First Aid PDF Chapter Review

First Aid Chapter Review Unit One: Lesson One 1) The roles and responsibilities of criminal justice officers differ from those of other professional out-of-hospital caregivers 2) After ensuring scene safety, your next concern as a criminal justic...

First Aid Chapter Review Unit One: Lesson One 1) The roles and responsibilities of criminal justice officers differ from those of other professional out-of-hospital caregivers 2) After ensuring scene safety, your next concern as a criminal justice first-aid provider is the patient Unit One: Lesson Two 3) If you are a correctional officer or a correctional probation officer, you have an obligation to provide care to a patient who needs and consents to care only when you are on duty. If you are a law enforcement officer, you have a duty to act 24/7 within your jurisdictional boundaries 4) Providing CPR is within your scope of care as a criminal justice officer, but performing open-heart surgery is not 5) The Good Samaritan Act protects a first-aid provider from liability for emergency care or treatment performed in good faith or emergency care or treatment that would be expected from another first-aid provider with equal training 6) You abandon the patient when you stop providing care without ensuring that the patient continues or begins to receive the same or better care (cannot leave until end of shift) 7) Breach of standard of care: you had a legal duty to act or you failed to act in a certain way (you failed to act in a manner that a reasonable person with the same level of training would act) (Negligence) 8) Expressed consent: permission given for an action that is clearly and unmistakably stated or written by the patient or legal guardian 9) Implied consent: the assumption that a person has given permission for an action because of their actions, rather than explicitly expressed 10) Informed consent: a person’s agreement to allow something to happen, made with full knowledge of the facts, benefits, risks, and alternatives 11) To refuse medical care, a patient must be competent; a competent adult is one who can make an informed decisions about medical care (Not competent: Alzheimer’s, Baker Act, Under the influence of drugs and alcohol) 12) As a criminal justice first-aid provider, you have a duty to act, regardless of a DNR/DNRO. You cannot withhold CPR or first aid 13) HIPPA: The Health Insurance Portability and Accountability Act, which protects the rights of patients and the release of patient information Unit One: Lesson Three 14) Patients with special considerations = functional needs only (not where they live or criminal history) 15) Patients with developmental disabilities = patients with special considerations (Down Syndrome)  16) If an interpreter is unavailable or not immediately available, use the same technique used to communicate with patients who are hard of hearing 17) Do not ask children on the scene to interpret Unit One: Lesson Four 18) Windpipe = Trachea 19) Brachial: supplies blood to the upper arm, felt on the inside of the upper arm 20) Nervous system: control voluntary and involuntary body activity 21) The skin is the largest organ of the body Unit One: Lesson Five 22) Airborne pathogens: coughing, sneezing, laughing, or close contact 23) Routinely practice hand hygiene during your work shift (wash hands frequently) 24) PPE includes eye protection (not hats) 25) OSHA requires color-coded bags or containers for storing biomedical waste, such as red or yellow bags 26) Bloodborne Diseases: primary concern include Hepatitis B virus, Hepatitis C virus, and human immunodeficiency virus (HIV) 27) Direct contact with human blood primarily transmits hepatitis C 28) Human Immunodeficiency Virus (HIV) transmission occurs primarily through sharing contaminated needles 29) Methicillin-Resistant Staphylococcus Aureus (MRSA): type of bacteria that is highly contagious and resistant to certain antibiotics 30) MRSA is most frequently found among people in hospitals, health-care facilities, and detention facilities 31) The site of MRSA may resemble pimples or boils Unit Two: Lesson One 32) The scene size-up has four components: scene safety, mechanism of injury or nature of illness, the number of victims, and the need for more rescuers and special equipment 33) Although it only takes moments to perform, scene size-up is crucial to all involved Unit Two: Lesson Two 34) When you first approach a patient, quickly check their level of consciousness (LOC) 35) AVPU stands for Alert, Verbal, Pain, Unresponsive (A=Alert; P=Pain) 36) Circulation for an infant: always check the brachial pulse on the upper arm, located near the inside of the elbow 37) Hypothermia: rapidly decreasing body temperature can be a main concern when treating trauma patients, as it can make bleeding symptoms worse by decreasing the blood’s ability to clot or gel, leading to more bleeding and other complications 38) Secondary Assessment: DOTS-Deformities, Open Injuries, Tenderness, Swelling (S=Swelling) Unit Two: Lesson Three 39) Place an unresponsive, breathing patient with no suspected neck or back injuries in the recovery position 40) Positional