Scribd Logo
Upload

Welcome to Scribd!

  • 117 views

    Case For Crisis Plan For School PDF

    Uploaded by

    Mohamed Ramadan
    This document contains an emergency response plan for schools that includes procedures for evacuating buildings and ensuring staff and student safety. It establishes an emergency management team, outlines their roles and responsibilities, and coordinates with local authorities. The plan emphasizes training the emergency team to recognize warning signs, take preventative actions, respond effectively to crises, and minimize damage. It also stresses the importance of resources and clear instructions to properly implement the emergency plan.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content

    You might also like

    Case For Crisis Plan For School PDF

    Uploaded by

    Mohamed Ramadan
    117 views46 pages
    This document contains an emergency response plan for schools that includes procedures for evacuating buildings and ensuring staff and student safety. It establishes an emergency management team, outlines their roles and responsibilities, and coordinates with local authorities. The plan emphasizes training the emergency team to recognize warning signs, take preventative actions, respond effectively to crises, and minimize damage. It also stresses the importance of resources and clear instructions to properly implement the emergency plan.

    Original Description:

    Original Title

    case for crisis plan for school (1) (1).pdf

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    This document contains an emergency response plan for schools that includes procedures for evacuating buildings and ensuring staff and student safety. It establishes an emergency management team, outlines their roles and responsibilities, and coordinates with local authorities. The plan emphasizes training the emergency team to recognize warning signs, take preventative actions, respond effectively to crises, and minimize damage. It also stresses the importance of resources and clear instructions to properly implement the emergency plan.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    117 views46 pages

    Case For Crisis Plan For School PDF

    Uploaded by

    Mohamed Ramadan
    This document contains an emergency response plan for schools that includes procedures for evacuating buildings and ensuring staff and student safety. It establishes an emergency management team, outlines their roles and responsibilities, and coordinates with local authorities. The plan emphasizes training the emergency team to recognize warning signs, take preventative actions, respond effectively to crises, and minimize damage. It also stresses the importance of resources and clear instructions to properly implement the emergency plan.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    of 46

    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬

    SUPREME
    EDUCATION COUNCIL
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬: ‫ﻗﯿﻤﻨﺎ‬
    Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-

    ١
     
     Pro trial version www.pdffactory.com
    PDF created with pdfFactory 
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﻣﻘﺪﻣﺔ‬

    ‫ﳛﺘﻮﻱ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﺧﻄﺔ ﺷﺎﻣﻠﺔ ﳌﻮﺍﺟﻬﺔ ﺍﻟﻜﻮﺍﺭﺙ ﻭﺍﳊﺎﻻﺕ ﺍﻟﻄﺎﺭﺋﺔ ﺍﻟﱵ ﻗﺪ ﺗﺘﻌﺮﺽ ﳍﺎ ﺃﻳﺔ ﻣﻨﺸﺎﺓ ﲟﺎ ﻓﻴﻬﺎ ﻣﻦ‬
    ‫ﺃﻓﺮﺍﺩ‪،‬ﺣﻴﺚ ﻳﻘﻊ ﻋﻠﻰ ﳉﻨﺔ ﺍﻟﺴﻼﻣﺔ ﻭﺍﻟﺼﺤﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﻟﻌﺐﺀ ﺍﻷﻛﱪ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪.‬‬
    ‫ﻭﻳﺘﻀﻤﻦ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﺧﻄﺔ ﺑﻜﻴﻔﻴﺔ ﺇﺧﻼﺀ ﺍﳌﺒﲎ ﺍﳌﺪﺭﺳﻲ ﻣﻦ ﺷﺎﻏﻠﻴﻪ ﻭﺍﲣﺎﺫ ﻛﺎﻓﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺘﺄﻣﲔ ﺳﻼﻣﺔ‬
    ‫ﺍﻷﻓﺮﺍﺩ ﻭﻛﻔﺎﻟﺔ ﺍﻟﻄﻤﺄﻧﻴﻨﺔ ﻭﺍﻻﺳﺘﻘﺮﺍﺭ ﳍﻢ‪،‬ﺣﻴﺚ ﺳﻨﺴﺘﻌﺮﺽ ﰲ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﳎﻤﻮﻋﺔ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﻟﻮﺍﺟﺐ‬
    ‫ﺗﻨﻔﻴﺬﻫﺎ ﻭﺇﺗﺒﺎﻋﻬﺎ ﻭﻓﻘﺎﹰ ﳌﺨﺘﻠﻒ ﺍﻷﺣﻮﺍﻝ ﻭﺍﳊﻮﺍﺩﺙ ﺍﻟﱵ ﻗﺪ ﺗﺘﻌﺮﺽ ﳍﺎ ﺍﳌﻨﺸﺄﺓ‪.‬‬
    ‫ﻛﻤﺎ ﺗﻀﻤﻨﺖ ﺍﳋﻄﺔ ﻋﻠﻰ ﺗﺸﻜﻴﻞ ﻭﺗﺪﺭﻳﺐ ﻓﺮﻳﻖ ﺇﺩﺍﺭﺓ ﺍﻷﺯﻣﺎﺕ ﻭﺍﳊﺎﻻﺕ ﺍﻟﻄﺎﺭﺋﺔ ﻭﲢﺪﻳﺪ ﺍﻟﻮﺍﺟﺒـﺎﺕ ﻭﺍﳌﻬـﺎﻡ‬
    ‫ﺍﳌﻨﻮﻃﺔ ﺑﺎﻟﻔﺮﻳﻖ ﻟﺘﻜﻮﻥ ﲟﺜﺎﺑﺔ ﺇﻃﺎﺭ ﻋﺎﻡ ﻟﺘﻨﻔﻴﺬ ﺧﻄﻂ ﺍﻹﺧﻼﺀ ﻭﻣﻜﺎﻓﺤﺔ ﺍﳊﺮﺍﺋﻖ ﻭﻋﻤﻠﻴﺎﺕ ﺍﻹﻧﻘﺎﺫ ﻭﺩﻟﻴﻼﹰ ﻣﺮﺷﺪﺍﹰ ﰲ‬
    ‫ﺳﺒﻴﻞ ﲪﺎﻳﺔ ﺍﻷﻓﺮﺍﺩ ﺑﺎﻟﺘﻨﺴﻴﻖ ﻭﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺇﺩﺍﺭﺓ ﺍﻟﺪﻓﺎﻉ ﺍﳌﺪﱐ ﻭﺍﻟﺸﺮﻃﺔ ﻭﻭﺯﺍﺭﺓ ﺍﻟﺼﺤﺔ ﳑﺜﻠﺔ ﺑـﺎﳌﺮﺍﻛﺰ ﺍﻟـﺼﺤﻴﺔ‬
    ‫ﻭﺍﳌﺴﺘﺸﻔﻴﺎﺕ‪.‬‬
    ‫ﺇﻥ ﺍﺳﺘﺤﺪﺍﺙ ﻓﺮﻳﻖ ﻹﺩﺍﺭﺓ ﺍﻷﺯﻣﺎﺕ ﻳﻌﺘﱪ ﻣﻦ ﺃﻫﻢ ﻣﺘﻄﻠﺒﺎﺕ ﳒﺎﺡ ﺧﻄﺔ ﻣﻮﺍﺟﻬﺔ ﺍﻷﺯﻣﺎﺕ ﻭﺍﳊـﺎﻻﺕ ﺍﻟﻄﺎﺭﺋـﺔ ﻭ‬
    ‫ﻳﻌﺘﻤﺪ ﳒﺎﺡ ﺧﻄﺔ ﻣﻮﺍﺟﻬﺔ ﺍﻷﺯﻣﺎﺕ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﻋﻠﻰ ﻓﺮﻳﻖ ﺇﺩﺍﺭﺓ ﺍﻷﺯﻣﺔ ﻭﻣﺪﻯ ﺗﺪﺭﻳﺐ ﺍﻟﻔﺮﻳﻖ ﻋﻠـﻰ ﻛﻴﻔﻴـﺔ‬
    ‫ﺍﻛﺘﺸﺎﻑ ﺇﺷﺎﺭﺍﺕ ﺍﻹﻧﺬﺍﺭ ﺑﺎﻷﺯﻣﺔ ﻭﺍﲣﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻮﻗﺎﺋﻴﺔ ﻭﺍﳌﻮﺍﺟﻬﺔ ﺍﻟﻔﻌﻠﻴﺔ ﻭﺍﺣﺘﻮﺍﺀ ﺍﻟﻀﺮﺭ ﰲ ﺣﺎﻝ ﻭﻗﻮﻋﻪ‪،‬ﻛﻤﺎ‬
    ‫ﻳﻌﺘﻤﺪ ﳒﺎﺣﻬﺎ ﺃﻳﻀﺎﹰ ﻋﻠﻰ ﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﳌﻌﺪﺍﺕ ﺍﳌﺘﻮﻓﺮﺓ‪،‬ﻭﺩﻟﻴﻞ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﱵ ﺗﻨﻈﻢ ﺃﺳﻠﻮﺏ ﺗﻨﻔﻴﺬ ﺍﳋﻄﺔ‪.‬‬
    ‫ﺇﻥ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﰲ ﺣﺎﻝ ﺍﻟﻌﻤﻞ ﺑﻪ ﻭﺍﻻﺳﺘﺮﺷﺎﺩ ﺑﺒﻨﻮﺩﻩ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺆﺩﻱ ﺇﱃ ﲣﻔﻴﻒ ﺍﻵﺛﺎﺭ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺍﻷﺯﻣﺎﺕ ﻋﻦ‬
    ‫ﻃﺮﻳﻖ ﺗﻮﻓﲑ ﻧﻈﺎﻡ ﻣﺘﻜﺎﻣﻞ ﻣﻦ ﺧﺪﻣﺎﺕ ﺍﻟﺪﻋﻢ ﻭﺍﻟﺮﻋﺎﻳﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺩﺍﺧﻞ ﺍﳌﺪﺭﺳﺔ ﻳﺸﺘﺮﻙ ﻓﻴﻬﺎ ﲨﻴﻊ ﺍﳌﻌﻨﻴﻮﻥ ﺑـﺴﻼﻣﺔ‬
    ‫ﺍﻟﻄﻼﺏ‪،‬ﳑﺎ ﻳ‪‬ﺴﻬﻢ ﰲ ﳑﺎﺭﺳﺘﻬﻢ ﳊﻴﺎﺓ ﺳﻠﻴﻤﺔ ﻭﺻﺤﻴﺔ ﺧﺎﻟﻴﺔ ﻧﻮﻋﺎﹰ ﻣﺎ ﻣﻦ ﺍﳌﻨﻐﺼﺎﺕ ﺑﺈﺫﻥ ﺍﷲ‪.‬‬

    ‫‪٢‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺃﻭﻻﹰ‪ :‬ﺗﻌﺮﻳﻔﺎﺕ ﺇﺟﺮﺍﺋﻴﺔ‬


    ‫ﺍﻟﺴﻼﻣﺔ‪:‬‬
    ‫ﻭﺗﻌﲏ ﺍﻟﺘﺤﺼﲔ ﺿﺪ ﺍﳊﻮﺍﺩﺙ ﻭﺍﳊﺎﻻﺕ ﺍﻟﻄﺎﺭﺋﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺮﺗﻴﺐ ﻭﺍﻹﻋﺪﺍﺩ ﺍﳌﺴﺒﻖ‪ ،‬ﻭﻋﻤﻞ ﺍﻻﺣﺘﻴﺎﻃﻴـﺎﺕ ﺍﻟـﻀﺮﻭﺭﻳﺔ‬
    ‫ﻭﺍﻟﻼﺯﻣﺔ‪ ،‬ﻭﺍﳋﻄﻂ ﺍﻟﺴﺮﻳﻌﺔ ﺍﻟﱵ ﲢﺎﻭﻝ ﺃﻥ ﲤﻨﻊ ﻭﻗﻮﻉ ﺍﳊﻮﺍﺩﺙ‪ .‬ﺃﻭ ﺗﺴﺘﺠﻴﺐ ﳍﺎ ﺑﻔﺎﻋﻠﻴﺔ ﻭﲟﺴﺘﻮﻯ ﻳﻮﻓﺮ ﻗﺪﺭﺍ ﻣﻦ ﺍﻻﻃﻤﺌﻨﺎﻥ‬
    ‫ﳉﻤﻴﻊ ﺍﳌﻮﺟﻮﺩﻳﻦ ﺑﺎﳌﺪﺭﺳﺔ‪.‬‬
    ‫ﺍﻟﻮﻗﺎﻳﺔ‪:‬‬
    ‫ﻭﺗﻌﲏ ﺍﻟﺘﺤﺼﲔ ﺿﺪ‪ ‬ﺍﳌﺸﻜﻼﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺼﺤﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﳏﺎﻭﻟﺔ ﻣﻨﻊ ﺣﺪﻭﺙ ﺍﳌﺸﻜﻠﺔ ﺃﻭ ﳏﺎﻭﻟـﺔ‬
    ‫ﺍﻟﻜﺸﻒ ﺍﳌﺒﻜﹼﺮ ﻭﺍﻟﺘﺸﺨﻴﺺ ﻟﻠﺴﻴﻄﺮﺓ ﻭﻣﻨﻊ ﺗﻄﻮﺭﻫﺎ‪ .‬ﻭﻣﻦ ﺧﻼﻝ ﳏﺎﻭﻟﺔ ﺗﻘﻠﻴﻞ ﺃﺛﺮ ﺇﻋﺎﻗﺔ ﺍﳌﺸﻜﻠﺔ ﻭﺇﺯﻣﺎ‪‬ﺎ ﺃﻭ ﺍﺳﺘﻤﺮﺍﺭﻫﺎ‪.‬‬
    ‫ﺍﳋﻄﺔ‪:‬‬
    ‫ﻫﻲ ﺗﺼﻮ‪‬ﺭ ﻭﺍﺳﺘﻌﺪﺍﺩ ﻣﺴﺒﻖ ﳌﻮﺍﺟﻬﺔ ﻃﺎﺭﺉ ﺃﻭ ﺣﺎﺩﺙ ﻏﲑ ﻣﺘﻮﻗﹼﻊ ﻓﻴﻪ ﻋﻨﺼﺮ ﺍﳌﻔﺎﺟﺄﺓ‪ ،‬ﻭﲢﺪ‪‬ﺩ ﻓﻴﻬﺎ ﺍﳌﻬﺎﻡ ﻭﺍﳌﺴﺌﻮﻟﻴﺎﺕ‬
    ‫ﻭﺍﻷﺩﻭﺍﺭ ﻷﻋﻀﺎﺀ ﻓﺮﻳﻖ ﻣﻮﺍﺟﻬﺔ ﺍﻷﺯﻣﺎﺕ ﻭﺍﻟﻄﻮﺍﺭﺉ ﺑﺎﳌﺪﺭﺳﺔ‪.‬‬
    ‫ﺃﳘﻴﺔ ﺍﳋﻄﺔ‪:‬‬
    ‫ﺗﻨﺒﻊ ﺃﳘﻴﺔ ﻭﺟﻮﺩ ﺩﻟﻴﻞ ﳛﺘﻮﻱ ﻋﻠﻰ ﺧﻄﻂ ﳌﻮﺍﺟﻬﺔ ﺍﻷﺯﻣﺎﺕ ﻭﺍﻟﻄﻮﺍﺭﺉ ﺍﳌﺪﺭﺳﻴﺔ ﻟﻸﺳﺒﺎﺏ ﺍﻵﺗﻴﺔ‪:‬‬
    ‫‪ .١‬ﺑﺪﻭﻥ ﲣﻄﻴﻂ ﻻ ﳝﻜﻦ ﺃﺩﺍﺀ ﺍﳌﻬﻤﺔ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪.‬‬
    ‫‪ .٢‬ﺃﺛﻨﺎﺀ ﻭﻗﻮﻉ ﺍﻷﺯﻣﺔ ﻻ ﻭﻗﺖ ﻟﻠﺘﻔﻜﲑ ﻭﺍﻟﺘﺨﻴﻞ ﻭﺍﻟﺘﺼﻮﺭ‪.‬‬
    ‫‪ .٣‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﻗﺖ ﺑﺸﻜﻞ ﻓﻌﺎﻝ ﻭﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺍﻟﻮﻗﺖ ﺍﻟﻀﺎﺋﻊ‪.‬‬
    ‫‪ .٤‬ﺗﻨﻈﻴﻢ ﺍﻟﻌﻤﻞ ﻭﺗﻮﺯﻳﻊ ﺍﻷﺩﻭﺍﺭ‪.‬‬
    ‫‪ .٥‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺴﺮﻳﻌﺔ ﻭﺍﻟﻔﻮﺭﻳﺔ ﻟﻸﺯﻣﺔ‪.‬‬
    ‫‪ .٦‬ﺇﺩﺍﺭﺓ ﺍﻷﺯﻣﺔ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻬﺎ‪.‬‬
    ‫‪ .٧‬ﲢﺴﲔ ﺃﺩﺍﺀ ﺍﻟﻔﺮﻳﻖ ﰲ ﻣﻮﺍﺟﻬﺔ ﺍﻷﺯﻣﺎﺕ‪.‬‬
    ‫‪ .٨‬ﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﻋﻨﺼﺮ ﺍﳌﻔﺎﺟﺄﺓ‪.‬‬
    ‫ﺍﻷﺯﻣﺎﺕ ﺍﳌﺪﺭﺳﻴﺔ‪:‬‬
    ‫ﺗﻠﻚ ﺍﻷﺣﺪﺍﺙ ﺍﳌﻔﺎﺟﺌﺔ ﻭﺍﻟﻄﺎﺭﺋﺔ ﺍﻟﱵ ﲢﺪﺙ ﰲ ﺍﳌﺪﺭﺳﺔ ﻭﺗﺆﺩﻱ ﺇﱃ ﺧﻠﻞ ﻭﻋﺪﻡ ﺍﺗﺰﺍﻥ ﰲ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻭﲝﺎﺟﺔ ﺇﱃ ﺗﺪﺧﻞ‬
    ‫ﺳﺮﻳﻊ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻹﺳﻌﺎﻓﻴﺔ ﺃﻭ ﺍﻹﺧﻼﺀ ﺃﻭ ﺗﻄﻠﺐ ﺍﻷﻣﺮ ﺫﻟﻚ‪.‬‬
    ‫ﺍﻹﺳﻌﺎﻓﺎﺕ ﺍﻷﻭﻟﻴﺔ‪:‬‬
    ‫ﻫﻲ ﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﻔﻮﺭﻳﺔ ﻭﺍﻟﻄﺎﺭﺋﺔ ﺍﻟﱵ ﻳﺘﻠﻘﺎﻫﺎ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﻧﺘﻴﺠﺔ ﳊﺎﺩﺙ ﺃﻭ ﻣﺮﺽ ﻣﻔﺎﺟﺊ‪ ،‬ﺣﱴ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠـﻰ‬
    ‫ﺭﻋﺎﻳﺔ ﻃﺒﻴﺔ ‪ -‬ﻧﻔﺴﻴﺔ – ﺍﺟﺘﻤﺎﻋﻴﺔ ﻛﺎﻣﻠﺔ‪.‬‬

    ‫‪٣‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺍﻹﺧﻼﺀ‪:‬‬
    ‫ﻫﻮ ﺇﺧﺮﺍﺝ ﲨﻴﻊ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﳌﺪﺭﺳﺔ ﰲ ﺣﺎﻟﺔ ﺍﻟﺘﻌﺮﺽ ﻟﻠﺨﻄﺮ ﻭﺍﻷﺣﻮﺍﻝ ﺍﻟﻄﺎﺭﺋﺔ ﺇﱃ ﻣﻜﺎﻥ ﺁﻣﻦ‪ ،‬ﻭﺗﻌﺮﻳﻔﻬﻢ‬
    ‫ﲟﻮﺍﻗﻊ ﺍﻟﺘﺠﻤﻊ ﺍﳌﻨﺎﺳﺒﺔ ﳌﻨﺸﺂ‪‬ﻢ ﻭﲢﺪﻳﺪ ﺍﻟﻄﺮﻕ ﺍﻟﻮﺍﺟﺐ ﺇﺗ‪‬ﺒﺎﻋﻬﺎ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﻭﺭﻋﺎﻳﺘﻬﻢ‪ ،‬ﻭﻣﻦ ﰒ ﺇﻋﺎﺩ‪‬ﻢ‬
    ‫ﺇﻟﻴﻬﺎ ﺑﻌﺪ ﺯﻭﺍﻝ ﺍﳋﻄﺮ‪ ،‬ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺳﻼﻣﺔ ﺍﳌﻨﺸﺄﺓ‪ ،‬ﻭﺳﻴﺘﻢ ﺗﻨﺎﻭﳍﺎ ﺑﺎﻟﺘﻔﺼﻴﻞ ﻻﺣﻘﺎ )ﺻﻔﺤﺔ ﺭﻗﻢ ‪( ٤٢‬‬

    ‫‪٤‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﻟﺘﺤﻀﲑ ﻹﳚﺎﺩ ﺍﳋﻄﺔ‬

    ‫ﺍﳋﻄﻮﺍﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺗﺴﺎﻋﺪ ﺍﳌﺪﺭﺳﺔ ﻋﻠﻰ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻼﺳﺘﺠﺎﺑﺔ ﻟﻠﺤﻮﺍﺩﺙ ﺍﻟﱵ ﻳﺘﻌﺮﺽ ﳍﺎ ﺍﻟﻄﻠﺒﺔ ﺃﻭ ﺍﳌﻌﻠﻤﻮﻥ‬
    ‫ﻭﺗﺴﻬﻢ ﰲ ﺇﳚﺎﺩ ﺧﻄﻂ ﻣﺴﺒﻘﺔ ﻟﻠﺤﻮﺍﺩﺙ ﺍﶈﺘﻤﻠـﺔ ﻭﻫﺬﻩ ﺍﳋﻄﻮﺍﺕ ﻫﻲ‪:‬‬
    ‫ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ‪:‬‬
    ‫ﺇﳚﺎﺩ ﻓﺮﻳﻖ ﻣﻌﺎﳉﺔ ﺃﺯﻣﺎﺕ ﻭﻛﻮﺍﺭﺙ )ﻓﺮﻳﻖ ﺇﺩﺍﺭﺓ ﺍﻷﺯﻣﺎﺕ( )ﺟﺪﻭﻝ ﺭﻗﻢ ‪ ١‬ﺻﻔﺤﺔ ‪(٣٢‬‬
    ‫ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ ‪:‬‬
    ‫ﺗﻮﻓﲑ ﺍ‪‬ﺎﻝ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻻﺳﺘﺸﺎﺭﺓ ﺍﳋﺎﺭﺟﻴﺔ ﳍﺬﺍ ﺍﻟﻔﺮﻳﻖ ﻣﻦ ﻗﺒﻞ ﻓﺮﻳﻖ ﻣﺴﺎﻧﺪ ﻳﺘﺄﻟﻒ ﺃﻓﺮﺍﺩﻩ ﻣﻦ ﻃﺒﻴﺐ ﻋﺎﻡ – ﳑـﺮﺽ‪-‬‬
    ‫ﺃﺧﺼﺎﺋﻲ ﻧﻔﺴﻲ – ﺭﺟﻞ ﺩﻳﻦ‪ -‬ﺗﺮﺑﻮﻱ –ﺭﺟﻞ ﺩﻓﺎﻉ ﻣﺪﱐ –ﻣﻬﻨﻴﲔ ﺁﺧﺮﻭﻥ ‪‬ﺪﻑ ﺗﺮﺳﻴﺦ ﻧﻈﺎﻡ ﻣﺴﺘﻘﻞ ﻣـﻦ ﺍﻹﺷـﺮﺍﻑ‬
    ‫ﺍﳌﺒﺎﺷﺮ ﻭﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﳑﺎ ﻳﺴﻬﻞ ﻋﻤﻞ ﺍﻟﻔﺮﻳﻖ ﻭﻛﺬﻟﻚ ﺗﻄﻮﻳﺮ ﻧﻈﺎﻡ ﺍﻹﺣﺎﻟﺔ ﺍﻟﺬﻱ ﻳﻜﻔﻞ ﺗﻘﺪﱘ ﺍﻟﻨﺼﺢ ﻭﺍﻟﻌﻮﻥ ﺍﳌﺒﺎﺷـﺮﻳﻦ‬
    ‫ﻟﻸﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﻜﻮﻧﻮﻥ ﲝﺎﺟﺔ ﺇﱃ ﺫﻟﻚ‪.‬‬
    ‫ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻟﺜﺔ‪:‬‬
    ‫‪‬ﻴﺌﺔ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻔﺮﻳﻖ ﻣﻦ ﺧﻼﻝ ﺩﻭﺭﺍﺕ ﻭﻭﺭﺵ ﻋﻤﻞ ﰲ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﺑﺎﻟﺘﻌﺎﻭﻥ ﺑﲔ ﳎﻤﻮﻋﺔ ﻣﺪﺍﺭﺱ ﻋﻠﻰ ﻋﻤﻠﻴـﺎﺕ‬
    ‫ﺍﻟﺪﻓﺎﻉ ﺍﳌﺪﱐ ) ﺇﺧﻼﺀ – ﺇﺳﻌﺎﻑ – ﺇﻃﻔﺎﺀ ( ﻭﺍﻹﺳﻌﺎﻑ ﺍﻟﻨﻔﺴﻲ ﻭﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺩﻭﺍﺕ‪....‬ﺍﱁ‪ ،‬ﻳـﺸﺎﺭﻙ ‪‬ـﺎ‬
    ‫ﺍﳉﻬﺎﺕ ﺫﺍﺕ ﺍﻻﺧﺘﺼﺎﺹ‪.‬‬
    ‫ﺍﳋﻄﻮﺓ ﺍﻟﺮﺍﺑﻌﺔ‪:‬‬
    ‫ﲢﺪﻳﺪ ﻃﺒﻴﻌﺔ ﻭﻧﻮﻋﻴﺔ ﺍﳊﻮﺍﺩﺙ ﺍﶈﺘﻤﻠﺔ‪.‬‬
    ‫ﺍﳋﻄﺔ ﺍﳋﺎﻣﺴﺔ‪:‬‬
    ‫ﺗﻄﻮﻳﺮ ﺧﻄﺔ ﻟﻠﺘﺪﺧﻞ ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ‪:‬‬
    ‫‪ .١‬ﺗﺪﺭﻳﺐ ﺃﺷﺨﺎﺹ ﳏﺪﺩﻳﻦ ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺍﳍﺎﺗﻔﻲ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﺳﺘﻔﺴﺎﺭﺍﺕ ﺍﻷﻫﺎﱄ ﻭﺍﳌﻬﺘﻤﲔ ﺣﺎﻝ ﻭﻗﻮﻉ ﺍﳊﻮﺍﺩﺙ‬
    ‫‪ .٢‬ﺗﻮﺿﻴﺢ ﺃﺩﻭﺍﺭ ﻛﺎﻓﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫ﺍﳋﻄﻮﺓ ﺍﻟﺴﺎﺩﺳﺔ‪:‬‬
    ‫ﺗﻨﻈﻴﻢ ﺣﻠﻘﺔ ﲝﺚ ﻭﺗﺪﺍﺭﺱ ﻟﻜﺎﻓﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺪﺭﺳﺔ ﻟﺘﻮﻋﻴﺘﻬﻢ ﺑﺄﺩﻭﺍﺭﻫﻢ ﻭﻣﺴﺆﻭﻟﻴﺎ‪‬ﻢ‪.‬‬
    ‫ﺍﳋﻄﻮﺓ ﺍﻟﺴﺎﺑﻌﺔ‪:‬‬
    ‫ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺗﻮﺍﻓﺮ ﻣﻮﺍﺩ ﻣﻜﺘﻮﺑﺔ ﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻬﺎ ﻭﻗﺮﺍﺀ‪‬ﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌﻌﻠﻤﺎﺕ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ‪.‬‬
    ‫ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻣﻨﺔ‪:‬‬
    ‫ﲡﻬﻴﺰ ﺧﻄﺔ ﻣﻌﺎﳉﺔ ﺃﺯﻣﺎﺕ ﲢﻮﻱ ﺑﺪﺍﺋﻞ ﳐﺘﻠﻔﺔ ﻭﺗﺘﻀﻤﻦ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻠﻮﺍﺯﻡ ﻭﺍﻷﺟﻬﺰﺓ ﻭﺍﳌﻌﺪﺍﺕ ﺍﻟﱵ ﻗﺪ ﺗﻜﻮﻥ ﺍﳊﺎﺟﺔ ﻣﺎﺳﺔ ﺇﻟﻴﻬﺎ‬
    ‫ﺃﺛﻨﺎﺀ ﺍﻷﺯﻣﺎﺕ‪.‬‬
    ‫‪٥‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺛﺎﻟﺜﺎ ‪:‬ﺧﻄﻂ ﻃﻮﺍﺭﺉ ﺫﺍﺕ ﻣﻀﺎﻣﲔ ﻣﺘﻨﻮﻋﺔ‬

    ‫ﻧﻘﺪ‪‬ﻡ ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻦ ﺍﻟﺪﻟﻴﻞ ﺧﻄﻄﺎ ﻭﺇﺟﺮﺍﺀﺍﺕ ﻣﺘﻌﺪﺩﺓ ﳊﺎﻻﺕ ﺍﻟﻄﻮﺍﺭﺉ ﺍﻟﱵ ﻗﺪ ﺗﺘﻌﺮﺽ ﳍﺎ ﺍﳌﺪﺍﺭﺱ ﻋﻠﻰ‬
    ‫ﻣﺴﺘﻮﻯ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋﺎﺕ ﻣﻦ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﻫﺬﻩ ﺍﻹﺟﺮﺍﺀﺍﺕ ﲝﺎﺟﺔ ﺇﱃ ﺃﻥ ﻳﻌﻠﹶﻢ ‪‬ﺎ ﲨﻴﻊ ﺍﻟﻌﺎﻣﻠﲔ‬
    ‫ﺑﺎﳌﺪﺭﺳﺔ ﻭﺧﺎﺻﺔ ﻓﺮﻳﻖ ﺍﻷﺯﻣﺎﺕ ﻭﺍﻟﻄﻮﺍﺭﺉ ﺍﳌﺪﺭﺳﻲ‪ ،‬ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﻋﱪ ﻧﻈﺎﻡ ﻧﺪﺍﺀٍ ﺩﺍﺧﻠﻲ ﻟﻠﻤﺪﺭﺳﺔ‪ ،‬ﻳﺴﻤﺢ‬
    ‫ﺑﻔﺎﻋﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﻔﻮﺭﻳﺔ ﻟﻠﺤﺎﺩﺛﺔ ﺃﻭ ﺍﻷﺯﻣﺔ‪ ،‬ﻭﻳﺒﻴ‪‬ﻦ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻧﻮﻋﻴﺘﻬﺎ ﻭﻓﻖ ﻧﻈﺎﻡ ﻋﺎﳌﻲ‬
    ‫ﻟﻸﺣﺪﺍﺙ‪ ،‬ﻭﻳﻌﺠ‪‬ﻞ ﺑﺘﻘﺪﱘ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺎﻋﺪﺓ ﺩﻭﻥ ﺃﻥ ﳛﺪﺙ ﺇﺭﺑﺎﻙ ﻭﺗﻮﺗﺮ ﻟﻠﻨﻈﺎﻡ ﺍﳌﺪﺭﺳﻲ ﺑﺄﻛﻤﻠﻪ‪.‬‬
    ‫ﺇﻥ ﺣﺎﻻﺕ ﺍﻟﻄﻮﺍﺭﺉ ﲢﺘﺎﺝ ﺇﱃ ﻣﻬﺎﺭﺓ ﻭﺩﻗﹼﺔ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﻣﻦ ﺧﻼﻝ ﻣﻌﺮﻓﺔ ﻓﺮﻳﻖ ﺍﻷﺯﻣﺎﺕ ﻭﺍﻟﻄﻮﺍﺭﺉ ﻷﺩﻭﺍﺭﻩ‬
    ‫ﺍﳌﻨﺎﻃﺔ ﺑﻪ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺧﻞ ﻭﻗﺖ ﺣﺪﻭﺙ ﺍﻷﺯﻣﺎﺕ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﺼﺮﻑ ﺣﻴﺎﻝ ﺍﻟﻜﻮﺍﺭﺙ‬
    ‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻮﻗﺎﺋﻴﺔ ﻭﺍﻟﻌﻼﺟﻴﺔ ﺍﻟﱵ ﺗﻘﺪ‪‬ﻡ ﺩﺍﺧﻞ ﻣﻨﻈﻮﻣﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺘﺮﺑﻮﻱ‪ .‬ﻣﻊ ﺃﳘﻴﺔ ﺗﻮﻓﺮ ﺍﻟﻮﺳﺎﺋﻞ‬
    ‫ﺍﳌﻌﻴﻨﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﺗﻠﻚ ﺍﻟﻄﻮﺍﺭﺉ ﻭﺗﺄﻫﻴﻞ ﻭﺗﺪﺭﻳﺐ ﻓﺮﻳﻖ ﺍﻷﺯﻣﺎﺕ ﻭ ﺍﻟﻄﻮﺍﺭﺉ ﻋﻠﻰ ﻣﺒﺎﺩﺉ ﺍﻹﺳﻌﺎﻓﺎﺕ ﺍﻷﻭﻟﻴﺔ‬
    ‫ﻭﻣﻌﺮﻓﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻌﺪﺍﺕ ﺍﻟﺴﻼﻣﺔ ﻛﻄﻔﺎﻳﺎﺕ ﺍﳊﺮﻳﻖ ﻭﺃﺟﻬﺰﺓ ﻛﺸﻒ ﺍﻟﺪﺧﺎﻥ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺳﻼﻣﺘﻬﺎ ﺑﺎﺳﺘﻤﺮﺍﺭ‬
    ‫ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺑﺸﻜﻞ ﻣﺪﺭﻭﺱ ﺃﻭ ﻣﻔﺎﺟﺊ ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﻣﺪﻯ ﺍﳉﺎﻫﺰﻳﺔ ﻭﺍﻻﺳﺘﻌﺪﺍﺩ‬
    ‫ﺍﳌﺪﺭﺳﻲ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳊﻮﺍﺩﺙ ﻭﺍﻟﻄﻮﺍﺭﺉ ﺍﻟﱵ ﻗﺪ ﲢﺪﺙ ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫ﻓﻴﻤﺎ ﻳﻠﻲ ﺗﺼﻮﺭﺍﺕ ﳋﻄﻂ ﻃﻮﺍﺭﺉ ﺫﺍﺕ ﻣﻀﺎﻣﲔ ﻣﺘﻨﻮﻋﺔ ﻭﺇﺟﺮﺍﺀﺍﺕ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﺳﻮﻑ ﻧﻮﺭﺩﻫﺎ ﰲ ﺛﻨﺎﻳـﺎ‬
    ‫ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻭﻧﺒﺪﺃ ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ ﺑﺎﻷﺣﺪﺍﺙ ﺍﻟﺘﺎﻟﻴﺔ‪-:‬‬
    ‫‪ .١‬ﻭﻓﺎﺓ ﺃﺣﺪ ﺍﻟﻄﻠﺒﺔ ﻧﺘﻴﺠﺔ ﻟـ ) ﺣﺎﺩﺙ‪ ،‬ﻣﺮﺽ ﺧﻄﲑ‪ ،‬ﺍﻧﺘﺤﺎﺭ‪ ،‬ﻗﺘﻞ (‪.‬‬
    ‫‪ .٢‬ﻭﻓﺎﺓ ﻣﻔﺎﺟﺌﺔ ﳌﻌﻠﹼﻢ ﻧﺘﻴﺠﺔ ﻟـ ) ﺣﺎﺩﺙ‪ ،‬ﻣﺮﺽ ﺧﻄﲑ‪ ،‬ﺍﻧﺘﺤﺎﺭ‪ ،‬ﻗﺘﻞ (‪.‬‬
    ‫‪ .٣‬ﻭﻓﺎﺓ ﻭﺍﻟﺪ‪/‬ﻭﺍﻟﺪﺓ ﺃﻭ ﺃﺣﺪ ﺃﻗﺎﺭﺏ ﺍﻟﻄﺎﻟﺐ‪.‬‬
    ‫‪ .٤‬ﺣﺮﻳﻖ ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫‪ .٥‬ﺍﻟﺘﺴﻤﻢ )ﻏﺬﺍﺋﻲ –ﺍﺳﺘﻨﺸﺎﻕ‪-‬ﺍﻻﻣﺘﺼﺎﺹ ﻋﻦ ﻃﺮﻳﻖ ﺍﳉﻠﺪ‪ -‬ﺳﻢ ﺍﻟﺜﻌﺎﺑﲔ ﻭﺍﻟﻌﻘﺎﺭﺏ(‪.‬‬
    ‫‪ .٦‬ﺻﻮﺍﻋﻖ ﺃﻭ ﻛﻮﺍﺭﺙ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳉﻮﻳﺔ ﺃﻭ ﺍ‪‬ﻴﺎﺭ ﺟﺰﺋﻲ ﺃﻭ ﻛﻠﻲ ﳌﺒﲎ ﺃﻭ ﺳﻮﺭ ﺍﳌﺪﺭﺳﺔ ﻋﻠﻰ ﻋﺪﺩ ﻣﻦ‬
    ‫ﺍﻟﻄﻼﺏ ﺃﻭ ﺩﺧﻮﻝ ﻣﻴﺎﻩ ﺑﺸﺪﺓ ﺇﱃ ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫‪ .٧‬ﺣﺎﺩﺙ ﺗﺪﻫﻮﺭ ﺣﺎﻓﻠﺔ ﰲ ﺭﺣﻠﺔ ﻣﺪﺭﺳﻴﺔ ﺃﻭ ﺗﻌﻄﻠﻬﺎ‪.‬‬
    ‫‪ .٨‬ﻣﺎﺱ ﺃﻭ ﺻﻌﻖ ﻛﻬﺮﺑﺎﺋﻲ‪.‬‬
    ‫‪ .٩‬ﺳﻠﻮﻙ ﻋﻨﻴﻒ ‪:‬ﻣﺸﺎﺟﺮﺓ ﺑﺎﻷﺩﻭﺍﺕ ﺍﳊﺎﺩﺓ ﺑﲔ ﺍﻟﻄﻠﺒﺔ ‪/‬ﺍﻟﺸﻐﺐ‪ /‬ﺍﻻﻋﺘﺪﺍﺀ ﻋﻠﻰ ﺃﺣﺪ ﺍﳌﻌﻠﻤﲔ ﻣﻦ ﻗﺒﻞ ﺍﻟﻄﻠﺒﺔ‪.‬‬
    ‫‪ .١٠‬ﺳﻘﻮﻁ ﺃﺣﺪ ﺍﻟﻄﻠﺒﺔ ﻣﻐﺸﻴﺎ ﻋﻠﻴﻪ ﺃﻭ ﺇﺻﺎﺑﺔ ﺃﺣﺪ ﺍﻟﻄﻠﺒﺔ ﺑﻨﻮﺑﺔ ﻣﺎ ) ﺻﺮﻉ ‪ ،‬ﺭﺑﻮ ‪،‬ﺍﳔﻔﺎﺽ ﺃﻭ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺴﻜﺮ‬

