers, emergency contact numbers, and prescribed medications in your first aid kits.



CPR (cardiopulmonary resuscitation)


CPR is an emergency procedure performed if someone has stopped breathing or if their heart has stopped.
The first-aider continues to give CPR until the patient starts breathing unaided or a medical professional can take over.
For bystanders untrained in CPR: just give chest compressions, hard and fast, at 100 compressions per minute.
For trained first-aiders, CPR involves giving a repeated cycle of 30 chest compressions followed by two breaths.

If the brain is starved of oxygen for more than four minutes, as may occur in a near-drowning or heart attack, permanent brain damage can result. Immediate action is required: every second count.

The role of the lay rescuer/first-aider (i.e. anyone who is not a certified medic or paramedic) is to continue to give CPR until the patient starts to breathe unaided or professional help arrives to take over.

Even if you're not an experienced first aider, rather err on the side of giving CPR imperfectly than not giving it at all - it is always better to try than not.

Action plan

Remember H H H CAB:
H: Hazards
H: Hello
H: Help
C: Compressions for Circulation
A: Airway
B: Breathing


Follow these steps:

H is for Hazards

Ask yourself: Are there any life-threatening hazards or dangers to you or the patient? If so, you need to manage them or move yourself and the patient out of harm’s way.


H is for Hello

Is the patient awake or unconscious? Ask loudly: Are you OK? If there is no response, tap the shoulder. 

If there is still no response, it means the patient is not getting enough blood and oxygen to the brain and needs help.

H is for Help

Call for others around you to come and help – there may be a doctor or paramedic within shouting distance.

Phone 119 for emergency medical help:

Tell the operator that you have an unconscious patient and state exactly where you are. They will ask for a call-back number if you have one. If you need advice on how to do CPR they can assist you telephonically.

C is for CHEST COMPRESSIONS to restore CIRCULATION

You need to perform chest compressions to keep blood circulating to the tissues.
  • Kneel beside the patient. Place the heel of one hand in the center of the chest on the nipple line (imaginary line joining the two nipples) on the breastbone. Place the heel of your other hand on top of the first hand. Lean over the victim with your arms straight and elbows locked, and your shoulders directly above your hands. 
  • Press down vertically on the victim’s breastbone 4-5 cm to a count of “one-and-two-and-three-and-four…”, giving one push each time you say a number. When saying “and”, release the pressure but do not move your hands from their location on the chest. Push hard and fast at a rate of about 100 compressions a minute.
If you haven't been trained in CPR, or have received training but are out of practice, continue chest compressions until there are signs of movement or until emergency help arrives. 
If you have been trained in CPR, go on to checking the airway and giving rescue breathing.
 

A is for AIRWAY

Open the airway.
  • Place two fingers on the forehead and two fingers under the bony part of the chin and gently tilt the head back – the so-called “head- tilt chin-lift” method of opening the airway.
  • Check for normal breathing, taking no more than 10 seconds. Look for chest motion, listen for normal breath sounds, and feel for the person's breath on your cheek and ear. Gasping is not considered to be normal breathing. 
  • If the person isn't breathing normally, begin mouth-to-mouth breathing. If you believe the person is unconscious from a heart attack and you haven't been trained in emergency procedures, skip mouth-to-mouth rescue breathing and continue chest compressions.

B is for BREATHING

If the patient is not breathing you need to breathe for them:

Make sure the airway is open by keeping the head tilted back - keep one hand on the forehead and two fingers of the other hand under the chin to lift the jaw. If you have a pocket mask, place it over the patient’s mouth and nose.
  • Blow gently and slowly while you watch to see if the chest rises.
  • Give 2 breaths. Each breath should take 2 seconds (one in one out). Between breaths, lift your head and see if the chest moves. If the chest rises and falls, it is effective breathing. If it does not, try again. Make up to 5 attempts if necessary. 
  • Continue with the chest compressions. 
  • Repeat the cycle of 30 compressions and 2 breaths until help arrives or the patient starts to recover. If you are not sure that the patient is breathing unaided, continue with CPR. 
  • Even if the patient appears to have fully recovered, stay with them and monitor them closely until medical help arrives.

There is risk of infection with mouth-to-mouth contact and so unless the patient is a family member it is best to use a pocket mask during resuscitation. (This simple mask, which covers the patient’s mouth and nose, prevents any contact with body fluids). 



BEST ICT TOOLS