asphyxia: occurs when someone’s body is in a position that interferes or prevents them from breathing adequately and leads to an insufficient intake of oxygen that the body needs 41) Use an emergency drag when you need to move a patient quickly Unit Two: Lesson Four 42) Triage Processes: Simple Triage and Rapid Treatment (START) *Not SAMPLE, DOTS or AVPU 43) Classify patients according to the START protocols: Red=immediate, Yellow=delayed, Green=ambulatory (minor), Black=deceased (non-salvageable) Unit Three: Lesson One 44) Shock: the failure of the heart and blood vessels to maintain enough oxygen-rich blood flowing to the vital organs of the body Unit Three: Lesson Two 45) Closed soft-tissue injuries can be life threatening 46) To treat a patient for a closed soft-tissue injury: treat large bruising and swelling by applying a cold pack to the injury site (not a heating pad) 47) Open soft-tissue injuries: abrasion-injury to the outer layer of the skin from rubbing or scraping 48) Arterial bleed: bright red blood spurting 49) Venous bleed: dark red blood flowing 50) Capillary bleed: dark red blood oozing 51) Position the tourniquet as high on the extremity as possible; do not apply it on the joint; all bleeding should have stopped and there should be no pulse below the injury 52) Once the tourniquet is in place, do not remove or loosen it Unit Three: Lesson Three 53) Impaled object: do not remove the object from the wound unless it obstructs the patient’s airway Unit Three: Lesson Four 54) Infant TBI: also known as Shaking Baby Syndrome (SBS) 55) SBS is the primary cause of death and disability from child abuse in infants and young children  56) Eye Trauma: to treat a patient with an impaled object in the eye-DO NOT remove the impaled object 57) Eye trauma: to treat a patient for trauma for their eye socket: do not try to restore the eyeball to the socket if the eyeball extrudes from its socket Unit Three: Lesson Five 58) Flail chest injury: occurs when two or more adjacent ribs are fractured in two or more places due to blunt force trauma 59) Evisceration: do not touch or reinsert the exposed organ; cover the wound with a moist dressing and keep clean; place the patient in a position of comfort, most often on their back Unit Three: Lesson Seven 60) Full-thickness burn: skin looks waxy, white, or charred; may feel no pain 61) One priority in treating burns is preventing infection; the possibility of infection increases with the size of the burn area Unit Four: Lesson One 62) Administering Naloxone: administer a dose of naloxone every two to three minutes until the patient is breathing on their own 63) Moderate risk of exposure to fentanyl a. Description of exposure: potential for airborne; moderate quantity; possible contamination b. Examples: more than for personal use or street-level sale; potential for powder to become airborne c. What should you do: cover your torso and arms; double glove; put on a mask and eye protection Unit Four: Lesson Two 64) Seizure: a burst of uncontrolled electrical activity between cells in the brain Unit Four: Lesson Three 65) Asthma: respiratory condition in which the airway passage narrows due to swelling and mucus, which causes breathing difficulties (trouble breathing out) 66) Stroke: damages part of the brain due to the rupture or blockage of a blood vessel 67) BEFAST mnemonic can help you recognize signs and symptoms of a stroke: F=Face: one side is dropping when asked to smile; S=Speech: slurring or having difficult speaking 68) Heart attack: occurs when a clogged blood vessel blocks the blood flow to the heart and it does not get the oxygen it needs Unit Four: Lesson Four 69) Hyperthermia has 3 stages: (1) heat cramps (2) heat exhaustion (3) heat stroke 70) Signs and symptoms of frostbite include skin that remains soft and turns pale when touched, an affected area that tingles upon re-warming, and the affected person losing feeling or sensation in the body area Unit Four: Lesson Five 71) Anaphylactic shock is a life-threatening emergency 72) Anaphylactic shock, or anaphylaxis, results from insect bites or stings, medications, pollen, foods, chemicals, or any substance that triggers a severe allergic reaction Unit Four: Lesson Six 73) Breech delivery: a vaginal delivery where the baby passes through the vagina is not possible if a single leg or arm appears first  Vehicle Operations Chapter Review Unit One: Lesson One 1) During an inspection, you will check the proper fluid levels, hoses, electrical wiring, belts, and tires 2) You should inspect the vehicle interior and exterior 3) It is essential to inspect a vehicle before taking control of it and operating it on the road 4) For personal safety, perform inspections before and after every use of the vehicle 5) Failing to complete an inspection may violate agency policies 6) Inspect the exterior to identity any damage: (1) dents that are more obvious signs of contact with another object, perhaps a vehicle (2) broken or cracked glass that could injure you and impair vision 7) Tires should be checked for uneven wear that may result from improper balance or alignment, over inflation, or under inflation 8) Tire inflation is