    ‫‪٦‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫‪....‬ﺇﱁ (‪.‬‬
    ‫‪ .١١‬ﺣﺎﻻﺕ ﺍﻟﱰﻳﻒ ﻭﺍﻟﻜﺴﻮﺭ ‪.‬‬
    ‫• ﺍﳊﺪﺙ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻮﻓﺎﺓ ﺍﳌﻔﺎﺟﺌﺔ ﻷﺣﺪ ﺍﻟﻄﻼﺏ ‪.‬‬
    ‫ﺃ‪ .‬ﻭﻓﺎﺓ ﲢﺪﺙ ﰲ ﺍﳌﺪﺭﺳﺔ ﻧﺘﻴﺠﺔ ﻣﺜﻼﹰ )ﳌﺮﺽ ﻣﻔﺎﺟﺊ ‪،‬ﻣﺮﺽ ﺑﺎﳉﻬﺎﺯ ﺍﻟﺘﻨﻔﺴﻲ ‪ ،‬ﺣﺎﺩﺙ ‪ ،‬ﺍﻧﺘﺤﺎﺭ ‪ ،‬ﻗﺘﻞ ‪.( ..‬‬
    ‫ﺧﻄﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻟﻠﺘﺪﺧﻞ‪-:‬‬
    ‫‪.١‬ﺇﺳﻌﺎﻑ ﻃﱯ ﺃﻭﱄ‪ :‬ﺇﺳﻌﺎﻑ ﺃﻭﱄ ﻣﻦ ﻗﺒﻞ ﺍﳌﻌﻠﻤﲔ‪/‬ﺍﻟﻜﺎﺩﺭ ﺍﳌﺪﺭﺳﻲ‪.‬‬
    ‫‪.٢‬ﻳﺴﺘﺪﻋﻰ ﻣﺪﻳﺮ ﻓﺮﻳﻖ ﺇﺩﺍﺭﺓ ﺍﻷﺯﻣﺎﺕ ﺍﻷﺷﺨﺎﺹ ﺍﳌﻌﻨﻴﲔ ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫‪.٣‬ﺇﺑﻼﻍ ﺍﳉﻬﺎﺕ ﺍﻟﺮﲰﻴﺔ ﻹﺭﺳﺎﻝ ﺳﻴﺎﺭﺓ ﺇﺳﻌﺎﻑ ﻭﺇﺑﻼﻍ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﳍﻴﺌﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﺸﺮﻃﺔ ﲝﻴﺚ ﻳﺒﻘﻰ‬
    ‫ﺍﳌﻌﻠﻢ ﻣﻊ ﺍﻟﻄﺎﻟﺐ ﺍﳌﺼﺎﺏ‪.‬‬
    ‫‪.٤‬ﺗﻨﻔﻴﺬ ﺧﻄﺔ ﺍﻷﺯﻣﺎﺕ ﻣﻦ ﻗﺒﻞ ﻓﺮﻳﻖ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳊﻮﺍﺩﺙ ﻭﺍﻷﺷﺨﺎﺹ ﺍﳌﻌﻨﻴﲔ ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫‪.٥‬ﻳﺘﺮﺗﺐ ﻋﻠﻰ ﻓﺮﻳﻖ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳊﻮﺍﺩﺙ ﲢﺪﻳﺪ ﺃﺩﻭﺍﺭ ﺍﻟﻔﺮﻳﻖ ﰲ ﺍﻻﺗﺼﺎﻝ ﺑﺎﳉﻬﺎﺕ ﺍﳌﻌﻨﻴﺔ ﻭﺇﻋﻼﻣﻬﻢ ﻋﻦ ﺍﳊـﺎﺩﺙ‬
    ‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﺍﲣﺬﺕ ﻭﻫﺬﻩ ﺍﳉﻬﺎﺕ ﻫﻲ‪:‬‬
    ‫ﺃ‪ .‬ﺍﻟﻌﺎﺋـﻠﺔ‪.‬‬
    ‫ﺏ‪ .‬ﻃﻼﺏ ﺍﻟﺼﻒ ‪.‬‬
    ‫ﺝ‪ .‬ﺍﳌﻌﻠﻤﲔ ‪.‬‬
    ‫• ﺍﳊﺪﺙ ﺍﻟﺜﺎﱐ ‪ :‬ﻭﻓﺎﺓ ﺃﺣﺪ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺃﻭ ﺍﺣﺪ ﺇﺧﻮﺍﻥ ﺃﻭ ﺃﻗﺎﺭﺏ ﺍﻟﻄﺎﻟﺐ ‪.‬‬
    ‫ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻟﻴﺲ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺗﻔﻌﻴﻞ ﺧﻄﺔ ﺍﻟﺘﺪﺧﻞ ﳌﻌﺎﳉﺔ ﺍﻷﺯﻣﺎﺕ ﺑﻜﺎﻓﺔ ﻋﻨﺎﺻﺮﻫﺎ ﻣﻊ ﺫﻟﻚ ﻓﺈﻧﻪ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ‬
    ‫ﻣﺮﺍﻋﺎﺓ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
    ‫ﺃ‪ .‬ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺧﻄﺔ ﺍﻟﺘﺪﺧﻞ ﻳﻨﺒﻐﻲ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻣﻌﺮﻓﺔ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ﺑﺄﻥ ﻣﻦ ﻭﺍﺟﺒﻬﻢ ﰲ ﺣﺎﻟﺔ ﻭﻓﺎﺓ ﺃﺣﺪ ﺃﻓﺮﺍﺩ ﺍﻷﺳﺮﺓ‬
    ‫ﺇﺑﻼﻍ ﻣﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ﻭﺭﺍﺋﺪ ﺍﻟﺼﻒ‪ .‬ﻭﰲ ﺣﺎﻟﺔ ﺣﺪﻭﺙ ﺍﻟﻮﻓﺎﺓ ﺃﺛﻨﺎﺀ ﻭﺟﻮﺩ ﺍﻟﻄﺎﻟﺐ ﰲ ﺍﳌﺪﺭﺳﺔ ﻳﻨﺒﻐﻲ ﺣﻀﻮﺭ ﺃﺣـﺪ‬
    ‫ﺍﻷﻗﺎﺭﺏ ) ﻭﱄ ﺍﻷﻣﺮ ( ﻟﻠﻤﺪﺭﺳﺔ ﻹﻋﻼﻡ ﺍﻟﻄﺎﻟﺐ‪.‬‬
    ‫ﺏ‪ .‬ﻗﺪ ﺗﻜﻮﻥ ﺑﺎﺩﺭﺓ ﻃﻴﺒﺔ ﻟﻠﻄﺎﻟﺐ ﺍﳌﺼﺎﺏ ﻭﻋﺎﺋﻠﺘﻪ ﺇﺫﺍ ﺣﻀﺮ ﳑﺜﻞ ﻋﻦ ﺍﳌﺪﺭﺳﺔ ﻟﻠﻌﺰﺍﺀ ﻭﻳﻔﻀﻞ ﺃﻥ ﻳﻜـﻮﻥ ﻣﻌﻠﻤـﻮ‬
    ‫ﺍﻟﻄﺎﻟﺐ ﻣﻊ ﺣﺚ ﺍﻷﺻﺪﻗﺎﺀ ﺍﳌﻘﺮﺑﲔ ﻟﻠﻤﺼﺎﺏ ﳊﻀﻮﺭ ﺍﻟﻌﺰﺍﺀ‪.‬‬
    ‫ﺝ‪ .‬ﺑﻌﺪ ﻭﻓﺎﺓ ﺍﺣﺪ ﺍﻟﻮﺍﻟﺪﻳﻦ ﳚﺐ ﺃﻥ ﻳﺘﻘﺒﻞ ﺍﳌﻌﻠﻢ ﺗﺪﱐ ﻣﺴﺘﻮﻯ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻄﺎﻟﺐ ﻟﻔﺘﺮﺓ ﺃﻃﻮﻝ ﻣﻊ ﺗﻘـﺪﱘ‬
    ‫ﺍﳌﺴﺎﻋﺪﺓ ﺣﱴ ﻳﻌﻮﺩ ﻟﻮﺿﻌﻪ ﺍﻟﻄﺒﻴﻌﻲ‪.‬‬
    ‫ﺩ‪ .‬ﺍﲰﺢ ﻟﻠﻄﺎﻟﺐ ﺃﻥ ﻳﻘﺮﺭ ﺇﱃ ﺃﻱ ﺣﺪ ﻳﺮﻏﺐ ﺑﺎﻟﺘﺤﺪﺙ ﻋﻦ ﻣﺼﺎﺑﻪ ﻭﺍﺟﻌﻠﻪ ﻳﻌﺮﻑ ﺑﺄﻧﻚ ﻣﺴﺘﻌﺪ ﻟﻼﺳﺘﻤﺎﻉ ﺇﻟﻴـﻪ ﺇﺫﺍ‬
    ‫‪٧‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺃﺗﻰ ﻟﻠﺘﺤﺪﺙ ﻣﻌﻚ ) ﻗﺪ ﻳﻜﻮﻥ ﺍﳊﺪﻳﺚ ﻣﻊ ﺍﳌﺮﺷﺪ ﺍﻟﻄﻼﰊ ﺃﻭ ﺃﻱ ﻣﻌﻠﻢ ﻳﺘﻘﺒﻠﻪ ﺍﻟﻄﺎﻟﺐ (‪.‬‬
    ‫ﻫـ‪ .‬ﻳﻨﺒﻐﻲ ﺇﺑﻘﺎﺀ ﺍﻷﺳﺮﺓ ﻣﻄﻠﻌﺔ ﻋﻠﻰ ﻣﺪﻯ ﺗﻘﺪﻡ ﺍﻟﻄﺎﻟﺐ ﺩﺭﺍﺳﻴﺎﹰ‪.‬‬
    ‫• ﺍﳊﺪﺙ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻭﻓﺎﺓ ﲢﺪﺙ ﺧﺎﺭﺝ ﺍﳌﺪﺭﺳﺔ ﻣﺜﻼﹰ ) ﻧﺘﻴﺠﺔ ﳌﺮﺽ ‪ ،‬ﺣﺎﺩﺛﺔ ‪ ،‬ﺍﻧﺘﺤﺎﺭ ‪ ،‬ﻗﺘﻞ (‬
    ‫ﺧﻄﺔ ﺍﻟﺘﺪﺧﻞ ﺍﻟﻔﻮﺭﻳﺔ ﻭﺗﺸﻤﻞ ﻋﻠﻰ ﻣﺎﻳﻠﻲ ‪:‬‬
    ‫‪ .١‬ﺗﻄﻮﻳﺮ ﺗﺮﺗﻴﺒﺎﺕ ﺗﻜﻠﻒ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺃﻭ ﺍﻟﺴﻠﻄﺎﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺑﺈﻋﻼﻡ ﺇﺩﺍﺭﺓ ﺍﳌﺪﺭﺳـﺔ ) ﺇﺩﺍﺭﺓ ﺍﻟﺘﺮﺑﻴـﺔ ﻭﺍﻟﺘﻌﻠـﻴﻢ ‪،‬‬
    ‫ﺍﳌﺴﺘﺸﻔﻴﺎﺕ ﻭﻏﲑﻩ ( ﺑﺈﻋﻼﻡ ﺇﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﺔ ﺣﺎﻝ ﻭﻗﻮﻉ ﺍﳊﻮﺍﺩﺙ ﻟﻠﻄﻼﺏ‪.‬‬
    ‫‪ .٢‬ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻭﻓﺎﺓ ﺍﻟﻄﺎﻟﺐ ﻗﺒﻞ ﺇﻋﻼﻡ ﺍﻷﺳﺎﺗﺬﺓ ﻭﺯﻣﻼﺀ ﺍﻟﺼﻒ ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﲡﻤﻊ ﺍﳌﺪﺭﺳـﺔ‬
    ‫ﺃﻛﱪ ﻗﺪﺭ ﻣﻦ ﺍﳊﻘﺎﺋﻖ ﺣﻮﻝ ﺍﳊﺎﺩﺛﺔ ﻣﻦ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻭﺍﳌﺼﺎﺩﺭ ﺍﻷﺧﺮﻯ ) ﺍﻟﺸﺮﻃﺔ‪ ،‬ﺍﳌﺴﺘﺸﻔﻴﺎﺕ (‪.‬‬
    ‫ﺍﳊﺪﺙ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺣﺮﻳﻖ ﰲ ﺍﳌﺪﺭﺳﺔ‪ ).‬ﺧﻄﺔ ﺍﻹﺧﻼﺀ ﺻﻔﺤﺔ ﺭﻗﻢ ‪( ٤٢‬‬ ‫•‬

    ‫ﺣﺎﻻﺕ ﺍﳊﺮﻭﻕ‪:‬‬
    ‫ﺗﻨﺸﺄ ﺍﳊﺮﻭﻕ ﻧﺘﻴﺠﺔ ﻟﺘﻌﺮﺽ ﺍﳉﺴﻢ ﳌﺆﺛﺮ ﺧﺎﺭﺟﻲ ﺷﺪﻳﺪ ﺍﳊﺮﺍﺭﺓ ﻣﺜﻞ ﺍﻟﻠﻬﺐ ﻭﺍﻷﺟﺴﺎﻡ ﺍﻟﺴﺎﺧﻨﺔ ﻭﺍﻟﺴﻮﺍﺋﻞ ﺍﻟﺴﺎﺧﻨﺔ‬
    ‫ﻭﺍﻟﺒﺨﺎﺭ ﺃﻭ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﺍﻟﻜﻴﻤﺎﻭﻳﺔ‪.‬‬
    ‫ﺃﻭﻻ‪ :‬ﺍﳊﺮﻭﻕ ﺍﳊﺮﺍﺭﻳﺔ‪:‬‬
    ‫ﺗﻨﺘﺞ ﻣﻦ ﺍﻟﻨﲑﺍﻥ ﺍﳌﺒﺎﺷﺮﺓ ) ﺍﻟﻠﻬﺐ ( ﺃﻭ ﻣﻦ ﺍﻟﺴﻮﺍﺋﻞ ﺍﳊﺎﺭﺓ ﻭﻣﻌﻈﻢ ﻫﺬﻩ ﺍﳊﺮﻭﻕ ﻏﲑ ﺧﻄﲑﺓ ﻭﻟﻜﻨـﻬﺎ ﲝﺎﺟـﺔ ﺇﱃ‬
    ‫ﺍﻟﺴﺮﻋﺔ ﰲ ﺗﻘﻴﻴﻢ ﺍﳊﺎﻟﺔ ﻭﺗﻘﺪﱘ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻄﺎﺭﺋﺔ ﻟﺘﻘﻠﻴﻞ ﺍﻷﱂ ﻭﺍﻹﻋﺎﻗﺔ ﻃﻮﻳﻠﺔ ﺍﳌﺪﻯ ﻭﺍﻟﺘﺸﻮﻫﺎﺕ‪.‬‬
    ‫ﻫﻨﺎﻙ ﺛﻼﺙ ﺩﺭﺟﺎﺕ ﻣﻦ ﺍﳊﺮﻭﻕ ﻫﻲ‪:‬‬
    ‫‪ .١‬ﺍﳊﺮﻭﻕ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‪:‬‬
    ‫ﻭﻫﻲ ﺣﺮﻳﻖ ﺳﻄﺤﻲ ﻻ ﻳﺘﻌﺪ‪‬ﻯ ﻃﺒﻘﺔ ﺍﳉﻠﺪ ﺍﻟﺴﻄﺤﻴﺔ ﻭﳛﺪﺙ ﺍﲪﺮﺍﺭﺍ ﻟﻠﺠﻠﺪ ﻭﻻ ﻳﺘﺮﻙ ﺃﺛﺮﺍ ﺑﻌﺪ ﺷﻔﺎﺋﻪ‪ .‬ﻭﻗﺪ ﺗﻨﺘﺞ‬
    ‫ﻋﻦ ﺣﺮﻭﻕ ﺃﺷﻌﺔ ﺍﻟﺸﻤﺲ ﻭﺍﻟﺘﻌﺮ‪‬ﺽ ﻟﻠﻤﺎﺀ ﺍﳊﺎﺭ ﻭﺣﺮﻭﻕ ﺍﻟﻨﺎﺭ ﺍﳋﻔﻴﻔﺔ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﳌﺮﻳﺾ ﺍﳊﺮﻭﻕ ﺍﻟﺒﺴﻴﻄﺔ‪:‬‬
    ‫ـ ﺍﺳﺘﺨﺪﻡ‪ ‬ﺍﳌﺎﺀ ﺍﻟﻔﺎﺗﺮ ﺑﺸﻜﻞ ﻣﺘﻮﺍﺻﻞ ﻷﻥ ﺫﻟﻚ ﻳﻮﻗﻒ ﺍﻷﱂ ﻋﺎﺩﺓ ﻭﺍﻟﺘﱪﻳﺪ ﺍﻟﺴﺮﻳﻊ ﻳﻘﻠﹼﻞ ﻣﻦ ﺗﻠﻒ ﺍﻷﻧﺴﺠﺔ ﻭﺣﺪ‪‬ﺓ‬

    ‫‪٨‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺍﳊﺮﺍﺭﺓ‪.‬‬
    ‫ـ ﺇﺫﺍ ﻛﺎﻥ ﻣﻮﻗﻊ ﺍﻹﺻﺎﺑﺔ ﻏﲑ ﻣﻼﺋﻢ ﻟﺮﻳ‪‬ﻪ ﺑﺎﳌﺎﺀ ) ﻣﺜﻞ ﺍﻟﻮﺟﻪ ( ﳝﻜﻦ ﺗﱪﻳﺪﻩ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻛﻤ‪‬ـﺎﺩﺍﺕ ﻳـﺘﻢ‪ ‬ﺗﺮﻃﻴﺒـﻬﺎ‬
    ‫ﺑﺎﺳﺘﻤﺮﺍﺭ ﰲ ﻣﺎﺀ ﺑﺎﺭﺩ‪.‬‬
    ‫ـ ﺧﻠﻊ ﺍﳌﻼﺑﺲ ﺍﶈﺘﺮﻗﺔ ﻭﺍﳋﻮﺍﰎ ﻣﻊ ﻋﺪﻡ ﻧﺰﻉ ﺃﺟﺰﺍﺀ ﺍﳌﻼﺑﺲ ﺍﳌﻠﺘﺼﻘﺔ ﺑﺎﳉﺴﻢ‪.‬‬
    ‫ـ ﺇﺫﺍ ﺃﻣﻜﻦ ﺭﻓﻊ ﺍﳌﻨﺎﻃﻖ ﺍﶈﺮﻭﻗﺔ ﻣﺜﻞ ﺍﻷﻳﺪﻱ ﻭﺍﻷﻗﺪﺍﻡ ﻟﺘﻘﻠﻴﻞ ﺍﻻﻧﺘﻔﺎﺥ ﻭﺍﻟﺘﻮﺭ‪‬ﻡ‪.‬‬
    ‫ـ ﻻ ﺗﺴﺘﺨﺪﻡ ﺃﻱ‪ ‬ﻣﻌﺠﻮﻥ ﺃﻭ ﺃﻱ ﺩﻭﺍﺀ ﻟﻠﺤﺮﻭﻕ ﻋﻠﻰ ﺍﳌﻨﺎﻃﻖ ﺍﳌﺼﺎﺑﺔ‪.‬‬
    ‫ـ ﻣﻦ ﺍﳌﻬﻢ ﺍﻟﺘﺄﻛﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺼﺎﺏ ﻳﻌﺎﱐ ﻣﻦ ﺃﻱ ﺧﻄﺮ ﻳﻬﺪ‪‬ﺩ ﺣﻴﺎﺗﻪ ﻭﺫﻟﻚ ﺑﺎﻟﺘﻘﻴﻴﻢ ﺍﻟﺴﺮﻳﻊ ‪‬ﺮﻯ ﺍﳍﻮﺍﺀ ﻭﺍﻟﻨﺒﺾ‬
    ‫ﻭﺍﻟﱰﻳﻒ ﺍﳋﺎﺭﺟﻲ ﺇﺫﺍ ﻭ‪‬ﺟﺪ‪.‬‬
    ‫‪ .٢‬ﺍﳊﺮﻭﻕ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‪:‬‬
    ‫ﺗﺸﻤﻞ ﻃﺒﻘﺔ ﺍﳉﻠﺪ ﺍﳋﺎﺭﺟﻴﺔ ﺑﻜﺎﻣﻠﻬﺎ ﻭﳝﺘﺪ ﺇﱃ ﺍﻟﻄﺒﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﻣﻦ ﺧﺼﺎﺋﺼﻪ ﺍﻻﲪﺮﺍﺭ ﻭﺗﻜﻮﻥ ﺍﻟﻔﻘﺎﻗﻴﻊ ﻭﺍﻟﺘـﻮﺭ‪‬ﻡ‬
    ‫ﻭﺍﺭﺗﺸﺎﺡ ﺍﻟﺴﻮﺍﺋﻞ ﻭﺍﻷﱂ ﺍﳊﺎﺩ ﻭﻻ ﺗﺘﺮﻙ ﺃﺛﺮﺍ ﺑﻌﺪ ﺷﻔﺎﺋﻪ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﳌﺮﻳﺾ ﺍﳊﺮﻭﻕ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‪:‬‬
    ‫ـ ﺇﺑﻌﺎﺩ ﺍﳌﺮﻳﺾ ﻋﻦ ﺳﺒﺐ ﺍﳊﺮﻳﻖ‪.‬‬
    ‫ـ ﻋﺪﻡ ﻓﺘﺢ ﺃﻱ‪ ‬ﻣﻦ ﺍﻟﻔﻘﺎﻗﻴﻊ ﺑﺎﳉﻠﺪ ﻭﺫﻟﻚ ﳌﻨﻊ ﺍﻟﺘﻬﺎﺏ ﺍﻷﻧﺴﺠﺔ‪.‬‬
    ‫ـ ﺣﺎﻭﻝﹾ ﻋﺪﻡ ﻧﺰﻉ ﺃﻳﺔ ﺛﻴﺎﺏ ﻣﻠﺘﺼﻘﺔ ﺑﺎﳉﻠﺪ‪.‬‬
    ‫ـ ﺑﺮ‪‬ﺩ‪ ‬ﺍﳌﻜﺎﻥ ﺍﶈﺘﺮﻕ ﺑﺎﳌﺎﺀ ﻭﺇﻥ ﱂ ﺗﺘﻤﻜﻦ ﻓﺒﺎﺳﺘﻌﻤﺎﻝ ﺍﳌﻨﺎﺷﻒ ﺍﳌﺒﻠﹼﻠﺔ ﺑﺎﳌﺎﺀ ﺍﻟﺒﺎﺭﺩ‪.‬‬
    ‫ـ ﻏﻂﱢ ﺍﳌﻨﻄﻘﺔ ﺍﳌﺼﺎﺑﺔ ﺑﺎﻟﻀﻤﺎﺩ ﺍﻟﻨﻈﻴﻒ ﺑﺪﻭﻥ ﺷﺪ ﳊﲔ ﻧﻘﻞ ﺍﳌﺼﺎﺏ ﺇﱃ ﺍﳌﺴﺘﺸﻔﻰ‪.‬‬
    ‫_ ﺃﺭﻓﻊ ﺍﻟﺬﺭﺍﻉ ﻭﺍﻟﺴﺎﻕ ﺍﳌﺘﺄﺛﺮﺓ ﻓﻮﻕ ﻣﺴﺘﻮﻯ ﺍﻟﻘﻠﺐ‪.‬‬
    ‫‪ .٣‬ﺍﳊﺮﻭﻕ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻟﺜﺔ‪:‬‬
    ‫ﻭﻓﻴﻬﺎ ﲢﺘﺮﻕ ﻃﺒﻘﺔ ﺍﳉﻠﺪ ﻭﺍﻷﻧﺴﺠﺔ ﲢﺖ ﺍﳉﻠﺪ‪ ،‬ﻭﺗﻜﻮﻥ ﻣﺼﺤﻮﺑﺔ ﺑﺄﱂ ﺷﺪﻳﺪ ﻭﺻﺪﻣﺔ ﻣﻊ ﺗﻐﻴ‪‬ﺮ ﰲ ﻟﻮﻥ ﺍﻟﺒﺸﺮﺓ ) ﻛﺄﻥ‬
    ‫ﺗﺄﺧﺬ ﺍﻟﺒﺸﺮﺓ ﺍﻟﻠﻮﻥ ﺍﻷﺑﻴﺾ ﺃﻭ ﻟﻮﻥ ﺍﻟﻜﺮﺯ ﺃﻭ ﻟﻮﻥ ﺍﻟﻔﺤﻢ ( ﻭﻳﻨﻌﺪﻡ ﺍﻹﺣﺴﺎﺱ ﺑﺎﻷﱂ ﺑﺴﺒﺐ ﺗﻠﻒ ﺃﻃﺮﺍﻑ ﺍﻷﻋﺼﺎﺏ‪.‬‬
    ‫ﻭﻫﺬﻩ ﺍﳊﺮﻭﻕ ﺗﻨﺘﺞ ﻋﻦ ﺍﳌﻼﺑﺲ ﺍﳌﺸﺘﻌﻠﺔ ﻭﺍﻟﻜﻬﺮﺑﺎﺀ ﻭﺍﻻﻧﻔﺠﺎﺭﻳﺎﺕ ﻭﺍﻟﻨﲑﺍﻥ ﺍﻟﺒﺘﺮﻭﻟﻴﺔ‪ .‬ﻭﻗﺪ ﻳﺘﻄﻠﺐ ﺍﻟﻌﻼﺝ ﺍﻟﺼﺤﻴﺢ‬
    ‫ﺗﺮﻗﻴﻊ ﺍﻷﻧﺴﺠﺔ ﺟﺮﺍﺣﻴﺎ‪ ،‬ﻭﻻ ﳜﺘﻠﻒ ﻣﺎ ﳛﺘﺎﺟﻪ ﻫﺬﺍ ﺍﳌﺮﻳﺾ ﻣﻦ ﺇﺳﻌﺎﻓﺎﺕ ﻣﺒﺪﺋﻴﺔ ﻋﻦ ﺍﳌﺼﺎﺏ ﺑﺎﳊﺮﻕ ﻣﻦ ﺍﻟﺪﺭﺟـﺔ‬
    ‫ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬

    ‫‪٩‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﳊﺮﻭﻕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪:‬‬


    ‫ﻳﻬﺪﻑ ﺍﻟﻌﻼﺝ ﺇﱃ ﺇﻧﻘﺎﺫ ﺣﻴﺎﺓ ﺍﳌﺼﺎﺏ ﻭﺫﻟﻚ ﺑﻌﻼﺝ ﺍﻟﺼﺪﻣﺔ ﻭﻣﻨﻊ ﺣﺪﻭﺙ ﺍﻟﺘﺴﻤﻢ ﺍﳊﺎﺩ ﻭﺍﻟﺘﻘﻴ‪‬ﺢ ﻭﻋﺪﻡ ﺣـﺪﻭﺙ‬
    ‫ﺍﻟﺘﺸﻮﻫﺎﺕ ﻭﺍﻟﻌﺎﻫﺎﺕ‪.‬‬
    ‫ﺍﻹﺟﺮﺍﺀﺍﺕ‪:‬‬
    ‫‪ .١‬ﲡﻨﺐ ﺣﺪﻭﺙ ﺍﻟﺼﺪﻣﺔ‪.‬‬
    ‫‪ .٢‬ﲡﻨﺐ ﺣﺪﻭﺙ ﺍﻟﺘﻠﻮﺙ‪.‬‬
    ‫‪ .٣‬ﻋﺪﻡ ﳌﺲ ﺍﳊﺮﻭﻕ ﺑﺎﻟﻴﺪ‪.‬‬
    ‫‪ .٤‬ﲢﺎﺷﻲ ﺍﻟﻜﻼﻡ ﺣﱴ ﻳﺘﻢ ﺗﻐﻄﻴﺔ ﺍﳌﺼﺎﺏ ﺑﻐﻴﺎﺭ ﻣﻌﻘﹼﻢ ﻭﻳﻔﻀﻞ ﺍﳌﺸﺒﻊ ﺑﺎﳌﻀﺎﺩﺍﺕ ﺍﳊﻴﻮﻳﺔ‪.‬‬
    ‫‪ .٥‬ﻣﺮﺍﻋﺎﺓ ﻋﺪﻡ ﻋﻤﻞ ﻏﻴﺎﺭ ﺇﻻ ﺑﻌﺪ ﺯﻭﺍﻝ ﺍﻟﺼﺪﻣﺔ‪.‬‬
    ‫‪ .٦‬ﻧﻘﻞ ﺍﳌﺼﺎﺏ ﺇﱃ ﺍﳌﺴﺘﺸﻔﻰ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﳌﺼﺎﺏ ﺍﳊﺮﻭﻕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ‪:‬‬
    ‫ـ ﺃﹶﺟ‪‬ﺮِ ﺍﳌﺎﺀَ ﺑﻜﻤﻴﺔ ﻭﺍﻓﺮﺓ ﻋﻠﻰ ﻣﻜﺎﻥ ﺍﳊﺮﻳﻖ‪.‬‬
    ‫ـ ﺇﺫﺍ ﴰﻞ ﺍﳊﺮﻳﻖ ﻋﻴﻮﻥ ﺍﳌﺼﺎﺏ؛ ﺍﺭﻭِ ﻣﻜﺎﻥ ﺍﳊﺮﻳﻖ ﳌﺪﺓ ﻋﺸﺮﻳﻦ ﺩﻗﻴﻘﺔ ﺃﻭ ﺣﱴ ﻭﺻﻮﻝ ﺍﳋﺪﻣﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻄﺎﺭﺋﺔ‪.‬‬
    ‫ـ ﻧﻈﹼﻒ‪ ‬ﺍﳌﻜﺎﻥ ﺍﳌﺘﺄﺛﺮ ﺑﺎﳌﺎﺩﺓ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪ ،‬ﻭﺍﺣﺬﺭ‪ ‬ﺃﻥ ﻳﻠﺤﻘﹶﻚ ﺍﻟﺘﻠﻮ‪‬ﺙ‪.‬‬
    ‫ـ ﻗﻢ‪ ‬ﺑﺈﺯﺍﻟﺔ ﻛﺎﻓﺔ ﺍﳌﻼﺑﺲ ﺍﳌﺘﺄﺛﺮﺓ ﰒ ﺍﺳﺘﺨﺪﻡ ﺍﻟﺮﻱ ﺑﺎﳌﺎﺀ ﻭﻳﻜﻮﻥ ﻧﺰﻋﻬﺎ ﻭﻫﻮ ﲢﺖ ﺍﳌﺎﺀ‪.‬‬
    ‫ـ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﺗﻜﻮﻥ ﺟﺎﻓﺔ ﻟﺬﺍ ﻳﺘﻄﻠﺐ ﻧﻔﻀﻬﺎ ﻗﺒﻞ ﺇﺭﻭﺍﺋﻬﺎ ﺑﺎﳌﺎﺀ‪.‬‬
    ‫ـ ﻻ ﺣﺎﺟﺔ ﻻﺳﺘﻌﻤﺎﻝ ﺍﳌﺎﺀ ﺍﳌﻀﻐﻮﻁ ﻷﻥ ﺫﻟﻚ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳚﻌﻞ ﺍﳌﺎﺩﺓ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﺗﻐﻮﺹ ﺇﱃ ﺍﻷﻧﺴﺠﺔ ﺍﻟﻌﻤﻴﻘﺔ‪.‬‬
    ‫ـ ﺍﺳﺘﺨﺪﻡ‪ ‬ﺍﻟﺼﻨﺒﻮﺭ ﺃﻭ ﺧﺮﻃﻮﻡ ﺍﳌﺎﺀ ﲢﺖ ﺿﻐﻂ ﺧﻔﻴﻒ ﻭﺍﻏﺴﻞﹾ ﺑﺎﳌﺎﺀ ﺍﳌﻨﺴﺎﺏ ﻟﻔﺘﺮﺓ ﻃﻮﻳﻠﺔ‪.‬‬
    ‫ـ ﲢﺎﺷﻰ ﺍﻟﻜﻼﻡ ﺣﱴ ﻳﺘﻢ ﺗﻐﻄﻴﺔ ﺍﳌﺼﺎﺏ ﺑﻐﻴﺎﺭ ﻣﻌﻘﻢ ﻭﻳﻔﻀﻞ ﺍﳌﺸﺒﻊ ﺑﺎﳌﻀﺎﺩﺍﺕ ﺍﳊﻴﻮﻳﺔ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﻋﺪﻡ ﻋﻤﻞ ﻏﻴﺎﺭ‬
    ‫ﺇﻻ ﺑﻌﺪ ﺯﻭﺍﻝ ﺍﻟﺼﺪﻣﺔ‪.‬‬
    ‫ـ ﻻ ﲢﺎﻭﻝﹾ ﻣﻌﺎﺩﻟﺔ ﺍﳊﺮﻭﻕ ﺍﳊﻤﻀﻴﺔ ﺃﻭ ﺍﻟﻘﻠﻮﻳﺔ‪.‬‬
    ‫‪-‬ﺃﻃﻠﺐ ﺍﳌﺴﺎﻋﺪﺓ ﺍﻟﻄﺒﻴﺔ ﺑﺄﺳﺮﻉ ﻣﺎﳝﻜﻦ‪.‬‬
    ‫ﺛﺎﻟﺜﺎ‪ :‬ﺍﳊﺮﻭﻕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪:‬‬
    ‫ﺗﺆﺩﻱ ﺍﻹﺻﺎﺑﺔ ﺑﺎﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺇﱃ ﺣﺪﻭﺙ ﺻﺪﻣﺔ ﺃﻭ ﺣﺮﻭﻕ ﺃﻭ ﻛﻠﻴﻬﻤﺎ؛ ﳑﺎ ﻳﻨﺘﺞ ﻋﻨﻪ ﺣﺮﻭﻕ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﳌﺼﺎﺏ ﺍﳊﺮﻭﻕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪:‬‬
    ‫ـ ﺗﺄﻛﹼﺪ ﻣﻦ ﺍﻧﻘﻄﺎﻉ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺃﻭ ﺍﻧﺘﻈﺮ ﺣﱴ ﺗﺼﻞ ﺷﺮﻛﺔ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺃﻭ ﻭﺣﺪﺍﺕ ﺍﻹﻧﻘﺎﺫ ﺍﳌﺆﻫﻠﺔ ﻟﻺﺷﺮﺍﻑ ﻋﻠﻰ‬
    ‫ﺍﳌﻮﻗﻊ‪.‬‬
    ‫‪١٠‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ـ ﻋﻨﺪ ﺍﻧﺘﻬﺎﺀ ﺍﳋﻄﺮ‪ ،‬ﺃﺑﺪﺃﹾ ﺍﳌﻌﺎﳉﺔ‪.‬‬


    ‫ـ ﻗﻢ ﺑﺘﻘﻴﻴﻢ ﳎﺮﻯ ﺍﳍﻮﺍﺀ ﻭﺍﻟﺘﻨﻔﺲ ﻭﺍﻟﺪﻭﺭﺓ ﺍﻟﺪﻣﻮﻳﺔ ﻟﺪﻯ ﺍﳌﺼﺎﺏ‪ .‬ﻭﺇﺫﺍ ﻟﺰﻡ ﺍﻷﻣﺮ ﺃﻋﻂ ﺍﳌﺼﺎﺏ ﺍﻟﺘﻨﻔﺲ ﺍﻹﻧﻘﺎﺫﻱ ﺃﻭ‬
    ‫ﺍﻹﻧﻌﺎﺵ ﺍﻟﺮﺋﻮﻱ‪.‬‬
    ‫ـ ﻋﺪﻡ ﳌﺲ ﺍﳌﺼﺎﺏ ﺃﻭ ﺷﺪ‪‬ﻩ ﻭﻳﺪﻩ ﻋﺎﺭﻳﺔ ﺧﺼﻮﺻﺎ ﻣﻦ ﺍﻹﺑﻂ ) ﻟﻮﺟﻮﺩ ﺍﻟﻌﺮﻕ ﻭﺍﻟﺮﻃﻮﺑﺔ ( ﻷﻧـﻪ ﻣﻮﺻ‪‬ـﻞ ﺟﻴ‪‬ـﺪ‬
    ‫ﻟﻠﻜﻬﺮﺑﺎﺀ‪.‬‬
    ‫ـ ﲪ‪‬ﻞ ﺍﳌﺼﺎﺏ ﺇﱃ ﺃﻗﺮﺏ ﻣﺮﻓﻖ ﻃﱯ ﻟﺼﻌﻮﺑﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺣﺪ‪‬ﺓ ﺍﳊﺮﻭﻕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﺴﺒﺐ ﺃﺻـﺎﺑﺘﻬﺎ ﻟﻸﻋـﻀﺎﺀ‬
    ‫ﺍﻟﺪﺍﺧﻠﻴﺔ‪،‬‬
    ‫ﻻﺳﻴﻤﺎ ﺃﻥ ﺍﻟﺴﺒﺒﲔ ﺍﳌﺆﺩﻳﺎﻥ ﺇﱃ ﺍﻟﻮﻓﺎﺓ ﰲ ﺣﺎﻟﺔ ﻫﺬﻩ ﺍﳊﺮﻭﻕ ﳘﺎ ﺍﻻﺧﺘﻨﺎﻕ ﻭﺍﻟﺴﻜﺘﺔ ﺍﻟﻘﻠﺒﻴﺔ‪.‬‬
    ‫• ﺍﳊﺪﺙ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻟﺘﺴﻤﻢ )ﻏﺬﺍﺋﻲ – ﺍﺳﺘﻨﺸﺎﻕ‪-‬ﺍﻻﻣﺘﺼﺎﺹ ﻋﻦ ﻃﺮﻳﻖ ﺍﳉﻠﺪ‪ -‬ﺳﻢ ﺍﻟﺜﻌﺎﺑﲔ ﻭﺍﻟﻌﻘﺎﺭﺏ(‪.‬‬

    ‫ﺍﻟﺴﻤﻮﻡ ﳝﻜﻨﻬﺎ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺍﳉﺴﻢ ﺑﻄﺮﻕ ﻋﺪ‪‬ﺓ ﻋﺮﺿﺎ ﺃﻭ ﻗﺼﺪﺍ ﻭﻣﻨﻬﺎ‪:‬‬


    ‫ﺃ‪ -‬ﺍﳉﻬﺎﺯ ﺍﳍﻀﻤﻲ ﻭﺫﻟﻚ ﺑﺄﻛﻞ ﺃﻭ ﺷﺮﺏ ﺍﳌﻮﺍﺩ ﺍﻟﺴﺎﻣﺔ ﻛﺎﻷﺩﻭﻳﺔ‪.‬‬
    ‫ﺏ ـ ﺍﳊﻘﻦ ﺩﺍﺧﻞ ﺍﻟﻌﻀﻼﺕ ﺃﻭ ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳﺔ ﻛﺴﻢ‪ ‬ﺍﻟﺜﻌﺎﺑﲔ ﻭﺍﻟﻌﻘﺎﺭﺏ ﺃﻭ ﺣﻘﻦ ﺍﳌﺨﺪﺭﺍﺕ‪.‬‬
    ‫ﺝ ـ ﺍﻻﺳﺘﻨﺸﺎﻕ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺮﺋﺘﲔ ﻛﻌﺎﺩﻡ ﺍﶈﺮﻛﺎﺕ ﻭﺍﳌﻮﺍﺩ ﺍﻟﻜﻴﻤﺎﻭﻳﺔ ﺑﺎﳌﺨﺘﱪﺍﺕ ﺍﳌﺪﺭﺳﻴﺔ ‪.‬‬
    ‫ﺩ ـ ﺍﻻﻣﺘﺼﺎﺹ ﻋﻦ ﻃﺮﻳﻖ ﺍﳉﻠﺪ ﻛﺎﻣﺘﺼﺎﺹ ﺭﺫﺍﺫ ﺍﳌﺒﻴﺪﺍﺕ ﺍﻟﺴ‪‬ﺎﻡ ﺍﳌﻼﻣﺲ ﻟﻠﺠﻠﺪ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﻭﺍﻟﺘﺼﺮﻑ ﰲ ﺣﺎﻟﺔ ‪-:‬‬
    ‫ﺃ‪ -‬ﺣﺪﻭﺙ ﺗﺴﻤ‪‬ﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﳉﻬﺎﺯ ﺍﳍﻀﻤﻲ ﻷﺣﺪ ﺍﻟﻄﻼﺏ‪:‬‬
    ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺼﺎﺏ ﻭﺍﻉٍ ) ﱂ ﻳﻔﻘﺪ ﺍﻟﻮﻋﻲ (‪:‬‬
    ‫ـ ﺃﻋﻂ ﺍﳌﺼﺎﺏ ﻛﺄﺳﺎ ﻣﻦ ﺍﳌﺎﺀ ﺃﻭ ﺍﳊﻠﻴﺐ ﺇﺫﺍ ﱂ ﻳﻌﺎﻥ ﻣﻦ ﺃﻳﺔ ﺗﺸﻨﺠﺎﺕ‪.‬‬
    ‫ـ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﻄﻮﺍﺭﺉ‪.‬‬
    ‫ـ ﺍﺣﺘﻔﻆﹾ ﺑﺎﻟﻌﺒﻮﺓ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﺪ‪‬ﺍﻟﺔ ﻋﻠﻰ ﳏﺘﻮﻳﺎ‪‬ﺎ ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﻫﻲ ﺍﳌﺎﺩﺓ ﺍﳌﺴﺒ‪‬ﺒﺔ ﻟﻠﺘﺴﻤ‪‬ﻢ‪ .‬ﻭﺃﻳﻀﺎ ﻋﻨﺪﻣﺎ ﻳﺘﻮﻓﺮ ﺍﻟﻘﻲﺀ‬
    ‫ﺍﺣﺘﻔﻆﹾ ﺑﻪ ﻟﻐﺮﺽ ﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﺨﱪﻱ‪.‬‬