measured by PSI (pounds per square inch) 9) You can find the recommended PSI on your vehicle’s door jam 10) The fluid levels you should check include: engine oil, transmission fluid, brake fluid, power steering fluid, coolant reservoir, windshield washer fluid 11) Check belts for fraying, cuts, cracks, and gouges 12) Examine hoses for dry rot, cracks, holes, bulges, and leaks 13) Check wires for fraying, corrosion, cracked or missing insulation, and exposure 14) Before and after every shift and after every transport, check under the back seat for possible weapons or contraband a suspect may have left in the car 15) Long and protruding equipment (long guns, long-handled tolls, and equipment) must be stored across the width of the rear cargo area (side to side, not front to back) Unit Two: Lesson One 16) While you cannot predict every driver’s actions or what hazards you may encounter, you must be prepared to react 17) Acuity: sharpness of vision 18) Depth perception: the ability to judge distance and perceive space to determine how far away an object is 19) Peripheral vision: the ability to see above, below, and to the sides (a person who is in a stationary vehicle and who has good peripheral vision can see about 180 degrees from side to side) 20) Color vision: the ability to distinguish colors 21) Night vision: the ability to see clearly in darkness 22) The sense of hearing helps you locate the source of sounds that may indicate a problem with a vehicle, a suspicious incident, or a crime 23) You can use your sense of smell to detect many problems 24) Touch can help you detect problems that affect vehicle operations and control 25) Several techniques can enhance your ability to be a keen observer aware of your surroundings  26) Some temporary factors can weaken a driver’s observation skills. These include stress, emotions, fatigue, and frequent shift changes 27) Medical conditions such as high blood pressure, diabetes, heart conditions, or epilepsy may also impair observation skills Unit Two: Lesson Two 28) When you cannot avoid striking or driving over an obstacle, try to strike it at an angle with free rolling tires 29) If two or more tires roll from a paved surface onto an unpaved surface decelerate and steer as straight as distance allows 30) Variable Road Surfaces: You should always watch the road, look ahead, and try to anticipate what kind of traction your tires will have on the surface they are approaching 31) In Florida, you are likely to encounter rain, fog, wind, and extremely bright sunshine 32) Try to avoid driving through water Unit Two: Lesson Three 33) Officers should be especially careful at intersections, as they represent the single greatest threat to the safe vehicle operation 34) You can take several measures to avoid a crash like steering to a safe location in the direction you want to go 35) The three-second rule establishes a minimum safe following distance for all vehicles and provides space and time for the driver to react to potential hazards 36) Six-second rule: applies to poor road conditions, bad weather and construction areas Unit Three: Lesson One 37) Pitch occurs during acceleration or braking and causes the transfer of a vehicle’s weight from front to rear or rear to front 38) Roll occurs when turning and shifts the vehicle’s weight from side to side 39) Yaw is the transfer of a vehicle’s weight causing an end-for-end motion resulting in the vehicle turning 180 degrees on a horizontal plane 40) Vehicular stability affects the degree of pitch, roll, and yaw that a vehicle experiences 41) Weight is distributed only where the tires contact surface 42) When a vehicle accelerates, weight transfers to the rear tires 43) A radius is the distance from the center of a circle to the outside. A turn or curve is a portion of a circle 44) An increasing radius is a turn that gets wider during the turn, much like a circle getting larger 45) A decreasing radius is a turn that gets tighter during the turn, much like a circle getting smaller 46) A constant radius is a turn that remains the same throughout, getting neither wider nor smaller 47) An apex is the center point of any curve  48) The late apexing technique is when the vehicle is steered so it passes closest to the inside of the curve after reaching the apex 49) Understeer: tendency of a vehicle to turn less sharply than the driver intends 50) Oversteer: the tendency of a vehicle to steer into a sharper turn than the driver intends, sometimes with a loss of traction of the rear to the outside 51) Wheel tracking causes the rear wheels to follow a tighter path than the path the front wheels traveled in a turn Unit Three: Lesson Two 52) It is recommended that you place your right hand in the 4 o’clock position and your left hand in the 8 o’clock position 53) Driving in reverse does not involve shuffle steering 54) The caster effect is the tendency for a vehicle traveling forward to straighten from a turn when the driver releases the steering wheel 55) Optical driving is looking in the desired direction of travel to avoid an obstacle and to avoid steering in the direction of the obstacle. This is also referred to as eye-targeting Unit Three: Lesson Three 56) When practicing and demonstrating proper braking, place the ball of the right foot on the center of the brake pedal 57) You will feel the brake pedal pulsing, which is a normal condition indicating that the vehicle is in ABS mode Unit Three: Lesson Four 58) Proper braking is an important element of negotiating a turn Unit Three: Lesson Five 59) The majority of law enforcement vehicle crashes are a result of backing into a fixed object 60) The rear brakes, which handle a great amount of weight transfer while driving in reverse, are not as efficient as the front brakes 61) You must demonstrate effecting backing of a law enforcement vehicle 62) When backing perform the following steps: back the vehicle while steering, using the left hand and a smooth motion Unit Four: Lesson One 63) Several factors may influence driving performance at night. Lack of light increases the time required to initially observe a hazard 64) You can use these techniques to improve your vision while driving at night and to react properly to oncoming vehicular traffic: (1) looking off the shoulder of the roadway to protect night vision while using the white line at the edge of the road for guidance  (2) using low beams while driving in fog or smoke during the day or at night, which limits the amount of glare reflected back at the driver Unit Four: Lesson Two 65) Physiological effects are the measurable changes to normal body functions (Driving in Emergency Mode) 66) These include tunnel vision, selective hearing, increased heart rate, time distortion, and loss of spatial awareness or fine motor skills 67) Make decisions about the use of light based on the response to the call, not on extraneous factors such as concerns about waking people during the night or causing inconveniences to other drivers on the road 68) You should realize that siren is not a protective shield 69) Always offset your vehicle to the left of the available roadway but within your lane. That makes your vehicle more visible to the vehicles that you are following, as well as those approaching from the opposite direction Unit Four: Lesson Three 70) An officer’s decision to initiate a pursuit depends on the officer’s knowledge of agency policies and Florida Statute 71) Pursuit is an active attempt, by driving an authorized emergency vehicle (with emergency equipment activated), to apprehend occupants of a moving vehicle if the driver of such occupants’ vehicle increases vehicle speed, takes other evasive actions, or refuses to stop in an apparent attempt to avoid apprehension 72) City of Pinellas Park v. Brown, 604 So.2d 1222 (Fla. 1992), law enforcement has a duty to protect the public when choosing to continue a pursuit a. Officers and deputies from three jurisdictions engaged about 15 law enforcement vehicles in a pursuit on a main roadway b. A vehicle occupied by two sisters waited to cross the roadway c. Without warning the women, an officer entered from a side street and turned right onto the main road trying to get ahead of the pursuit d. When the light turned green, the sisters pulled into the path of the pursued vehicle e. Both sisters and the fleeing driver were killed 73) In Brower v. County of Inyo, 489 U.S. 593 (1989), the U.S. Supreme Court addressed the issue of deadly force in law enforcement pursuit 74) A roadblock is the use of vehicles, barricades, cone, or other objects to block traffic flow partially or completely 75) According to Brower v. County of Inyo, a roadblock must be positioned so the violator has sufficient time to stop 76) Appropriate locations for roadblocks include areas that provide a clear view of the roadblock from both sides and highways, streets, or roads 77) Pursuit Immobilization Technique (PIT): use the law enforcement vehicle to apply force to either the rear right or left side of the violator’s vehicle to end the pursuit  Firearms Chapter Review Unit One: Lesson One 1) Primary Hand: the hand you use to shoot the firearm; Support Hand: the hand that assists the primary hand 2) Safety is the most important element of firearms training 3) Think before you act whenever you are around firearms 4) No matter how proficient you become at marksmanship, you and those around you are not safe if you carelessly handle or discharge a firearm 5) Treat every firearm as if it were loaded (1st General Rule) 6) Safety Check: visually and physically verify that the firearm is not loaded each time you are issued or return a firearm and every time you pick up, put down, or hand a firearm to another person 7) Never unholster a firearm behind the firing line 8) Action: the part of the firearms that presents the round or cartridge for firing, removes the spent casing, and introduces a new round or cartridge 9) Spent casing: the metal part of ammunition that is ejected from the firearm once a round has been fired, which then makes room for a new live ammunition round 10) Second Degree Misdemeanor: if a person fails to store or leave a firearm in the required manner and a minor gains access to it 11) The above does not apply if the minor (person under 16) obtains the firearm as a result of an unlawful entry by any person