    ‫‪١١‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺼﺎﺏ ﻓﺎﻗﺪ ﺍﻟﻮﻋﻲ ‪:‬‬


    ‫ـ ﺇﺑﻘﺎﺀ ﳎﺮﻯ ﺍﳍﻮﺍﺀ ﻣﻔﺘﻮﺣﺎ‪.‬‬
    ‫ـ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﻄﻮﺍﺭﺉ ‪.‬‬
    ‫ـ ﺗﻨﻔﻴﺬ ﺍﻹﻧﻌﺎﺵ ﻣﻦ ﻓﻢ ﺇﱃ ﻓﻢ‪ ،‬ﻭﺫﻟﻚ ﺣﺴﺐ ﺍﻟﻀﺮﻭﺭﺓ ﺇﺫﺍ ﻛﻨﺖ‪ ‬ﻣﺪﺭﺑﺎﹰ ‪.‬‬
    ‫ـ ﺍﻣﻨﻊ‪ ‬ﺍﻟﺴﻮﺍﺋﻞ ﻋﻦ ﺍﳌﺼﺎﺏ‪ ،‬ﻭﻋﺪﻡ ﺍﻻﺳﺘﺤﺜﺎﺙ ﻋﻠﻰ ﺍﻟﺘﻘﻴﺆ‪.‬ﺃﻣﺎ ﰲ ﺣﺎﻟﺔ ﺍﻟﺘﻘﻴﺆ ﻳ‪‬ﻘﻠﹶﺐ ﺍﳌﺮﻳﺾ ﺇﱃ ﺍﳉﺎﻧﺐ ﺍﻷﳝـﻦ‬
    ‫ﻟﻴ‪‬ﺴﻤ‪‬ﺢ ﲜﺮﻳﺎﻥ ﺍﻟﻘﻲﺀ ﻣﻦ ﻓﻤﻪ ﻟﻠﺨﺎﺭﺝ‪.‬‬
    ‫ـ ﺍﺣﺘﻔﻆﹾ ﺑﺎﻟﻌﺒﻮ‪‬ﺓ ﻭﺑﺎﻟﺒﻄﺎﻗﺔ ﺍﻟﺪ‪‬ﺍﻟﺔ ﻋﻠﻰ ﳏﺘﻮﻳﺎ‪‬ﺎ ﻟﺘﺤﺪﻳﺪ ﻣﺎﻫﻴﺔ ﺍﳌﺎﺩﺓ ﺍﳌﺴﺒﺒﺔ ﻟﻠﺘﺴﻤ‪‬ﻢ‪ ،‬ﻭﺃﻳﻀﺎ ﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﻗـﻲﺀ‬
    ‫ﺍﺣﺘﻔﻆﹾ ﺑﻪ ﻟﻐﺮﺽ ﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﺨﱪﻱ‪.‬‬
    ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺼﺎﺏ ﰲ ﺣﺎﻟﺔ ﺗﺸﻨﺞ‪:‬‬
    ‫ـ ﻻ ﲢﺎﻭﻝ ﺗﻘﻴﻴﺪ ﺍﳌﺮﻳﺾ‪ ،‬ﻭﻟﻜﻦ ﺣﺎﻭﻝﹾ ﻭﺿﻌﻪ ﰲ ﻣﻮﺿﻊ ﻣﺮﻳﺢ ﻟﻜﻲ ﻻ ﻳﺆﺫﻱ ﻧﻔﺴﻪ‪.‬‬
    ‫ـ ﺇﺭﺧﺎﺀ ﺍﳌﻼﺑﺲ ﺍﻟﻀﻴ‪‬ﻘﺔ‪.‬‬
    ‫ـ ﻣﻼﺣﻈﺔ ﺍﻧﺴﺪﺍﺩ ﺍ‪‬ﺮﻯ ﺍﳍﻮﺍﺋﻲ ﻭﺗﺼﺤﻴﺢ ﺫﻟﻚ ﺑﺈﻣﺎﻟﺔ ﺍﻟﺮﺃﺱ ﻭﺗﻘﺪﱘ ﺍﻹﻧﻌﺎﺵ ﺑﻄﺮﻳﻘﺔ ﻓﻢ ﺇﱃ ﻓﻢ ﺇﺫﺍ ﻟﺰﻡ ﺍﻷﻣﺮ‪.‬‬
    ‫ـ ﻻ ﺗﻀﻊ ﺃﻱ ﺷﻲﺀ ﺑﺎﻟﻘﻮﺓ ﺃﻭ ﺍﻷﺻﺎﺑﻊ ﺑﲔ ﺃﺳﻨﺎﻧﻪ ﻭﺍﻥ ﺍﺳﺘﺪﻋﻰ ﺍﻷﻣﺮ ﻓﻘﻄﻌﺔ ﻗﻤﺎﺵ ﺻﻐﲑﻩ ﺑﺸﺮﻁ ﺍﻥ ﻻ ﺗﺴﺪ ﳎﺮﻯ‬
    ‫ﺍﻟﺘﻨﻔﺲ ‪.‬‬
    ‫ـ ﻋﺪﻡ ﺇﻋﻄﺎﺋﻪ ﺃﻱ ﺳﺎﺋﻞ‪.‬‬
    ‫ـ ﻋﺪﻡ ﺣﺜﹼﻪ ﻋﻠﻰ ﺍﻟﺘﻘﻴﺆ‪.‬‬
    ‫ـ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﺣﺎﻟﺔ ﺍﻟﺘﺸﻨ‪‬ﺞ ﳚﺐ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﻗﻠﺐ ﺍﳌﺮﻳﺾ ﻋﻠﻰ ﺟﺎﻧﺒﻪ ﺍﻷﳝﻦ ﺃﻭ ﻇﻬﺮﻩ ﻣﻊ ﻣﻼﺣﻈﺔ ﲤﻴﻴـﻞ ﺍﻟـﺮﺃﺱ‬
    ‫ﺑﻮﺿﻊ ﻣﻨﺎﺳﺐ ﻟﺴﻤﺎﺡ ﺗﺪﻓﹼﻖ ﺃﻱ ﺳﺎﺋﻞ ﻣﻦ ﻓﻤﻪ‪.‬‬
    ‫ﺏ ‪-‬ﺍﻟﺘﺴﻤﻢ ﺑﺴﺒﺐ ﻋﻀﺎﺕ ﺍﻟﺜﻌﺎﺑﲔ ﻭﻟﺪﻏﺎﺕ ﺍﻟﻌﻘﺎﺭﺏ ‪:‬‬
    ‫ﺍﻷﻋﺮﺍﺽ‪:‬‬
    ‫‪ .١‬ﺯﻭﻏﺎﻥ ﺍﻟﺒﺼﺮ‪.‬‬
    ‫‪ .٢‬ﺿﻌﻒ ﺍﻟﻌﻀﻼﺕ ﻭﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳊﺮﻛﺔ‪.‬‬
    ‫‪ .٣‬ﺃﱂ ﻣﻮﺿﻌﻲ ﺷﺪﻳﺪ ﻭﺍﺯﺭﻗﺎﻕ ﻭﺗﻮﺭ‪‬ﻡ ﻣﻜﺎﻥ ﺍﻟﻌﻀ‪‬ﺔ ﻭﰲ ﳏﻴﻄﻬﺎ‪.‬‬
    ‫‪ .٤‬ﺯﻳﺎﺩﺓ ﺇﻓﺮﺍﺯ ﺍﻟﻠﻌﺎﺏ ﻭ ﺍﻟﺘﻌﺮﻕ ﺍﻟﺸﺪﻳﺪ‪.‬‬
    ‫‪ .٥‬ﺍﻟﺪﻭﺧﺔ ﻭﺍﻟﻐﺜﻴﺎﻥ ﻭﺍﻟﺘﻘﻴﺆ‪.‬‬
    ‫ﺍﻹﺟﺮﺍﺀﺍﺕ‪:‬‬
    ‫‪ .١‬ﺍﺗﺼﻞﹾ ﺑﺎﻟﻄﻮﺍﺭﺉ‪.‬‬
    ‫‪١٢‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺍﺟﻌﻞﹾ ﺍﳌﺼﺎﺏ ﻳﺴﺘﻠﻘﻲ ﻭﺍﻃﻠﺐ‪ ‬ﻣﻨﻪ ﻋﺪﻡ ﺍﳊﺮﻛﺔ‪ ،‬ﻭﺍﻋﻤﻞﹾ ﻋﻠﻰ ‪‬ﺪﺋﺘﻪ‪.‬‬ ‫‪.٢‬‬
    ‫ﺍﺣﺮﺹ‪ ‬ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ﻣﻮﺿﻊ ﺍﻟﻌﻀ‪‬ﺔ ﺃﻭ ﺍﻟﻠﺪﻏﺔ ﺍﺧﻔﺾ‪ ‬ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﻘﻠﺐ ﺩﺍﺋﻤﺎ‪.‬‬ ‫‪.٣‬‬
    ‫ﺍﻣﺴﺢ‪ ‬ﻣﻜﺎﻥ ﺍﻹﺻﺎﺑﺔ ﺑﺎﻟﻜﺤﻮﻝ ﺃﻭ ﺑﺎﳌﺎﺀ ﻭﺍﻟﺼﺎﺑﻮﻥ‪.‬‬ ‫‪.٤‬‬
    ‫ﺍﺭﺑﻂﹾ ﻓﻮﻕ ﻣﻜﺎﻥ ﺍﻹﺻﺎﺑﺔ ﻭﲢﺘﻬﺎ ﲝﻮﺍﱄ ‪ ٥‬ﺳﻢ ﺇﻥﹾ ﺃﻣﻜﻨﻚ‪ ،‬ﻭﻻ ﲡﻌﻞ ﺍﻟﺮﺑﻄﺔ ﻗﻮﻳﺔ ﺟﺪﺍ‪ ،‬ﻭﲝﻴﺚ ﳝﻜﻨـﻚ‬ ‫‪.٥‬‬
    ‫ﲤﺮﻳﺮ ﺇﺻﺒﻌﻚ ﲢﺖ ﺍﻟﺮﺑﻄﺔ ﻛﻴﻼ ﺗﻌﻴﻖ ﺍﻟﺪﻭﺭﺍﻥ ﺍﻟﺸﺮﻳﺎﱐ‪.‬‬
    ‫ﻻ ﲢﺎﻭﻝﹾ ﻓﺼﺪ ﺃﻭ ﺟﺮﺡ ﻣﻜﺎﻥ ﺍﻟﻌﻀ‪‬ﺔ ﺃﻭ ﺍﻟﻠﺪﻏﺔ‪ ،‬ﻭﻻ ﲢﺎﻭﻝﹾ ﺍﻣﺘﺼﺎﺹ ﺍﻟﺴﻢ‪.‬‬ ‫‪.٦‬‬
    ‫ﻗﻢ‪ ‬ﺑﺘﱪﻳﺪ ﺍﳌﻜﺎﻥ‪ ،‬ﺇﻥﹾ ﺃﻣﻜﻦ‪ ،‬ﺑﻮﺿﻊ ﺍﻟﺜﻠﺞ‪ ،‬ﻭﺫﻟﻚ ﻟﺘﺄﺧﲑ ﺍﻣﺘﺼﺎﺹ ﺍﻟﺴﻢ ﻭﲣﻔﻴﻒ ﺍﻷﱂ‪.‬‬ ‫‪.٧‬‬

    ‫ﺝ ‪ -‬ﺍﻟﺘﺴﻤﻢ ﺑﺎﺳﺘﻨﺸﺎﻕ ﺍﻟﻐﺎﺯﺍﺕ‪:‬‬


    ‫ﺍﻷﻋﺮﺍﺽ ‪:‬‬
    ‫‪ .١‬ﺻﻌﻮﺑﺔ ﺑﺎﻟﺘﻨﻔﺲ ﻟﺪﺭﺟﺔ ﺍﻻﺧﺘﻨﺎﻕ ﻟﻌﺪﻡ ﻭﺟﻮﺩ ﺍﻷﻭﻛﺴﺠﲔ‪.‬‬
    ‫‪ .٢‬ﺗﺄﺛﺮ ﺩﺭﺟﺔ ﺍﻟﻮﻋﻲ ﺇﱃ ﺩﺭﺟﺔ ﺍﻟﻐﻴﺒﻮﺑﺔ‪.‬‬
    ‫‪ .٣‬ﺗﻘﺮ‪‬ﺣﺎﺕ ﺑﺎﻟﻐﺸﺎﺀ ﺍﳌﺨﺎﻃﻲ ﺍﶈﻴﻂ ﺑﺎﳉﻬﺎﺯ ﺍﻟﺘﻨﻔﺴﻲ‪.‬‬
    ‫‪ .٤‬ﻏﺜﻴﺎﻥ ﻭﺗﻘﻴ‪‬ﺆ‪.‬‬
    ‫ﺍﻹﺟﺮﺍﺀﺍﺕ‪:‬‬
    ‫‪ .١‬ﺍﻹﺑﻌﺎﺩ ﻋﻦ ﻣﻮﻗﻊ ﺍﻟﻐﺎﺯ‪.‬‬
    ‫‪ .٢‬ﺇﻋﻄﺎﺀ ﺍﳌﺼﺎﺏ ﻧﺴﺒﺔ ﻣﺮﺗﻔﻌﺔ ﻣﻦ ﻏﺎﺯ ﺍﻷﻭﻛﺴﺠﲔ‪.‬‬
    ‫‪ .٣‬ﳚﺐ ﺍﻟﺘﺄﻛﹼﺪ ﻣﻦ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺘﻨﻔﺲ ﺗﻠﻘﺎﺋﻴﺎ‪.‬‬
    ‫‪ .٤‬ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻼﻣﺘﻚ ﻛﻤﺴﻌﻒ‪.‬‬
    ‫ﺩ‪ -‬ﺍﻟﺘﺴﻤﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﳉﻠﺪ ﻛﺎﻣﺘﺼﺎﺹ ﺭﺫﺍﺫ ﺍﳌﺒﻴﺪﺍﺕ ﺍﻟﺴ‪‬ﺎﻡ ﺍﳌﻼﻣﺲ ﻟﻠﺠﻠﺪ‪.‬‬
    ‫ﰲ ﺣﺎﻟﺔ ﺍﻟﺴﻤﻮﻡ ﺍﻟﱵ ﺗﻼﻣﺲ ﺍﳉﻠﺪ ﺃﻭ ﺍﻟﻌﻴﻮﻥ‪:‬‬
    ‫‪ .١‬ﺍﻏﻤﺮ ﺍﳌﻨﻄﻘﺔ ﺑﺎﳌﺎﺀ ﺍﻟﺒﺎﺭﺩ ﺍﳉﺎﺭﻱ ﳌﺪﺓ ﻻ ﺗﻘﻞ ﻋﻦ ‪ ١٥‬ﺩﻗﻴﻘﺔ ﻭﺍﻏﺴﻞ ﺍﻟﻌﻴﻨﲔ ﺑﺮﻓـﻖ ﺍﺳﺘﻤﺮ ﺑﻐﻤﺮ ﺍﳌﻨﻄﻘﺔ ﺣﱴ‬
    ‫ﺗﺼﻞ ﺇﻟﻴﻚ ﺍﳌﺴـﺎﻋﺪﺓ ‪.‬‬
    ‫‪ .٢‬ﺃﺑﻌـﺪ ﲨـﻴﻊ ﺍﳌﻼﺑـﺲ ﺍﳌﻠـﻮﺛـﺔ ‪.‬‬
    ‫‪ .٣‬ﻻ ﺗﺴﺘﻌﻤـﻞ ﺃﻱ ﺃﺩﻭﻳﺔ ﻛﻴﻤـﻴﺎﺋـﻴﺔ‪.‬‬

    ‫‪١٣‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫• ﺍﳊﺪﺙ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺻﻮﺍﻋﻖ ﺃﻭ ﻛﻮﺍﺭﺙ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳉﻮﻳﺔ ﺃﻭ ﺍ‪‬ﻴﺎﺭ ﺟﺰﺋﻲ ﺃﻭ ﻛﻠﻲ ﳌﺒﲎ ﺃﻭ ﺳﻮﺭ ﺍﳌﺪﺭﺳﺔ ﻋﻠﻰ ﻋﺪﺩ‬
    ‫ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﻭ ﺩﺧﻮﻝ ﻣﻴﺎﻩ ﺑﺸﺪﺓ ﺇﱃ ﺍﳌﺪﺭﺳﺔ ‪.‬‬

    ‫ﺗﻌﺮﻳﻒ ﺍﻟﻜﻮﺍﺭﺙ‪:‬‬
    ‫ﻫﻲ ﺍﻷﺣﺪﺍﺙ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺣﺎﻻﺕ ﺍﻟﻄﻮﺍﺭﺉ ﻛﺎﻟﻜﻮﺍﺭﺙ‪ ،‬ﺍﻷﺟﻮﺍﺀ ﺍﻟﺴﻴﺌﺔ‪ ،‬ﺯﻻﺯﻝ‪ ،‬ﻋﻮﺍﺻﻒ‪ ،‬ﺗﺴﺮ‪‬ﺏ ﻏﺎﺯ‪ ،‬ﺪﻳـﺪ‬
    ‫ﺍﻧﻔﺠﺎﺭ‪ ،‬ﺍ‪‬ﻴﺎﺭ ﻣﺒﲎ ﺃﻭ ﺟﺰﺀ ﻣﻨﻪ ﺃﻭ ﺃﻱ ‪‬ﺪﻳﺪ ﺧﺎﺭﺟﻲ ﻟﻠﻤﺪﺭﺳﺔ ﻭﺍﻟﺬﻱ ﻳﺘﻄﻠﹼﺐ ﺇﺧﻼﺀ ﺃﻣﺎﻛﻦ ﺃﻭ ﻓﺼﻮﻝ ﻣﻌﻴﻨـﺔ ﺃﻭ‬
    ‫ﺍﳌﺪﺭﺳﺔ ﺑﺄﻛﻤﻠﻬﺎ ﻣﻊ ﺗﻘﺪﱘ ﺍﻟﻌﻼﺝ ﻟﻠﻤﺼﺎﺑﲔ‪ .‬ﻭﺗﻠﻚ ﺍﳊﻮﺍﺩﺙ ﺗﻜﻮﻥ ﺫﺍﺕ ﺻﺒﻐﺔ ﺧﺎﺭﺟﻴﺔ ﻏﲑ ﻣﺘﻮﻗﻊ ﺣﺪﻭﺛﻬﺎ؛ ﻻ ﰲ‬
    ‫ﺍﻟﺰﻣﺎﻥ ﻭﻻ ﰲ ﺍﳌﻜﺎﻥ‪ .‬ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻜﻮﻥ ﻓﻮﻕ ﻃﺎﻗﺔ ﺍﳍﻴﻤﻨﺔ‪ ،‬ﻭﲢﺘﺎﺝ ﺇﱃ ﻋﻮﻥ ﻭﻣﺴﺎﻋﺪﺓ ﺧﺎﺭﺟﻴﺔ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺪﺧﻞ ﻭﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺣﺎﻟﺔ ﺗﻌﺮ‪‬ﺽ ﺍﳌﺪﺭﺳﺔ ﻟﺘﻠﻚ ﺍﳊﻮﺍﺩﺙ‪:‬‬
    ‫‪ .١‬ﺇﻋﻼﻥ ﺟﻬﺎﺯ ﺍﻹﻧﺬﺍﺭ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﻧﻈﺎﻡ ﺍﻟﻨﺪﺍﺀ ﺍﻟﺪﺍﺧﻠﻲ ﻣﻊ ﺇﻋﻼﻥ ﺍﳊﺎﻟﺔ ﺍﻟﻄﺎﺭﺋﺔ ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﳌﻮﻗﻊ ﺍﻟﺬﻱ ﺑﻪ ﺍﳊﺎﻟﺔ‬
    ‫ﺍﻟﻄﺎﺭﺋﺔ‪.‬‬
    ‫‪ .٢‬ﲨﻊ ﻓﺮﻳﻖ ﺍﻷﺯﻣﺎﺕ ﻭﺍﻟﻄﻮﺍﺭﺉ ﻭﻗﻴﺎﻣﻬﻢ ﲟﻤﺎﺭﺳﺔ ﺩﻭﺭﻫﻢ ﻛﺎﻣﻼ‪ ،‬ﻭﺍﻟﺘﺼﺮﻑ ﻛﻤﺎ ﰲ ﺣﺎﻟﺔ ﺍﻹﺧﻼﺀ ) ﺻﻔﺤﺔ ﺭﻗﻢ‬
    ‫‪.(٤٢‬‬
    ‫ﻧﻘﻞ ﺍﻟﻄﻼﺏ ﺇﱃ ﻣﻜﺎﻥ ﺁﻣﻦ ﺑﻌﻴﺪﺍ ﻋﻦ ﻣﺼﺪﺭ ﺍﳋﻄﺮ‪.‬‬ ‫‪.٣‬‬
    ‫ﺗﻘﻴﻴﻢ ﻣﺪﻯ ﺧﻄﻮﺭﺓ ﺍﻟﻮﺿﻊ ﻭﺇﺑﻼﻍ ﺍﻟﺪﻓﺎﻉ ﺍﳌﺪﱐ ﻭﺍﻟﺸﺮﻃﺔ ﻫﺎﺗﻔﻴﺎ‪.‬‬ ‫‪.٤‬‬
    ‫ﲤﺸﻴﺎ ﻣﻊ ﺗﻌﻠﻴﻤﺎﺕ ﺍﻟﺪﻓﺎﻉ ﺍﳌﺪﱐ ﻳﺘﻢ‪ ‬ﺇﺧﻼﺀ ﺍﻟﻄﻼﺏ ﺇﱃ ﻓﻨﺎﺀ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﺃﻱ ﻣﻜﺎﻥ ﺁﻣﻦ‪.‬‬ ‫‪.٥‬‬
    ‫ﺍﳌﺴﺎﻋﺪﺓ ﰲ ‪‬ﺪﺋﺔ ﺷﻌﻮﺭ ﺍﳌﺼﺎﺑﲔ‪ ،‬ﻭﺫﻭﻳﻬﻢ ﻭﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﺣﺪ‪‬ﺓ ﺍﻹﺻﺎﺑﺎﺕ‪.‬‬ ‫‪.٦‬‬

    ‫‪١٤‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺍﳊﺪﺙ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺣﺎﺩﺙ ﺗﺪﻫﻮﺭ ﺣﺎﻓﻠﺔ ﻣﺪﺭﺳﻴﺔ ﺃﻭ ﺗﻌﻄﻠﻬﺎ‪.‬‬ ‫•‬

    ‫ﰲ ﺣﺎﻟﺔ ﺗﻌﻄﻞ ﺣﺎﻓﻠﺔ ﻣﺪﺭﺳﻴﺔ‪:‬‬


    ‫‪ .١‬ﺗﺘﺼﻞ ﺍﻟﻌﺎﻣﻠﺔ ﺑﺎﳌﺪﺭﺳﺔ ﻭﺍﻹﺑﻼﻍ ﻋﻦ ﻧﻮﻉ ﺍﻟﻌﻄﻞ ﻭﺍﻟﻌﻨﻮﺍﻥ ‪.‬‬
    ‫‪ .٢‬ﺗﻘﻮﻡ ﺍﻹﺩﺍﺭﺓ ﺑﺘﻮﻓﲑ ﺣﺎﻓﻠﺔ ﺑﺪﻳﻠﺔ ﻭﺇﺭﺳﺎﳍﺎ ﻟﻨﻘﻞ ﺍﻟﻄﺎﻟﺒﺎﺕ ‪.‬‬
    ‫‪ .٣‬ﰲ ﺣﺎﻟﺔ ﺍﺗﺼﺎﻝ ﺍﻷﻫﻞ ﻳﺘﻢ ﻃﻤﺄﻧﺘﻬﻢ ‪.‬‬
    ‫ﰲ ﺣﺎﻟﺔ ﺗﺪﻫﻮﺭ ﺣﺎﻓﻠﺔ ﻣﺪﺭﺳﻴﺔ‪:‬‬
    ‫‪ .١‬ﺑﻌﺪ ﻭﺻﻮﻝ ﺍﳋﱪ ﻟﻠﻤﺪﺭﺳﺔ ﻳﺘﻢ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺗﻮﺍﺟﺪ ﻓﺮﻕ ﺍﻹﺳﻌﺎﻑ ﻭﺍﻟﺸﺮﻃﺔ ‪.‬‬
    ‫‪ .٢‬ﺍﻻﺗﺼﺎﻝ ﺑﺎﻷﻫﻞ ﻭﻃﻤﺄﻧﺘﻬﻢ ‪.‬‬
    ‫‪ .٣‬ﲣﺼﻴﺺ ﺧﻂ ﺳﺎﺧﻦ ﻟﺘﻠﻘﻲ ﺍﺳﺘﻔﺴﺎﺭﺍﺕ ﺍﻷﻫﻞ‪،‬ﻭﺇﻣﺪﺍﺩﻫﻢ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺃﻭﻻﹰ ﺑﺄﻭﻝ‪.‬‬
    ‫‪ .٤‬ﻣﺘﺎﺑﻌﺔ ﻋﻤﻞ ﻓﺮﻕ ﺍﻟﻄﻮﺍﺭﺉ ﻭﺍﻟﺘﻮﺍﺻﻞ ﻣﻌﻬﻢ ﺑﺎﺳﺘﻤﺮﺍﺭ‪.‬‬
    ‫‪ .٥‬ﻗﻴﺎﻡ ﻓﺮﻳﻖ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺑﺰﻳﺎﺭﺓ ﻣﻴﺪﺍﻧﻴﺔ ﳌﻜﺎﻥ ﺍﳊﺎﺩﺙ ﺇﻥ ﺃﻣﻜﻦ‪،‬ﺃﻭ ﺍﳌﺴﺘﺸﻔﻰ ﰲ ﺣﻞ ﺗﻄﻠﺐ ﺍﻷﻣﺮ ﻧﻘﻞ ﺍﻟﻄﺎﻟﺒﺎﺕ‬
    ‫ﻟﻪ‪.‬‬
    ‫• ﺍﳊﺪﺙ ﺍﻟﺜﺎﻣﻦ ‪ :‬ﻣﺎﺱ ﺃﻭ ﺻﻌﻖ ﻛﻬﺮﺑﺎﺋﻲ‪.‬‬

    ‫ﻛﺜﲑﺍ ﻣﺎ ﲢﺪﺙ ﺇﺻﺎﺑﺎﺕ ﺃﻭ ﻭﻓﺎﺓ ﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻨﺎﺱ ﺑﺴﺒﺐ ﺍﻟﺼﺪﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﻟﻜﻲ ﻧﺘﺠﻨﺐ ﻫﺬﺍ ﺍﳋﻄـﺮ ﺍﳌﻤﻴـﺖ‬
    ‫ﳓﺘﺎﺝ ﺇﱃ ﺃﻥ ﻧﺘﻌﺮﻑ ﻋﻠﻰ ﻭﺳﺎﺋﻞ ﺍﻟﺴﻼﻣﺔ ﺍﻟﱵ ﲢﻤﻴﻨﺎ ﻣﻦ ﺍﻟﺘﻌﺮﺽ ﳍﺬﺍ ﺍﳋﻄﺮ ﺑﺈﺫﻥ ﺍﷲ‪.‬‬
    ‫ﺍﻟﻮﺳﺎﺋﻞ‪:‬‬
    ‫• ﻻ ﺗﻠﻤﺲ‪ ‬ﺃﺑﺪﺍ ﻣﻔﺎﺗﻴﺢ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺃﻭ ﺍﻷﺟﻬﺰﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﻳﺪﻙ ﺭﻃﺒﺔ ﺃﻭ ﺇﺫﺍ ﻛﻨﺖ ﺗﻘﻒ ﰲ ﺍﳌـﺎﺀ ﺃﻭ‬
    ‫‪١٥‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﻋﻠﻰ ﺳﻄﺢ ﻣﺒﻠﹼﻞ‪.‬‬


    ‫• ﺗﻔﻘﹼﺪ‪ ‬ﲨﻴﻊ ﺍﻷﺟﻬﺰﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻟﺪﻳﻚ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﲨﻴﻊ ﺍﻷﺳﻼﻙ ﰲ ﺣﺎﻟﺔ ﺟﻴﺪﺓ ﻭﺇﺫﺍ ﻛـﺎﻥ ﻳﻮﺟـﺪ ﺃﻱ‬
    ‫ﻋﻴﺐ ﰲ ﺍﳉﻬﺎﺯ ﻓﻼ ﺗﺴﺘﻌﻤﻠﻪ ﺇﱃ ﺃﻥ ﻳﺘﻢ ﺇﺻﻼﺣﻪ ﺃﻭ ﺍﺳﺘﺒﺪﺍﻟﻪ‪.‬‬
    ‫• ﲡﻨ‪‬ﺐ‪ ‬ﲢﻤﻴﻞ ﺃﻱ ﻣﻘﺒﺲ ﻛﻬﺮﺑﺎﺋﻲ ﺯﻳﺎﺩﺓ ﻋﻦ ﻃﺎﻗﺘﻪ ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﺃﺳﻼﻙ ﺍﻟﺘﻮﺻﻴﻞ ﺃﻭ ﺍﳌﻘﺎﺑﺲ ﺍﳌﺘﻌﺪﺩﺓ ﻣـﻊ‬
    ‫ﺃﳘﻴﺔ ﺗﺮﻛﻴﺐ ﺳﺪ‪‬ﺍﺩﺍﺕ ﰲ ﺍﳌﻘﺎﺑﺲ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﳊﻤﺎﻳﺔ ﺍﻟﻄﻼﺏ‪.‬‬
    ‫• ﳚﺐ ﻓﺼﻞ ﲨﻴﻊ ﺍﻷﺟﻬﺰﺓ ﻋﻨﺪ ﻋﺪﻡ ﺍﺳﺘﻌﻤﺎﳍﺎ‪.‬‬
    ‫ﰲ ﺣﺎﻟﺔ ﺗﻌﺮﺽ ﻃﺎﻟﺐ ﻟﺼﻌﻖ ﻛﻬﺮﺑﺎﺋﻲ ﻻ ﻗﺪﺭ ﺍﷲ ﻳﺘﻢ ﺍﻟﺘﺼﺮﻑ ﻛﺎﻵﰐ ‪:‬‬
    ‫‪ -١‬ﺇﺫﺍ ﻛﺎﻥ ﺑﺈﻣﻜﺎﻧﻚ‪:‬ﺣﺎﻭﻝ ﺇﻗﻔﺎﻝ ﻣﺼﺪﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ ،‬ﻛﺈﺧﺮﺍﺝ ﺍﻟﻘﺎﺑﺲ ﺃﻭ ﺃﺩﺍﺓ ﺍﻟﺘﻮﺻﻴﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻟﻠﺴﻠﻚ‬
    ‫ﻣﻦ ﺻﻨﺪﻭﻕ ﺗﻮﺯﻳﻊ ﺍﻟﻜﻬﺮﺑﺎﺀ‪ ،‬ﺃﻭ ﺇﻳﻘﺎﻑ ﺗﺸﻐﻴﻞ ﺍﳉﻬﺎﺯ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻧﻔﺴﻪ ﻛﺎﳌﻨﺸﺎﺭ ﺃﻭ ﺍﳌﻜﻴﻒ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺃﻭ ﻏﲑﻩ‪.‬‬
    ‫‪ -٢‬ﺍﻹﺳﺮﺍﻉ ﺑﻄﻠﺐ ﻣﻌﻮﻧﺔ ﻓﺮﻳﻖ ﺍﻹﺳﻌﺎﻑ‪.‬‬
    ‫‪ -٣‬ﻟﻮ ﱂ ﻳﻜﻦ ﻣﻦ ﺍﳌﹸﻤﻜﻦ ﺇﻳﻘﺎﻑ ﻣﺼﺪﺭ ﺍﻟﻜﻬﺮﺑﺎﺀ‪ ،‬ﻓﺤﺎﻭﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺣﺪ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺎﻓﺔ ﻭﻏﲑ ﺍﳌﹸﻮﺻﻠﺔ ﻟﻠﺘﻴﺎﺭ‬
    ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ ﺇﺑﻌﺎﺩ ﺍﳌﹸﺼﺎﺏ ﻋﻦ ﻣﺼﺪﺭ ﺍﻟﺘﻴﺎﺭ‪ ،‬ﻣﺜﻞ ﺍﻟﻌﺼﺎ ﺍﳋﺸﺒﻴﺔ ﺃﻭ ﺍﻟﻜﺮﺳﻲ ﺃﻭ ﻗﻄﻊ ﺍﻷﺛﺎﺙ ﺍﻷﺧﺮﻯ ‪.‬ﻭﲡﻨﺐ‬
    ‫ﺍﻻﻗﺘﺮﺍﺏ ﻣﻦ ﺍﳌﺼﺎﺏ ﺇﱃ ﺑﻀﻌﺔ ﺃﻣﺘﺎﺭ‪ ،‬ﺣﻴﻨﻤﺎ ﻳﻜﻮﻥ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﻣﺼﺪﺭ ﺣﻲ ﻟﻠﻜﻬﺮﺑﺎﺀ‪.‬‬
    ‫‪ -٤‬ﲟﺠﺮﺩ ﺃﻥ ﻳ‪‬ﺼﺒﺢ ﺍﳌﺼﺎﺏ ﰲ ﻣﺄﻣﻦ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ ،‬ﺍﻓﺤﺺ ﺳﻼﻣﺔ ﳎﺮﻯ ﺍﻟﺘﻨﻔﺲ ﺃﻱ ﺍﻟﻔﻢ ﺃﻭ ﺍﻷﻧﻒ ﻭﺍﳊﻠﻖ‬
    ‫ﻣﻦ ﺃﻱ ﺇﻋﺎﻗﺔ ﺃﻭ ﺳﺪﺩ ﳝﻨﻌﻪ ﻣﻦ ﺍﻟﺘﻨﻔﺲ‪ ،‬ﻭﺗﺄﻛﺪ ﻣﻦ ﺟﺮﻳﺎﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻔﺲ ﻋﱪ ﺍﻹﺣﺴﺎﺱ ﲞﺮﻭﺝ ﻫﻮﺍﺀ ﻣﻦ ﺍﻷﻧﻒ ﺃﻭ‬
    ‫ﺍﻟﻔﻢ ﻭﲝﺮﻛﺔ ﺍﻟﺼﺪﺭ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻧﺒﺾ ﻗﻠﺒﻪ ﻋﱪ ﺷﺮﺍﻳﲔ ﺍﻟﺮﻗﺒﺔ ﺃﻭ ﺣﱴ ﺍﳌﻌﺼﻢ‪ ،‬ﻭﻟﻮ ﻛﺎﻥ ﻫﻨﺎﻙ ﺃﻱ ﺗﻮﻗﻒ‬
    ‫ﰲ ﺍﻟﻘﻠﺐ ﺃﻭ ﺍﻟﺘﻨﻔﺲ‪ ،‬ﺍﺑﺪﺃ ﰲ ﺧﻄﻮﺍﺕ ﺍﻹﻧﻌﺎﺵ ﺍﻟﻘﻠﱯ ﺍﻟﺮﺋﻮﻱ‪.‬‬
    ‫‪ -٥‬ﻟﻮ ﻛﺎﻧﺖ ﻟﺪﻳﻪ ﺣﺮﻭﻕ ﺟﻠﺪﻳﺔ‪ ،‬ﺣﺎﻭﻝ‪ ،‬ﺇﻥ ﺃﻣﻜﻦ ﺫﻟﻚ ﺑﺴﻬﻮﻟﺔ‪ ،‬ﺃﻥ ﺗﱰﻉ ﺃﻱ ﻣﻼﺑﺲ ﺗﻐﻄﻴﻬﺎ‪ ،‬ﻭﺍﺳﻘﻬﺎ ﲟﺎﺀ ﺑﺎﺭﺩ‬
    ‫ﺟﺎﺭ ﺣﱴ ﳜﻒ ﺍﻷﱂ ﻓﻴﻬﺎ‪.‬‬
    ‫‪ -٦‬ﻟﻮ ﺑﺪﺕ ﻋﻠﻴﻪ ﻋﻼﻣﺎﺕ ﺍﻟﺼﺪﻣﺔ ﻣﻦ ﺇﻏﻤﺎﺀ ﺃﻭ ﺷﺤﻮﺏ ﻟﻮﻥ ﺍﳉﻠﺪ ﻋﻦ ﺍﻟﻠﻮﻥ ﺍﻟﻄﺒﻴﻌﻲ‪ ،‬ﺣﺎﻭﻝ ﻭﺿﻌﺘﻪ ﻋﻠﻰ‬
    ‫ﺍﻷﺭﺽ ﻣﻊ ﺇﺑﻘﺎﺀ ﺍﻟﺮﺃﺱ ﰲ ﻣﺴﺘﻮﻯ ﺃﻗﻞ ﻣﻦ ﺑﻘﻴﺔ ﺍﳉﺴﻢ ﻣﻊ ﺭﻓﻊ ﺍﻟﺴﺎﻗﲔ ﻭﺍﻟﻔﺨﺬﻳﻦ ﺇﱃ ﺃﻋﻠﻰ ﺷﻴﺌﺎﹰ ﻳﺴﲑﺍﹰ‪ ،‬ﻛﻲ ﻳﺘﻢ‬
    ‫ﺗﺰﻭﻳﺪ ﺍﻟﺪﻣﺎﻍ ﺑﺎﻟﺪﻡ‪ ،‬ﻣﻊ ﺗﻐﻄﻴﻪ ﺑﺄﺭﺩﻳﺔ ﺟﺎﻓﺔ ﻛﺎﻟﺒﻄﺎﻧﻴﺔ ﺃﻭ ﻏﲑﻫﺎ‪.‬‬
    ‫‪ -٧‬ﺍﻟﺒﻘﺎﺀ ﻣﻊ ﺍﳌﺼﺎﺏ ﺣﱴ ﻗﺪﻭﻡ ﻓﺮﻳﻖ ﺍﻹﺳﻌﺎﻑ‪ ،‬ﻣﻊ ﻣﻼﺣﻈﺔ ﻭﺟﻮﺩ ﺃﻱ ﺇﺻﺎﺑﺎﺕ ﻣﺼﺎﺣﺒﺔ ﻣﻦ ﻛﺴﻮﺭ ﺃﻭ ﺟﺮﻭﺡ‬
    ‫ﻭﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺎ ﻣﺎ ﺃﻣﻜﻦ ﺫﻟﻚ‪.‬‬
    ‫ﻭﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﳚﺐ ﲡﻨﺒﻬﺎ ﺃﺛﻨﺎﺀ ﺇﺳﻌﺎﻑ ﺍﳌﹸﺼﺎﺏ‪ ،‬ﻭﻫﻲ‪:‬‬
    ‫‪ -‬ﲡﻨﺐ ﳌﺲ ﺍﳌﹸﺼﺎﺏ ﻃﺎﳌﺎ ﻛﺎﻥ ﻗﺮﻳﺒﺎﹰ ﺃﻭ ﻣﻼﻣﺴﺎﹰ ﳌﺼﺪﺭ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺇﻻ ﺑﻌﺪ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺎﺯﻝ ﻛﻘﻔﺎﺯ ﻣﻦ ﺍﻟﻘﻤﺎﺵ‬
    ‫ﺍﻟﺴﻤﻴﻚ ﺃﻭ ﺍﳉﻠﺪ‪.‬‬

    ‫‪١٦‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫‪ -‬ﲡﻨﺐ ﻧﺰﻉ ﺍﳉﻠﺪ ﺍﳌﺘﻬﺘﻚ ﻋﻠﻰ ﺍﳊﺮﻕ ﺃﻭ ﲤﺰﻳﻖ ﺍﻷﻛﻴﺎﺱ ﺍﳌﺎﺋﻴﺔ ﻋﻠﻰ ﺳﻄﺤﻪ‪.‬‬
    ‫‪ -‬ﲡﻨﺐ ﻭﺿﻊ ﺛﻠﺞ ﺃﻭ ﺯﺑﺪﺓ ﺃﻭ ﻣﺮﻫﻢ ﺃﻭ ﺃﺩﻭﻳﺔ ﺃﻭ ﺃﻏﻄﻴﺔ ﻗﻄﻨﻴﺔ ﻋﻠﻰ ﺍﳊﺮﻭﻕ‪ ،‬ﻣﺎ ﻋﺪﺍ ﺍﳌﺎﺀ ﺍﳉﺎﺭﻱ ﻭﺍﻟﺒﺎﺭﺩ ﻟﺘﺨﻔﻴﻒ‬
    ‫ﺍﻷﱂ‪.‬‬
    ‫‪ -‬ﲡﻨﺐ ﺍﻟﺘﺤﺮﻳﻚ ﺍﻟﻌﺸﻮﺍﺋﻲ ﳉﺴﻢ ﺃﻱ ﻣ‪‬ﺼﺎﺏ ﻣﺎ ﺃﻣﻜﻦ ﺫﻟﻚ‪.‬‬
    ‫• ﺍﳊﺪﺙ ﺍﻟﺘﺎﺳﻊ ‪ :‬ﺳﻠﻮﻙ ﻋﻨﻴﻒ)ﻣﺸﺎﺟﺮﺓ ﺑﺎﻷﺩﻭﺍﺕ ﺍﳊﺎﺩﺓ ﺑﲔ ﺍﻟﻄﻠﺒﺔ ‪/‬ﺍﻟﺸﻐﺐ‪ /‬ﺍﻻﻋﺘﺪﺍﺀ ﻋﻠﻰ ﺃﺣﺪ ﺍﳌﻌﻠﻤﲔ‬
    ‫ﻣﻦ ﻗﺒﻞ ﺍﻟﻄﻠﺒﺔ(‪.‬‬
    ‫ﺗﻌﺮﻳﻒ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻌﻨﻴﻒ‪:‬‬