Unit One: Lesson Two 12) 776.05 FS identifies two general areas in which an officer’s use of force is justified: (1) to apprehend a subject and make an arrest (2) defend self or others 13) Statute 776.05 states “which he or she reasonably believes to be necessary to defend himself or herself or another from bodily harm while making an arrest 14) Deadly force 776.06: (1) the firing of a firearm in the direction of the person to be arrested (2) the firing of a firearm at a vehicle **not pointing a gun at a suspect 15) Returning fire is deadly force even if the officer misses the target 16) Deadly force decision based on a clear, reasonable belief that you, a fellow officer, or a another person faces impending danger or death or great bodily harm 17) You should never fire a firearm unless you are faced with a deadly force encounter Unit Two: Lesson One 18) Case/Casing: the metal or plastic container that holds all parts of a round of ammunition: primer, powder, and bullet 19) Headstamp: markings found on the head of ammunition that indicate caliber or gauge and identify manufacturer 20) Primer: mixture used to ignite the propellant or powder  21) Ammunition can be identified by examining the caliber or gauge found on the cartridge’s headstamp 22) Caliber (pistols/rifles): measurement used to identify different cartridge and projectile sizes; it is determined by measuring the diameter of the bore (inside the barell) of the firearm 23) Gauge: measurement of shotgun bores 24) It is important to know how to inspect ammunition 25) Your ammunition may be the correct type, caliber, and gauge but it still must be checked for damages or defects 26) Abnormalities and Defects when inspecting ammunition: a. Scrape: indentation in the case that may weaen the case all; occurs whena. Layer of the case wall has been scratched or torn away b. Dent: dimple or depression in the case c. Corrosion: layering of the case with oxidation or foreign material, such as mold, fungi, oil, and lubricants 27) Solvents & lubricants may cause a failure-to-fire malfunction, so avoid using them when handling ammunition 28) Wash your hands before handling ammunition to prevent solvents on your hands from seeping into the primers Unit Three: Lesson One 29) Handgun: refers to either the semiautomatic pistol or the revolver 30) Nomenclature: a. Frame/Receiver: hold the internal parts, as well as the slide assembly b. Slide: houses the firing pin, barrel, recoil spring, sights, and extractor c. Slide Lock/Takedown Lever: device that allows quick and simple fieldstripping d. Slide Stop Lever: device that locks the slide to the open position e. Trigger: activates the pistol’s operation 31) Magazine: a. Follower: activates the slide stop and pushes the round up to be stripped off by the forward movement of the slide b. Magazine Floor/Butt Plate: holds the spring and follower in the magazine c. Magazine Insert: keeps the floor/butt plate secure and prevents dirt and debris from entering the magazine 32) Unlocking (Cycle of Operation): unseating the breech end of the barrel from the slide  33) Extraction (Cycle of Operation): pulling the spent cartridge from the chamber 34) Ejecting (Cycle of Operation): pushing the spent cartridge out of the ejection port eject 35) A function check ensures that the firearm functions properly 36) A function check is usually performed after fieldstripping or cleaning and reassembling the firearm 37) To hand a semiautomatic pistol to another person, engage the safety, if applicable Unit Three: Lesson Two 38) The drawing and holstering procedures are the same for all handguns 39) Always remember to keep your head and eyes up to watch for threats 40) Recoil management: the ability to control the movement of the handgun Unit Three: Lesson Three 41) To unlock an equipped semiautomatic pistol, visually and physically inspect the chamber and magazine well to make sure they are empty Unit Three: Lesson Four 42) Before trying to correct a malfunction, identify the kind of malfunction and the proper technique for correcting it 43) The leading cause of malfunctions in semiautomatic weapons is the failure to properly seat the magazine 44) If a squib load malfunction occurs during training, keep your firearm pointed downrange 45) In a failure to feed, the cartridge fails to feed into the chamber. This occurs when the magazine is not fully seated 46) Failure to eject (stovepipe) occurs when a fired cartridge case does not completely eject 47) Most common cause of a stovepipe: shooter not providing enough resistance while firing for the slide to operate (limp wrist) 48) To clear a double feed, you must use Phase II clearance Unit Three: Lesson Five 49) Offensive ready stance most closely represents the instinctive response to a threat and minimizes the exposed areas of the body not covered by armor 50) Use the compressed ready position when you are covering a subject who is ready to take aggressive and perhaps deadly action, or when you find yourself moving through tight spaces 51) Use the hip shooting position when you are within arm’s reach (3-4 feet away) of a threat to maintain control of your firearms and prevent them from