    ‫ﻫﻮ ﺗﺼﺮﻓﺎﺕ ﻋﺪﻭﺍﻧﻴﺔ ﺃﻭ ﺳﻠﻮﻙ ﻳﺘﺮﺗ‪‬ﺐ ﻋﻠﻴﻪ ﺃﺫﻯ ﺷﺨﺼﻲ ﺃﻭ ﺗﺪﻣﲑ ﰲ ﺍﳌﻤﺘﻠﻜﺎﺕ ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﻷﺫﻯ ﺃﻭ ﺍﻟﻀﺮﺭ‬
    ‫ﻧﻔﺴﻴﺎ ) ﰲ ﺷﻜﻞ ﺍﻧﺘﻘﺎﺹ ﻣﻦ ﻗﻴﻤﺔ ﺍﻵﺧﺮ ﺃﻭ ﲢﻘﲑﻩ ﺃﻭ ﺇﺫﻻﻟﻪ ( ﻭﻛﺬﻟﻚ ﺟﺴﻤﻴﺎ‪ .‬ﻭﻫﺬﻩ ﺍﻟﺘﺼﺮﻓﺎﺕ ﻗﺪ ﺗﻜﻮﻥ‬
    ‫ﻣﻮﺟ‪‬ﻬﺔ ﺇﱃ ﺍﻟﻄﻼﺏ ﺃﻭ ﺍﳌﻌﻠﻤﲔ ﺃﻭ ﺗﺄﺧﺬ ﻗﻨﻮﺍﺕ ﺃﺧﺮﻯ ﻣﺜﻞ ﺇﺗﻼﻑ ﳑﺘﻠﻜﺎﺕ ﺍﻵﺧﺮﻳﻦ ﺃﻭ ﺍﳌﺒﺎﱐ ﺃﻭ ﺍﻷﺟﻬﺰﺓ ﰲ‬
    ‫ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻮﺍﺟﺐ ﺍﲣﺎﺫﻫﺎ ﰲ ﺣﺎﻻﺕ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺴﻠﱯ ‪:‬‬
    ‫‪ .١‬ﺍﻟﺘﺒﻠﻴﻎ ﻋﻦ ﻣﻜﺎﻥ ﺣﺎﻟﺔ ﺍﻟﻌﻨﻒ ﺃﻭ ﺍﻟﺸﻐﺐ ﺇﱃ ﻣﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﻭﻛﻴﻠﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﻌﻠﻢ ﺍﳌﻨﺎﻭﺏ ﺃﻭ ﺃﻱ ﻣﻌﻠﻢ ﺃﻭ‬
    ‫ﻃﺎﻟﺐ ﺷﺎﻫﺪ ﺍﳌﻮﻗﻒ‪.‬‬
    ‫‪ .٢‬ﻓﻚ‪ ‬ﺍﻻﺷﺘﺒﺎﻙ ﻭﺗﻘﻴﻴﻢ ﺍﻟﻮﺿﻊ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﳉﺴﻤﻴﺔ‪.‬‬
    ‫‪ .٣‬ﺇﺑﻼﻍ ﻓﻮﺭﻱ ﻋﻦ ﺍﳊﺎﻟﺔ ﻟﻠﺠﻬﺎﺕ ﺍﳌﺨﺘﺼﺔ ﺑﺈﺩﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ‪ ،‬ﻭﺭﻓﻊ ﺗﻘﺮﻳﺮ ﻋﻦ ﺍﳊﺎﻟﺔ ﻻﺣﻘﺎﹰ ﻟﻺﺩﺍﺭﺓ ‪.‬‬
    ‫‪ .٤‬ﺇﺑﻼﻍ ﻭﱄ ﺍﻷﻣﺮ ﻭﳎﻠﺲ ﺍﻷﻣﻨﺎﺀ ﰲ ﺣﺎﻝ ﻛﺎﻥ ﺍﻟﻔﻌﻞ ﳐﺎﻟﻔﺎ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‪.‬‬
    ‫‪ .٥‬ﻋﻤﻞ ﺍﳉﻠﺴﺎﺕ ﺍﻹﺭﺷﺎﺩﻳﺔ ﻟﻠﻄﺎﻟﺐ ﺫﻱ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻌﻨﻴﻒ ﻣﻦ ﻗﺒﻞ ﺍﻷﺧﺼﺎﺋﻲ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺗﻄﺒﻴﻖ ﻻﺋﺤﺔ ﺍﻟﻘﻮﺍﻋﺪ‬
    ‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﺴﻠﻮﻙ ﻭﺍﳌﻮﺍﻇﺒﺔ‪.‬‬
    ‫ﻛﻤﺎ ﺃﻥ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺄﺩﻳﺒﻴﺔ ﺍﻟﱵ ﺗﻄﺒﻘﻬﺎ ﺍﳌﺪﺭﺳﺔ ﳚﺐ ﺃﻥ ﻻ ﲣﺮﺝ ﻋﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﻨﺼﻮﺹ ﻋﻠﻴﻬﺎ ﰲ ﺳﻴﺎﺳﺔ ﺍ‪‬ﻠﺲ‬
    ‫ﺍﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﻴﻢ ﻭﻫﻲ ﻛﺎﻟﺘﺎﱄ‪:‬‬
    ‫‪ -١‬ﺍﻟﻔﺼﻞ ﺍﳌﺆﻗﺖ‪:‬‬
    ‫ﳛﻖ ﳌﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ﺇﻳﻘﺎﻑ ﺍﻟﻄﺎﻟﺐ ﻋﻦ ﺍﻟﺪﺭﺍﺳﺔ ﳌﺪﺓ ﺗﺘﺮﺍﻭﺡ ﻣﻦ ﻳﻮﻡ ﺇﱃ ﺛﻼﺛﺔ ﺃﻳﺎﻡ ﻭﳝﻜﻦ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺘﻮﺻﻴﺔ ﻣﻦ ﳎﻠﺲ‬
    ‫‪١٧‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺍﻷﻣﻨﺎﺀ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳﺘﻢ ﺧﻼﳍﺎ ﻋﻘﺪ ﺍﺟﺘﻤﺎﻉ ﻣﻊ ﻭﱄ ﺃﻣﺮ ﺍﻟﻄﺎﻟﺐ ﻟﺘﺤﺪﻳﺪ ﺃﻳﺔ ﺇﺟﺮﺍﺀﺍﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ ‪ .‬ﺇﻻ ﺃﻧﻪ ﻻ ﳚﻮﺯ ﻓﺼﻞ‬
    ‫ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﳌﺪﺓ ﺗﺘﺠﺎﻭﺯ ﻋﻦ ﺫﻟﻚ ﺃﻭ ﰲ ﻓﺘﺮﺓ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪.‬‬
    ‫‪ -٢‬ﺗﻐﻴﲑ ﺍﻟﺒﻴﺌﺔ ﺍﳌﺪﺭﺳﻴﺔ‪:‬‬
    ‫ﰲ ﺣﺎﻝ ﺗﻜﺮﺍﺭ ﺍﻟﺴﻠﻮﻙ ﺍﳌﺨﺎﻟﻒ ﻣﻦ ﺍﻟﻄﺎﻟﺐ ‪ ،‬ﺃﻭ ﻋﺪﻡ ﺍﻟﺘﺰﺍﻣﻪ ﻭﺍﺣﺘﺮﺍﻣﻪ ﺍﻟﻨﻈﻢ ﺍﳌﺪﺭﺳﻴﺔ ﺃﻭ ﺍﻟﺘﻤﺮﺩ ﺃﻭ ﺍﻟﺘﻠﻔﻆ ﺑﺄﻟﻔﺎﻅ‬
    ‫ﺑﺬﻳﺌﺔ ﻣﻊ ﺃﺣﺪ ﺃﻋﻀﺎﺀ ﺍﳍﻴﺌﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﺘﺪﺭﻳﺴﻴﺔ ‪ ،‬ﺃﻭ ﺍﻟﺘﺸﺎﺟﺮ ﺃﻭ ﺍﻟﺘﺤﺮﺵ ﺑﺎﻟﻄﻼﺏ ﺃﻭ ﺇﻟﻘﺎﺀ ﻣﻔﺮﻗﻌﺎﺕ ﺩﺍﺧﻞ ﺍﳊﺮﻡ‬
    ‫ﺍﳌﺪﺭﺳﻲ ‪ ،‬ﳝﻜﻦ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﻘﻄﺮﻳﺔ ﳊﻤﺎﻳﺔ ﺍﻟﻄﻔﻞ ﻭﺍﳌﺮﺃﺓ ﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ﻭﺍﻟﻨﻈﺮ ﰲ ﻣﻮﺿﻮﻉ ﺗﻐﻴﲑ ﺍﻟﺒﻴﺌﺔ‬
    ‫ﺍﳌﺪﺭﺳﻴﺔ ﻟﻠﻄﺎﻟﺐ ﻭﺗﺮﻓﻊ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺇﱃ ﻣﻜﺘﺐ ﺍﳌﺪﺍﺭﺱ ﺍﳌﺴﺘﻘﻠﺔ ﻭﻻ ﻳﺘﻢ ﺗﻐﻴﲑ ﺑﻴﺌﺔ ﺍﻟﻄﺎﻟﺐ ﺇﻻ ﲟﻮﺍﻓﻘﺔ ﻫﻴﺌﺔ ﺍﻟﺘﻌﻠﻴﻢ‬
    ‫ﻋﻠﻰ ﺍﻟﻘﺮﺍﺭ‪.‬‬
    ‫• ﺍﳊﺪﺙ ﺍﻟﻌﺎﺷﺮ ‪ :‬ﺳﻘﻮﻁ ﺃﺣﺪ ﺍﻟﻄﻠﺒﺔ ﻣﻐﺸﻴﺎ ﻋﻠﻴﻪ ﺃﻭ ﺇﺻﺎﺑﺔ ﺃﺣﺪ ﺍﻟﻄﻠﺒﺔ ﺑﻨﻮﺑﺔ ﻣﺎ )ﺗﻮﻗﻒ ﺍﻟﺘﻨﻔﺲ‪ ،‬ﺻـﺮﻉ ‪ ،‬ﺭﺑـﻮ‬
    ‫‪،‬ﺍﳔﻔﺎﺽ ﺃﻭ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺴﻜﺮ ‪....‬ﺇﱁ (‪..‬‬
    ‫ﻭﺳﻮﻑ ﻧﺘﻄﺮﻕ ﳍﺬﻩ ﺍﻷﻣﻮﺭ ﺑﺎﻟﺘﻔﺼﻴﻞ ‪.‬‬

    ‫ﺃﻭﻻ‪ :‬ﺍﳊﺎﻻﺕ ﺍﻟﻄﺎﺭﺋﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻨﻔﺲ‪:‬‬


    ‫ﺳﻮﻑ ﻧﺘﻌﺮﺽ ﰲ ﻫﺬﺍ ﺍﳉﺎﻧﺐ ﺇﱃ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﺍﻟﺘﻨﻔﺴﻴﺔ ﺍﻟﻄﺎﺭﺋﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺇﺳﻌﺎﻓﻬﺎ‪:‬‬
    ‫‪ .١‬ﺻﻌﻮﺑﺔ ﺍﻟﺘﻨﻔﺲ‪:‬‬
    ‫ﺗﻜﻮﻥ ﻋﻼﻣﺎﺕ ﻭﺃﻋﺮﺍﺽ ﺍﻹﺟﻬﺎﺩ ﺍﻟﺘﻨﻔﺴﻲ ﻣﻠﺤﻮﻇﺔ ﻋﺎﺩﺓ‪ .‬ﻭﻳﺒﺪﻭ ﺍﳌﺼﺎﺏ ﻛﺄﻥ ﻟﺪﻳﻪ ﻣﺸﻜﻠﺔ ﰲ ﺍﻟﺘﻨﻔﺲ‪ .‬ﻭﻋﺎﺩﺓ ﻣﺎ‬
    ‫ﻳﻜﻮﻥ ﻣﻌﺪﻝ ﺍﻟﺘﻨﻔﺲ ﻏﲑ ﻃﺒﻴﻌﻲ ﻋﻠﻤﺎ ﺃﻥ ﺍﳌﻌﺪ‪‬ﻝ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻠﺘﻨﻔﺲ ) ‪ ١٢‬ـ ‪ ١٦‬ﻧﻔﺲ‪/‬ﺩﻗﻴﻘﺔ (‪ .‬ﻭﺗﺒﺪﻭ ﺑﺸﺮﺗﻪ ﰲ‬
    ‫ﺍﻟﺒﺪﺍﻳﺔ ﻣﺒﻠﹼﻠﺔ ﻭﻣﺘﻮﺭﺩﺓ ﺑﺸﻜﻞ ﻣﻠﺤﻮﻅ‪ ،‬ﰒ ﺗﺼﺒﺢ ﻓﻴﻤﺎ ﺑﻌﺪ ﺷﺎﺣﺒﺔ ﻭﺯﺭﻗﺎﺀ ﻋﻨﺪﻣﺎ ﻳﺘﺪﻧ‪‬ﻰ ﻣـﺴﺘﻮﻯ ﺍﻷﻭﻛـﺴﺠﲔ ﰲ‬
    ‫ﺍﻟﺪﻡ‪ .‬ﻭﻗﺪ ﻳﺸﻜﻮ ﺍﳌﺼﺎﺏ ﻣﻦ ﺳﻌﺎﻝ ﻣﺴﺘﻤﺮ ﺃﻭ ﺣﺸﺮﺟﺔ ﻭﺻﻔﲑ ﻋﻨﺪ ﺩﺧﻮﻝ ﺃﻭ ﺧﺮﻭﺝ ﺍﳍﻮﺍﺀ‪ .‬ﻭﺗﺘﺄﺛﺮ ﺩﺭﺟﺔ ﺍﻟﻮﻋﻲ‬
    ‫ﻋﻨﺪﻩ‪،‬ﻭ ﺭﲟﺎ ﻳﺸﻌﺮ ﺑﺪﻭﺍﺭ ﻭﺻﺪﺍﻉ ﺧﻔﻴﻒ ﻭﳝﻜﻦ ﺃﻥ ﻳﺸﻌﺮ ﺑﺄﱂ ﺑﺎﻟﺼﺪﺭ‪ .‬ﺃﻱ ﻣﻦ ﻫﺬﻩ ﺍﳌﺆﺷﺮﺍﺕ ﺃﻭ ﺍﻷﻋﺮﺍﺽ ﻗـﺪ‬
    ‫ﻳﻜﻮﻥ ﺩﻟﻴﻼ ﻋﻠﻰ ﺃﻥ ﺍﻟﺸﺨﺺ ﻳﻌﺎﱐ ﻣﻦ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﺘﻨﻔﺲ‪.‬‬
    ‫‪ .٢‬ﺗﻮﻗﹼﻒ ﺍﻟﺘﻨﻔﺲ‪:‬‬
    ‫ﺇﻥ ﺗﻌﺮﻓﻨﺎ ﻋﻠﻰ ﺃﻋﺮﺍﺽ ﺻﻌﻮﺑﺔ ﺍﻟﺘﻨﻔﺲ ﻭﺗﻘﺪﱘ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻄﺎﺭﺋﺔ ﻟﻠﻤﺼﺎﺏ ﻫﻲ ﺍﻷﺳﺎﺱ ﰲ ﻣﻨﻊ ﺣﺪﻭﺙ ﻣـﻀﺎﻋﻔﺎﺕ‬
    ‫ﺧﻄﲑﺓ ﻛﺘﻮﻗﹼﻒ ﺍﻟﺘﻨﻔﺲ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺗﻮﻗﻒ ﺍﻟﺘﻨﻔﺲ ﺍﻹﺷﺎﺭﺓ ﺍﻷﻭﱃ ﳊﺎﻟﺔ ﺗﻨﻔﺴﻴﺔ ﺧﻄﲑﺓ ﺃﻭ ﺳﻜﺘﺔ ﻗﻠﺒﻴﺔ‪ .‬ﻭﻋﻤﻮﻣﺎ ﺇﺫﺍ‬

    ‫‪١٨‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﻛﺎﻥ ﺍﳌﺮﻳﺾ ﻳﺘﻨﻔﺲ ﺑﺼﻮﺭﺓ ﻃﺒﻴﻌﻴﺔ ﻓﺬﻟﻚ ﻳﻌﲏ ﻗﻠﺒﻪ ﻳﻨﺒﺾ‪ .‬ﻭﺗﺄﻛﹼﺪ‪ ‬ﻣﻦ ﺃﻥ ﺍﳌﺼﺎﺏ ﻻ ﻳﱰﻑ ﻭﺣﺎﻭﻝ ﺃﻥ ﲡﻌﻠﻪ ﻣﺮﺗﺎﺣﺎ‬
    ‫ﺑﻘﺪﺭ ﺍﳌﺴﺘﻄﺎﻉ‪.‬‬
    ‫ﻋﺎﺩﺓ ﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺸﺨﺺ ﺍﳌﺼﺎﺏ ﺑﺼﻌﻮﺑﺔ ﺍﻟﺘﻨﻔﺲ ﺃﻛﺜﺮ ﺭﺍﺣﺔ ﻭﻫﻮ ﺟﺎﻟﺲ‪ .‬ﺭﺍﻗﺐ‪ ‬ﺍﳌﺼﺎﺏ ﻭﻋﺎﰿﹾ ﺃﻱ ﺗﻐﻴﲑ ﰲ ﺍﳊﺎﻟﺔ‪،‬‬
    ‫ﻓﺈﺫﺍ ﱂ ﻳﺘﺤﺴ‪‬ﻦ ﺍﳌﺼﺎﺏ ﻭﻓﻘﺪ ﺍﻟﻮﻋﻲ‪ ،‬ﻭﺗﻮﻗﹼﻒ ﺍﻟﺘﻨﻔﺲ‪ ،‬ﻭﻟﻜﻦ ﻟﺪﻳﻪ ﻧﺒﺾ؛ ﻗﻢ‪ ‬ﺑﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﺗﺴﻤ‪‬ﻰ ﺍﻟﺘﻨﻔﺲ ﺍﻹﻧﻘﺎﺫﻱ‪.‬‬
    ‫‪ .٣‬ﺍﻧﺴﺪﺍﺩ ﳎﺮﻯ ﺍﳍﻮﺍﺀ‪:‬‬
    ‫ﺃﻛﺜﺮ ﺍﻷﺳﺒﺎﺏ ﺷﻴﻮﻋﺎ ﻻﻧﺴﺪﺍﺩ ﳎﺮﻯ ﺍﳍﻮﺍﺀ ﻫﻲ‪:‬‬
    ‫ﺃ‪ .‬ﺗﺸﺮﳛﻴﺔ ) ﻣﻦ ﻣﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻔﻢ (‪ :‬ﻣﺜﻞ ﺍﻟﻠﺴﺎﻥ ﺃﻭ ﺑﻌﺾ ﺍﻷﻧﺴﺠﺔ ﰲ ﺍﻟﻔﻢ ﻭﺍﳊﻨﺠﺮﺓ ﻭﳛﺪﺙ ﺫﻟﻚ ﻣﺜﻼ ﻋﻨﺪ ﺍﺭﲣﺎﺀ‬
    ‫ﺍﻟﻌﻀﻼﺕ ﻭﻣﻨﻬﺎ ﺍﻟﻠﺴﺎﻥ ﺑﺴﺒﺐ ﻓﻘﺪﺍﻥ ﺍﻟﻮﻋﻲ‪.‬‬
    ‫ﺏ‪ .‬ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‪ :‬ﻣﺜﻞ ﺍﻷﺟﺴﺎﻡ ﺍﻟﻐﺮﻳﺒﺔ ) ﻛﻘﻄﻌﺔ ﻃﻌﺎﻡ ﺃﻭ ﻟﻌﺒﺔ ﺻﻐﲑﺓ ( ﻭﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﻜـﻮﻥ ﻟﺪﻳـﻪ ﺍﻧـﺴﺪﺍﺩ‬
    ‫ﻣﻴﻜﺎﻧﻴﻜﻲ ﻳﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺍﺧﺘﻨﺎﻕ ‪ ،‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﳚﺐ ﺳﺮﻋﺔ ﺍﻟﺘﺪﺧﻞ ﻭﺇﺳﻌﺎﻑ ﺍﳌﺼﺎﺏ ﻣﻦ ﺧﻼﻝ ﻓﺘﺢ ﳎـﺮﻯ‬
    ‫ﺍﳍﻮﺍﺀ ﻭﺇﻋﻄﺎﺀ ﺍﳌﺼﺎﺏ ﺩﻓﻌﺎﺕ ﺍﻟﺒﻄﻦ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺗﻜﻮﻥ ﻛﺎﻟﺘﺎﱄ‪:‬‬

    ‫ﺃ ـ ﺩﻓﻌﺎﺕ ﺍﻟﺒﻄﻦ ﻟﻠﻤﺨﺘﻨﻖ ﺍﻟﻮﺍﻋﻲ‪:‬‬


    ‫‪ .١‬ﻗﻒ‪ ‬ﺧﻠﻒ ﺍﳌﺼﺎﺏ‪ ،‬ﻭﺍﻋﻘﺪ‪ ‬ﺫﺭﺍﻋﻴﻚ ﺣﻮﻝ ﻭﺳﻄﻪ‪.‬‬
    ‫‪ .٢‬ﺍﻗﺒﺾ‪ ‬ﺇﺣﺪﻯ ﻳﺪﻳﻚ‪ ،‬ﻭﺿﻊ‪ ‬ﺟﺎﻧﺐ ﺍﻹ‪‬ﺎﻡ ﻧﺎﺣﻴﺔ ﻭﺳﻂ ﺍﻟﺒﻄﻦ ﻓﻮﻕ ﺍﻟﺴ‪‬ﺮ‪‬ﺓ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻭﲢﺖ ﺍﻟﻄﺮﻑ ﺍﻟﺴﻔﻠﻲ‬
    ‫ﻣﻦ ﻋﻈﻢ ﺍﻟﻘﺺ‪.‬‬
    ‫‪ .٣‬ﺃﻣﺴﻚ‪ ‬ﻗﺒﻀﺘﻚ ﺑﻴﺪﻙ ﺍﻷﺧﺮﻯ ﻭﺃﻋﻂِ ﺍﳌﺼﺎﺏ ﺩﻓﻌﺎﺕ ﺳﺮﻳﻌﺔ ﻋﻠﻰ ﺑﻄﻨﻪ ﲝﻴﺚ ﺗﻜﻮﻥ ﰲ ﺍﲡﺎﻩ ﺍﻷﻋﻠﻰ ﻭﺇﱃ‬
    ‫ﺍﻟﺪﺍﺧﻞ‪.‬‬
    ‫‪ .٤‬ﻛﺮ‪‬ﺭ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺣﱴ ﳜﺮﺝ ﺍﳉﺴﻢ ﺍﻟﻐﺮﻳﺐ ﺃﻭ ﺣﱴ ﻳﻔﻘﺪ ﺍﳌﺼﺎﺏ ﻭﻋﻴﻪ‪.‬‬
    ‫ﺏ ـ ﺩﻓﻌﺎﺕ ﺍﻟﺒﻄﻦ ﻟﻠﻤﺨﺘﻨﻖ ﻓﺎﻗﺪ ﺍﻟﻮﻋﻲ‪:‬‬
    ‫‪ .١‬ﻳﻮﺿ‪‬ﻊ ﺍﳌﺼﺎﺏ ﰲ ﻭﺿﻊ ﺍﻻﺳﺘﻠﻘﺎﺀ ﻋﻠﻰ ﺍﻟﻈﻬﺮ‪.‬‬
    ‫‪١٩‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫‪ .٢‬ﺍﺟﻠﺲ‪ ‬ﻭﺑﺎﻋﺪ ﺑﲔ ﺭﻛﺒﺘﻴﻚ ﲝﻴﺚ ﺗﻜﻮﻥ ﺣﻮﻝ ﻓﺨﺬﻱ ﺍﳌﺼﺎﺏ‪.‬‬


    ‫‪ .٣‬ﺿﻊ‪ ‬ﻋﻘﺐ ﺇﺣﺪﻯ ﺍﻟﻴﺪﻳﻦ ﻋﻠﻰ ﺑﻄﻦ ﺍﳌﺼﺎﺏ ﻓﻮﻕ ﺍﻟﺴﺮﺓ ﻭﲢﺖ ﺍﻟﻄﺮﻑ ﺍﻟﺴﻔﻠﻲ ﻟﻌﻈﻢ ﺍﻟﻘﺺ‪.‬‬
    ‫‪ .٤‬ﺿﻊ ﻳﺪﻙ ﺍﻷﺧﺮﻯ ﻋﻠﻰ ﻳﺪﻙ ﺍﻷﻭﱃ‪.‬‬
    ‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺃﺻﺎﺑﻊ ﻛﻠﺘﺎ ﺍﻟﻴﺪﻳﻦ ﻣﺘﺠﻬﺔ ﻣﺒﺎﺷﺮﺓ ﺇﱃ ﻧﺎﺣﻴﺔ ﺍﻟﺮﺃﺱ ﻭﺃﻋﻂ ﺍﳌﺼﺎﺏ ﺩﻓﻌﺎﺕ ﺳﺮﻳﻌﺔ ﻋﻠﻰ ﺑﻄﻨﻪ ﲝﻴـﺚ‬
    ‫ﺗﻜﻮﻥ ﰲ ﺍﺗ‪‬ﺠﺎﻩ ﺍﻷﻋﻠﻰ‪.‬‬
    ‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﳊﺎﻻﺕ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻄﺎﺭﺋﺔ ﺍﳌﺘﻌﻠﹼﻘﺔ ﺑﺎﻵﰐ‪:‬‬
    ‫‪ .١‬ﺍﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ‪.‬‬
    ‫‪ .٢‬ﺍﻟﺴﻜﺘﺔ ﺍﻟﺪﻣﺎﻏﻴﺔ‪.‬‬
    ‫‪ .٣‬ﺣﺎﻻﺕ ﻣﺮﺿﻰ ﺍﻟﺴﻜﺮ ﺍﻟﻄﺎﺭﺋﺔ‪.‬‬
    ‫‪ .٤‬ﺍﻟﺼﺮﻉ‪.‬‬
    ‫‪ .٥‬ﺍﻟﺮﺑﻮ ﺍﻟﺸﻌﱯ‪.‬‬
    ‫‪ .٦‬ﺍﳊﺎﻻﺕ ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﻄﺎﺭﺋﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳊﺮﺍﺭﺓ‪.‬‬
    ‫‪ .٧‬ﺃﻣﺮﺍﺽ ﺍﻟﺪﻡ ﺍﻟﻮﺭﺍﺛﻴﺔ‪.‬‬
    ‫ﻭﻧﺘﻌﺮﺽ ﻓﻴﻤﺎ ﻳﻠﻲ ﺑﺎﻟﺘﻔﺼﻴﻞ ﻟﻠﻨﻘﺎﻁ ﺍﻟﻮﺍﺭﺩﺓ ﺃﻋﻼﻩ‪:‬‬

    ‫‪ -١‬ﺍﻷﻣﺮﺍﺽ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻄﺎﺭﺋﺔ‪:‬‬


    ‫ﺗﻌﺪ ﺍﳊﺎﻻﺕ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﻄﺎﺭﺋﺔ ﻣﻦ ﺃﻛﺜﺮ ﻣﺴﺒﺒﺎﺕ ﺍﻟﻮﻓﺎﺓ ﰲ ﳎﺘﻤﻌﻨﺎ ﺍﳌﻌﺎﺻﺮ‪ ،‬ﻭﻫﻲ ﻛﺎﻟﺘﺎﱄ‪:‬‬
    ‫ﺣﺎﻟﺔ ﺍﻟﺬﲝﺔ ﺍﻟﺼﺪﺭﻳﺔ‪:‬‬
    ‫ﲢﺪﺙ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺑﺴﺒﺐ ﺿﻴﻖ ﰲ ﺍﻟﺸﺮﺍﻳﲔ ﺍﻟﺘﺎﺟﻴﺔ ﻭﺍﻟﱵ ﺑﺪﻭﺭﻫﺎ ﺗﺴﺒﺐ ﻧﻘﺺ ﰲ ﺗﺮﻭﻳﺔ ﻋﻀﻼﺕ ﺍﻟﻘﻠـﺐ ﺑﺎﻟـﺪﻡ‬
    ‫ﺍﳌﺆﻛﺴﺞ ﺍﻟﻼﺯﻡ ﻟﻌﻤﻞ ﺍﻟﻘﻠﺐ ﺧﺎﺻﺔ ﻋﻨﺪ ﺯﻳﺎﺩﺓ ﺍ‪‬ﻬﻮﺩ ﺍﻟﺒﺪﱐ ﺃﻭ ﺍﻹﺛﺎﺭﺓ ﳑﺎ ﳚﻌﻞ ﺍﳌﺮﻳﺾ ﻳﺘﺄﱂ‪ ،‬ﻭﲟﺠﺮﺩ ﺯﻭﺍﻝ ﺳﺒﺐ‬
    ‫ﺍﻹﺟﻬﺎﺩ ﻳﺘﻮﻗﻒ ﺍﻷﱂ‪.‬‬

    ‫‪٢٠‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺍﻷﻋﺮﺍﺽ‪:‬‬
    ‫ﺁﻻﻡ ﺑﺎﻟﺼﺪﺭ ﺫﺍﺕ ﻃﺒﻴﻌﺔ ﺿﺎﻏﻄﺔ ﻣﺘﻮﺳﻄﺔ ﺍﻟﺸﺪﺓ ﺧﻠﻒ ﻋﻈﻢ ﺍﻟﻘﺺ ﻭﻗﺪ ﳝﺘﺪ ﻫﺬﺍ ﺍﻷﱂ ﺇﱃ ﺩﺍﺧﻞ ﺍﻟﺬﺭﺍﻉ ﺍﻷﻳـﺴﺮ‬
    ‫ﻭﺍﻷﺻﺎﺑﻊ ﻣﺎﺭ‪‬ﺍﹰ ﺑﺎﻟﻜﺘﻒ ﻭﻛﺬﻟﻚ ﺇﱃ ﺍﻟﺬﺭﺍﻉ ﺍﻵﺧﺮ ﻭﺍﻟﺮﻗﺒﺔ ﻭﺇﱃ ﺍﻟﻔﻚ ﻳﺼﺎﺣﺐ ﻫﺬﺍ ﺍﻷﱂ ﺃﺣﻴﺎﻧﺎ ﺿـﻴﻖ ﺑـﺎﻟﺘﻨﻔﺲ‬
    ‫ﻭﺣﺎﻟﺔ ﻣﻦ ﺍﻹﺟﻬﺎﺩ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺪﺧﻞ ﻭﺍﳌﺴﺎﻋﺪﺓ ﳌﺮﻳﺾ ﺍﻟﺬﲝﺔ ﺍﻟﺼﺪﺭﻳﺔ‪:‬‬
    ‫ﺃ‪ .‬ﻃﻤﺌﻦ‪ ‬ﺍﳌﺼﺎﺏ ﻭﺍﻃﻠﺐ‪ ‬ﻣﻨﻪ ﺍﻟﺮﺍﺣﺔ ﻓﻮﺭﺍ ﰲ ﺃﻓﻀﻞ ﻭﺿﻊ ﻣﻨﺎﺳﺐ ﻟﻪ‪.‬‬
    ‫ﺏ‪ .‬ﺣﺎﻭﻝﹾ ﻓﻚ‪ ‬ﺃﻱ ﻣﻼﺑﺲ ﺣﻮﻝ ﺍﻟﺮﻗﺒﺔ ﺃﻭ ﺍﻟﺼﺪﺭ ﺧﺎﺻﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺿﻴﻘﺔ‪.‬‬
    ‫ﺝ‪ .‬ﺇﺫﺍ ﱂ ﻳﺘﺤﺴ‪‬ﻦ ﺍﳌﺮﻳﺾ ﺧﻼﻝ ﻋﺪ‪‬ﺓ ﺩﻗﺎﺋﻖ ) ﻣﻦ ‪ ٣‬ﺇﱃ ‪ ٥‬ﺩﻗﺎﺋﻖ ( ﺍﻃﻠﺐ ﺍﳋﺪﻣﺎﺕ ﺍﻹﺳﻌﺎﻓﻴﺔ ﻟﻨﻘﻠﻪ ﺇﱃ ﺍﳌﺴﺘﺸﻔﻰ‬
    ‫ﻓﻮﺭﺍ‪.‬‬
    ‫ﺣﺎﻟﺔ ﺍﺣﺘﺸﺎﺀ ﺍﻟﻌﻀﻠﺔ ﺍﻟﻘﻠﺒﻴﺔ ﺃﻭ ﺍﳉﻠﻄﺔ ) ﺍﻟﻨﻮﺑﺔ ﺍﻟﻘﻠﺒﻴﺔ (‪:‬‬
    ‫ﻭﻫﺬﺍ ﻳﻌﲏ ﺟﻠﻄﺔ ﺍﻟﺸﺮﻳﺎﻥ ﺍﻟﺘﺎﺟﻲ‪ ،‬ﻭﻣﺎ ﻳﻨﺸﺄ ﻋﻨﻬﺎ ﻣﻦ ﺍﺣﺘﺸﺎﺀ ) ﻣﻮﺕ ( ﻋﻀﻠﺔ ﺍﻟﻘﻠﺐ‪.‬‬
    ‫ﺍﻷﻋﺮﺍﺽ‪:‬‬
    ‫ﺃﱂ ﺣﺎﺩ ﺫﻭ ﻃﺒﻴﻌﺔ ﺿﺎﻏﻄﺔ ﻭﺇﺣﺴﺎﺱ ﺑﺜﻘﻞ ﻛﺒﲑ ﺧﻠﻒ ﻋﻈﻢ ﺍﻟﻘﺺ ﻭﳝﻜﻦ ﺃﻥ ﻳﺘﺤﻮ‪‬ﻝ ﺃﻭ ﳝﺘﺪ ﻫﺬﺍ ﺍﻷﱂ‪ ،‬ﻛﻤﺎ ﳝﺘﺪ ﺃﱂ‬
    ‫ﺍﻟﺬﲝﺔ‪ ،‬ﺇﱃ ﺍﻟﺬﺭﺍﻋﲔ ﻭﺍﻟﻜﺘﻒ ﻭﺍﻟﻔﻚ ﻭﺍﻟﺮﻗﺒﺔ‪ .‬ﻭﻋﻠﻰ ﻫﺬﺍ ﻓﺈﻥ ﺍﻟﻌ‪‬ﺮﺽ ﺍﳌﺮﺿﻲ ﺍﻷﻛﺜﺮ ﻭﺿﻮﺣﺎ ﻟﻠﺠﻠﻄﺔ ﺍﻟﻘﻠﺒﻴﺔ ﺍﻟﺬﻱ‬
    ‫ﳝﻜﻦ ﻣﻼﺣﻈﺘﻪ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻪ ﻫﻮ ﺍﻷﱂ ﺍﳌﺴﺘﻤﺮ ﺑﺎﻟﺼﺪﺭ ﻷﻛﺜﺮ ﻣﻦ ‪ ١٥‬ﺩﻗﻴﻘﺔ‪ .‬ﻭﺗﺘﻔﺎﻭﺕ ﺷﺪﺓ ﺍﻷﱂ ﺍﻟﻨﺎﲡـﺔ ﻋـﻦ‬
    ‫ﺍﳉﻠﻄﺔ ﺍﻟﻘﻠﺒﻴﺔ ﺑﲔ ﻋﺪﻡ ﺍﻟﺮﺍﺣﺔ ﺍﳋﻔﻴﻒ ﻭﺍﻟﺸﻌﻮﺭ ﺑﺎﻷﱂ ﺍﳌﱪ‪‬ﺡ ﰲ ﺍﻟﺼﺪﺭ‪ .‬ﻭﻻ ﳝﻜﻦ ﲣﻔﻴﻔﻪ ﺑﺎﳉﻠﻮﺱ ﺃﻭ ﺗﻐﻴﲑ ﺍﻟﻮﺿﻊ‪.‬‬
    ‫‪ ..‬ﻣﺆﺷﺮﺍﺕ ﻣﺼﺎﺣﺒﺔ ﻻﺣﺘﺸﺎﺀ ﺍﻟﻌﻀﻠﺔ ﺍﻟﻘﻠﺒﻴﺔ ﻭﻫﻲ‪:‬‬
    ‫ـ ﺻﻌﻮﺑﺔ ﺍﻟﺘﻨﻔﺲ‪.‬‬
    ‫ـ ﻋﺪﻡ ﺍﻧﺘﻈﺎﻡ ﺿﺮﺑﺎﺕ ﺍﻟﻘﻠﺐ‪.‬‬
    ‫ـ ﺍﻟﺘﻌﺮ‪‬ﻕ ﺍﻟﺸﺪﻳﺪ‪.‬‬
    ‫ـ ﺍﳌﻴﻞ ﻟﻠﻘﻲﺀ‪.‬‬
    ‫ـ ﺍﻟﺸﻌﻮﺭ ﺑﻘﺮﺏ ﺍﻟﻮﻓﺎﺓ‪.‬‬
    ‫ﺣﺎﻟﺔ ﺍﻟﺴﻜﺘﺔ ﺍﻟﻘﻠﺒﻴﺔ ‪:‬‬
    ‫ﲢﺪﺙ ﻋﻨﺪﻣﺎ ﻳﺘﻮﻗﻒ ﺍﻟﻘﻠﺐ ﻋﻦ ﺍﻟﻨﺒﺾ ﺃﻭ ﺃﻧﻪ ﻳﻨﺒﺾ ﺑﺼﻮﺭﺓ ﻏﲑ ﻓﻌ‪‬ﺎﻟﺔ ﻛﺎﻟﺮﺟﻔﺎﻥ ﺍﻟﺒﻄﻴ‪‬ﲏ ﳑﺎ ﳝﻨﻊ ﺩﻭﺭﺍﻥ ﺍﻟﺪﻡ ﺑﺸﻜﻞ‬
    ‫ﻓﻌ‪‬ﺎﻝ‪.‬‬
    ‫ﻭﲢﺪﺙ ﺍﻟﺴﻜﺘﺔ ﺍﻟﻘﻠﺒﻴﺔ ﻋﺎﺩﺓ ﺑﺴﺒﺐ ﻣﺮﺽ ﺍﻷﻭﻋﻴﺔ ﺍﻟﻘﻠﺒﻴﺔ ﺇﻻ ﺃﻥ ﺍﻟﻐﺮﻕ ﻭﺍﻻﺧﺘﻨﺎﻕ ﻭﺑﻌﺾ ﺍﻟﻌﻘﺎﻗﲑ ﻭﺍﻹﺻﺎﺑﺎﺕ ﺍﳊﺎﺩﺓ‬
    ‫ﺑﺎﻟﺼﺪﺭ ﻭﻓﻘﺪﺍﻥ ﺍﻟﺪﻡ ﺍﳊﺎﺩ ﻭﺍﻟﺼﻌﻖ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻗﺪ ﺗﺴﺒ‪‬ﺐ ﲨﻴﻌﻬﺎ ﺍﻟﺴﻜﺘﺔ ﺍﻟﻘﻠﺒﻴﺔ‪.‬‬
    ‫‪٢١‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﻣﺆﺷ‪‬ﺮﺍ‪‬ﺎ‪:‬‬
    ‫ﺍﻧﻌﺪﺍﻡ ﺍﻟﻨﺒﺾ‪ .‬ﺇﻻ ﺃﻥ ﺧﻼﻳﺎ ﺍﻟﺪﻣﺎﻍ ﻭﺑﻌﺾ ﺍﻷﺣﻴﺎﺀ ﺍﳊﻴﻮﻳﺔ ﺗﺴﺘﻤﺮ ﺣﻴﻪ‪ ‬ﺣﱴ ﺗﻨﻔﺬ ﻛﻤﻴﺔ ﻣﻦ ﺍﻷﻭﻛﺴﺠﲔ ﻣﻦ ﺟﻬﺎﺯ‬
    ‫ﺍﻟﺪﻭﺭﺓ ﺍﻟﺪﻣﻮﻳﺔ‪ .‬ﻭﳛﺘﺎﺝ ﺍﻟﺸﺨﺺ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺇﱃ ﺍﻹﻧﻌﺎﺵ ﺍﻟﻘﻠﱯ ﺍﻟﺮﺋﻮﻱ ﺍﻟﺬﻱ ﳚﻤﻊ ﺑـﲔ ﺍﻟﺘـﻨﻔﺲ ﺍﻹﻧﻘـﺎﺫﻱ‬
    ‫ﻭﺩﻓﻌﺎﺕ ﺍﻟﺼﺪﺭ ﳑﺎ ﻳﺆﺩ‪‬ﻱ ﻭﻇﻴﻔﺔ ﺍﻟﻘﻠﺐ ﻭﺍﻟﺮﺋﺘﲔ ﻣﻌﺎ‪ .‬ﻭﻻ ﺑﺪ‪ ‬ﻣﻦ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻄﺒﻴﺔ ﺍﳌﺘﻘﺪﻣﺔ ﻓﻮﺭﺍ ﻭﺫﻟﻚ ﻹﻋﺎﺩﺓ ﻧﺒﻀﺎﺕ‬
    ‫ﺍﻟﻘﻠﺐ ﺇﱃ ﺍﻟﻌﻤﻞ ﺑﺸﻜﻞ ﻃﺒﻴﻌﻲ‪.‬‬

    ‫‪ -٢‬ﺍﻟﺴﻜﺘﺔ ﺍﻟﺪﻣﺎﻏﻴﺔ‪:‬‬
    ‫ﻭﲢﺪﺙ ﺑﺴﺒﺐ ﺗﻌﻄﹼﻞ ﻣﻔﺎﺟﺊ ﺑﺎﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳﺔ ﺍﻟﺪﻣﺎﻏﻴﺔ ﻭﺫﻟﻚ ﺇﻣﺎ ﺃﻥ ﻳﻜﻮﻥ ﻧﺎﲡﺎ ﻋﻦ ﺟﻠﻄﺔ ) ﲣﺜـﺮ ( ﺩﺍﺧـﻞ‬
    ‫ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳﺔ ﺃﻭ ﲤﺰ‪‬ﻕ ﺑﺄﺣﺪ ﺷﺮﺍﻳﲔ ﺍﳌﺦ ﳑﺎ ﻳﺴﺒﺐ ﻋﺪﺓ ﺃﻋﺮﺍﺽ ﺣﺎﺩﺓ ﺗﻌﺘﻤﺪ ﰲ ﺣﺪ‪‬ﺎ ﻋﻠﻰ ﻣﺴﺎﺣﺔ ﻭﺃﳘﻴﺔ ﺍﳌﻨﻄﻘﺔ‬
    ‫ﺍﳌﺨﻴ‪‬ﺔ ﺍﳌﺘﺄﺛﺮﺓ ﻛﺎﻟﺘﺎﱄ‪:‬‬
    ‫• ﺃﱂ ﺣﺎﺩ ﺑﺎﻟﺮﺃﺱ ﻣﻊ ﺇﺣﺴﺎﺱ ﺑﺎﻟﺪﻭﺍﺭ‪.‬‬
    ‫• ﻓﻘﺪﺍﻥ ﺗﺪﺭﳚﻲ ﻟﻠﻮﻋﻲ‪.‬‬
    ‫• ﺷﻠﻞ ﻭﺗﻐﻴ‪‬ﺮ ﰲ ﺍﳊﺲ ﰲ ﺃﻱ ﻣﻜﺎﻥ ﺑﺎﳉﺴﻢ ) ﺍﻟﻔﻢ‪ ،‬ﺃﺣﺪ ﺟﺎﻧﱯ ﺍﳉﺴﻢ ﺃﻭ ﺃﻱ ﻣﻜﺎﻥ ﻣﻦ ﺍﻷﻃﺮﺍﻑ (‪.‬‬
    ‫• ﻋﺪﻡ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﳌﺜﺎﻧﺔ ﻭﺍﻷﻣﻌﺎﺀ‪.‬‬
    ‫• ﻋﺪﻡ ﺗﺴﺎﻭﻱ ﺣﺪﻗﱵ ﺍﻟﻌﲔ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻠﻤﺮﻳﺾ ﺑﺎﻟﺴﻜﺘﺔ ﺍﻟﺪﻣﺎﻏﻴﺔ‪:‬‬
    ‫‪ .١‬ﺍﻃﻠﺐ‪ ‬ﺍﳋﺪﻣﺎﺕ ﺍﻹﺳﻌﺎﻓﻴﺔ ﻓﻮﺭﺍ ﺣﻴﺚ ﺃﻥ ﺍﳌﺮﻳﺾ ﳚﺐ ﺃﻥ ﻳ‪‬ﻨﻘﹶﻞ ﺇﱃ ﺍﳌﺴﺘﺸﻔﻰ‪.‬‬
    ‫‪ .٢‬ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺮﻳﺾ ﻭﺍﻋﻴﺎ ﻓﺤﺎﻭﻝ ﺃﻥ ﺗﺴﺎﻋﺪﻩ ﰲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺮﺃﺱ ﻭﺍﻟﻜﺘﻔﺎﻥ ﻣﺮﺗﻔﻌﻴ‪‬ﻦ ﻋﻦ ﺑﺎﻗﻲ ﺟـﺴﻤﻪ ﻭﺃﻥ‬
    ‫ﺗﺪﻳﺮ ﺭﺃﺳﻪ ﺟﺎﻧﺒﺎ ﻟﺘﺼﺮﻳﻒ ﺍﻟﻠﻌﺎﺏ ﻟﻠﺨﺎﺭﺝ‪.‬‬
    ‫‪ .٣‬ﺣﺮ‪‬ﺭ‪ ‬ﺍﳌﺼﺎﺏ ﻣﻦ ﺃﻳﺔ ﻣﻼﺑﺲ ﺿﻴﻘﺔ ﺧﺎﺻﺔ ﺣﻮﻝ ﺍﻟﻌﻨﻖ ﻭﺍﻟﺼﺪﺭ‪.‬‬
    ‫‪ .٤‬ﺍﻣﻨﻊ‪ ‬ﺍﳌﺮﻳﺾ ﻣﻦ ﺗﻨﺎﻭﻝ ﺍﻟﻄﻌﺎﻡ ﻭﺍﻟﺸﺮﺍﺏ‪.‬‬
    ‫‪ .٥‬ﺗﺄﻛﹼﺪ ﻣﻦ ﻭﻋﻴﻪ ﺩﺍﺋﻤﺎ‪ ،‬ﻭﰲ ﺣﺎﻟﺔ ﻓﻘﺪﺍﻧﻪ ﻟﻮﻋﻴﻪ ﳚﺐ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﻗﺪﺭﺓ ﺍﳌﺮﻳﺾ ﻋﻠﻰ ﺍﻟﺘﻨﻔﺲ ﺗﻠﻘﺎﺋﻴﺎ ﻭﺍﻟﻘﻴـﺎﻡ‬
    ‫‪٢٢‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﲟﺴﺎﻋﺪﺗﻪ ﺇﺫﺍ ﻣﺎ ﺩﻋﺖ‪ ‬ﺍﳊﺎﺟﺔ‪.‬‬


    ‫‪ .٦‬ﺿﻊ‪ ‬ﺍﳌﺮﻳﺾ ﻏﲑ ﺍﻟﻮﺍﻋﻲ ﰲ ﻭﺿﻊ ﺍﻹﻓﺎﻗﺔ ﳊﲔ ﻭﺻﻮﻝ ﻓﺮﻳﻖ ﺍﻹﺳﻌﺎﻑ‪.‬‬

    ‫‪ -٣‬ﺣﺎﻻﺕ ﻣﺮﺿﻰ ﺍﻟﺴﻜﺮ ﺍﻟﻄﺎﺭﺋﺔ ‪:‬‬


    ‫ﻣﺮﺽ ﺍﻟﺴﻜﺮﻱ ﻳﻨﺘﺞ ﻋﻦ ﻋﺪﻡ ﻗﺪﺭﺓ ﺍﳉﺴﻢ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ﻧﺴﺒﺔ ﺍﻟﺴﻜﺮ ﰲ ﺍﻟﺪﻡ ﳑﺎ ﻳﺆﺩﻱ ﺇﱃ ﺍﺭﺗﻔﺎﻉ ﺗﺪﺭﳚﻲ ﺑﻨﺴﺒﺔ‬
    ‫ﺍﻟﺴﻜﺮ‪ ،‬ﻭﺗﺼﺒﺢ ﺣﺎﻟﺔ ﺍﻟﺴﻜﺮ ﻃﺎﺭﺋﺔ ﺇﺫﺍ ﱂ ﻳﺘﻢ ﺿﺒﻂ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻜﺮ ﻭﺍﻟﺬﻱ ﻗﺪ ﻳﻨﺘﺞ ﻋﻨﻪ ﻓﻘﺪﺍﻥ ﺍﻟﻮﻋﻲ‪ ،‬ﻭﺃﻏﻠـﺐ‬
    ‫ﺍﳊﺎﻻﺕ ﺍﻟﻄﺎﺭﺋﺔ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺩﺍﺀ ﺍﻟﺴﻜﺮﻱ ﻫﻲ ﺑﺴﺒﺐ ﻧﻘﺺ ﻛﻤﻴﺔ ﺍﻟﺴﻜﺮ ﺑﺎﻟﺪﻡ ﻭﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﳛﺪﺙ ﺑﺴﺒﺐ ﺯﻳﺎﺩﺓ‬
    ‫ﺟﺮﻋﺔ ﺍﻷﻧﺴﻮﻟﲔ ﺃﻭ ﻋﺪﻡ ﺗﻨﺎﻭﻝ ﻭﺟﺒﺔ ﺍﻟﻄﻌﺎﻡ ﰲ ﻭﻗﺘﻬﺎ‪ ،‬ﻭﳛﺘﺎﺝ ﻣﺮﻳﺾ ﺍﻟﺴﻜﺮﻱ ﺩﺍﺋﻤﺎ ﺇﱃ ﻣﻮﺍﺯﻧﺔ ﺟﻴﺪﺓ ﺑﲔ ﻛﻤﻴﺔ‬
    ‫ﺍﻟﺪﻭﺍﺀ ﻭﺍﻟﺴﻜﺮ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ ﻧﺴﺒﺔ ﺍﻟﺴﻜﺮ ﺑﺎﻟﺪﻡ ﺿﻤﻦ ﺍﳊﺪﻭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ‪.‬‬
    ‫ﻧﻘﺺ ﻧﺴﺒﺔ ﺍﻟﺴﻜﺮ ﺑﺎﻟﺪﻡ ﻳﺆﺩﻱ ﺇﱃ ﺍﻧﻌﺪﺍﻡ ﻣﺼﺪﺭ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺠﺴﻢ‪ ،‬ﻭﺃﻭﻝ ﻣﺎ ﻳﺘﺄﺛﹼﺮ ﺍﳌﺦ ﺍﻟﺬﻱ ﻳﻌﱪ ﻋﻦ ﺫﻟـﻚ‬
    ‫ﺑﻔﻘﺪﺍﻥ ﺍﻟﻮﻋﻲ‪.‬‬
    ‫ﺃﻋﺮﺍﺽ ﺍﳔﻔﺎﺽ ﻧﺴﺒﺔ ﺍﻟﺴﻜﺮ ﺑﺎﻟﺪﻡ‪:‬‬
    ‫• ﺷﻌﻮﺭ ﺑﺎﻟﺪﻭﺍﺭ ﻭﺍﻟﻮﻫﻦ ﻭﺍﻻﺭﺗﺒﺎﻙ‪.‬‬
    ‫• ﺗﻌﺮ‪‬ﻕ ﻏﺰﻳﺮ ﻭﺍﺯﺩﻳﺎﺩ ﺳﺮﻋﺔ ﺍﻟﻨﺒﺾ‪.‬‬
    ‫• ﺍﻟﺘﻨﻔﺲ ﺑﺼﻮﺭﺓ ﺳﻄﺤﻴﺔ‪.‬‬
    ‫• ﻓﻘﺪﺍﻥ ﺍﻟﻮﻋﻲ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﳌﺮﻳﺾ ﺑﻨﻘﺺ ﻧﺴﺒﺔ ﺍﻟﺴﻜﺮ‪:‬‬
    ‫‪ .١‬ﰲ ﺣﺎﻟﺔ ﻭﻋﻲ ﺍﳌﺮﻳﺾ ﻭﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺒﻠﻊ؛ ﺃﻋﻄﻪ ﻗﻄﻌﺔ ﻣﻦ ﺍﳊﻠﻮﻯ ﺑﺎﻟﻔﻢ ﻟﺮﻓﻊ ﻧﺴﺒﺔ ﺍﻟﺴﻜﺮ‪ ،‬ﻭﻛﺮ‪‬ﺭ ﺫﻟـﻚ‬
    ‫ﺣﱴ ﺗﻨﺘﻬﻲ ﺍﻷﻋﺮﺍﺽ ﻟﺪﻳﻪ‪.‬‬
    ‫‪ .٢‬ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﻭﻋﻴﻪ ﺗﺄﻛﹼﺪ ﻣﻦ ﻗﺪﺭﺓ ﺍﳌﺮﻳﺾ ﻋﻠﻰ ﺍﻟﺘﻨﻔﺲ ﻭﻣﻦ ﻭﺟﻮﺩ ﺍﻟﻨﺒﺾ‪ ،‬ﻭﺍﻃﻠﺐ ﺍﳋﺪﻣﺎﺕ ﺍﻹﺳـﻌﺎﻓﻴﺔ‬
    ‫ﻓﻮﺭﺍ‪ ،‬ﰒ ﺍﺗ‪‬ﺒﻊ ﺧﻄﻮﺍﺕ ﺍﻹﻧﻌﺎﺵ ﺣﺴﺐ ﺣﺎﻟﺘﻪ‪.‬‬
    ‫ﺃﻋﺮﺍﺽ ﺍﺭﺗﻔﺎﻉ ﻧﺴﺒﺔ ﺍﻟﺴﻜﺮ ﺑﺎﻟﺪﻡ‪:‬‬
    ‫• ﺍﻟﻘﻲﺀ‪.‬‬
    ‫• ﺟﻔﺎﻑ ﺍﳉﺴﻢ‪.‬‬
    ‫‪٢٣‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫• ﺍﻟﻀﻌﻒ ﺍﻟﺸﺪﻳﺪ ﻋﻦ ﺍﳊﺮﻛﺔ‪.‬‬


    ‫• ﻓﻘﺪﺍﻥ ﺍﻟﻮﻋﻲ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﳌﺮﻳﺾ ﺑﻨﻘﺺ ﻧﺴﺒﺔ ﺍﻟﺴﻜﺮ‪:‬‬
    ‫• ﺍﻟﻔﺤﺺ ﺍﳌﺘﻜﺮﺭ‪.‬‬
    ‫• ﺍﻹﻛﺜﺎﺭ ﻣﻦ ﺍﳌﺎﺀ‪.‬‬
    ‫• ﻓﺤﺺ ﺍﻟﺒﻮﻝ ﻟﻠﻜﻴﺘﻮﻥ ﰲ ﺣﺎﻟﺔ ﺍﺭﺗﻔﺎﻉ ﻧﺴﺒﺔ ﺍﻟﺴﻜﺮ ﰲ ﺍﻟﺪﻡ ﺃﻛﺜﺮ ﻣﻦ ‪ ٢٤٠‬ﻣﻠﺠﺮﺍﻡ ‪ /‬ﺩﺳﻠﻴﺘﺮ‪.‬‬
    ‫• ﻋﻨﺪ ﺍﺳﺘﻤﺮﺍﺭ ﻭﺟﻮﺩ ﺍﻟﻜﻴﺘﻮﻥ ﻭﺯﻳﺎﺩﺗﻪ ﰲ ﺍﻟﺒﻮﻝ ﳚﺐ ﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺃﺳﺮﺓ ﺍﻟﻄﻔﻞ ﻭ ﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﻄﻮﺍﺭﺉ‪.‬‬

    ‫‪ -٤‬ﻣﺮﺿﻰ ﺍﻟﺼﺮﻉ ‪:‬‬


    ‫ﻳﻨﺘﺞ ﺍﻟﺼﺮﻉ ﻋﻦ ﺗﻐﻴ‪‬ﺮ ﻣﺆﻗﺖ ﻭﻣﻔﺎﺟﺊ ﰲ ﻭﻇﺎﺋﻒ ﺍﻟﺪﻣﺎﻍ ﻳﺮﺍﻓﻘﻪ ﺗﻐﻴ‪‬ﺮ ﰲ ﺣﺎﻟﺔ ﺍﻟﻮﻋﻲ‪ .‬ﻭﳛـﺪﺙ ﺑـﺴﺒﺐ ﻧـﺸﺎﻁ‬
    ‫ﻛﻬﺮﺑﺎﺋﻲ ﻋﻨﻴﻒ ﰲ ﺍﳋﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻟﻠﺪﻣﺎﻍ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺘﻐﲑ ﻳﺒﺪﺃ ﻭﻳﻨﺘﻬﻲ ﺗﻠﻘﺎﺋﻴﺎ‪ ،‬ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﻳﺘ‪‬ﺼﻒ ﺑﺎﻟﺘﻜﺮﺍﺭ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬
    ‫ﻭﻫﺬﺍ ﺍﻻﺧﺘﻼﻝ ﺍﳌﺆﻗﺖ ﻳﺒﺪﻭ ﻋﻠﻰ ﺍﳌﺮﻳﺾ ﺑﻌﺪﺓ ﺻﻮﺭ ﻟﻠﻤﺮﺽ ﺑﺪﺍﻳﺔﹰ ﻣﻦ ﺍﻟﺸﺮﻭﺩ ﺍﻟﻔﻜﺮﻱ ﻭ‪‬ﺎﻳﺔﹰ ﺑﺎﻟﺘﺸﻨ‪‬ﺞ ﺍﻟﻌـﻀﻠﻲ‬
    ‫ﺍﻟﻜﻠﹼﻲ‪ ،‬ﻭﻋﺎﻣﺔ ﳝﻜﻦ ﺗﻘﺴﻴﻢ ﺍﻟﺼﺮﻉ ﺇﱃ ﺍﻟﺼﺮﻉ ﺍﳉﺰﺋﻲ ﻭﺍﻟﺼﺮﻉ ﺍﻟﻜﻠﻲ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﻭﺍﻟﺘﺼﺮﻑ ﻋﻨﺪ ﺇﺻﺎﺑﺔ ﻃﺎﻟﺐ ﺑﻨﻮﺑﺔ ﺻﺮﻉ‪:‬‬
    ‫‪ .١‬ﻛﻦ‪ ‬ﻫﺎﺩﺋﺎ‪ ،‬ﻭﺍﻃﻠﺐ‪ ‬ﻣﻦ ﺍﻵﺧﺮﻳﻦ ﺃﻥ ﻳﻠﺘﺰﻣﻮﺍ ﺑﺎﳍﺪﻭﺀ‪.‬‬
    ‫‪ .٢‬ﻻ ﺗﺘﺮﻙ‪ ‬ﺷﻴﺌﺎ ﺣﺎﺩ‪‬ﺍﹰ ﺃﻭ ﺻﻠﺒﺎﹰ ﰲ ﺍﳌﻨﻄﻘﺔ ﺍﶈﻴﻄﺔ ﺑﺎﻟﻄﺎﻟﺐ ﺍﳌﺼﺎﺏ ﺑﺎﻟﻨﻮﺑﺔ ﺍﻟﺼﺮﻋﻴﺔ ﺣﱴ ﻻ ﻳﺆﺫﻱ ﻧﻔﺴﻪ‪.‬‬
    ‫‪ .٣‬ﻭﺿﻊ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺟﻨﺒﻪ ﺍﻷﳝﻦ‪ .‬ﻓﻬﺬﺍ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺳﻬﻮﻟﺔ ﺣﺮﻛﺔ ﺍﻟﺘﻨﻔﺲ‪ ،‬ﻭﻻ ﲢﺎﻭﻝ ﺃﻥ ﺗﻔﺘﺢ ﻓﻢ ﺍﳌﺼﺎﺏ‬
    ‫ﺑﺎﻟﻘﻮ‪‬ﺓ‪.‬‬
    ‫‪ .٤‬ﺗﺄﻛﹼﺪ ﻣﻦ ﺃﻥ ﳎﺮﻯ ﺍﳍﻮﺍﺀ ﻣﻔﺘﻮﺡ ﻟﻠﺘﻨﻔﺲ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺃﺭﺑﻄﺔ ﺣﻮﻝ ﻋﻨﻖ ﺍﳌﺼﺎﺏ ﻋﻠﻴﻚ ﺑﱰﻋﻬﺎ ﻭﻓـﻚ‪‬‬
    ‫ﻛﻞ ﺷﻲﺀ ﻳﻌﻴﻖ ﺍﻟﺘﻨﻔﺲ‪.‬‬
    ‫‪ .٥‬ﺿﻊ‪ ‬ﺷﻴﺌﺎ ﻟﻴ‪‬ﻨﺎﹰ ﻭﺧﻔﻴﻔﺎ ﲢﺖ ﺭﺃﺱ ﺍﳌﺼﺎﺏ‪ .‬ﻭﻟﻴﻜﻦ ﺃﻱ ﻧﻮﻉ ﻣﻦ ﺍﳌﻼﺑﺲ ﺃﻭ ﺍﻷﺳﻔﻨﺞ ﺣﱴ ﻻ ﻳـﺮﺗﻄﻢ ﺭﺃﺱ‬
    ‫ﺍﳌﺼﺎﺏ ﺑﺎﻷﺭﺿﻴﺔ‪.‬‬
    ‫‪ .٦‬ﻻ ﺗﻀﻊ ﺷﻴﺌﺎ ﺻﻠﺒﺎﹰ ﺑﲔ ﺃﺳﻨﺎﻥ ﺍﳌﺼﺎﺏ ﻭﺇﺫﺍ ﻛﺎﻥ ﻻ ﺑﺪ ﻣﻦ ﺫﻟﻚ ﺿﻊ ﻗﻄﻌﺔ ﻗﻤﺎﺵ ﺻﻐﲑﺓ ﺃﻭ ﻣﻨﺸﻔﺔ ﻭﳚﺐ‬
    ‫ﺃﻥ ﺗﺴﻤﺢ ﻟﻠﺘﻨﻔﺲ‪.‬‬

    ‫‪٢٤‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫‪ .٧‬ﻻ ﲢﺎﻭﻝ ﺗﺜﺒﻴﺖ ﺍﳌﺼﺎﺏ‪ ،‬ﺑﻞ ﺃﻋﻄﻪ ﺣﺮﻳﺔ ﺍﳊﺮﻛﺔ ﻷﻥ ﺍﻟﻨﻮﺑﺔ ﺳﺘﺄﺧﺬ ﳎﺮﺍﻫﺎ‪.‬‬
    ‫‪ .٨‬ﻻ ﲢﺎﻭﻝ ﻋﻤﻞ ﺗﻨﻔﺲ ﺍﺻﻄﻨﺎﻋﻲ ﻟﻠﻤﺼﺎﺏ ﺇﻻ ﺇﺫﺍ ﱂ ﻳﺴﺘﻌﺪ ﺍﳌﺼﺎﺏ ﺗﻨﻔﹼﺴﻪ ﺑﻌﺪ ﺍﻟﻨﻮﺑﺔ‪.‬‬
    ‫‪ .٩‬ﺍﺑﻖ‪ ‬ﲜﺎﻧﺐ ﺍﳌﺼﺎﺏ ﺣﱴ ﺍﻧﺘﻬﺎﺀ ﺍﻟﻨﻮﺑﺔ‪ ،‬ﺃﻭ ﺍﻃﻠﺐ‪ ‬ﺍﳋﺪﻣﺔ ﺍﻹﺳﻌﺎﻓﻴﺔ ﻟﻪ‪.‬‬
    ‫‪.١٠‬ﻛﻦ ﻟﻄﻴﻔﺎ ﻣﻊ ﺍﳌﺼﺎﺏ‪ ،‬ﻭﻫﺪ‪‬ﺉ ﻣﻦ ﺭﻭﻋﻪ ﺣﱴ ﻳﻌﻮﺩ ﺇﻟﻴﻪ ﻭﻋﻴﻪ‪.‬‬
    ‫‪ .١١‬ﲢﺮﻳﻚ ﺍﳌﺮﻳﺾ ﺍﳌﺼﺎﺏ ﻛﺜﲑﺍﹰ ﺑﻌﺪ ﺍﻟﻨﻮﺑﺔ ﻣﺒﺎﺷﺮﺓ ﳚﻌﻠﻬﺎ ﺗﻌﻮﺩ ﻟﻪ ﻣﺮﺓ ﺃﺧﺮﻯ‪.‬‬

    ‫‪ -٥‬ﺍﻟﺮﺑﻮ ﺍﻟﺸﻌﱯ ) ﺃﺯﻣﺔ ﺍﻟﺮﺑﻮ (‪:‬‬


    ‫ﺗﻨﺘﺞ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻋﻦ ﺿﻴﻖ ﻣﺆﻗﹼﺖ ﺑﺎﻟﻘﺼﺒﺔ ﻭﺍﳌﻤﺮﺍﺕ ﺍﳍﻮﺍﺋﻴﺔ ﳑﺎ ﳚﻌﻞ ﺗﻨﻔﹼﺲ ﺍﳌﺮﻳﺾ ﺻﻌﺒﺎﹰ‪ ،‬ﻭﻻ ﺳﻴ‪‬ﻤﺎ ﺍﻟﺰﻓﲑ‪ .‬ﲣﺘﻠﻒ‬
    ‫ﺷﺪ‪‬ﺓ ﺍﳊﺎﻟﺔ ﺍﳌﺮﺿﻴﺔ ﳌﺮﻳﺾ ﺍﻷﺯﻣﺔ ﺣﺴﺐ ﺷﺪ‪‬ﺓ ﺍﻟﻀﻴﻖ ﺑﺎﳌﻤﺮﺍﺕ ﺍﳍﻮﺍﺋﻴﺔ ﻭﲣﺘﻠﻒ ﺗﺒﻌﺎ ﻟﺬﻟﻚ ﺍﻷﻋﺮﺍﺽ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ‬
    ‫ﻳﻌﺎﱐ ﻣﻨﻬﺎ ﺍﳌﺮﻳﺾ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﳌﺮﻳﺾ ﺍﻟﺮﺑﻮ‪:‬‬
    ‫‪ .١‬ﺍﻃﻠﺐ‪ ‬ﻓﻮﺭﺍ ﺍﳋﺪﻣﺎﺕ ﺍﻹﺳﻌﺎﻓﻴﺔ‪.‬‬
    ‫‪ .٢‬ﻃﻤﺌﻦ‪ ‬ﺍﳌﺮﻳﺾ ﻭﺣﺎﻭﻝ ‪‬ﺪﺋﺘﻪ‪.‬‬
    ‫‪ .٣‬ﺿﻊ‪ ‬ﺍﳌﺮﻳﺾ ﰲ ﻭﺿﻊ ﺍﳉﻠﻮﺱ ﺍﳌﺮﻳﺢ ﰲ ﻏﺮﻓﺔ ‪‬ﺎ ‪‬ﻮﻳﺔ ﺟﻴﺪﺓ‪.‬‬
    ‫‪ .٤‬ﻋﺎﺩﺓ ﳛﻤﻞ ﻣﺮﻳﺾ‪ ‬ﺍﻷﺯﻣﺔ ﻋﻼﺟ‪‬ﻪ ﻣﻌﻪ‪.‬‬
    ‫‪ .٥‬ﺗﻨﺎﻗﺶ ﻣﻊ ﺍﻷﺳﺮﺓ ﺑﺸﺄﻥ ﺣﺎﻟﺘﻪ ﻭﻣﻌﺮﻓﺔ ﺃﻭﻗﺎﺕ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻟﻠﻌﻼﺝ ﻭﻛﻤﻴﺘﻪ‪.‬‬

    ‫‪-٦‬ﺍﳊﺎﻻﺕ ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﻄﺎﺭﺋﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳊﺮﺍﺭﺓ‪:‬‬


    ‫ﻳﺘﻌﺮﺽ ﺍﳉﺴﻢ ﺇﱃ ﺁﺛﺎﺭ ﻣﺆﺫﻳﺔ ﻋﻨﺪﻣﺎ ﺗﺮﺗﻔﻊ ﺣﺮﺍﺭﺗﻪ ﺃﻭ ﻋﻨﺪﻣﺎ ﻳﻔﻘﺪ ﻛﻤﻴﺎﺕ ﻛﺒﲑﺓ ﻣﻦ ﺍﳌﺎﺀ ﻭﺍﳌﻠﺢ ﻧﺘﻴﺠﺔ ﺇﻓﺮﺍﺯ ﺍﻟﻌﺮﻕ‬
    ‫ﺑﻐﺰﺍﺭﺓ ﺑﻌﺪ ﺑﺬﻝ ﳎﻬﻮﺩ ﺟﺴﺪﻱ ﰲ ﺑﻴﺌﺔ ﺷﺪﻳﺪﺓ ﺍﳊﺮﺍﺭﺓ‪ ،‬ﻭﺍﺷﺘﺪﺍﺩ ﺍﳊﺮ ﻳﺆﺩﻱ ﺇﱃ ﺇﺻﺎﺑﺔ ﺍﳉﺴﻢ ﺑـﻀﺮﺑﺔ ﴰـﺲ ﺃﻭ‬
    ‫ﺑﺎﻹﺟﻬﺎﺩ ﺍﳊﺮﺍﺭﻱ‪ .‬ﻭﺭﻏﻢ ﺃﻥ ﺍﻹﺟﻬﺎﺩ ﺍﳊﺮﺍﺭﻱ ﺃﻗﻞ ﺧﻄﻮﺭﺓ ﻣﻦ ﺿﺮﺑﺔ ﺍﻟﺸﻤﺲ؛ ﻓﺎﳊﺎﻟﺘـﺎﻥ ﺗـﺴﺘﻮﺟﺒﺎﻥ ﺍﳌﻌﺎﳉـﺔ‬

    ‫‪٢٥‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺑﺎﻹﺳﻌﺎﻓﺎﺕ ﺍﻷﻭﻟﻴﺔ‪.‬‬
    ‫ﺃ‪-‬ﺿﺮﺑﺔ ﺍﻟﺸﻤﺲ ) ﺿﺮﺑﺔ ﺍﳊﺮ (‪:‬‬
    ‫ﺗﻌﺘﱪ ﺿﺮﺑﺔ ﺍﻟﺸﻤﺲ ﻣﻦ ﺃﺧﻄﺮ ﺃﻧﻮﺍﻉ ﺍﳊﺎﻻﺕ ﺍﻟﻄﺎﺭﺋﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳊﺮ‪ .‬ﻭﺗ‪‬ﺴﻤ‪‬ﻰ ﺿﺮﺑﺔ ﺍﳊﺮ ﺃﺣﻴﺎﻧﺎ ﺑﻀﺮﺑﺔ ﺍﻟﺸﻤﺲ ﺣﱴ‬
    ‫ﻟﻮ ﱂ ﺗﻜﻦ ﺍﻟﺸﻤﺲ ﻫﻲ ﺍﻟﺴﺒﺐ ﺍﻟﺮﺋﻴﺴﻲ ﰲ ﺇﺣﺪﺍﺛﻬﺎ‪ .‬ﻭﻣﻦ ﺧﺼﺎﺋﺺ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺍﺭﺗﻔﺎﻉ ﺷﺪﻳﺪ ﰲ ﺩﺭﺟـﺔ ﺣـﺮﺍﺭﺓ‬
    ‫ﺍﳉﺴﻢ ﻭﺍﺿﻄﺮﺍﺏ ﻋﻤﻠﻴﺔ ﺇﻓﺮﺍﺯ ﺍﻟﻌﺮﻕ‪.‬‬
    ‫ﺃﻋﺮﺍﺽ ﺿﺮﺑﺔ ﺍﻟﺸﻤﺲ ﻫﻲ‪:‬‬
    ‫ـ ﺍﲪﺮﺍﺭ ﺃﻭ ﺗﻮﺭ‪‬ﺩ ﺍﳉﻠﺪ‪.‬‬
    ‫ـ ﺳﺨﻮﻧﺔ ﻭﺟﻔﺎﻑ ﺍﳊﻠﻖ‪.‬‬
    ‫ـ ﺍﺭﺗﻔﺎﻉ ﺷﺪﻳﺪ ﰲ ﺣﺮﺍﺭﺓ ﺍﳉﺴﻢ ﺇﱃ ‪ ٤١‬ﺩﺭﺟﺔ ﻣﺌﻮﻳﺔ ) ‪ ١٠٦‬ﺩﺭﺟﺔ ﻓﻬﺮ‪‬ﺎﻳﺖ (‪.‬‬
    ‫ـ ﺷﻌﻮﺭ ﺍﳌﺼﺎﺏ ﺑﺎﻟﺪﻭﺍﺭ ﻭﺍﻟﻐﺜﻴﺎﻥ ﻭﻭﺟﻊ ﺍﻟﺮﺃﺱ ﻭﺍﺯﺩﻳﺎﺩ ﺳﺮﻋﺔ ﺍﻟﻨﺒﺾ ﻭﻓﻘﺪﺍﻥ ﺍﻟﻮﻋﻲ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﻌﺎﻣﻞ ﳌﻌﺎﳉﺔ ﺿﺮﺑﺔ ﺍﻟﺸﻤﺲ‪:‬‬
    ‫ـ ﺗﱪﻳﺪ ﺍﳌﺼﺎﺏ ﺑﺴﺮﻋﺔ‪.‬‬
    ‫ـ ﻣﺴﺢ ﺍﳉﺴﻢ ﺑﻜﻤ‪‬ﺎﺩﺍﺕ ﻣﻦ ﺍﳌﺎﺀ ﺍﻟﺒﺎﺭﺩ ﺃﻭ ﺳﻜﺐ ﺍﳌﺎﺀ ﺍﻟﺒﺎﺭﺩ ﻋﻠﻰ ﺍﳉﺴﻢ‪.‬‬
    ‫ـ ﲣﻔﻴﺾ ﺣﺮﺍﺭﺓ ﺍﳉﺴﻢ ﻟﺘﺼﻞ ﺇﱃ ‪ ٣٧‬ﺩﺭﺟﺔ ﻣﺌﻮﻳﺔ ) ‪ ٩٨‬ﺩﺭﺟﺔ ﻓﻬﺮ‪‬ﺎﻳﺖ (‪.‬‬
    ‫ـ ﺭﺍﻗﺐ‪ ‬ﺍﳌﺼﺎﺏ ﳌﺪﺓ ﻋﺸﺮ ﺩﻗﺎﺋﻖ ﻟﺌﻼ ﺗﺮﺗﻔﻊ ﺍﳊﺮﺍﺭﺓ ﻣﻦ ﺟﺪﻳﺪ‪.‬‬
    ‫ـ ﻋﻨﺪﻣﺎ ﺗﺴﺘﻘﺮ ﺣﺎﻟﺔ ﺍﳌﺼﺎﺏ‪ ،‬ﺍﻃﻠﺐ‪ ‬ﻣﺴﺎﻋﺪﺓ ﻃﺒﻴﺔ‪.‬‬
    ‫ـ ﻻ ﺗﻘﺪﻡ ﻟﻠﻤﺼﺎﺏ‪ ‬ﺃﻱ ﺳﻮﺍﺋﻞﹶ ‪.‬‬
    ‫ﺏ‪-‬ﺍﻹﺟﻬﺎﺩ ﺍﳊﺮﺍﺭﻱ‪:‬‬
    ‫ﻋﻨﺪﻣﺎ ﻳﺼﺒﺢ ﺟﻬﺎﺯ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺪﻣﻮﻳﺔ ﻭﺃﺟﻬﺰﺓ ﺗﻨﻈﻴﻢ ﺍﳊﺮﺍﺭﺓ ﰲ ﺍﳉﺴﻢ ﻏﲑ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻤﺸﻲ ﻣﻊ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻌﻤﻞ‬
    ‫ﰲ ﺍﳊﺮ ﻗﺪ ﻳﻨﺸﺄ ﺇﺟﻬﺎﺩ ﺣﺮﺍﺭﻱ ﻭﻫﻮ ﺃﻗﻞ ﺧﻄﻮﺭﺓ ﻣﻦ ﺿﺮﺑﺔ ﺍﻟﺸﻤﺲ‪ ،‬ﻭﻟﻜﻨﻪ ﺇﺫﺍ ﱂ ﺗﺘﻢ ﻣﻌﺎﳉﺘﻪ ﺳﺮﻳﻌﺎ ﻗﺪ ﻳﺘﻄﻮ‪‬ﺭ ﺇﱃ‬
    ‫ﺿﺮﺑﺔ ﴰﺲ‪ .‬ﻭﻣﻦ ﺧﺼﺎﺋﺺ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻹﺭﻫﺎﻕ ﻭﺍﻟﻀﻌﻒ ﻭﺍﻻ‪‬ﻴﺎﺭ ﻧﺘﻴﺠﺔ ﻋﺪﻡ ﺷﺮﺏ ﻛﻤﻴﺔ ﻭﺍﻓﺮﺓ ﻣﻦ ﺍﳌﺎﺀ‬
    ‫ﻟﻠﺘﻌﻮﻳﺾ ﻋﻦ ﺍﻟﺴﻮﺍﺋﻞ ﺍﻟﱵ ﻳﻔﻘﺪﻫﺎ ﺍﳉﺴﻢ ﺑﻮﺍﺳﻄﺔ ﺇﻓﺮﺍﺯ ﺍﻟﻌﺮﻕ‪.‬‬
    ‫ﺃﻋﺮﺍﺽ ﺍﻹﺟﻬﺎﺩ ﺍﳊﺮﺍﺭﻱ‪:‬‬
    ‫ـ ﺟﻠﺪ ﺷﺎﺣﺐ ﺑﺎﺭﺩ‪.‬‬
    ‫ـ ﺇﻓﺮﺍﺯ ﺍﻟﻌﺮﻕ ﺑﻜﺜﺮﺓ‪.‬‬
    ‫ـ ﺗﻌﺐ ﺃﻭ ﺿﻌﻒ ﺑﺎﻟﻎ‪.‬‬
    ‫ـ ﺣﺮﺍﺭﺓ ﺍﳉﺴﻢ ﻋﺎﺩﻳﺔ ﺗﻘﺮﻳﺒﺎ‪.‬‬
    ‫‪٢٦‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ـ ﺍﺣﺘﻤﺎﻝ ﺣﺪﻭﺙ ﻭﺟﻊ ﰲ ﺍﻟﺮﺃﺱ ﻭﺗﻘﻴ‪‬ﺆ‪.‬‬


    ‫ﻣﻌﺎﳉﺔ ﺍﻹﺟﻬﺎﺩ ﺍﳊﺮﺍﺭﻱ‪:‬‬
    ‫ـ ﺗﺄﻣﲔ ﺍﻟﺮﺍﺣﺔ ﺑﻌﻴﺪﺍ ﻋﻦ ﺍﻟﺸﻤﺲ‪.‬‬
    ‫ـ ﻳﻮﺿﻊ ﺍﳌﺼﺎﺏ ﻋﻠﻰ ﻇﻬﺮِﻩ ﻣﻊ ﺧﻔﺾ ﺍﻟﺮﺃﺱ ﻭﺭﻓﻊ ﺃﺭﺟﻠﻪ‪.‬‬
    ‫ـ ﺇﻋﻄﺎﺀ ﺍﳌﺼﺎﺏ ﻣﺎﺀ ﳑﺰﻭﺟﺎ ﺑﺒﻌﺾ ﺍﳌﻠﺢ؛ ﻧﺼﻒ ﻣﻠﻌﻘﺔ ﺻﻐﲑﺓ ﻣﻦ ﺍﳌﻠﺢ ﰲ ﻧﺼﻒ ﻛﻮﺏ ﻣﺎﺀ‪ .‬ﻭﺫﻟﻚ ﻛـﻞ ‪١٥‬‬
    ‫ﺩﻗﻴﻘﺔ ﳌﺪﺓ ﺳﺎﻋﺔ‪.‬‬
    ‫ـ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺼﺎﺏ ﻳﺸﻌﺮ ﺑﻐﺜﻴﺎﻥ ﻓﻴ‪‬ﻌﻄﻰ ﻣﺎﺀ ﻓﻘﻂ ﺑﺪﻭﻥ ﻣﻠﺢ‪.‬‬
    ‫ـ ﻻ ﻳ‪‬ﻌﻄﻰ ﺳﻮﺍﺋﻞ ﺑﺎﻟﻔﻢ ﺇﺫﺍ ﻛﺎﻥ ﻓﺎﻗﺪﺍ ﻟﻮﻋﻴﻪ‪.‬‬
    ‫ـ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﺴﺎﻟﻚ ﺍﳍﻮﺍﺋﻴﺔـ ﺭﺍﺣﺔ ﻣﻄﻠﻘﺔ‪.‬‬
    ‫ﺝ‪-‬ﺗﺸﻨﺠﺎﺕ ﺍﳊﺮﺍﺭﺓ‪:‬‬
    ‫ﻭﻫﻲ ﻏﺎﻟﺒﺎ ﻣﺎ ﲢﺪﺙ ﻗﺒﻞ ﺍﻹﺻﺎﺑﺔ ﺑﺎﻹﺟﻬﺎﺩ ﺍﳊﺮﺍﺭﻱ ﻭﺗﺼﻴﺐ ﻋﺎﺩﺓ ﻋﻀﻼﺕ ﺍﳉﺬﻉ ﺃﻭ ﺍﻷﻃﺮﺍﻑ‪ ،‬ﻭﻧﺴﺘﻄﻴﻊ ﲣﻔﻴﻒ‬
    ‫ﺍﻷﱂ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻀﻐﻂ ﺑﻘﻮﺓ ﻋﻠﻰ ﺍﳌﻨﻄﻘﺔ ﺍﳌﺘﺸﻨﺠﺔ ﲟﻨﺸﻔﺔ ﻣﺒﻠﹼﻠﺔ ﲟﺎﺀ ﻓﺎﺗﺮ‪.‬ﻣﻊ ﺇﻋﻄﺎﺀ ﺍﳌﺼﺎﺏ ﳏﻠﻮﻝ ﺍﳌﻠﺢ ﻭﺍﳌﺎﺀ ﻛﻤﺎ ﻫﻮ‬
    ‫ﺍﳊﺎﻝ ﻣﻊ ﺍﳌﺼﺎﺏ ﺑﺎﻹﺟﻬﺎﺩ ﺍﳊﺮﺍﺭﻱ‪.‬‬

    ‫‪ -٧‬ﺃﻣﺮﺍﺽ ﺍﻟﺪﻡ ﺍﻟﻮﺭﺍﺛﻴﺔ‪:‬‬


    ‫ﺃ ‪ .‬ﻓﻘﺮ ﺍﻟﺪﻡ ﺍﳌﻨﺠﻠﻲ‪:‬‬
    ‫ﻫﻮ ﻣﺮﺽ ﻭﺭﺍﺛﻲ ﻏﲑ ﻣﻌ‪‬ﺪٍ ﻳﻨﺠﻢ ﻋﻦ ﻋﻴﺐ ﺧﻠﹾﻘﻲ ﰲ ﺍﳋﻀﺎﺏ ﺑﺴﺒﺐ ﻃﻔﺮﺓ ﺗﺆﺩﻱ ﺇﱃ ﺍﺳﺘﺒﺪﺍﻝ ﺍﳊﻤـﺾ ﺍﻷﻣـﻴﲏ‬
    ‫ﺍﻟﻔﻠﻮﺗﺎﻣﲔ ﻣﻜﺎﻥ ﺍﻟﻔﺎﻟﲔ ﰲ ﺍﳌﻮﺿﻊ ﺍﻟﺴﺎﺩﺱ ﻣﻦ ﺳﻠﺴﻠﺔ ﺍﻟﻔﻮﺑﲔ ﺑﻴﺘﺎ ﳑﺎ ﻳﺆﺩ‪‬ﻱ ﻹﻧﺘﺎﺝ ﺧﻀـﺎﺏ ﺷﺎﺫ ﻫﻮ ﺍﳋﻀﺎﺏ‬
    ‫ﺍﳌﻨﺠﻠﻲ ‪S‬‬

    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺬﻱ ﻟﺪﻳﻪ ﻓﻘﺮ ﺩﻡ ﻣﻨﺠﻠﻲ‪:‬‬


    ‫‪ .١‬ﻃﻤﺄﻧﺔ ﺍﻟﻄﺎﻟﺐ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺮﺍﺣﺘﻪ ﺍﳉﺴﺪﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪.‬‬
    ‫‪ .٢‬ﺳﺆﺍﻝ ﺍﻟﻄﺎﻟﺐ ﺇﻥﹾ ﻛﺎﻥ ﻳﺸﻌﺮ ﺑﱪﺩ ﺃﻭ ﺟﻔﺎﻑ ﺃﻭ ﻧﻘﺺ ﺃﻭﻛﺴﺠﲔ‪.‬‬
    ‫‪ .٣‬ﻃﻠﺐ ﺍﳋﺪﻣﺎﺕ ﺍﻹﺳﻌﺎﻓﻴﺔ ﻟﻪ ﺃﻭ ﻧﻘﻠﻪ ﺇﱃ ﺃﻗﺮﺏ ﻣﺴﺘﺸﻔﻰ‪.‬‬

    ‫‪٢٧‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺏ ‪ .‬ﺍﻟﺜﻼﺳﻴﻤﻴﺎ‪:‬‬
    ‫ﻫﻲ ﺍﺿﻄﺮﺍﺑﺎﺕ ﻭﺭﺍﺛﻴﺔ ﺑﺘﺸﻜﻴﻞ ﺳﻼﺳﻞ ﺍﻟﻔﻠﻮﺑﲔ ﺍﳌﻜﻮ‪‬ﻧﺔ ﻟﻠﻬﻴﻤﻮﻏﻠﻮﺑﲔ ﲢﺪﺙ ﺑﺴﺒﺐ ﻋﻴﺐ ﻭﺭﺍﺛﻲ ﻳﺆﺩﻱ ﺇﱃ ﻧﻘﺺ‬
    ‫ﺃﻭ ﺍﻧﻌﺪﺍﻡ ﺇﻧﺘﺎﺝ ﺃﺣﺪ ﺃﻧﻮﺍﻉ ﺳﻼﺳﻞ ﺍﻟﻔﻠﻮﺑﲔ‪ ،‬ﻭﻳﻨﺠﻢ ﻋﻦ ﺫﻟﻚ ﻓﻘﺮ ﺩﻡ ﺍﳓﻼﱄ ﻭﺃﻋﺮﺍﺽ ﺧﺎﺻﺔ‪.‬‬
    ‫ﻣﻈﺎﻫﺮ ﺍﳌﺮﺽ‪:‬‬
    ‫‪ .١‬ﻓﻘﺮ ﺩﻡ ﻭﻳﺮﻗﺎﻥ‪.‬‬
    ‫‪ .٢‬ﺿﺨﺎﻣﺔ ﰲ ﺍﻟﻜﺒﺪ ﻭﺍﻟﻄﹼﺤﺎﻝ‪.‬‬
    ‫‪ .٣‬ﺗﺸﻮ‪‬ﻫﺎﺕ ﻋﻈﻤﻴﺔ ﻭﺗﺮﻗﹼﻖ ﻋﻈﻤﻲ ﻭﻛﺴﻮﺭ‪.‬‬
    ‫‪ .٤‬ﺗﺮﺳ‪‬ﺐ ﺍﳊﺪﻳﺪ ﰲ ﺍﻷﻋﻀﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ ) ﺍﻟﻜﺒﺪ‪ ،‬ﺍﻟﻄﺤﺎﻝ‪ ،‬ﺍﻟﻘﻠﺐ‪ ،‬ﺍﻟﺒﻨﻜﺮﻳﺎﺱ‪ ( ..‬ﳑﺎ ﻳﺆﺛﹼﺮ ﻋﻠﻰ ﻭﻇﻴﻔﺘﻬﺎ‪.‬‬
    ‫‪ .٥‬ﺍﺿﻄﺮﺍﺏ ﺍﻟﻨﻤﻮ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺬﻱ ﻟﺪﻳﻪ ﻣﺮﺽ ﺍﻟﺜﻼﺳﻴﻤﻴﺎ‪:‬‬
    ‫‪ .١‬ﺍﻻﻫﺘﻤﺎﻡ ﺑﺮﺍﺣﺔ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﳉﺴﺪﻳﺔ‪.‬‬
    ‫‪ .٢‬ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﻭﺟﻮﺩ ﺍﻷﺩﻭﻳﺔ ﻣﻌﻪ ﻭﺍﻟﱵ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﲣﻠﻴﺺ ﺍﳉﺴﻢ ﻣﻦ ﺍﳊﺪﻳﺪ ﺍﻟﺰﺍﺋﺪ‪.‬‬
    ‫‪ .٣‬ﻃﻠﺐ ﺍﳋﺪﻣﺎﺕ ﺍﻹﺳﻌﺎﻓﻴﺔ ﺃﻭ ﻧﻘﻠﻪ ﺇﱃ ﺃﻗﺮﺏ ﻣﺴﺘﺸﻔﻰ‪.‬‬
    ‫ﺝ‪ .‬ﻓﻘﺮ ﺍﻟﺪﻡ ﺍﻟﻔﻮﱄ ) ﻣﺮﺽ ﻧﻘﺺ ﲬﲑﺓ ‪( G٦PD‬‬
    ‫ﻫﻮ ﻣﺮﺽ ﻧﻘﺺ ﲬﲑﺓ ‪ G٦PD‬ﻣﺮﺽ ﻭﺭﺍﺛﻲ ﳛﺪﺙ ﺑﺴﺒﺐ ﺧﻠﻞ ﰲ ﺍﳉﻴﻨﺔ ﺍﻟﻮﺭﺍﺛﻴﺔ ﺍﳌﺴﺆﻭﻟﺔ ﻋﻦ ﺗﻜﻮﻳﻦ ﻫﺬﻩ ﺍﳋﻤﲑﺓ‬
    ‫ﻭﺍﻟﱵ ﺗﻮﺟﺪ ﻋﻠﻰ ﺍﻟﺼﺒﻐﻲ ﺍﳉﻨﺴﻲ ‪ X‬ﻭﻫﺬﺍ ﺍﳌﺮﺽ ﻳﻨﺘﻘﻞ ﺑﺼﻔﺔ ﻣﻘﻬﻮﺭﺓ ﻭﳍﺬﺍ ﻓﺎﻹﻧﺎﺙ ﳝﻜﻦ ﺃﻥ ﻳﻜﻦ‪ ‬ﺳﻠﻴﻤﺎﺕ ﺃﻭ‬
    ‫ﺣﺎﻣﻼﺕ ﻟﻠﻤﺮﺽ ﺃﻭ ﻣﺼﺎﺑﺎﺕ ﺑﻪ‪ .‬ﺃﻣﺎ ﺍﻟﺬﻛﻮﺭ ﻓﻴﻜﻮﻧﻮﻥ ﺃﻣﺎ ﺃﺻﺤ‪‬ﺎﺀ ﺃﻭ ﻣﺼﺎﺑﻮﻥ ﺑﺎﳌﺮﺽ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻮﻗﺎﻳﺔ ﻭﺍﻟﻌﻼﺝ‪:‬‬
    ‫‪ .١‬ﺃﻥ ﻳﺘﺠﻨﺐ ﺍﻟﻄﺎﻟﺐ ﺗﻨﺎﻭﻝ ﺍﻷﻃﻌﻤﺔ ﻭﺍﻷﺩﻭﻳﺔ ﻭﺍﳌﻮﺍﺩ ﺍﳌﺴﺒ‪‬ﺒﺔ ﻟﻠﺘﻜﺴ‪‬ﺮ ﻭﻳﻌﺘﱪ ﺃﻛﻞ ﺍﻟﻔﻮﻝ ﺃﻫﻢ ﻋﺎﻣﻞ ﻣـﺴﺒﺐ‬
    ‫ﻟﻨﻮﺑﺎﺕ ﺍﻟﺘﻜﺴ‪‬ﺮ‪.‬‬
    ‫‪ .٢‬ﻋﻼﺝ ﺣﺎﻻﺕ ﺍﻻﻟﺘﻬﺎﺏ ﺑﺎﻟﺸﻜﻞ ﺍﳌﻨﺎﺳﺐ‪.‬‬
    ‫‪ .٣‬ﻋﺎﺩﺓ ﳛﻤﻞ ﺍﳌﺮﻳﺾ ﺑﻄﺎﻗﺔ ﺧﺎﺻﺔ ﺗﻮﺿ‪‬ﺢ ﺇﺻﺎﺑﺘﻪ ﺑﺎﳌﺮﺽ ﻭﲢﺘﻮﻱ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺎﻷﻃﻌﻤﺔ ﻭﺍﻷﺩﻭﻳﺔ ﺍﳌﻤﻨﻮﻋـﺔ‬
    ‫ﻭﺑﻌﺾ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﳍﺎﻣﺔ ﻟﺬﺍ ﳚﺐ ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺎ ﻭﺗﻮﻋﻴﺔ ﲨﻴﻊ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻟﻄﻼﺏ ﺑﺎﳌﺪﺭﺳﺔ ﲝﺎﻻﺕ ﻓﻘﺮ ﺍﻟﺪﻡ‬
    ‫ﺍﻟﻔﻮﱄ‪.‬‬
    ‫‪ .٤‬ﰲ ﺣﺎﻟﺔ ﺍﻟﻨﻮﺑﺎﺕ ﺍﻟﺒﺴﻴﻄﺔ ﻓﻬﻲ ﻻ ﲢﺘﺎﺝ ﺇﱃ ﻋﻼﺝ ﻣﻌﻴ‪‬ﻦ‪ .‬ﺃﻣﺎ ﺍﻟﻨﻮﺑﺎﺕ ﺍﻟﺸﺪﻳﺪﺓ ﻓﻴﺤﺘﺎﺝ ﻓﻴﻬﺎ ﺍﳌـﺮﻳﺾ ﺇﱃ‬
    ‫ﻧﻘﻞ ﺩﻡ ﺑﺼﻔﺔ ﻣﺴﺘﻌﺠﻠﺔ‪ ،‬ﻭﻗﺪ ﳛﺘﺎﺝ ﺇﱃ ﻋﻼﺝ ﻟﻠﻤﻀﺎﻋﻔﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲢﺪﺙ ﻣﺜﻞ ﻗﺼﻮﺭ ﺍﻟﻘﻠﺐ ﻭﻓﺸﻞ‬
    ‫ﺍﻟﻜﻠﻰ؛ ﻟﺬﺍ ﳚﺐ ﺳﺮﻋﺔ ﻃﻠﺐ ﺍﻹﺳﻌﺎﻑ ﺍﻟﻄﱯ‪.‬‬
    ‫‪٢٨‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫• ﺍﳊﺪﺙ ﺍﳊﺎﺩﻱ ﻋﺸﺮ ‪:‬ﺣﺎﻻﺕ ﺍﻟﱰﻳﻒ ﻭﺍﻟﻜﺴﻮﺭ ‪.‬‬

    ‫ﺃ‪ .‬ﺍﻟﱰﻳﻒ‪:‬‬
    ‫ﺍﻟﱰﻳﻒ ﻫﻮ ﺍﻟﻌﻼﻣﺔ ﺍﻷﻛﺜﺮ ﺩﻻﻟﺔ ﻋﻠﻰ ﺍﻹﺻﺎﺑﺔ ﻭﻫﻮ ﺃﻛﺜﺮ ﻣﺎ ﳛﺘﺎﺝ ﺇﱃ ﺍﻟﺮﻋﺎﻳﺔ ﻭﺍﻹﺳﻌﺎﻑ ﺍﻟﻔﻮﺭﻱ‪ ،‬ﻭﺍﻟﻔﻘﺪﺍﻥ ﺍﻟﺴﺮﻳﻊ‬
    ‫ﻷﻛﺜﺮ ﻣﻦ ‪ ٣٠‬ـ ‪ %٤٠‬ﻣﻦ ﺍﻟﺪﻡ ﻳﺆﺩﻱ ﺇﱃ ﺻﺪﻣﺔ ﻋﻜﺴﻴﺔ ﻭﻣﻦ ﰒ ﺇﱃ ﺍﻟﻮﻓﺎﺓ‪ .‬ﻭﻳﻜﻮﻥ ﺍﻷﻣﺮ ﺃﺷﺪ‪ ‬ﺧﻄﻮﺭﺓ ﻋﻠـﻰ‬
    ‫ﺍﻟﻄﻔﻞ ﻧﻈﺮﺍ ﻟﻘﻠﺔ ﻛﻤﻴﺔ ﺍﻟﺪﻡ ﲜﺴﻤﻪ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻄﺎﻟﺐ ﻣﺼﺎﺏ ﺑﱰﻳﻒ ﺷﺪﻳﺪ‪:‬‬
    ‫‪ .١‬ﺍﻃﻠﺐ‪ ‬ﺍﳋﺪﻣﺎﺕ ﺍﻹﺳﻌﺎﻓﻴﺔ‪.‬‬
    ‫‪ .٢‬ﺍﺿﻐﻂﹾ ﻣﺒﺎﺷﺮﺓ ﻋﻠﻰ ﺍﳉﺮﺡ ﻹﻳﻘﺎﻑ ﺗﺪﻓﹼﻖ ﺍﻟﺪﻡ‪.‬‬
    ‫‪ .٣‬ﺍﺳﺘﻌﻤﻞﹾ ﻗﻤﺎﺷﺎ ﻧﻈﻴﻔﺎ‪ ،‬ﺃﻭ ﻳﺪﻙ‪ ،‬ﻭﻭﺍﺻﻞﹾ ﺍﻟﻀﻐﻂ ﳊﲔ ﻭﺻﻮﻝ ﺍﻹﺳﻌﺎﻑ‪.‬‬
    ‫‪ .٤‬ﺍﺭﻓﻊ‪ ‬ﺍﻟﻌﻀﻮ ﺍﳌﺼﺎﺏ ﺇﱃ ﺃﻋﻠﻰ ﻟﻠﺘﺨﻔﻴﻒ ﻣﻦ ﺗﺪﻓﹼﻖ ﺍﻟﺪﻡ ﺇﱃ ﺍﻟﺬﺭﺍﻉ ﺃﻭ ﺍﻟﺴﺎﻕ ﺍﳌﺼﺎﺑﺔ‪.‬‬
    ‫‪ .٥‬ﻻ ﺗﺴﺘﻌﻤﻞﹾ ﺍﻟﺮﺑﺎﻁ ﺍﻟﻀﺎﻏﻂ‪.‬‬
    ‫‪ .٦‬ﺍﺣﺘﻔﻆﹾ ‪‬ﺪﻭﺋﻚ‪.‬‬
    ‫‪ .٧‬ﻋﻠﻴﻚ ﺍﻻﺳﺘﻌﺎﻧﺔ ﲟﻦ ﻫﻢ ﻗﺮﻳﺒﻮﻥ ﻣﻨﻚ ﺇﺫﺍ ﻟﺰﻡ ﺍﻷﻣﺮ ﺫﻟﻚ‪.‬‬
    ‫‪ .٨‬ﰲ ﺣﺎﻟﺔ ﺗﻌﺪ‪‬ﺩ ﺍﻟﻄﻼﺏ ﺍﳌﺼﺎﺑﲔ‪ ،‬ﺃﻃﻠﺐ‪ ‬ﻣﺴﺎﻋﺪﺓ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‪.‬‬
    ‫‪ .٩‬ﺃﺑﻌﺪ‪ ‬ﺍﻷﺷﺨﺎﺹ ﺍﻵﺧﺮﻳﻦ ﻋﻦ ﺍﳌﺼﺎﺏ؛ ﻓﺎﳌﻜﺎﻥ ﺍﳌﺰﺩﺣﻢ ﻗﺪ ﻳﺆﺫﻱ ﺍﳌﺼﺎﺏ ﺃﻛﺜﺮ‪.‬‬
    ‫‪ .١٠‬ﻻ ﺗﻌﻂِ ﺍﳌﺼﺎﺏ ﻓﺎﻗﺪ‪ ‬ﺍﻟﻮﻋﻲ ﺃﻱ‪ ‬ﻃﻌﺎﻡٍ ﺃﻭ ﺷﺮﺍﺏ‪.‬‬
    ‫ﺏ‪ .‬ﺍﻟﺮﻋﺎﻑ‪:‬‬
    ‫ﻫﻮ ﺳﻴﻼﻥ ﺍﻟﺪﻡ ﻣﻦ ﺍﻷﻧﻒ ﻭﻟﻪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺒﺎﺏ‪ ،‬ﻭﻗﺪ ﳛﺪﺙ ﺑﺸﻜﻞ ﻋﻔﻮﻱ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻠﻄﺎﻟﺐ ﺍﳌﺼﺎﺏ ﺑﺎﻟﺮﻋﺎﻑ‪:‬‬
    ‫‪ .١‬ﺍﻟﻌﻤﻞ ﻋﻠﻰ ‪‬ﺪﺋﺔ ﺍﻟﻄﺎﻟﺐ‪.‬‬
    ‫‪ .٢‬ﻭﺿﻊ ﺍﻟﺮﺃﺱ ﺑﻮﺿﻌﻴﺔ ﺍﳓﻨﺎﺀ ﻟﻸﺳﻔﻞ ﻭﺍﻷﻣﺎﻡ ﻣﻊ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻘﺴﻢ ﺍﻟﺴﻔﻠﻲ ﻣﻦ ﺍﻷﻧﻒ ﻹﻳﻘﺎﻑ ﺍﻟﱰﻳﻒ‪،‬‬
    ‫‪٢٩‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﻭﳝﻜﻦ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﻗﻄﻊ ﺍﻟﺜﻠﺞ ﺃﻭ ﺍﳌﺎﺀ ﺍﻟﺒﺎﺭﺩ‪.‬‬


    ‫ﺝ ‪ .‬ﺍﻟﻄﻌﻦ ﺑﺎﻟﺴﻜﲔ ﺃﻭ ﺑﺄﻳﺔ ﺁﻟﺔ ﺣﺎﺩﺓ‪:‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻄﺎﻟﺐ ﻣﻄﻌﻮﻥ‪:‬‬
    ‫‪ .١‬ﻋﺪﻡ ﺇﺯﺍﻟﺔ ﺍﻟﺴﻜﲔ ﻣﻦ ﻣﻜﺎ‪‬ﺎ ﺣﱴ ﻻ ﳛﺪﺙ ﻧﺰﻳﻒ ﺃﻛﺜﺮ‪.‬‬
    ‫‪ .٢‬ﻣﻦ ﺍﳌﻬﻢ ﺗﺜﺒﻴﺖ ﺍﳉﺴﻢ ﺍﳌﻐﺮﻭﺱ ﰲ ﻣﻜﺎﻧﻪ‪.‬‬
    ‫‪ .٣‬ﺍﻃﻠﺐ‪ ‬ﺍﳋﺪﻣﺎﺕ ﺍﻹﺳﻌﺎﻓﻴﺔ ﻟﺘﻘﺪﱘ ﺍﳌﺴﺎﻋﺪﺓ‪.‬‬
    ‫ﺩ ‪ .‬ﺍﻟﻜﺴﻮﺭ‪:‬‬
    ‫ﺍﻟﻜﺴﺮ ﻫﻮ ﺍﻧﻔﺼﺎﻝ ﰲ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﻌﻈﻢ ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﻟﻜﺴﺮ ﻣﻐﻠﻘﺎ ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻳﻜﻮﻥ ﺍﳉﻠﺪ ﺳﻠﻴﻤﺎ‪ ،‬ﻭﻗﺪ ﻳﻜـﻮﻥ‬
    ‫ﺍﻟﻜﺴﺮ ﻣﻔﺘﻮﺣﺎ ﻭﻳﺼﺎﺣﺒﻪ ﺟﺮﺡ ﰲ ﻣﻮﻗﻊ ﺍﻟﻜﺴﺮ‪ .‬ﻭﺍﻟﻜﺴﻮﺭ ﺃﻳﺎ ﻳﻜﻦ ﻧﻮﻋﻬﺎ؛ ﻧﺎﺩﺭﺍ ﻣﺎ ﺗﺸﻜﹼﻞ ﺧﻄﺮﺍ ﻣﺒﺎﺷﺮﺍ ﻳﻬـﺪ‪‬ﺩ‬
    ‫ﺍﳊﻴﺎﺓ‪ .‬ﻟﺬﺍ ﻳ‪‬ﺮﺟ‪‬ﺄ ﻋﻼﺟﻬﺎ ﺣﱴ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﲨﻴﻊ ﺍﳊﺎﻻﺕ ﺍﳌﻬﺪﺩﺓ ﻟﻠﺤﻴﺎﺓ ﻣﺜﻞ ﻓﺘﺢ ﳎﺮﻯ ﺍﳍﻮﺍﺀ ﻭﺍﻟﺘﺤﻜﻢ ﺑـﺎﻟﱰﻳﻒ‬
    ‫ﺣﻴﺚ ﳝﺜﻼﻥ ﺃﳘﻴﺔ ﻗﺼﻮﻯ‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺣﺎﻟﺔ ﺗﻌﺮ‪‬ﺽ ﻃﺎﻟﺐ ﻟﻠﻜﺴﺮ‪:‬‬
    ‫‪ .١‬ﺍﺗﺮﻙ‪ ‬ﺍﳌﺮﻳﺾ‪ ‬ﻛﻤﺎ ﻫﻮ ﻭﻻ ﲢﺮ‪‬ﻛﹾﻪ‪.‬‬
    ‫‪ .٢‬ﻻ ﺗﻠﻤﺲ‪ ‬ﺍﻟﻜﺴﺮ‪.‬‬
    ‫‪ .٣‬ﺍﺿﻐﻂﹾ ‪‬ﺪﻭﺀ ﰲ ﺣﺎﻟﺔ ﺍﻟﱰﻳﻒ ﺍﳊﺎﺩ ﻟﻠﻜﺴﺮ ﺍﳌﻔﺘﻮﺡ ) ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻜﺴﺮ ﻣﺼﺤﻮﺑﺎ ﲜﺮﺡ ﰲ ﺍﳉﻠﺪ (‪.‬‬
    ‫ﻫـ‪ .‬ﺣﺎﻻﺕ ﺍﻟﻘﻄﻊ ﻷﺣﺪ ﺃﺟﺰﺍﺀ ﺍﳉﺴﻢ ) ﺍﻟﺒﺘﺮ (‬
    ‫ﻗﺪ ﺗﺼﺎﺩﻑ ﺣﻮﺍﺩﺙ ﰲ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﺧﺎﺭﺟﻬﺎ ﻳﻨﺠﻢ ﻋﻨﻬﺎ ﺑﺘﺮ ﻷﺣﺪ ﺃﺟﺰﺍﺀ ﺍﳉﺴﻢ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﻷﺳﺒﺎﺏ ﻋﺪﻳـﺪﺓ‪،‬‬
    ‫ﻣﻨﻬﺎ‪:‬‬
    ‫• ﺷﺠﺎﺭ ﺑﺂﻻﺕ ﺣﺎﺩﺓ‪.‬‬
    ‫• ﺣﺎﺩﺙ ﺳﲑ‪.‬‬
    ‫• ﺇﺻﺎﺑﺔ ﺑﻠﻴﻐﺔ‪.‬‬
    ‫• ﺍ‪‬ﻴﺎﺭ ﺃﻭ ﻛﺎﺭﺛﺔ‪.‬‬
    ‫• ﻗﻄﻊ ﺑﺄﺩﺍﺓ ﺣﺎﺩﺓ ﺩﺍﺧﻞ ﺃﻭ ﺧﺎﺭﺝ ﺍﳌﺪﺭﺳﺔ ) ﺭﺣﻠﺔ ﻣﺪﺭﺳﻴﺔ (‪.‬‬
    ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺎﻋﺪﺓ‪:‬‬
    ‫‪ -‬ﻃﻠﺐ ﺍﳋﺪﻣﺎﺕ ﺍﻹﺳﻌﺎﻓﻴﺔ‪ ،‬ﻭﺗﻠﻘﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻔﻴﺪﺓ‪.‬‬
    ‫‪ -‬ﺗﻄﻤﲔ ﺍﻟﻄﺎﻟﺐ ﻭ‪‬ﺪﺋﺔ ﺭﻭﻋﻪ‪.‬‬
    ‫‪ -‬ﻭﺿﻊ ﺍﻟﻌﻀﻮ ﺍﳌﺒﺘﻮﺭ ﰲ ﻛﻴﺲ ﻣﻦ ﺍﻟﺜﻠﺞ ﻟﻠﻤﺤﺎﻓﻈﺔ ﻋﻠﻴﻪ ﻣﻦ ﺍﻟﺘﻠﻒ‪.‬‬
    ‫‪٣٠‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬
    ‫ﻳﻘﻊ ﰲ ﻣﺘﻨﺎﻭﻝ ﺃﻳﺪﻳﻜﻢ ﺩﻟﻴﻞ ﺍﻷﺯﻣﺎﺕ ﻭﺍﻟﻄﻮﺍﺭﺉ ﺍﳌﺪﺭﺳﻴﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﻧﺄﻣﻞ ﺃﻥ ﻳﺴﺎﻫﻢ ﰲ ﲢﻘﻴﻖ ﺍﻟﺴﻼﻣﺔ ﻟﻜﻞ ﻣﻨﺴﻮﰊ‬
    ‫ﺍﳌﺪﺭﺳﺔ ﻣﻦ ﺧﻼﻝ ﺍﳉﻮﺍﻧﺐ ﺍﻹﺟﺮﺍﺋﻴﺔ ﺍﻟﱵ ﻗﺎﻡ ﺑﺘﻐﻄﻴﺘﻬﺎ ﰲ ﺣﺎﻟﺔ ﺣﺪﻭﺙ ﻃﺎﺭﺉ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻪ ﰲ ﺗﺪﺍﺭﻙ ﺍﻟﻄﻮﺍﺭﺉ‬
    ‫ﺍﻟﱵ ﺭﲟﺎ ﻧﻜﻮﻥ ﻗﺪ ﺃﻏﻔﻠﻨﺎﻫﺎ ﻭﺍﻟﺬﻱ ﻳﻬﻢ ﻓﻴﻤﺎ ﺗﻘﺪ‪‬ﻡ ﻫﻮ ﺗﻔﻌﻴﻞ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺧﻄﻂ ﺍﻟﻄﻮﺍﺭﺉ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪.‬‬
    ‫ﻛﻤﺎ ﻧﺄﻣﻞ ﻣﻨﻜﻢ ﺇﺗ‪‬ﺒﺎﻉ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻭﺍﻟﱵ ﻧﺮﺟﻮ ﻣﺮﺍﻋﺎ‪‬ﺎ ﰲ ﻣﺪﺭﺳﺘﻜﻢ ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
    ‫ﺃﻭﻻﹰ‪ :‬ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﻠﻄﻮﺍﺭﺉ ) ﺃﳘﻴﺔ ﺍﳋﻄﺔ (‪:‬‬
    ‫‪.١‬ﻭﺿﻊ ﺧﻄﺔ ﺟﺎﻫﺰﺓ ﻟﻠﻄﻮﺍﺭﺉ ﲢﺪ‪‬ﺩ ﻣﻮﻗﻊ ﻭﻭﺻﻒ ﺍﳌﺪﺭﺳﺔ ﻭﺃﻧﻮﺍﻉ ﺍﻷﺛﺎﺙ ﻭﺍﶈﺘﻮﻳﺎﺕ ﻭﻣﻮﺍﻗﻊ ﺍﳋﻄﺮ ﺑﺎﳌﺪﺭﺳﺔ‪.‬‬
    ‫‪.٢‬ﻋﻤﻞ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺑﺸﻜﻞ ﻣﻔﺎﺟﺊ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﲨﻴﻊ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﶈﺪ‪‬ﺩﺓ ﺑﺎﻟﺪﻟﻴﻞ ﳋﻄﺔ ﺍﻹﺧـﻼﺀ ﰲ‬
    ‫ﺣﺎﻟﺔ ﺣﻮﺍﺩﺙ ﻭﻃﻮﺍﺭﺉ ﻻ ﻗﺪ‪‬ﺭ ﺍﷲ‪ ،‬ﻭﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﺘﺠﺎﺭﺏ ﺑﺼﻔﺔ ﺩﻭﺭﻳﺔ‪.‬‬
    ‫‪.٣‬ﺍﻟﺘﻮﻋﻴﺔ ﺑﺸﻜﻞ ﺗﻌﻠﻴﻤﻲ ﻭﻟﻴﺲ ﺑﺎﻟﺸﻜﻞ ﺍﻟﻨﻈﺮﻱ ﻭﻣﻼﺋﻤﺔ ﻟﻠﻮﺍﻗﻊ‪.‬‬
    ‫‪.٤‬ﻭﺿﻊ ﻟﻮﺣﺎﺕ ﺇﺭﺷﺎﺩﻳﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﻟﺘﻮﺿﻴﺢ ﺍﳌﺪﺍﺧﻞ ﻭﺍﳌﺨﺎﺭﺝ ﻋﻨﺪ ﺍﻟﻄﻮﺍﺭﺉ ﻭﻛﺘﺎﺑﺔ ﺇﺭﺷﺎﺩﺍﺕ ﻛﺎﻓﻴﺔ ﻟﻜﻴﻔﻴـﺔ‬
    ‫ﺍﺳﺘﺨﺪﺍﻡ ﻭﺳﺎﺋﻞ ﺍﻷﻣﻦ ﻭﺍﻟﺴﻼﻣﺔ‪.‬‬
    ‫‪.٥‬ﲢﺪﻳﺪ ﻣﻜﺎﻥ ﺍﻟﺘﺠﻤﻊ ﻹﺧﻼﺀ ﺍﻟﻄﻼﺏ ﻭﻭﺿﻊ ﻟﻮﺣﺔ ﺛﺎﺑﺘﺔ ﺗﺪﻝ ﻋﻠﻴﻪ‪.‬‬
    ‫‪.٦‬ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺣﺼﺺ ﺍﻟﻨﺸﺎﻁ ﰲ ﺍﻟﺘﻮﻋﻴﺔ ﻭﺍﻟﺘﺜﻘﻴﻒ‪.‬‬
    ‫‪ .٧‬ﺍﳌﻄﺎﻟﺒﺔ ﺑﻮﺿﻊ ﻧﻈﺎﻡ ﻟﻺﻧﺬﺍﺭ ﺍﳌﺒﻜﺮ ﰲ ﺍﳌﺪﺍﺭﺱ ﻏﲑ ﺍﳌﺘﻮﻓﺮ ‪‬ﺎ ﺗﻠﻚ ﺍﳋﺪﻣﺔ‪.‬‬
    ‫‪.٨‬ﺇﺑﻼﻍ ﺍﳉﻬﺎﺕ ﺍﳌﺨﺘﺼﺔ ﲟﻌﺎﳉﺔ ﺍﻟﻄﻮﺍﺭﺉ‪ ،‬ﻣﺜﻼ‪ ) :‬ﺍﻟﺪﻓﺎﻉ ﺍﳌﺪﱐ‪ ،‬ﺍﻹﺳﻌﺎﻑ‪ ،‬ﺷﺮﻛﺔ ﺍﻟﻜﻬﺮﺑﺎﺀ‪ ،‬ﺍﻷﻣـﻦ ﺍﻟﻌـﺎﻡ‪،‬‬
    ‫ﻣﺼﻠﺤﺔ ﺍﳌﻴﺎﻩ ﻭﺍﻟﺼﺮﻑ ﺍﻟﺼﺤﻲ (‪.‬‬
    ‫‪.٩‬ﺇﺻﺪﺍﺭ ﻛﺘﻴ‪‬ﺒﺎﺕ ﲢﻮﻱ ﺗﻌﻠﻴﻤﺎﺕ ﻋﺎﻣﺔ ﻳ‪‬ﺒﻴ‪‬ﻦ ﻓﻴﻬﺎ ﻧﻮﻉ ﺍﻟﻄﺎﺭﺉ ﻭﺍﳉﻬﺎﺕ ﺫﺍﺕ ﺍﻻﺧﺘﺼﺎﺹ ﰲ ﻣﻌﺎﳉﺘﻪ ﺣﻴـﺚ ﺃﻥ‬
    ‫ﺍﻟﺴﺮﻋﺔ ﰲ ﺍﻹﺑﻼﻍ ﻟﺒﻌﺾ ﺃﻧﻮﺍﻉ ﺍﻟﻄﻮﺍﺭﺉ ﰲ ﻏﺎﻳﺔ ﺍﻷﳘﻴﺔ ﻭﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻬﺪﺭ ﰲ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﺘﻜﺮﺭﺓ‪ ،‬ﻳﻀﻴ‪‬ﻊ ﺩﻗﺎﺋﻖ‬
    ‫ﲦﻴﻨﺔ‪ ).‬ﺍﻧﻈﺮ ﻟﻠﺠﺪﻭﻝ ﺭﻗﻢ ‪ ٢‬ﺻﻔﺤﺔ ‪(٤٥‬‬
    ‫‪ .١٠‬ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺑﺎﳉﻬﺔ ﺍﳌﺨﺘﺼﺔ ﻳﻘﻮﻡ ﻓﺮﻳﻖ ﺍﻷﺯﻣﺎﺕ ﻭﺍﻟﻄﻮﺍﺭﺉ ﺑﺎﳌﺪﺭﺳﺔ ﺑﺎﳌﻌﺎﳉﺔ ﺍﳌﺒﺪﺋﻴـﺔ ﻟﻠﻄـﺎﺭﺉ‬
    ‫ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﺎﺣﺔ ﻛﺎﻟﻘﻴﺎﻡ ﺑﺘﺸﻐﻴﻞ ﺍﻹﻧﺬﺍﺭ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﳌﺪﺭﺳﺔ ﺇﺫﺍ ﱂ ﺗﻜﻦ ﺗﻌﻤﻞ ﺑﺼﻮﺭﺓ ﺗﻠﻘﺎﺋﻴﺔ ﻋﻨـﺪ ﺍﻟﻄـﻮﺍﺭﺉ‪.‬‬
    ‫ﻭﺍﳌﺒﺎﺷﺮﺓ ﻓﻮﺭﺍ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻹﺧﻼﺀ ﰲ ﺣﺎﻟﺔ ﺗﻄﻠﹼﺐ ﺍﻷﻣﺮ ﺫﻟﻚ ﺃﻭ ﻷﻱ ﻃﺎﺭﺉ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿ‪‬ﺢ ﰲ ﺍﻟﺪﻟﻴﻞ‪.‬‬
    ‫‪ .١١‬ﺗﺮﻛﻴﺐ ﻛﻮﺍﺷﻒ ﻟﻠﺪﺧﺎﻥ ﻣﺰﻭ‪‬ﺩﺓ ﺑﺄﺟﺮﺍﺱ ﺩﺍﺧﻠﻴﺔ ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺑﻄﺎﺭﻳﺔ ﺑﺎﻷﻣﺎﻛﻦ ﺍﳋﻄﺮﺓ ﺑﺎﳌﻘﺎﺻﻒ ﺃﻭ ﺍﳌﺨﺘﱪﺍﺕ‪.‬‬
    ‫‪ .١٢‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻧﻮﻉ ﺍﳊﺮﻳﻖ ﻫﻞ ﻫﻮ ﻣﻦ ﻣﻮﺍﺩ ﺑﻼﺳﺘﻴﻜﻴﺔ ﺃﻡ ﻛﻴﻤﻴﺎﺋﻴﺔ‪ .‬ﻣﻊ ﺃﳘﻴﺔ ﺗﻮﻓﹼﺮ ﻭﺳﺎﺋﻞ ﺍﳌﻌﺎﳉﺔ ﻟﻜﺎﻓﺔ ﺃﻧـﻮﺍﻉ‬
    ‫ﺍﳊﺮﻳﻖ‪.‬‬

    ‫‪٣١‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫‪ .١٣‬ﺍﻟﺘﻌﺎﻣﻞ ﺍﳉﺎﺩ ﻣﻊ ﺍﳊﻮﺍﺩﺙ؛ ﻗﺒﻞ ﻭﺃﺛﻨﺎﺀ ﻭﻗﻮﻋﻬﺎ‪.‬‬


    ‫‪ .١٤‬ﺗﻮﻓﲑ ﺣﻘﺎﺋﺐ ﺇﺳﻌﺎﻓﺎﺕ ﺃﻭﻟﻴﺔ‪.‬‬
    ‫ﺛﺎﻧﻴﺎ‪ :‬ﺗﺸﻜﻴﻞ ﻓﺮﻳﻖ ﺍﻷﺯﻣﺎﺕ ﻭﺍﻟﻄﻮﺍﺭﺉ‪:‬‬
    ‫ﺍﳌﺴﺎﻋﺪ‬ ‫ﻣﻬﻤﺘﻪ ﺑﺎﻟﻔﺮﻳﻖ‬ ‫ﻣﺮﻛﺰﻩ‬ ‫ﺍﻟﻮﻇﻴﻔﺔ‬ ‫ﻡ‬
    ‫ﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﻣﺘﺎﺑﻌﺔ ﻋﻤﻞ ﺍﻟﻔﺮﻳﻖ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺇﳌﺎﻣﻪ ﺑﺎﻷﺩﻭﺍﺭ ﺍﳌﻨﺎﻃﺔ‪ ،‬ﺣﻴﺚ ﺗﺒﻘﻰ‬
    ‫ﺍﻟﻨﺎﺋﺒﺔ ﺍﻹﺩﺍﺭﻳﺔ‬ ‫ﻋﻠﻰ ﺍﺗﺼﺎﻝ ﻣﻊ ﺍﳌﻮﻇﻔﺎﺕ ﺍﻹﺩﺍﺭﻳﺎﺕ ﺍﻷﺧﺮﻳﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﺟﻬﺰﺓ ﺍﺗﺼﺎﻻﺕ ﻣﻌﺪﺓ‬ ‫ﺭﺋﻴﺲ‬ ‫ﻣﺪﻳﺮﺓ ﺍﳌﺪﺭﺳﺔ‬ ‫‪١‬‬
    ‫ﳍﺬﺍ ﺍﻟﻐﺮﺽ ﺃﻭ ﺍﳍﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ‪.‬‬
    ‫ﺗﺸﻐﻴﻞ ﺟﺮﺱ ﺃﻭ ﺇﺷﺎﺭﺓ ﺍﻹﻧﺬﺍﺭ‪،‬ﺇﺑﻼﻍ ﺍﻟﺪﻓﺎﻉ ﺍﳌﺪﱐ‪،‬ﺍﻟﺘﻮﺟﻪ ﳌﻜﺎﻥ ﺍﳊﺎﺩﺙ‪،‬ﺍﳌﺸﺎﺭﻛﺔ‬
    ‫ﻣﺸﺮﻓﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﺑﺈﲬﺎﺩ ﺍﳊﺮﻳﻖ ﺃﻭ ﺍﻟﺘﺪﺧﻞ ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺎﻋﺪﺓ ﺍﳌﺘﺎﺣﺔ‪،‬ﺇﺭﺷﺎﺩ ﻓﺮﻳﻖ ﺍﻟﺪﻓﺎﻉ ﺍﳌﺪﱐ ﳌﻮﻗﻊ‬ ‫ﻧﺎﺋﺐ ﺭﺋﻴﺲ‬ ‫ﺍﻟﻨﺎﺋﺒﺔ ﺍﻹﺩﺍﺭﻳﺔ‬ ‫‪٢‬‬
    ‫ﺍﳊﺮﻳﻖ‪.‬‬
    ‫ﺍﻷﺧﺼﺎﺋﻴﺔ‬ ‫ﲢﺪﻳﺪ ﻣﻬﺎﻡ ﺍﻟﻔﺮﻳﻖ ﻭﺍﻟﻘﻴﺎﻡ ‪‬ﺎ ﻣﻴﺪﺍﻧﻴﺎ ﻭﺗﻄﺒﻴﻖ ﺍﳋﻄﻂ ﺍﻟﻔﺮﺿﻴﺔ ﺃﻭ ﺍﳊﻘﻴﻘﻴﺔ ﻷﻱ‬
    ‫ﻣﺸﺮﻑ ﻋﺎﻡ‬ ‫ﺍﻟﻨﺎﺋﺒﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ‬ ‫‪٣‬‬
    ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻃﺎﺭﺉ ﻭﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻹﺧﻼﺀ‪.‬‬
    ‫ﻣﺴﺌﻮﻟﺔ ﺷﺆﻭﻥ‬ ‫ﻣﺴﺌﻮﻝ ﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻹﺭﺷﺎﺩ ﻟﻠﻄﺎﻟﺒﺎﺕ ﺍﳌﺘﺄﺛﺮﺍﺕ ﺑﺎﻷﺯﻣﺔ‪ ،‬ﻭﺍﻟﺘﻌﺎﻭﻥ ﺑﻔﺘﺢ ﳐﺎﺭﺝ‬ ‫ﺍﻹﺳﻌﺎﻑ‬ ‫ﳑﺮﺿﺔ ﺍﳌﺪﺭﺳﺔ ‪+‬‬
    ‫‪٤‬‬
    ‫ﺍﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﻄﻮﺍﺭﺉ ﻭﺇﺭﺷﺎﺩ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻟﻠﺨﺮﻭﺝ ﻣﻨﻬﺎ ﰲ ﺣﺎﻟﺔ ﺍﻹﺧﻼﺀ‬ ‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﺍﻷﺧﺼﺎﺋﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
    ‫ﻳﺘﻢ ﺗﻜﻠﻴﻒ ﺑﻌﺾ‬ ‫ﻣﺴﺌﻮﻝ ﳎﻤﻮﻋﺔ ﺍﻹﺧﻼﺀ ﻭﺍﻟﺒﺤﺚ ﺍﳌﻜﻮ‪‬ﻧﺔ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﻠﻤﲔ‪ ،‬ﻭﺃﺧﺬ ﺍﳉﻮﻻﺕ‬ ‫ﻣﻌﻠﻤﺔ ﺗﺮﺑﻴﺔ ﺭﻳﺎﺿﻴﺔ‪،‬‬
    ‫ﺇﺧﻼﺀ‬ ‫‪٥‬‬
    ‫ﺍﻹﺩﺍﺭﻳﺎﺕ‬ ‫ﺍﻟﺴﺮﻳﻌﺔ‪.‬‬ ‫ﻣﻨﺴﻘﺔ ﺍﻷﻧﺸﻄﺔ‬
    ‫ﺃﺣﺪ ﺃﻋﻀﺎﺀ ﻓﺮﻳﻖ‬
    ‫ﻣﺴﺌﻮﻝ ﺇﺭﺷﺎﺩ ﺩﻳﲏ‪ ،‬ﻭﻳﻘﻮﻡ ﺑﺎﻟﻨﺼﺢ ﻭﺍﻟﻮﻋﻆ ﻭﺍﻹﺭﺷﺎﺩ‪ ،‬ﻭﺇﺑﺮﺍﺯ ﺩﻭﺭ ﺍﻟﺪﻳﻦ‬
    ‫ﺍﻟﻌﻤﻞ ﺍﳌﺘﻤﻜﻦ ﻣﻦ‬ ‫ﻣﺮﺷﺪ ﺩﻳﲏ‬ ‫ﻣﻌﻠﻤﺘﺎ ﺗﺮﺑﻴﺔ ﺇﺳﻼﻣﻴﺔ‬ ‫‪٦‬‬
    ‫ﺍﻹﺳﻼﻣﻲ ﰲ ﻣﻮﺍﺟﻬﺔ ﺍﻟﻜﻮﺍﺭﺙ ﻭﺍﻷﺯﻣﺎﺕ‪ ،‬ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﳊﺪﺙ‪.‬‬
    ‫ﺍﻟﺪﻭﺭ‪.‬‬
    ‫ﺃﺣﺪ ﺃﻋﻀﺎﺀ ﻓﺮﻳﻖ‬
    ‫ﺍﻟﻌﻤﻞ ﺍﳌﺘﻤﻜﻦ ﻣﻦ‬ ‫ﻣﺴﺌﻮﻝ ﳎﻤﻮﻋﺔ ﺍﻹﻧﻘﺎﺫ ﻭﺍﻹﺳﻌﺎﻑ‬ ‫ﺇﺳﻌﺎﻑ ﺑﺪﱐ‬ ‫ﻣﻌﻠﻤﺎﺕ ﺍﻟﻌﻠﻮﻡ‪ +‬ﺍﳌﻤﺮﺿﺔ‬ ‫‪٧‬‬
    ‫ﺍﻟﺪﻭﺭ‪.‬‬
    ‫ﻳﺘﻢ ﺗﻜﻠﻴﻒ‬ ‫ﺃﻣﻴﻨﺔ ﺍﳌﻜﺘﺒﺔ ‪،‬ﻣﺴﺌﻮﻟﺔ‬
    ‫ﳎﻤﻮﻋﺔ ﻣﺴﺎﻧﺪﺓ‬ ‫ﺇﺧﻼﺀ ﺍﳌﻨﻄﻘﺔ ﲡﺎﻩ ﺃﻗﺮﺏ ﳐﺮﺝ ﻭﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻨﻈﻴﻢ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻹﺧﻼﺀ‪.‬‬ ‫ﺇﺧﻼﺀ‬ ‫ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻤﺎﺕ ‪ ،‬ﺃﻣﻴﻨﺔ‬ ‫‪٨‬‬
    ‫ﻣﻦ ﺍﳌﻌﻠﻤﺎﺕ‬ ‫ﺍﳌﺨﺰﻥ‪ ،‬ﻣﺸﺮﻓﺔ ﺇﺩﺍﺭﻳﺔ‬
    ‫ﺗﻮﺟﻴﻪ ﻃﺎﻟﺒﺎﺕ ﺍﻟﻔﺼﻞ ﲟﺴﺎﻋﺪﺓ ﻣﺪﺭﺳﺔ ﺍﳌﺎﺩﺓ ﺇﱃ ﺃﻗﺮﺏ ﳐﺮﺝ ﻃﻮﺍﺭﺉ ﻭ ﺍﻟﺘﻮﺟﻪ ﺇﱃ‬ ‫ﻣﺮﺑﻴﺎﺕ ﺍﻟﺼﻔﻮﻑ ‪+‬‬
    ‫ﲟﺴﺎﻧﺪﺓ ﺍﻟﻌﺎﻣﻼﺕ‬ ‫ﺇﺧﻼﺀ‬ ‫‪٩‬‬
    ‫ﻣﻜﺎﻥ ﺍﻟﺘﺠﻤﻊ‪ ،‬ﻭﻋﻤﻞ ﺑﻴﺎﻥ ﺑﺎﳊﻀﻮﺭ ﻭﺍﻟﻐﻴﺎﺏ ﻭﺍﳌﻔﻘﻮﺩﻳﻦ‪.‬‬ ‫ﺍﳌﻨﺴﻘﺎﺕ‬
    ‫ﺍﳊﺮﺍﺱ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﻭﺳﺎﺋﻞ ﺍﻟﺴﻼﻣﺔ ﻭﺍﻹﻃﻔﺎﺀ ﺍﳌﺘﻮﺍﻓﺮﺓ ﺑﻌﺪ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳉﻴﺪ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﳍﺎ‪.‬‬ ‫ﻋﻀﻮ‬ ‫ﻣﻌﻠﻤﺎﺕ ﺍﻟﻌﻠﻮﻡ‬ ‫‪١٠‬‬
    ‫ﺗﻔﻘﺪ ﻏﺮﻑ ﺍﳊﻤﺎﻡ ﻭﺍﻷﻣﺎﻛﻦ ﺍﻟﻌﺎﻣﺔ ﰲ ﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﻫﻲ ﻣﺴﺌﻮﻟﺔ ﻋﻨﻪ )ﺍﻟﻄﺎﺑﻖ‬
    ‫ﺍﻟﻌﺎﻣﻼﺕ‬ ‫ﺍﻟﺜﺎﱐ(‪,‬ﻭﺗﺮﺍﻗﺐ ﺍﻟﻨﺸﺎﻃﺎﺕ ﰲ ﻣﻨﺎﻃﻖ ﺍﻹﺧﻼﺀ ﺍﻷﻣﺎﻣﻴﺔ‪,‬ﻭﳚﺐ ﺃﻥ ﺗﺒﻘﻰ ﻋﻠﻰ ﺍﺗﺼﺎﻝ‬ ‫ﻋﻀﻮ‬ ‫ﻣﺸﺮﻓﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫‪١١‬‬
    ‫ﻣﺴﺘﻤﺮ ﻣﻊ ﺍﳌﺪﻳﺮﺓ‬
    ‫ﻗﻄﻊ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﻦ ﺍﻟﻘﺎﻃﻊ ﺍﳋﺎﺭﺟﻲ ﻟﻠﻤﻨﺸﺄﺓ‬ ‫ﻋﻀﻮ‬ ‫ﺣﺎﺭﺱ ﺍﳌﺪﺭﺳﺔ‬ ‫‪١٢‬‬
    ‫ﺟﺪﻭﻝ ﺭﻗﻢ‪١‬‬

    ‫‪٣٢‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﻣﺘﻄﻠﺒﺎﺕ ﻟﺘﻨﻔﻴﺬ ﺍﻟﱪﻧﺎﻣﺞ‪:‬‬


    ‫ﺃﻭﻻ‪ :‬ﺩﻭﺭﺓ ﺗﺪﺭﻳﺒﻴﺔ ﰲ‪:‬‬
    ‫‪ -١‬ﻋﻠﻰ ﺍﻹﺳﻌﺎﻓﺎﺕ ﺍﻷﻭﻟﻴﺔ ﻭﺍﻟﺘﻨﻔﺲ ﺍﻟﺼﻨﺎﻋﻲ ﻟﻔﺮﻳﻖ ﺍﻷﺯﻣﺎﺕ ﺑﻜﻞ ﻣﺪﺭﺳﺔ ‪.‬‬
    ‫‪ -٢‬ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻼﺯﻣﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
    ‫‪ -٣‬ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺸﺮﻋﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻷﺯﻣﺎﺕ ‪.‬‬
    ‫‪ -٤‬ﻋﻠﻰ ﺍﻹﻃﻔﺎﺀ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳊﺮﻳﻖ ﻭﺍﻹﺧﻼﺀ ‪.‬‬
    ‫ﺛﺎﻧﻴﺎ‪ :‬ﻋﻤﻞ ﺍﻟﻨﺸﺮﺍﺕ ﺍﻟﺘﻌﺮﻳﻔﻴﺔ ﻟﻠﱪﻧﺎﻣﺞ ﻟﻜﻞﱟ ﻣﻦ‪ :‬ﺍﻟﻄﻼﺏ‪ ،‬ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ‪.‬‬
    ‫ﺛﺎﻟﺜﺎ‪ :‬ﻋﻤﻞ ﺧﺎﺭﻃﺔ ﺗﻔﺼﻴﻠﻴﺔ ﻋﻦ ﳐﺎﺭﺝ ﺍﻟﻄﻮﺍﺭﺉ ﻭﺃﻣﺎﻛﻦ ﺍﻟﺘﺠﻤ‪‬ﻊ ﺍﻵﻣﻨﺔ‪ .‬ﻭﺗﻮﺿ‪‬ﻊ ﰲ ﺃﻣﺎﻛﻦ ﺑﺎﺭﺯﺓ ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫ﺭﺍﺑﻌﺎ ‪ :‬ﺗﺮﻛﻴﺐ ﻛﻮﺍﺷﻒ ﻟﻠﺪﺧﺎﻥ ﺑﺎﻷﻣﺎﻛﻦ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻣﺜﻞ ﺍﳌﻌﺎﻣﻞ ﻭﺍﳌﺨﺘﱪﺍﺕ ‪.‬‬

    ‫‪٣٣‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺛﺎﻟﺜﺎﹰ‪ :‬ﻋﻤﻞ ﺑﻄﺎﻗﺔ ﺧﺎﺻﺔ ﰲ ﻣﻠﻒ ﻟﻜﻞ ﻃﺎﻟﺒﺔ ﻣﺮﻳﻀﺔ‪ ،‬ﺣﺴﺐ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﺎﱄ ﻭﳛﺘﻔﻆ ﺑﻪ ﻟﺪﻯ ﳑﺮﺿﺔ ﺍﳌﺪﺭﺳﺔ‪:‬‬

    ‫اﺳﻢ اﻟﻄﺎﻟﺒﺔ‬
    ‫اﻟﺼﻒ‬
    ‫ﻧﻮع اﻟﺤﺎﻟﺔ‬
    ‫ﻓﺼﯿﻠﺔ اﻟﺪم‬
    ‫ھﺎﺗﻒ ﻣﻨﺰل‬
    ‫ﺟﻮال‬
    ‫اﻟﺨﺪﻣﺎت‬
    ‫اﻹﺳﻌﺎﻓﯿﺔ اﻟﺘﻲ‬
    ‫ﯾﺤﺘﺎﺟﮭﺎ اﻟﻄﺎﻟﺐ‬
    ‫اﻷدوﯾﺔ اﻟﻤﻤﻨﻮع‬
    ‫ﻋﻠﻰ اﻟﻄﺎﻟﺒﺔ‬
    ‫ﺗﻨﺎوﻟﮭﺎ‬
    ‫اﻷﻃﻌﻤﺔ اﻟﻤﻤﻨﻮع‬
    ‫ﻋﻠﻰ اﻟﻄﺎﻟﺒﺔ‬
    ‫ﺗﻨﺎوﻟﮭﺎ‬
    ‫اﺳﻢ اﻟﻄﺒﯿﺐ‬
    ‫اﻟﻤﻌﺎﻟﺞ)إن وﺟﺪ(‬
    ‫اﻟﻤﺴﺘﺸﻔﻰ اﻟﺬي‬
    ‫ﯾﻌﻤﻞ ﺑﮫ‬
    ‫اﻟﮭﺎﺗﻒ‬

    ‫ﺍﺳﺘﻤﺎﺭﺓ ﳊﺎﻟﺔ ﺍﻟﻄﺎﻟﺒﺔ ﺍﳌﺮﻳﻀﺔ ﻣﺮﺽ ﻣﺰﻣﻦ‬

    ‫‪٣٤‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺇﺭﺷﺎﺩﺍﺕ ﻫﺎﻣﺔ ﳊﺎﻻﺕ ﺍﻟﻄﻼﺏ ﺍﳌﺮﺿﻴﺔ ﺍﳌﺰﻣﻨﺔ ‪:‬‬


    ‫‪ .١‬ﺃﻥ ﺗﺮﺍﻋﻰ ﺍﳊﺎﻟﺔ ﺍﳉﺴﺪﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻄﺎﻟﺐ‪.‬‬
    ‫‪ .٢‬ﺃﻥ ﻳﻠﻘﻰ ﻣﺴﺎﻋﺪﺓ ﰲ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺧﺎﺻﺔ ﻋﻨﺪﻣﺎ ﻳﻔﻘﺪ ﺑﻌﺾ ﺍﳌﻌﺪﻝ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
    ‫‪ .٣‬ﺃﻥ ﻳﺒﺘﻌﺪ ﻋﻦ ﺗﻨﺎﻭﻝ ﺍﻷﻃﻌﻤﺔ ﻭﺍﻷﺩﻭﻳﺔ ﺍﳌﻤﻨﻮﻋﺔ ﺗﺒﻌﺎ ﳊﺎﻟﺘﻪ‪.‬‬
    ‫‪ .٤‬ﺃﻥ ﻳﺘﻢ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﳌﺪﺭﺳﺔ ﻭﺍﻷﺳﺮﺓ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺸﺮﺍﺕ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﻠﻘﺎﺀﺍﺕ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺑﻮﱄ ﺍﻷﻣﺮ ﻣﻦ ﺃﺟـﻞ‬
    ‫ﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﺁﺛﺎﺭ ﺍﳌﺮﺽ ﻋﻠﻰ ﺣﺎﻟﺔ ﺍﻟﻄﺎﻟﺐ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﳉﺎﻧﺐ ﺍﻟﻮﻗﺎﺋﻲ‪ ،‬ﻭﺗﻌﺎﻭﻧﺎ ﺑﲔ ﺍﻟﻄﺮﻓﲔ ﳌﺎ ﳜـﺪﻡ ﻣـﺼﻠﺤﺔ‬
    ‫ﺍﻟﻄﺎﻟﺐ‪.‬‬

    ‫‪٣٥‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺭﺍﺑﻌﺎﹰ‪ :‬ﺍﺳﺘﻤﺎﺭﺓ ﲢﺪﻳﺚ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺎﻟﺒﺔ‪:‬‬


    ‫ﺍﺳﻢ ﺍﻟﻄﺎﻟﺒﺔ‬
    ‫ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺼﻒ ﺍﻟﺪﺭﺍﺳﻲ‬
    ‫ﻫﺎﺗﻒ ﺍﻟﻌﻤﻞ‬ ‫ﻫﺎﺗﻒ ﺍﳌﱰﻝ‬
    ‫ﺻﻨﺪﻭﻕ ﺍﻟﱪﻳﺪ‬
    ‫ﻓﺼﻴﻠﺔ ﺍﻟﺪﻡ‬
    ‫ﻻ‬ ‫ﻧﻌﻢ‬ ‫ﻫﻞ ﺗﻌﺎﱐ ﻣﻦ ﺃﻱ ﻣﺮﺽ ﺗﺘﻌﺎﻃﻰ ﻣﻦ ﺃﺟﻠﻪ ﺩﻭﺍﺀ‬
    ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺑﻨﻌﻢ ﻓﻤﺎ ﻫﻲ ﺍﻷﺩﻭﻳﺔ ﺍﻟﱵ ﺗﺘﻌﺎﻃﻬﺎ ﺍﻟﻄﺎﻟﺒﺔ‬
    ‫ﻻ‬ ‫ﻧﻌﻢ‬ ‫ﻫﻞ ﺗﻌﺎﱐ ﻣﻦ ﺃﻱ ﺣﺴﺎﺳﻴﺔ ﻣﻦ ﺍﻷﻃﻌﻤﺔ‬
    ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺑﻨﻌﻢ ﻓﻤﺎ ﻫﻲ‬
    ‫ﻻ‬ ‫ﻧﻌﻢ‬ ‫ﻫﻞ ﺗﻌﺎﱐ ﻣﻦ ﺣﺴﺎﺳﻴﺔ ﻣﻦ ﺃﻱ ﺩﻭﺍﺀ‬
    ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺑﻨﻌﻢ ﻓﻤﺎ ﻫﻲ‬
    ‫ﺃﺧﺮﻯ‪/‬ﻳ‪‬ﺮﺟﻰ ﺫﻛﺮﻫﺎ‪:‬‬
    ‫ﺻﻠﺔ ﺍﻟﻘﺮﺍﺑﺔ ﻟﻠﻄﺎﻟﺐ‬ ‫ﺍﺳﻢ ﻭﱄ ﺍﻷﻣﺮ‬
    ‫ﻫﺎﺗﻒ ﺍﳌﱰﻝ‬ ‫ﻫﺎﺗﻒ ﺍﻟﻌﻤﻞ‬ ‫ﻫﺎﺗﻒ ﺍﳉﻮﺍﻝ‬
    ‫ﺍﺳﻢ ﻗﺮﻳﺐ ﺁﺧﺮ ﻟﻠﻄﺎﻟﺒﺔ ﳝﻜﻦ ﺍﻻﺗﺼﺎﻝ ﺑﻪ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‬
    ‫ﺻﻠﺔ ﺍﻟﻘﺮﺍﺑﺔ‬ ‫ﺍﻻﺳﻢ‬
    ‫ﻫﺎﺗﻒ ﺍﳌﱰﻝ‬ ‫ﻫﺎﺗﻒ ﺍﻟﻌﻤﻞ‬ ‫ﻫﺎﺗﻒ ﺍﳉﻮﺍﻝ‬
    ‫ﺍﻟﻄﺒﻴﺐ ﺍﻟﺬﻱ ﺗﺘﻌﺎﰿ ﻋﻨﺪﻩ ﺍﻟﻄﺎﻟﺒﺔ ﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﺫﻟﻚ‪:‬‬
    ‫ﺍﳍﺎﺗﻒ‪:‬‬ ‫ﺍﳌﺴﺘﺸﻔﻰ‪:‬‬ ‫ﺍﻻﺳﻢ‪:‬‬

    ‫‪٣٦‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﳑﺮﺿﺔ ﺍﳌﺪﺭﺳﺔ‬

    ‫ﻧﺒﺬﺓ ﻋﻦ ﺩﻭﺭ ﻋﻤﻞ ﺍﳌﻤﺮﺿﺔ ﰲ ﺍﳌﺒﲎ ﺍﳌﺪﺭﺳﻲ‪:‬‬


    ‫ﺩﻭﺭ ﺍﳌﻤﺮﺿﺔ ﰲ ﺍﳌﺮﻭﺭ ﺍﻟﻴﻮﻣﻲ ‪:‬‬
    ‫‪.١‬ﺣﻀﻮﺭ ﺍﻟﻄﺎﺑﻮﺭ ﺍﻟﺼﺒﺎﺣﻲ ﻭﻣﺮﺍﻗﺒﺔ ﺍﻟﻄﻠﺒﺔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺍﻟﻨﻈﺎﻓﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻛﺘﺸﺎﻑ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ‪ ،‬ﻣﻊ ﺇﺧﻄﺎﺭ‬
    ‫ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ﺑﺈﺭﺳﺎﻝ ﺭﺳﺎﻟﺔ ﺗﻨﺒﻴﻪ ﺇﺫﺍ ﺍﺳﺘﻮﺟﺐ ﺍﻷﻣﺮ‪.‬‬
    ‫‪ .٢‬ﺍﳌﺮﻭﺭ ﺍﻟﻴﻮﻣﻲ ﻋﻠﻰ ﲨﻴﻊ ﻣﺮﺍﻓﻖ ﺍﳌﺪﺭﺳﺔ ﻣﻦ ﻓﺼﻮﻝ ﻭﳑﺮﺍﺕ ﻭﺩﻭﺭﺍﺕ ﻣﻴﺎﻩ ﻭﺳﺎﺣﺎﺕ ﻭﻣﻼﻋﺐ ﻟﻠﺘﺄﻛﺪ ﻣﻦ‬
    ‫ﺍﺳﺘﻴﻔﺎﺀﻫﺎ ﻟﻠﺸﺮﻭﻁ ﺍﻟﺼﺤﻴﺔ ﻭ ﺍﻷﻣــﺎﻥ ﻭﺧﻠﻮﻫﺎ ﻣﻦ ﺍﻷﺧﻄﺎﺭ ﻭ ﺍﻟﺘﺒﻠﻴﻎ ﻋﻦ ﺃﻱ ﳐﺎﻟﻔﺔ ﻭﻣﺘﺎﺑﻌﺔ ﺍﻹﺻﻼﺣﺎﺕ‬
    ‫ﺍﻟﻼﺯﻣﺔ ‪.‬‬
    ‫‪ .٣‬ﺍﳌﺮﻭﺭ ﺍﻟﻴﻮﻣﻲ ﻋﻠﻰ ﺍﳌﻘﺼﻒ ﺍﳌﺪﺭﺳﻲ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻧﻈﺎﻓﺘﻪ ﻭﻣﻄﺎﺑﻘﺘﻪ ﻟﻠﺸﺮﻭﻁ ﺍﻟﺼﺤﻴﺔ ﻭﻣﺘﺎﺑﻌﺔ ﺻﻼﺣﻴﺔ ﻭﺳﻼﻣﺔ‬
    ‫ﺍﻷﻃﻌﻤﺔ ﺍﳌﺘﺪﺍﻭﻟﺔ ﻭ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﻼﺣﻴﺔ ﺷﻬﺎﺩﺍﺕ ﺧﻠﻮ ﺍﻷﻣﺮﺍﺽ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺳﻼﻣﺘﻬﻢ ﺍﻟﺼﺤﻴﺔ‪.‬‬
    ‫‪ .٤‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺳﻼﻣﺔ ﻣﻴﺎﻩ ﺍﻟﺸﺮﺏ ﻭﺍﻟﺘﻔﺘﻴﺶ ﺍﻟﻴﻮﻣﻲ ﻋﻠﻰ ﺧﺰﺍﻧﺎﺕ ﻭ ﻣﱪﺩﺍﺕ ﻭﻓﻼ ﺗﺮ ﻣﻴﺎﻩ ﺍﻟﺸﺮﺏ‪.‬‬
    ‫‪ .٥‬ﺇﺭﺳﺎﻝ ﻋﻴﻨﺎﺕ ﻣﻦ ﺍﻷﻃﻌﻤﺔ ﺍﳌﺘﺪﺍﻭﻟﺔ ﺑﺎﳌﻘﺼﻒ ﺍﳌﺪﺭﺳﻲ ﻭﻣﻦ ﻣﻴﺎﻩ ﺍﻟﺸﺮﺏ ﻟﻠﻤﺨﺘﱪ ﻟﻴﺘﻢ ﻓﺤﺼﻬﺎ ﻭﺫﻟﻚ ﺑﺸﻜﻞ‬
    ‫ﺩﻭﺭﻱ ﻭ ﻣﻨﺘﻈﻢ ﻭﻋﻨﺪ ﺍﻟﻠﺰﻭﻡ‪.‬‬
    ‫‪ .٦‬ﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺭﻛﻮﺏ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻟﻠﺤﺎﻓﻼﺕ ﺍﳌﺪﺭﺳﻴﺔ ﺑﺄﻣﺎﻥ‪.‬‬

    ‫ﻋﻼﻗﺔ ﺍﳌﻤﺮﺿﺔ ﺑﺎﻟﻄﺎﻟﺒﺎﺕ ‪:‬‬


    ‫• ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺍﻟﻨﻈﺎﻓﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻛﻘﺺ ﺍﻷﻇﺎﻓﺮ ﻭﻧﻈﺎﻓﺔ ﺍﻟﺸﻌﺮ ﻭﻧﻈﺎﻓﺔ ﺍﳌﻼﺑﺲ‪.‬‬
    ‫• ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘﻮﻋﻴﺔ ﺍﻟﺼﺤﻴﺔ ﻟﻠﻄﺎﻟﺒﺎﺕ ﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ ﺍﻧﺘﺸﺎﺭ ﺍﻷﻣﺮﺍﺽ ﺍﻟﻮﺑﺎﺋﻴﺔ‪.‬‬
    ‫• ﺍﺳﺘﻘﺒﺎﻝ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﻭﲢﻮﻳﻞ ﺍﳊﺎﻻﺕ ﺍﻟﱵ ﺗﺴﺘﻮﺟﺐ ﲢﻮﻳﻠﻬﺎ ﺇﱃ ﺍﳌﺮﻛﺰ ﺍﻟﺼﺤﻲ‪.‬‬
    ‫• ﻣﺘﺎﺑﻌﺔ ﻣﻮﺍﻋﻴﺪ ﺍﳊﺎﻻﺕ ﺍﳋﺎﺻﺔ )ﺍﳌﺰﻣﻨﺔ(‪ ،‬ﻭ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ‪.‬‬
    ‫• ﲣﺼﻴﺺ ﻳﻮﻡ ﳌﺘﺎﺑﻌﺔ ﻃﺎﻟﺒﺎﺕ ﺍﻟﺼﻔﲔ ﺍﻷﻭﻝ ﻭ ﺍﻟﺮﺍﺑﻊ ﻟﺼﺤﺔ ﺍﻟﻔﻢ ﻭﺍﻷﺳﻨﺎﻥ ﻭﺃﺧﺬﻫﻢ ﺇﱃ ﺍﻟﺼﺤﺔ ﺍﳌﺪﺭﺳﻴﺔ‪.‬‬
    ‫• ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺍﳍﻴﺌﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﺼﺤﺔ ﻟﺘﺰﻭﻳﺪﻧﺎ ﲟﺨﺘﺼﲔ ﻟﻠﻘﻴﺎﻡ ﲟﺤﺎﺿﺮﺍﺕ ﺗﺜﻘﻴﻔﻴﺔ ﻟﻠﻄﺎﻟﺒﺎﺕ ﰲ ﺍﻟﻐﺬﺍﺀ ﺍﻟﺼﺤﻲ‬
    ‫ﻭﺍﻟﺴﻤﻨﺔ ﻭﺩﺍﺀ ﺍﻟﺴﻜﺮ ﻭ ﺍﻹﺳﻌﺎﻓﺎﺕ ﺍﻷﻭﻟﻴﺔ ﻭ ﺍﻟﻌﺪﻭﻯ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺑﺮﻧﺎﻣﺞ ﺃﻧﺎ ﻛﱪﺕ ) ﺻﺤﺔ ﺍﻟﻔﺘﻴﺎﺕ ( ﺍﻟﱵ‬
    ‫ﺗﻨﻈﻤﻪ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺳﻨﻮﻳﺎﹰ‪.‬‬
    ‫• ﺣﺼﺮ ﺣﺎﻻﺕ ﺿﻌﻒ ﺍﻟﺒﺼﺮ ﻟﻠﻄﺎﻟﺒﺎﺕ ﻭﲢﺪﻳﺪ ﻣﻮﻋﺪ ﻣﻊ ﺍﳌﺨﺘﺺ ﰲ ﺍﻟﺼﺤﺔ ﺍﳌﺪﺭﺳﻴﺔ ﻭﺍﳌﺘﺎﺑﻌﺔ ﻣﻊ ﺇﺧﻄﺎﺭ ﺃﻭﻟﻴﺎﺀ‬
    ‫ﺍﻷﻣﻮﺭ ﻭﺣﺜﻬﻢ ﻋﻠﻰ ﺍﳌﺘﺎﺑﻌﺔ‪.‬‬
    ‫‪٣٧‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﳏﺎﻭﻟﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﻜﻼﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻄﺎﻟﺒﺎﺕ ﺍﻟﱵ ﺗﻌﻴﻖ ﺍﻟﺘﻘﺪﻡ ﺍﻷﻛﺎﺩﳝﻲ ﻭ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺃﻭﻟﻴﺎﺀ‬ ‫•‬
    ‫ﺍﻷﻣﻮﺭ ﰲ ﻫﺬﺍ ﺍﻟﺸﺄﻥ ﺑﻮﺍﺳﻄﺔ ﺇﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫ﳏﺎﻭﻟﺔ ﺍﻟﺘﻘﺮﺏ ﻭ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻭﻛﺴﺐ ﺛﻘﺘﻬﻦ‪.‬‬ ‫•‬

    ‫ﻋﻼﻗﺔ ﺍﳌﻤﺮﺿﺔ ﺑﺎﳍﻴﻜﻞ ﺍﳌﺪﺭﺳﻲ ‪:‬‬


    ‫‪ .١‬ﺗﻌﺮﻳﻒ ﺍﻟﻌﺎﻣﻼﺕ ﺑﺄﻭﻟﻮﻳﺎﺕ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺼﺤﻴﺔ ﰲ ﺍﻟﺴﻦ ﺍﳌﺪﺭﺳﻴﺔ‪.‬‬
    ‫‪ .٢‬ﺗﺰﻭﻳﺪ ﺍﻟﻌﺎﻣﻼﺕ ﰲ ﺍﳌﺪﺭﺳﺔ ﲟﻬﺎﺭﺍﺕ ﺍﻟﺘﻮﻋﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺑﺎﳌﺪﺭﺳﺔ‪.‬‬
    ‫‪ .٣‬ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻼﺕ ﺑﺎﳌﺪﺭﺳﺔ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺒﻌﺾ ﺍﻹﺳﻌﺎﻓﺎﺕ ﺍﻷﻭﻟﻴﺔ ﻭ ﺧﺎﺻﺔ ﻟﻠﺤﺎﻻﺕ ﺍﻟﺸﺎﺋﻌﺔ ‪.‬‬
    ‫‪ .٤‬ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺇﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﺔ ﻟﺘﺤﻮﻳﻞ ﺍﳊﺎﻻﺕ ﺍﻟﻄﺎﺭﺋﺔ ﺇﱃ ﺍﻟﻄﻮﺍﺭﺉ ﻣﺒﺎﺷﺮﺓ ﺩﻭﻥ ﺍﳌﺮﻭﺭ ﺑﺎﳌﺮﻛﺰ ﺍﻟﺼﺤﻲ‪.‬‬
    ‫‪ .٥‬ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺇﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﺔ ﻭ ﺍﳌﺪﺭﺳﺎﺕ ﳌﺘﺎﺑﻌﺔ ﺣﺎﻻﺕ ﻭ ﺃﺳﺒﺎﺏ ﺍﻟﺘﺄﺧﺮ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺣﺎﻻﺕ ﺳﻮﺀ ﺍﻟﺘﻜﻴﻒ‬
    ‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺣﺎﻻﺕ ﺍﻹﻋﺎﻗﺔ ﻣﺜﻞ ﻋﺪﻡ ﺳﻼﻣﺔ ﺍﳊﻮﺍﺱ)ﺍﻟﺴﻤﻊ ﻭ ﺍﻟﺒﺼﺮ( ﺃﻭ ﺍﻟﻨﻄﻖ ﺃﻭ ﺍﻟﻌﺮﺝ ﺃﻭ ﺍﻟﺸﻠﻞ ﺃﻭ ﺍﻟﺮﺑﻮ‬
    ‫ﺃﻭ ﺿﻴﻖ ﺍﻟﺘﻨﻔﺲ ﺃﻭ ﺍﳊﺎﻻﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻣﺜﻞ ﺍﳋﺠﻞ ﻭ ﺍﻟﻘﻠﻖ ﺃﻭ ﺍﻻﻛﺘﺌﺎﺏ ﺃﻭ ﺍﻻﻧﻄﻮﺍﺀ ﺃﻭ ﺍﳋﻮﻑ ﺍﳌﺮﺿﻲ ﺃﻭ‬
    ‫ﺍﻟﻮﺳﻮﺍﺱ ﺃﻭ ﺗﻮﻫﻢ ﺍﳌﺮﺽ‪.‬‬
    ‫ﻋﻼﻗﺔ ﺍﳌﻤﺮﺿﺔ ﺑﺎﻟﺒﻴﺌﺔ ﺍﳌﺪﺭﺳﻴﺔ‪:‬‬
    ‫‪ .١‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﻼﺣﻴﺔ ﺍﳌﻴﺎﻩ ﺑﺼﻮﺭﺓ ﻣﺴﺘﻤﺮﺓ ﻭﺫﻟﻚ ﺑﺄﺧﺬ ﻋﻴﻨﺔ ﻣﻦ ﻣﻴﺎﻩ ﺍﳋﺰﺍﻥ ﻛﻞ ﺛﻼﺙ ﺃﺷﻬﺮ ﻟﻔﺤﺼﻬﺎ‬
    ‫ﲟﻌﺮﻓﺔ ﺍﳉﻬﺎﺕ ﺍﳌﺨﺘﺼﺔ‪.‬‬
    ‫‪ .٢‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﺧﺰﺍﻧﺎﺕ ﺍﳌﻴﺎﻩ ﻣﺼﻨﻮﻋﺔ ﻣﻦ ﻣﺎﺩﺓ ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﺼﺪﺃ ﻭﺃﻥ ﺗﺘﻨﺎﺳﺐ ﺃﻋﺪﺍﺩﻫﺎ ﻣﻊ ﺃﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺒﺎﺕ‬
    ‫ﻭﺃﻥ ﺗﻜﻮﻥ ﻣﺼﻤﻤﺔ ﺑﺸﻜﻞ ﻳﺴﻬﻞ ﻏﺴﻠﻪ ﻭﺗﻨﻈﻴﻔﻪ ﻭ ‪‬ﻮﻳﺘﻪ‪.‬‬
    ‫‪ .٣‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻧﻈﺎﻓﺔ ﻏﺮﻓﺔ ﻣﱪﺩﺍﺕ ﺍﳌﻴﺎﻩ ﻭ ﺍﳌﻨﻄﻘﺔ ﺍﶈﻴﻄﺔ ‪‬ﺎ ﳌﻨﻊ ﺩﺧﻮﻝ ﺍﳊﺸﺮﺍﺕ ﺇﱃ ﺩﺍﺧﻞ ﺍﳌﱪﺩﺍﺕ‪.‬‬
    ‫‪ .٤‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻋﺪﺩ ﺑﺮﺍﺩﺍﺕ ﺍﳌﻴﺎﻩ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺃﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ ﻭﺃﻥ ‪‬ﺎ ﻓﻼﺗﺮ ﺗﺮﺷﻴﺢ ﻣﻴﺎﻩ ﻭﺃﻧﻪ ﻳﺘﻢ ﺍﺳﺘﺒﺪﺍﳍﺎ‬
    ‫ﺑﺸﻜﻞ ﺩﻭﺭﻱ‪.‬‬
    ‫‪ .٥‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻭ ﺟﻮﺩ ﻣﻀﺨﺎﺕ ﺍﳌﻴﺎﻩ)ﺍﻟﺪﻳﻨﻤﻮ( ﰲ ﻣﻜﺎﻥ ﺁﻣﻦ ﺟﻴﺪ ﺍﻟﺘﻬﻮﻳﺔ ‪،‬ﺃﻥ ﺍﻟﺘﻮﺻﻴﻼﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳋﺎﺻﺔ‬
    ‫‪‬ﺎ ﻣﺄﻣﻮﻧﺔ ﻭﺑﻌﻴﺪﺓ ﻋﻦ ﻣﺘﻨﺎﻭﻝ ﺃﻳﺪﻱ ﺍﻟﻄﺎﻟﺒﺎﺕ‪.‬‬
    ‫‪ .٦‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺗﻮﻓﺮ ﺍﳌﻄﻬﺮﺍﺕ ﰲ ﻛﺎﻓﺔ ﺃﺭﺟﺎﺀ ﺍﳌﺪﺭﺳﺔ ﻭﰲ ﺍﻟﻔﺼﻮﻝ‪.‬‬
    ‫‪ .٧‬ﺗﻮﻓﲑ ﺻﻨﺎﺩﻳﻖ ﺇﺳﻌﺎﻓﺎﺕ ﺃﻭﻟﻴﺔ ﰲ ﻛﺎﻓﺔ ﺃﺭﺟﺎﺀ ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫‪ .٨‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺗﻮﻓﺮ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻬﻮﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﺩﺍﺧﻞ ﺍﻟﺼﻔﻮﻑ ﻭ ﺍﳌﻜﺎﺗﺐ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﲞﺎﺻﺔ ﺍﳌﺨﺘﱪﺍﺕ ﺍﻟﻜﻴﻤﺎﻭﻳﺔ‬
    ‫ﻭﻭﺭﺵ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ ﳛﺘﻤﻞ ﺗﺼﺎﻋﺪ ﺃﲞﺮﺓ ﻭ ﻏﺎﺯﺍﺕ ﻭﺃﺩﺧﻨﺔ ﺃﻭ ﺃﺗﺮﺑﺔ ‪‬ﺎ ﻭ ﺍﻹﺑﻼﻍ ﺍﻟﻔﻮﺭﻱ ﰲ ﺣﺎﻝ ﺗﻌﻄﻠﻬﺎ‪.‬‬
    ‫‪ .٩‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺗﻮﻓﺮ ﺍﻹﺿﺎﺀﺓ ﺍﻟﻜﺎﻓﻴﺔ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺃﻭ ﰲ ﺍﻟﻮﺭﺵ ﻭﺃﻥ ﺗﻜﻮﻥ ﺍﻹﺿﺎﺀﺓ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ‬

    ‫‪٣٨‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﺍﳌﺼﺎﺑﻴﺢ ﻏﲑ ﻣﺒﺎﺷﺮﺓ‪.‬‬
    ‫‪ .١٠‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻧﻈﺎﻓﺔ ﺩﻭﺭﺍﺕ ﺍﳌﻴﺎﻩ ﻭﺗﻮﻓﺮ ﻣﺮﺍﻭﺡ ﺷﻔﻂ ﺍﳍﻮﺍﺀ ‪‬ﺎ ‪.‬‬
    ‫‪ .١١‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﻣﺮﺍﺣﻴﺾ ﺩﻭﺭﺍﺕ ﺍﳌﻴﺎﻩ ﻣﻨﺎﺳﺐ ﻟﻌﺪﺩ ﺍﻟﻄﺎﻟﺒﺎﺕ ‪.‬‬
    ‫‪ .١٢‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺗﻮﻓﺮ ﺃﺣﻮﺍﺽ ﺍﻟﻐﺴﻴﻞ ﻭﺍﻥ ﻳﻜﻮﻥ ﺍﺭﺗﻔﺎﻋﻬﺎ ﻣﻼﺋﻤﺎﹰ ﻟﻌﻤﺮ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻭﻣﺰﻭﺩﺓ ﺑﺎﳌﺎﺀ ﻭ ﺍﻟﺼﺎﺑﻮﻥ‬
    ‫ﻭﻣﻨﺎﺷﻒ ﻭﺭﻗﻴﺔ‪.‬‬
    ‫‪ .١٣‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻛﻔﺎﺀﺓ ﺗﺸﻐﻴﻞ ﺃﺟﻬﺰﺓ ﺍﻟﺘﻜﻴﻴﻒ ﻭﻗﻴﺎﻡ ﻣﺘﻌﻬﺪﻱ ﺍﻟﺼﻴﺎﻧﺔ ﺑﺼﻴﺎﻧﺘﻬﺎ ﺑﺸﻜﻞ ﺩﻭﺭﻱ ﻭ ﺗﻨﻈﻴﻒ‬
    ‫ﺍﳌﺮﺷﺤﺎﺕ ﺑﺸﻜﻞ ﺩﻭﺭﻱ‪.‬‬
    ‫‪ .١٤‬ﺯﻳﺎﺩﺓ ﺍﻟﻮﻋﻲ ﲟﺨﺎﻃﺮ ﺍﳌﺼﺎﻋﺪ ﻭﺍﻟﺘﻘﻴﺪ ﺑﺎﳊﻤﻮﻟﺔ ﺍﳌﻘﺮﺭﺓ ﻟﻠﻤﺼﻌﺪ‪.‬‬
    ‫‪ .١٥‬ﻣﺮﺍﻋﺎﺓ ﺍﺷﺘﺮﺍﻃﺎﺕ ﺍﻟﺴﻼﻣﺔ ﻭﺍﻟﺼﺤﺔ ﺍﳌﻬﻨﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﲢﺰﻳﻦ ﻭﺣﻔﻆ ﺍﻷﻃﻌﻤﺔ‪.‬‬
    ‫‪ .١٦‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﻼﺣﻴﺔ ﺍﻷﻃﻌﻤﺔ ﻭ ﺍﳌﺸﺮﻭﺑﺎﺕ ﺍﻟﱵ ﻳﻘﺪﻡ ﰲ ﺍﳌﻘﺼﻒ ﻣﻦ ﺣﻴﺚ ﻗﻴﻤﺘﻬﺎ ﺍﻟﻐﺬﺍﺋﻴﺔ‪.‬‬
    ‫‪ .١٧‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻗﻴﺎﻡ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻘﺼﻒ ﺍﳌﺪﺭﺳﻲ ﺑﺎﺭﺗﺪﺍﺀ ﻣﻼﺑﺲ ﻣﻨﺎﺳﺒﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻗﻔﺎﺯﺍﺕ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﻭ‬
    ‫ﺗﺪﺍﻭﻝ ﺍﻷﻏﺬﻳﺔ‪.‬‬

    ‫ﳏﺘﻮﻳﺎﺕ ﻏﺮﻓﺔ ﺍﳌﻤﺮﺿــﺔ ‪:‬‬

    ‫ﺗﻘﻊ ﻏﺮﻓﺔ ﺍﳌﻤﺮﺿﺔ ﰲ ﻣﻜﺎﻥ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ ﲝﻴﺚ ﻳﺴﻬﻞ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ ﻛﻤﺎ ﺇﻧﻪ ﻗﺮﻳﺐ ﺟﺪﺍ ﻣﻦ ﺍﻟﺴﺎﺣﺔ ﻭﻣﻦ ﻏﺮﻓﺔ ﺗﻨﺎﻭﻝ‬
    ‫ﺍﻟﻄﻌﺎﻡ )ﺍﳌﻘﺼﻒ(‪.‬‬
    ‫ﻭﲢﺘﻮﻱ ﻏﺮﻓﺔ ﺍﳌﻤﺮﺿﺔ ﻋﻠﻰ ﺍﻟﺘﺎﱄ‪:‬‬
    ‫• ﺳﺮﻳﺮ ﻛﺸﻒ‬
    ‫• ﻛﺮﺳﻲ ﻟﻠﻐﻴﺎﺭ‪.‬‬
    ‫• ﻋﺮﺑﺔ ﻏﻴﺎﺭ ) ﺗﺮﻭﱄ (‪.‬‬
    ‫• ﺭﺍﻓﻊ ﻗﺪﻡ‪.‬‬
    ‫• ﺧﺰﺍﻧﺔ ﻟﻸﺩﻭﺍﺕ ﺍﻟﻄﺒﻴﺔ‪.‬‬
    ‫• ﺻﻨﺪﻭﻕ ﻟﻺﺳﻌﺎﻓﺎﺕ ﺍﻷﻭﻟﻴﺔ ) ﻣﺘﺤﺮﻙ ( ‪.‬‬
    ‫• ﻣﻘﺺ ﻟﻠﻐﻴﺎﺭ ‪ ،‬ﺟﻬﺎﺯ ﻟﻘﻴﺎﺱ ﺍﳊﺮﺍﺭﺓ )ﺍﻟﻜﺘﺮﻭﱐ(‪.‬‬
    ‫‪٣٩‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫• ﺟﻬﺎﺯ ﺿﻐﻂ ‪ ،‬ﲰﺎﻋﺔ ﻃﺒﻴﺔ‪ ،‬ﺟﻬﺎﺯ ﻟﻔﺤﺺ ﻧﺴﺒﺔ ﺍﻟﺴﻜﺮ‪.‬‬


    ‫• ﻟﻮﺣﺔ ﺣﺪ ﺍﻷﺑﺼﺎﺭ ﻟﻘﻴﺎﺱ ﺍﻟﺒﺼﺮ‪.‬‬
    ‫• ﻣﻴﺰﺍﻥ ﻟﻘﻴﺎﺱ ﺍﻟﻮﺯﻥ ﻭﺍﻟﻄﻮﻝ‪.‬‬
    ‫• ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺸﺮﺍﺷﻒ ﻭ ﺍﳌﻄﻬﺮﺍﺕ ﻭ ﺍﻟﻔﻮﻁ ﻭﻛﻠﻴﻨﻜﺲ ﺭﻭﻝ‪.‬‬
    ‫• ﻛﻤﺎ ﲢﺘﻮﻯ ﺍﻟﻐﺮﻓﺔ ﻋﻠﻰ ﻣﻜﺘﺐ ﺑﻪ ﻛﺮﺳﻲ ﻟﻠﻤﻤﺮﺿﺔ ﻭ ﺁﺧﺮ ﻟﻠﺰﺍﺋﺮ ﻭ ﻛﺮﺳﻲ ﺍﻧﺘﻈﺎﺭ ﻭ ﺃﺩﻭﺍﺕ ﻣﻜﺘﺒﻴﺔ ﻭ ﺳﺠﻞ‬
    ‫ﻃﱯ‪.‬‬
    ‫• ﺳﻠﺔ ﻟﻠﻨﻔﺎﻳﺎﺕ ﻭ ﻃﻔﺎﻳﺔ ﺣﺮﻳﻖ‪.‬‬

    ‫ﳏﺘﻮﻳﺎﺕ ﺣﻘﻴﺒﺔ ﺍﻹﺳﻌﺎﻓﺎﺕ ﺍﻷﻭﻟﻴﺔ‪:‬‬

    ‫ﺗﺘﻀﻤﻦ ﺍﶈﺘﻮﻳﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬


    ‫• ﺗﺸﻜﻴﻠﺔ ﻗﻄﻊ ﻣﺮﺑ‪‬ﻌﺔ ﻣﻦ ﺍﻟﺸﺎﺵ ﺍﳉﺎﻑ ﺍﳌﻌﻘﹼﻢ ﺑﺄﺣﺠﺎﻡ ﳐﺘﻠﻔﺔ ) ‪٥,١‬ـ‪٧,٥‬ـ‪١٠,٢‬ﺳﻢ (‪.‬‬
    ‫• ﺗﺸﻜﻴﻠﺔ ﺿﻤﺎﺩﺍﺕ ﻣﻌﻘﹼﻤﺔ ﻻﺻﻘﺔ‪.‬‬
    ‫• ﺿﻤﺎﺩﺍﺕ ﻋﻴﻮﻥ ﺑﻴﻀﺎﻭﻳﺔ ﺍﻟﺸﻜﻞ ﻋﺪﺩ ‪٤‬‬
    ‫• ﺭﺑﺎﻁ ﻣﺜﻠﺚ ﺍﻟﺸﻜﻞ ﻋﺪﺩ ‪٣‬‬
    ‫• ﺑﻜﺮﺓ ﻣﺸﻤﻊ ﻟﺼﺎﻕ ﻋﺪﺩ ‪ ٢‬ﺑﻌﺮﺽ ‪٢,٥‬ﻭ‪٥‬ﺳﻢ‬
    ‫• ﻣﻘﺺ ﺻﻐﲑ ﺣﺎﺩ ﺫﻭ ﺃﻃﺮﺍﻑ ﻣﺪﺑ‪‬ﺒﺔ‪.‬‬
    ‫• ﻣﻠﻘﺎﻁ ﺻﻐﲑ‪.‬‬
    ‫• ﻣﻴﺰﺍﻥ ﻗﻴﺎﺱ ﺣﺮﺍﺭﺓ ﻃﱯ‪.‬‬
    ‫• ﺧﺎﻓﺾ ﻟﺴﺎﻥ ﺧﺸﱯ‪ ،‬ﻭﺃﻋﻮﺍﺩ ﺧﺸﺒﻴﺔ‪.‬‬
    ‫• ﳏﻠﻮﻝ ﻣﻄﻬ‪‬ﺮ ﻭﻣﻨﻈﹼﻒ‪.‬‬
    ‫• ﻛﺮﳝﺎﺕ ﻟﻠﺤﺮﻳﻖ‪.‬‬
    ‫• ﺭﺑﺎﻁ ﺿﻤﺎﺩ ﺷﺎﺵ ﻣﻘﺎﺱ ‪٢,٥‬ﻭ‪٥,٢‬ﻭ‪٧,٦‬ﺳﻢ‪.‬‬
    ‫• ﻗﻄﻊ ﻣﻦ ﻗﻮﺍﻟﺐ ﺍﻟﺴﻜﺮ ﳊﺎﻻﺕ ﻣﺮﺽ ﺍﻟﺴﻜﺮ‪.‬‬
    ‫‪٤٠‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    SUPREME
    EDUCATION COUNCIL
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬: ‫ﻗﯿﻤﻨﺎ‬
    Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-

    .‫• ﺿﻤﺎﺩﺍﺕ ﺭﺿﻮﺽ ﻛﺒﲑﺓ ﻣﺮﺑﻌﺔ‬


    .‫ ﺍﺣﺘﻔﻆﹾ ﺑﺒﻄﺎﻧﻴﺔ ﻭﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻨﺎﺷﻒ‬،‫• ﻛﺬﻟﻚ‬

    ٤١
     
     Pro trial version www.pdffactory.com
    PDF created with pdfFactory 
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﻋﻤﻠﯿﺔ إﺧﻼء ﺑﺮوق‬

    ‫ﺗﻘﺮﻳﺮ ﺍﳊﻮﺍﺩﺙ‪:‬‬
    ‫ﻣﻦ ﻭﺍﺟﺐ ﻛﻞ ﻣﻮﻇﻔﺔ ﺍﻹﺑﻼﻍ ﻓﻮﺭﺍﹰ ﺃﻭ ﰲ ﺃﻧﺴﺐ ﻓﺮﺻﺔ ﻋﻦ ﻭﻗﻮﻉ ﺃﻱ ﺣﺎﺩﺙ ﺃﻭ ﺿﺮﺭ ﺃﺛﻨﺎﺀ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻷﻧـﺸﻄﺔ‬
    ‫ﺍﳌﺪﺭﺳﻴﺔ ﺃﻭ ﰲ ﺍﳌﺒﲎ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘﺮﺗﻴﺒﺎﺕ ﻭﺗﻘﺪﱘ ﺍﻟﻌﻼﺝ ﺍﻟﻄﱯ ﺃﻭ ﺍﻹﺳﻌﺎﻓﺎﺕ ﺍﻷﻭﻟﻴـﺔ‬
    ‫ﻭﻛﺬﻟﻚ ﻣﻦ ﺃﺟﻞ ﺗﻘﺼﻲ ﺍﻷﺣﺪﺍﺙ ﻭﻣﺘﺎﺑﻌﺘﻬﺎ‪.‬‬
    ‫ﺍﻟﻈﺮﻭﻑ ﺍﶈﺘﻤﻠﺔ‪:‬‬
    ‫• ﺍﻟﻜﻮﺍﺭﺙ ﺍﳉﻮﻳﺔ‪/‬ﺍﻟﺰﻻﺯﻝ‪.‬‬
    ‫• ﺍﻧﻘﻄﺎﻉ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪/‬ﺍﻧﻘﻄﺎﻉ ﺍﳌﻴﺎﻩ‪/‬ﺿﻌﻒ ﺍﻟﺘﻜﻴﻴﻒ‬
    ‫• ﺍﳊﺮﻳﻖ‪.‬‬
    ‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻤﺮﻳﻨﺎﺕ ﺍﳌﺘﺒﻌﺔ ﰲ ﺣﺎﻻﺕ ﺍﻟﻄﻮﺍﺭﺉ ﻭﺍﳊﺮﺍﺋﻖ‪:‬‬
    ‫• ﺳﻮﻑ ﺗﻌﻠﻖ ﰲ ﲨﻴﻊ ﻗﺎﻋﺎﺕ ﺍﳌﺪﺭﺳﺔ ﺧﺮﺍﺋﻂ ﺧﺎﺻﺔ ﺑﻌﻤﻠﻴﺔ ﺍﻹﺧﻼﺀ ﺃﺛﻨﺎﺀ ﻧﺸﻮﺏ ﺃﻱ ﺣﺮﻳﻖ ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫ﺳﺘﺸﲑ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ ﺇﱃ ﻣﻜﺎﻥ ﺍﻹﺧﻼﺀ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺬﻱ ﻳﺘﻮﺟﺐ ﻋﻠﻰ ﲨﻴﻊ ﺍﳌﻮﺟﻮﺩﻳﻦ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺘﻮﺟﻪ ﺇﻟﻴﻪ‬ ‫•‬
    ‫ﻋﻨﺪ ﻣﻐﺎﺩﺭﺓ ﺍﳌﺒﲎ ‪ .‬ﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﺣﺮﻳﻖ ﻳﻌﻴﻖ ﺍﳊﺮﻛﺔ ﰲ ﺍﳌﺨﺮﺝ ﺍﻟﺮﺋﻴﺴﻲ‪ ،‬ﻳﺘﻮﺟﺐ ﻋﻠـﻰ ﺍﳌﺪﺭﺳـﺎﺕ‬
    ‫ﺍﺳﺘﺨﺪﺍﻡ ﳐﺮﺟﺎﹶ ﺑﺪﻳﻼﹶ ﺑﺪﻭﻥ ﺇﺛﺎﺭﺓ ﺍﳍﻠﻊ ﻭﺍﻟﺮﻋﺐ‪.‬‬
    ‫ﺇﻥ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﰲ ﺣﺎﻝ ﻧﺸﻮﺏ ﺍﳊﺮﺍﺋﻖ ﻣﻬﻤﺔ ﺟﺪﺍﹰ ﻷ‪‬ﺎ ﺗﺸﻜﻞ ﺍﻟﻘﺎﻋﺪﺓ ﻟﻼﺳﺘﺠﺎﺑﺔ ﺃﺛﻨـﺎﺀ ﻋﻤﻠﻴـﺔ‬ ‫•‬
    ‫ﺍﻹﺧﻼﺀ ﻭﺃﺛﻨﺎﺀ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻌﻮﻳﺼﺔ‪.‬‬
    ‫ﺳﻮﻑ ﻳﺴﺘﺨﺪﻡ ﺟﺮﺱ ﺍﻹﻧﺬﺍﺭ ﺑﺎﳊﺮﻳﻖ ﻓﻘﻂ ﺃﺛﻨﺎﺀ ﻧﺸﻮﺏ ﺃﻱ ﺣﺮﻳﻖ‪ ،‬ﻛﻤﺎ ﺳﺘﺴﺘﺨﺪﻡ ﺍﳌﺪﻳﺮﺓ ﺟﺮﺱ ﺧـﺎﺹ‬ ‫•‬
    ‫ﻟﻠﻌﻮﺩﺓ ﺇﱃ ﺍﻟﺼﻔﻮﻑ‪.‬‬
    ‫ﻻ ﳚﺐ ﰲ ﺃﻱ ﺣﺎﻝ ﻣﻦ ﺍﻷﺣﻮﺍﻝ ﺗﻮﺍﺟﺪ ﺃﻱ ﺷﺨﺺ ﰲ ﺍﳌﺒﲎ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻹﺧﻼﺀ‪.‬‬ ‫•‬
    ‫• ﺳﻮﻑ ﻳﺘﻢ ﺗﻮﻓﲑ ﺟﺪﻭﻝ ﺧﺎﺹ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻹﺧﻼﺀ ﻣﺴﺘﻘﺒﻼﹶ‪.‬‬
    ‫• ﺃﻣﺎﻛﻦ ﺍﻹﺧﻼﺀ ﺑﻌﻴﺪﺓ ﻣﻦ ﺍﳌﺒﲎ ﺍﳌﺪﺭﺳﻲ ﻛﻤﺎ ﳚﺐ ﻋﻠﻰ ﲨﻴﻊ ﺍﳌﻮﻇﻔﺎﺕ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﻻﻧﺘﻈـﺎﻡ ﰲ ﻃـﺎﺑﻮﺭ‬
    ‫ﻟﻠﺘﻮﺟﻪ ﻟﺬﻟﻚ ﺍﳌﻜﺎﻥ ﺍﳌﺨﺼﺺ ‪.‬‬
    ‫• ﺇ‪‬ﺎ ﻣﺴﺆﻭﻟﻴﺔ ﻛﻞ ﻃﺎﻟﺒﺔ ﰲ ﺍﻟﺘﺤﺮﻙ ﺑﺴﺮﻋﺔ ﻭﻟﻜﻦ ‪‬ﺪﻭﺀ ﻭﺑﻄﺮﻳﻘﺔ ﻣﻨﺘﻈﻤﺔ ﻋﱪ ﺍﳌﺨﺮﺝ ﺍﳌﺨﺼﺺ ﻟﻠﺘﻮﺟﻪ ﺇﱃ‬
    ‫ﻣﻜﺎﻥ ﺍﻹﺧﻼﺀ ‪.‬‬

    ‫‪٤٢‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﳚﺐ ﺇﺗﺒﺎﻉ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬


    ‫ﺗﺘﺤﻤﻞ ﻛﻞ ﻣﺪﺭﺳﺔ ﻣﺴﺆﻭﻟﻴﺔ ﻣﺎ ﻳﻠﻲ ‪:‬‬
    ‫‪ .١‬ﻏﻠﻖ ﲨﻴﻊ ﺍﻟﻨﻮﺍﻓﺬ ﻭﺍﻷﺑﻮﺍﺏ ‪ ،‬ﺇﻃﻔﺎﺀ ﺍﻷﺿﻮﺍﺀ ﺃﻭ ﺗﻌﻴﲔ ﻃﺎﻟﺒﺎﺕ ﻣﻦ ﺍﻟﺼﻔﻮﻑ ﺍﻟﻌﻠﻴﺎ ﻟﻠﻘﻴﺎﻡ ﺑﺬﻟﻚ‪.‬‬
    ‫‪ .٢‬ﺃﺧﺬ ﻗﺎﺋﻤﺔ ﺑﺄﲰﺎﺀ ﺍﻟﺼﻔﻮﻑ) ﺳﺘﻜﻮﻥ ﻣﺜﺒﺘﻪ ﻋﻠﻰ ﻛﻞ ﺑﺎﺏ ﺻﻒ _ ﻛﻤﺎ ﺳﺘﻜﻮﻥ ﻫﻨﺎﻙ ﻗﻮﺍﺋﻢ ﺃﺧﺮﻯ ﻋﻨﺪ‬
    ‫ﻣﺴﺌﻮﻟﺔ ﺷﺆﻭﻥ ﺍﻟﻄﻼﺏ ﻭﺍﳌﺪﻳﺮﺓ ﻭﺍﻟﻨﺎﺋﺒـﺘﲔ(‪.‬‬
    ‫‪ .٣‬ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻨﻈﺎﻡ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻹﺧﻼﺀ‪ ،‬ﳚﺐ ﺃﻥ ﺗﻨﻈﻢ ﲨﻴﻊ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺸﻜﻞ ﻣﺴﺮﻉ ﻭﻟﻜﻦ ‪‬ﺪﻭﺀ ﰲ ﺻﻒ‬
    ‫ﻭﺍﺣﺪ ﻭﺍﳋﺮﻭﺝ ﻋﱪ ﳑﺮ ﺍﻹﺧﻼﺀ ﺑﺸﻜﻞ ﺳﺮﻳﻊ‪.‬‬
    ‫‪ .٤‬ﻣﺮﺍﻓﻘﺔ ﺍﻟﺼﻒ ﺇﱃ ﻣﻜﺎﻥ ﺍﻹﺧﻼﺀ ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺇﺧﻼﺀ ﲨﻴﻊ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﱵ ﲝﻮﺯﺗﻚ ‪ .‬ﳚﺐ‬
    ‫ﺇﺑﻼﻍ ﻣﺪﻳﺮﺓ ﺍﳌﺪﺭﺳﺔ ﻓﻮﺭﺍﹶ ﰲ ﺣﺎﻝ ﻋﺪﻡ ﺇﺣﺼﺎﺀ ﻃﺎﻟﺒﺔ ﻣﻌﻴﻨﺔ‪.‬‬
    ‫‪ .٥‬ﳚﺐ ﺃﻥ ﺗﻘﻮﻡ ﺑﻌﺾ ﺍﳌﻮﻇﻔﺎﺕ ﺍﻟﻠﻮﺍﰐ ﻋﻴﲔ ﻟﺬﻟﻚ ﺑﺎﻹﻃﻼﻉ ﻋﻠﻰ ﲨﻴﻊ ﺃﻣﺎﻛﻦ ﺍﳌﺪﺭﺳﺔ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺯﻭﺍﻝ‬
    ‫ﺍﳋﻄﺮ‪) .‬ﻛﻞ ﻣﻨﺴﻘﺔ ﰲ ﺍﻟﻘﺴﻢ ﺍﻟﺘﺎﺑﻊ ﳍﺎ ﻭﺍﻟﻘﺴﻢ ﺍﻟﻘﺮﻳﺐ ﻣﻨﻬﺎ(‪.‬‬
    ‫‪ .٦‬ﺍﻧﺘﻈﺎﺭ ﺇﺷﺎﺭﺓ ﺯﻭﺍﻝ ﺍﳋﻄﺮ ﻣﻦ ﺍﳌﺪﻳﺮﺓ ﻭﺍﻟﻌﻮﺩﺓ ﺑﻜﻞ ﻫﺪﻭﺀ ﺇﱃ ﺍﻟﺼﻔﻮﻑ‪.‬‬
    ‫ﻣﺎ ﳚﺐ ﺃﻥ ﺗﻘﻮﻡ ﺑﻪ ﺍﳌﺪﺭﺳﺔ ﰲ ﺣﺎﻝ ﻧﺸﻮﺏ ﺣﺮﻳﻖ ﰲ ﺍﳌﺪﺭﺳﺔ‪:‬‬
    ‫• ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﳍﺪﻭﺀ ﺃﻣﺮ ﺣﺎﺳﻢ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ ﺷﻌﻮﺭ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺎﻷﻣﻦ ﻭﺍﻟﺴﻜﻮﻥ ‪،‬ﳚﺐ ﺃﻥ ﻳﻜـﻮﻥ ﺻـﻮﺕ‬
    ‫ﺍﳌﹼﺪﺭﺳﺔ ﺭﺯﻳﻦ ﻭﻭﺍﺿﺢ ﻭﻻ ﺗﻘﻮﻡ ﺑﺘﺨﻤﻴﻨﺎﺕ ﻭﻻ ﺗﺒﺪﻱ ﺃﻱ ﺃﺭﺍﺀ ﺣﻮﻝ ﺍﳊﺎﻟﺔ ﰲ ﺣﻀﻮﺭ ﺍﻟﻄﺎﻟﺒﺎﺕ‪.‬‬
    ‫• ﺗﻘﻮﻡ ﺍﳌﺪﺭﺳﺎﺕ ﲜﻤﻊ ﻣﻔﺎﺗﻴﺤﻬﻦ‪،‬ﻭﺩﻓﺘﺮ ﺍﻟﺘﺴﺠﻴﻞ ﻭﻳﻮﺟﻬﻦ ﺍﻟﻄﺎﻟﺒﺎﺕ ‪‬ﺪﻭﺀ ﻟﻠﺨﺮﻭﺝ ﻣﻦ ﺍﻟﻔﺼﻞ ﺑﺸﻜﻞ ﺳﺮﻳﻊ‬
    ‫ﻭﻟﻜﻦ ﺑﺎﻟﺘﺤﻜﻢ ﻋﻠﻰ ﺍﻟﻮﺿﻊ‪.‬‬
    ‫• ﺇﺫﺍ ﺳﻨﺤﺖ ﺍﻟﻔﺮﺻﺔ‪،‬ﺗﻐﻠﻖ ﺃﺑﻮﺍﺏ ﺍﻟﻔﺼﻮﻝ ﻋﻨﺪ ﺇﺧﻼﺀﻫﺎ‪،‬ﻭﻫﺬﺍ ﻣﻦ ﺃﺟﻞ ﻣﻨﻊ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﻟﻠﻮﺍﰐ ﺍﻧﺘﺎ‪‬ﻦ ﺍﳋﻮﻑ ﻣﻦ‬
    ‫ﺍﻻﺧﺘﻔﺎﺀ ﺩﺍﺧﻞ ﻏﺮﻑ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺗﺴﻬﻴﻞ ﺍﳌﻬﻤﺔ ﻟﺮﺟﺎﻝ ﺍﻹﻃﻔﺎﺀ ﻣﻦ ﺇﳚﺎﺩ ﺍﻟﻄﺎﻟﺒـﺎﺕ ﺍﳌﺘﻮﺍﺟـﺪﺍﺕ ﰲ ﻣـﺒﲎ‬
    ‫ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫• ﻳ‪‬ﺮﺟﻰ ﺍﻟﻌﻠﻢ ﺑﺄﻥ ﺷﺨﺺ ﺑﺎﻟﻎ ﺳﻴﻘﻮﻡ ﺑﺈﺧﺮﺍﺝ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﺘﻮﺍﺟﺪﺍﺕ ﰲ ﻏﺮﻑ ﺍﳊﻤﺎﻡ ﺃﻭ ﻏﺮﻓﺔ ﺍﳌﻤﺮﺿﺔ ﻷﻧـﻪ‬
    ‫ﻣﻜﻠﻒ ﺑﺬﻟﻚ‪.‬‬
    ‫• ﳚﺐ ﺃﻥ ﺗﻮﺟﻪ ﺍﳌﺪﺭﺳﺎﺕ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺧﺎﺭﺝ ﺍﳌﺪﺭﺳﺔ ﻋﻦ ﻃﺮﻳﻖ ﳐﺎﺭﺝ ﺍﻹﺧﻼﺀ ﺇﱃ ﺃﻣﺎﻛﻦ ﺍﻟﺘﺠﻤﻊ ﺍﳌﺨﺼﺼﺔ‪.‬‬
    ‫• ﻋﻨﺪ ﺍﻟﺘﻮﺍﺟﺪ ﰲ ﻣﻜﺎﻥ ﺍﻟﺘﺠﻤﻊ‪،‬ﻳﺘﻢ ﺍﳌﻨﺎﺩﺍﺓ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻭﻳﺘﻢ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻔﻘﻮﺩﺍﺕ ﺃﻭ ﻭﻭﺟـﻮﺩ‬
    ‫ﻋﺪﺩ ﺇﺿﺎﰲ ﻣﻦ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﻟﻠﻮﺍﰐ ﰎ ﺇﺧﺮﺍﺟﻬﻦ‪.‬‬
    ‫• ﻋﻨﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﺇﺣﺼﺎﺀ ﲨﻴﻊ ﺍﻟﻄﺎﻟﺒﺎﺕ‪ ،‬ﺗﻌﺮﺽ ﺍﳉﻬﺔ ﺍﳋﻀﺮﺍﺀ ﻣﻦ ﺑﻄﺎﻗﺎ‪‬ﻦ ﺍﳊﻤﺮﺍﺀ ‪ /‬ﺍﳋﻀﺮﺍﺀ( ﺑﻄﺎﻗﺔ ﺧﺎﺻﺔ‬
    ‫ﻳﺘﻢ ﺇﺑﺮﺍﺯﻫﺎ ﺃﺛﻨﺎﺀ ﺣﺪﻭﺙ ﻃﻮﺍﺭﺉ ‪).‬ﺇﺫﺍ ﺍﺗﻀﺢ ﻭﺟﻮﺩ ﻋﺪﺩ ﺯﺍﺋﺪ ﻣﻦ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺃﻭ ﻃﺎﻟﺒﺎﺕ ﻣﻔﻘﻮﺩﺍﺕ‪ ،‬ﳚـﺐ‬
    ‫‪٤٣‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﻋﺮﺽ ﺍﳉﻬﺔ ﺍﳊﻤﺮﺍﺀ ﺣﻴﻨﺌﺬ ﻳﺘﻢ ﺇﻋﺪﺍﺩ ﻗﺎﺋﻤﺔ ﺑﺄﲰﺎﺀ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻔﻘﻮﺩﺍﺕ ﺃﻭ ﺍﻟﻌﺪﺩ ﺍﻟﺰﺍﺋﺪ ﻣﻨﻬﻦ ‪.‬ﺗﺴﻠﻢ ﻫـﺬﻩ‬
    ‫ﺍﻟﻘﺎﺋﻤﺔ ﻟﻠﻤﺴﺌﻮﻟﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﻜﻠﻔﺔ ﲟﺮﺍﻗﺒﺔ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﻣﻦ ﺃﻣﻜﺎﻥ ﺍﻹﺧﻼﺀ‪.‬‬
    ‫• ﺍﳌﺮﺍﻗﺒﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻭﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﻄﺎﻟﺒﺎﺕ ﰲ ﲨﻴﻊ ﺍﻷﻭﻗﺎﺕ‪.‬‬
    ‫• ﰲ ﺣﺎﻝ ﻗﻴﺎﻡ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺄﻧﺸﻄﺔ ﺧﺎﺭﺝ ﺍﻟﻔﺼﻮﻝ‪ ،‬ﻳﻄﻠﺐ ﻣﻨﻬﻦ ﺍﳋﺮﻭﺝ ﻣﻦ ﺃﻗﺮﺏ ﳐﺮﺝ ﻃﻮﺍﺭﺉ‪.‬‬
    ‫• ﺗﻘﻮﻡ ﺍﻟﻌﺎﻣﻼﺕ ﰲ ﺍﳌﻘﺼﻒ ﺑﺘﻘﺪﱘ ﺍﳌﺴﺎﻋﺪﺓ ﻹﺧﻼﺀ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻓﻮﺭﺍﹶ‪.‬‬
    ‫• ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻹﺧﻼﺀ ﻣﻦ ﺍﳌﻬﻢ ﺟﺪﺍﹶ ﺃﻻ ﺗﺴﻠﻢ ﺃﻳﺔ ﻃﺎﻟﺒﺔ ﻷﻱ ﺷﺨﺺ ﻛﺎﻥ ﺣﱴ ﻳﺘﻢ ﺍﻻﺟﺘﻤـﺎﻉ ﰲ ﻧﻘﻄـﺔ‬
    ‫ﺍﻟﺘﺠﻤﻊ ﻭﻓﻘﻂ ﻭﻓﻘﺎﹶ ﻟﻺﺟﺮﺍﺀﺍﺕ ﺍﳌﻌﻤﻮﻝ ‪‬ﺎ ‪.‬ﻫﺬﺍ ﺍﻷﻣﺮ ﻣﻬﻢ ﺟﺪﺍﹶ ﻷﻥ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﺍﳌﺘﻮﺗﺮﺓ‪ ،‬ﻳـﺼﻞ‬
    ‫ﺍﻷﻫﺎﱄ ‪ ،‬ﺍﻟﻌﺎﺋﻼﺕ ﻭ ﺍﻷﺻﺪﻗﺎﺀ ﺑﺴﺮﻋﺔ ﺇﱃ ﺍﳌﺪﺭﺳﺔ ﻭﺃﺣﻴﺎﻧﺎ ﻗﺒﻞ ﻭﺻﻮﻝ ﺳﻴﺎﺭﺍﺕ ﺍﻟﻄﻮﺍﺭﺉ ﻷﺧﺬ ﺑﻨـﺎ‪‬ﻢ ‪.‬‬
    ‫ﻭﺗﺴﻮﺩ ﺣﺎﻟﺔ ﺗﻮﺗﺮ ﺷﺪﻳﺪﺓ ﻭﺣﺎﻟﺔ ﻏﻤﻮﺽ ﻛﺒﲑﺓ ﰲ ﺣﺎﻝ ﺍﻋﺘﻘﺎﺩ ﺃﻱ ﻭﱄ ﺃﻣﺮ ﺃﻥ ﺍﺑﻨﺘﻪ ﻣﻔﻘﻮﺩﺓ‪.‬‬
    ‫• ﻭﻓﻮﺭ ﺇﻋﻄﺎﺀ ﺃﺷﺎﺭﺓ ﺍﻟﺴﻤﺎﺡ ﺑﺰﻭﺍﻝ ﺍﳋﻄﺮ‪,‬ﺗﻘﻮﻡ ﺍﳌﺪﺭﺳﺎﺕ ﺑﺘﻮﺟﻴﻪ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺸﻜﻞ ﻫﺎﺩﻱ ﻭﺳﻠﺲ ﻟﻠﻌﻮﺩﺓ ﺇﱃ‬
    ‫ﺍﳌﺒﲎ ﻭﺍﺳﺘﺌﻨﺎﻑ ﺍﻷﻧﺸﻄﺔ ﺑﺸﻜﻞ ﻃﺒﻴﻌﻲ‪.‬‬

    ‫‪٤٤‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﻣﻬﻤﺔ‪:‬ﻧﻮﻉ ﺍﻟﻄﺎﺭﺉ ﻭﺍﳉﻬﺎﺕ ﺫﺍﺕ ﺍﻻﺧﺘﺼﺎﺹ ﰲ ﻣﻌﺎﳉﺘﻪ‬ ‫ﺃﺭﻗﺎﻡ‬


    ‫ﻟﻺﺑﻼﻍ ﺍﻟﺴﺮﻳﻊ‬

    ‫ﺍﳍﺎﺗﻒ‬ ‫ﺍﻟﻄﺎﺭﺉ‬ ‫ﺍﳉﻬﺔ ﺍﳌﺨﺘﺼﺔ‬ ‫ﻡ‬


    ‫ﺍﳊﺮﻳﻖ‪ ،‬ﺍﻟﻜﻮﺍﺭﺙ‪ ،‬ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ‬
    ‫‪٤٨٩٥١٥١‬‬ ‫ﺍﻟﺪﻓﺎﻉ ﺍﳌﺪﱐ‬ ‫‪١‬‬
    ‫ﻛﺎﻟﻐﺎﺯﺍﺕ ﺍﻟﺴﺎﻣﺔ ﺃﻭ ﺍﳊﺎﺭﻗﺔ‬
    ‫‪٩٩٩‬‬
    ‫ﻃﻮﺍﺭﺉ ﲪﺪ‪٤٣٩٢١١٢‬‬
    ‫ﺍﻟﺼﺤﺔ ﺍﳌﺪﺭﺳﻴﺔ ‪٤٤٢٢٣٣٣‬‬
    ‫ﺍﳊﺎﻻﺕ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻄﺎﺭﺋﺔ‪ ،‬ﺍﻟﻮﻓﺎﺓ‪،‬‬ ‫ﺍﻟﻄﻮﺍﺭﺉ ﻭﺍﳌﺴﺘﺸﻔﻴﺎﺕ ﻭﺍﳌﺮﻛﺰ‬
    ‫ﻣﺮﻛﺰ ﺍﻟﺸﺤﺎﻧﻴﺔ ‪٤٧١٨٩٩٤‬‬ ‫‪٢‬‬
    ‫ﺍﻹﺻﺎﺑﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﳉﻤﺎﻋﻴﺔ ‪،‬ﺍﻟﺘﺴﻤﻢ‬ ‫ﺍﻟﻄﱯ‬
    ‫‪٤٧١٨٩٩٥‬‬
    ‫‪٤٧١٨٠٦٢‬‬
    ‫ﺍﻟﺼﺤﺔ ﺍﻟﻮﻗﺎﺋﻴﺔ‪٤٠٧٠٠٠٠‬‬
    ‫ﺍﻟﻄﻮﺍﺭﺉ ‪٩٩١‬‬ ‫ﻣﺎﺱ ﺃﻭ ﺻﻌﻖ ﻛﻬﺮﺑﺎﺋﻲ‬ ‫ﺷﺮﻛﺔ ﺍﻟﻜﻬﺮﺑﺎﺀ ‪،‬ﺍﻟﻄﻮﺍﺭﺉ‬ ‫‪٣‬‬
    ‫ﺭﻗﻢ ﻣﺼﻠﺤﺔ ﺍﳌﻴﺎﻩ"ﺍﳌﻀﺨﺔ" ‪٤٧١٩١٥٠‬‬
    ‫ﻣﺸﺎﻛﻞ ﰲ ﺍﳌﻴﺎﻩ‬ ‫ﻣﺼﻠﺤﺔ ﺍﳌﻴﺎﻩ ﻭﺍﻟﺼﺮﻑ ﺍﻟﺼﺤﻲ‬ ‫‪٤‬‬
    ‫ﺭﻗﻢ ﺑﻠﺪﻳﺔ ﺍﻟﺸﺤﺎﻧﻴﺔ ‪٤٧١٨٧٨٤‬‬
    ‫‪٤٣٢٧٧٧٧‬‬ ‫ﺍﻷﺯﻣﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﳊﺎﺩﺓ‬ ‫ﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﺍﻟﻌﺎﺋﻠﻴﺔ‬ ‫‪٦‬‬
    ‫‪٤٧١٩٤٢٢‬‬ ‫ﺍﻻﻋﺘﺪﺍﺀ ﻭﺍﻟﺴﻄﻮ‬ ‫ﺍﻟﺸﺮﻃﺔ‬ ‫‪٧‬‬
    ‫ﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ ﻟﺘﻨﻔﻴﺬ ﺫﻟﻚ ﺃﻥ ﺗﻜﻮﻥ ﻛﺎﻓﺔ‬
    ‫ﰲ ﺣﺎﻟﺔ ﺗﻌﺮ‪‬ﺽ ﺍﺑﻨﻪ ﻷﻳﺔ ﺣﺎﻟﺔ ﻃﺎﺭﺋﺔ‬ ‫ﻭﱄ ﺍﻷﻣﺮ‬ ‫‪٨‬‬
    ‫ﺃﺭﻗﺎﻡ ﺍﳍﻮﺍﺗﻒ ﻟﻄﻼﺏ ﺍﳌﺪﺭﺳﺔ ﻣﺘﻮﻓﺮﺓ‪.‬‬
    ‫ﺩ‪.‬ﳏﻤﺪ ﻃﻼﻝ ‪٥٥٧٥٠٨٠‬‬
    ‫‪٤٤٧٣١٣١‬‬
    ‫ﻳ‪‬ﺒﻠﹼﻐﻮﻥ ﲜﻤﻴﻊ ﺍﳊﺎﻻﺕ‬

    ‫ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ‬ ‫‪٩‬‬


    ‫‪٤٤٧٣٢٣١‬‬
    ‫‪٤٤٧٣٥٩٧‬‬
    ‫ﺷﺎﻫﺮ ﺳﻌﻮﺩ ﺍﻟﺸﻤﺮﻱ ‪٥٧٦٢٩٩٩‬‬ ‫ﻋﻀﻮ ﺍ‪‬ﻠﺲ ﺍﻟﺒﻠﺪﻱ‬ ‫‪١٠‬‬
    ‫ﻓﻬﺪ ﻋﻘﺎﺏ ﺍﻟﺸﻤﺮﻱ ‪٥٥١٣٢١٥‬‬ ‫ﺭﺋﻴﺲ ﳎﻠﺲ ﺍﻷﻣﻨﺎﺀ‬ ‫‪١١‬‬

    ‫‪٤٥‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬
    ‫اﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﯿﻢ‬
    ‫‪SUPREME‬‬
    ‫‪EDUCATION COUNCIL‬‬
    ‫ﻣﺪرﺳﺔ ﺑﺮوق اﻻﺑﺘﺪاﺋﯿﺔ اﻟﻤﺴﺘﻘﻠﺔ – ﺑﻨﺎت‬
    ‫ﻗﯿﻤﻨﺎ ‪ :‬اﻻﺟﺘﮭﺎد – اﻟﺘﻌﺎون – اﻹﺑﺪاع – اﻟﺘﺤﺪي – اﻻﺣﺘﺮام – اﻟﺤﺐ – اﻹﺧﻼص‬
    ‫‪Our Values are: Perseverance- Collaboration- Creativity- Challenging- Respect-Love- Loyalty-‬‬

    ‫ﻓﻬﺮﺱ‬

    ‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﳌﻮﺿﻮﻉ‬
    ‫‪٢‬‬ ‫ﻣﻘﺪﻣﺔ‬
    ‫‪٣‬‬ ‫ﺗﻌﺮﻳﻔﺎﺕ ﺇﺟﺮﺍﺋﻴﺔ‬
    ‫‪٥‬‬ ‫ﺍﻟﺘﺤﻀﲑ ﻹﺟﺮﺍﺀ ﺍﳋﻄﺔ‬
    ‫‪٦‬‬ ‫ﺧﻄﺔ ﻃﻮﺍﺭﺉ ﺫﺍﺕ ﻣﻀﺎﻣﲔ ﻣﺘﻨﻮﻋﺔ‬
    ‫‪٧‬‬ ‫ﺍﳊﺪﺙ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻮﻓﺎﺓ ﺍﳌﻔﺎﺟﺌﺔ ﻷﺣﺪ ﺍﻟﻄﻼﺏ‬
    ‫‪٧‬‬ ‫ﺍﳊﺪﺙ ﺍﻟﺜﺎﱐ‪ :‬ﻭﻓﺎﺓ ﺃﺣﺪ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺃﻭ ﺍﺣﺪ ﺇﺧﻮﺍﻥ ﺃﻭ ﺃﻗﺎﺭﺏ ﺍﻟﻄﺎﻟﺐ‬
    ‫‪٨‬‬ ‫ﺍﳊﺪﺙ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻭﻓﺎﺓ ﲢﺪﺙ ﺧﺎﺭﺝ ﺍﳌﺪﺭﺳﺔ ﻣﺜﻼﹰ ) ﻧﺘﻴﺠﺔ ﳌﺮﺽ ‪ ،‬ﺣﺎﺩﺛﺔ ‪ ،‬ﺍﻧﺘﺤﺎﺭ ‪ ،‬ﻗﺘﻞ (‬
    ‫‪٨‬‬ ‫ﺍﳊﺪﺙ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺣﺮﻳﻖ ﰲ ﺍﳌﺪﺭﺳﺔ‬
    ‫‪١١‬‬ ‫ﺍﳊﺪﺙ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻟﺘﺴﻤﻢ )ﻏﺬﺍﺋﻲ – ﺍﺳﺘﻨﺸﺎﻕ‪-‬ﺍﻻﻣﺘﺼﺎﺹ ﻋﻦ ﻃﺮﻳﻖ ﺍﳉﻠﺪ‪ -‬ﺳﻢ ﺍﻟﺜﻌﺎﺑﲔ ﻭﺍﻟﻌﻘﺎﺭﺏ(‬
    ‫ﺍﳊﺪﺙ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺻﻮﺍﻋﻖ ﺃﻭ ﻛﻮﺍﺭﺙ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳉﻮﻳﺔ ﺃﻭ ﺍ‪‬ﻴﺎﺭ ﺟﺰﺋﻲ ﺃﻭ ﻛﻠﻲ ﳌﺒﲎ ﺃﻭ ﺳﻮﺭ ﺍﳌﺪﺭﺳﺔ ﻋﻠﻰ ﻋﺪﺩ ﻣﻦ‬
    ‫‪١٤‬‬
    ‫ﺍﻟﻄﻼﺏ ﺃﻭ ﺩﺧﻮﻝ ﻣﻴﺎﻩ ﺑﺸﺪﺓ ﺇﱃ ﺍﳌﺪﺭﺳﺔ‬
    ‫‪١٥‬‬ ‫ﺍﳊﺪﺙ ﺍﻟﺴﺎﺑﻊ ‪ :‬ﺣﺎﺩﺙ ﺗﺪﻫﻮﺭ ﺣﺎﻓﻠﺔ ﻣﺪﺭﺳﻴﺔ ﺃﻭ ﺗﻌﻄﻠﻬﺎ‬
    ‫‪١٥‬‬ ‫ﺍﳊﺪﺙ ﺍﻟﺜﺎﻣﻦ ‪ :‬ﻣﺎﺱ ﺃﻭ ﺻﻌﻖ ﻛﻬﺮﺑﺎﺋﻲ‬
    ‫ﺍﳊﺪﺙ ﺍﻟﺘﺎﺳﻊ ‪ :‬ﺳﻠﻮﻙ ﻋﻨﻴﻒ)ﻣﺸﺎﺟﺮﺓ ﺑﺎﻷﺩﻭﺍﺕ ﺍﳊﺎﺩﺓ ﺑﲔ ﺍﻟﻄﻠﺒﺔ ‪/‬ﺍﻟﺸﻐﺐ‪ /‬ﺍﻻﻋﺘﺪﺍﺀ ﻋﻠﻰ ﺃﺣﺪ ﺍﳌﻌﻠﻤﲔ ﻣﻦ ﻗﺒﻞ‬
    ‫‪١٧‬‬
    ‫ﺍﻟﻄﻠﺒﺔ(‬
    ‫ﺍﳊﺪﺙ ﺍﻟﻌﺎﺷﺮ‪ :‬ﺳﻘﻮﻁ ﺃﺣﺪ ﺍﻟﻄﻠﺒﺔ ﻣﻐﺸﻴﺎ ﻋﻠﻴﻪ ﺃﻭ ﺇﺻﺎﺑﺔ ﺃﺣﺪ ﺍﻟﻄﻠﺒﺔ ﺑﻨﻮﺑﺔ ﻣﺎ )ﺗﻮﻗﻒ ﺍﻟﺘﻨﻔﺲ‪ ،‬ﺻﺮﻉ‪ ،‬ﺭﺑﻮ ‪،‬ﺍﳔﻔـﺎﺽ ﺃﻭ‬
    ‫‪١٨‬‬
    ‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﺴﻜﺮ ‪....‬ﺇﱁ (‪.‬‬
    ‫‪٢٩‬‬ ‫ﺍﳊﺪﺙ ﺍﳊﺎﺩﻱ ﻋﺸﺮ ‪:‬ﺣﺎﻻﺕ ﺍﻟﱰﻳﻒ ﻭﺍﻟﻜﺴﻮﺭ ‪.‬‬
    ‫‪٣١‬‬ ‫ﺍﻹﺟﺮﺍﺀﺍﺕ ‪.‬‬
    ‫‪٣١‬‬ ‫ﺃﻭﻻ ‪:‬ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﻠﻄﻮﺍﺭﺉ‬
    ‫‪٣٢‬‬ ‫ﺛﺎﻧﻴﺎ ‪:‬ﺗﺸﻜﻴﻞ ﻓﺮﻳﻖ ﺍﻷﺯﻣﺎﺕ ﻭﺍﻟﻄﻮﺍﺭﺉ‬
    ‫‪٣٤‬‬ ‫ﺛﺎﻟﺜﺎ ‪:‬ﻋﻤﻞ ﺑﻄﺎﻗﺔ ﺧﺎﺻﺔ ﰲ ﻣﻠﻒ ﻟﻜﻞ ﻃﺎﻟﺒﺔ ﻣﺮﻳﻀﺔ‬
    ‫‪٣٦‬‬ ‫ﺭﺍﺑﻌﺎﹰ‪ :‬ﺍﺳﺘﻤﺎﺭﺓ ﲢﺪﻳﺚ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺎﻟﺒﺔ‬
    ‫‪٣٧‬‬ ‫ﳑﺮﺿﺔ ﺍﳌﺪﺭﺳﺔ‪.‬‬
    ‫‪٤٢‬‬ ‫ﻋﻤﻠﻴﺔ ﺇﺧﻼﺀ ﺑﺮﻭﻕ‪.‬‬
    ‫‪٤٥‬‬ ‫ﺃﺭﻗﺎﻡ ﻣﻬﻤﺔ ‪:‬ﻧﻮﻉ ﺍﻟﻄﺎﺭﺉ ﻭﺍﳉﻬﺎﺕ ﺫﺍﺕ ﺍﻻﺧﺘﺼﺎﺹ ﰲ ﻣﻌﺎﳉﺘﻪ ﻟﻺﺑﻼﻍ ﺍﻟﺴﺮﻳﻊ‬
    ‫ﺍﳌﺮﺍﺟﻊ‪ :‬ﺳﻴﺎﺳﺎﺕ ﻣﺘﺒﻌﺔ ﰲ ﻣﺪﺭﺳﺔ ﺑﺮﻭﻕ – ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ – ﺩﻟﻴﻞ ﺍﻷﺯﻣﺎﺕ ﻭﺍﻟﻄﻮﺍﺭﺉ ﺍﳌﺪﺭﺳﻴﺔ "ﺍﻟﺴﻌﻮﺩﻳﺔ"‬

    ‫‪٤٦‬‬
    ‫‪‬‬ ‫‪‬‬
    ‫‪ Pro trial version www.pdffactory.com‬‬
    ‫‪PDF created with pdfFactory‬‬ ‫‪‬‬

    You might also like