grabbing it or knocking it to the side 52) Sight picture: the relationship between the eye, front sight, rear sight, and the target 53) For proper sight alignment and sight picture: focus on the front sight-the target will be blurry and the rear sight will be slightly out of focus 54) Point shooting: technique used when you cannot use the sights on your firearm or you have no time to align the sight properly  55) Trigger control: the most difficult handgun fundamental to master, often determines a shot’s success 56) The act of firing without moving the handgun is a fundamental of marksmanship 57) Controlling the firearm is a mental process; pulling the trigger is a physical process Unit Three: Lesson Six 58) The flashlight’s main function is illumination 59) Ayoob Technique: hold the handgun in your primary hand and the flashlight in your support hand using the watchman grip; then hold your hands out in front of you with your arms extended and hands pressed together at your thumbs 60) Neck Index Technique: hold the handgun in your primary hand and the flashlight in your support hand using the law enforcement or tactical grip. Then hold the flashlight to the side of your neck to illuminate the target through the sights of the handgun Unit Three: Lesson Seven 61) While fieldstripping and cleaning your semiautomatic pistol, visually and physically inspect the chamber, magazine well, and barrel. Look for ammunition casings and obstructions Unit Four: Lesson One 62) Concealment: any object or group of objects that create a visual barrier between you and a threat but may not stop a projectile 63) Examples of concealment: bushes, trees, and cars 64) Purpose of concealment: hide your exact location 65) When choosing the appropriate cover consider (1) size (2) density (3) location and (4) versatility 66) Before moving to cover, know what suffices for cover & carefully select and scan your next position of cover before moving  Defensive Tactics Chapter Review Unit One: Lesson One 1) Defensive tactics: a system of controlled defensive and offensive body movements that criminal justice officers use to respond to a subject’s aggression or resistance Unit One: Lesson Two 2) Recommended Warm-Up Stretches: Lunge and Twist 3) Foundation: this position allows you to be ready to engage the subject on the ground or to recover to a standing position 4) Shrimping: the movement in a hip escape 5) Cardiovascular training: any exercise that elevates the heart rate to a range of 60% to 85% of the maximum rate Unit Two: Lesson One 6) The statutes identify two general areas where an officer’s use of force is justified: (1) to apprehend and arrest a subject or (2) defend self or others 7) Graham v. Connor, 490 U.S. 386 (1989), the reasonableness of a particular use of force must be judged from the perspective of how a reasonable officer on the scene would respond 8) The Supreme Court has made clear that use of force is a seizure under the Fourth Amendment 9) Correctional officers have full-time authority over inmates due to the inmates’ sentence and loss of certain rights 10) Some examples of passive resistance include: the subject refuses to move at the officer’s direction 11) Aggressive resistance: hostile, attacking movements that may cause injury but are not likely to cause death or great bodily harm to the officer or others 12) Examples of aggressive resistance include: the subject balls up their fist and approaches the officer 13) Command presence and verbal communication often will defuse many volatile situations 14) Base your decision to use deadly force as a defensive tactic on a clear, reasonable belief that you, a fellow officer, or another person faces imminent danger of death or great bodily harm 15) Officers use three criteria for making deadly force decisions: (1) ability (2) opportunity (3) intent 16) Totality of circumstances: test that considers the overall facts of a situation to determine if you had the authority to detain someone for committing a crime or to perform a legal search  17) Situational Factors in Totality of Circumstance: (1) innocent bystanders who could be harmed (location) (2) number of subjects versus number of officers (3) environmental factors such as weather conditions 18) Use of Force Reporting: relevant information that created your perception that the ability, opportunity, and intent to cause great bodily harm or death existed Unit Two: Lesson Two 19) You can react to survival stress in four ways: (1) fight (2) flight (3) posture (4) submit 20) Physiological changes under stress: (1) increased heart rate and respiration (2) diminished or amplified hearing (3) loss of fine motor skills (the muscle control required to make small, precise movements, such as unlocking handcuffs with a key) (4) heavier reliance on gross motor skills (movements of the large or major muscles of the body to do things like run, punch, or kick) 21) The less time you have to make a decision, the more likely you are to make a mistake in judgement. You can offset this issue by increasing your training 22) High-stress situations can cause vocal cords to constrict and lead to a higher pitch in the voice and sometimes cracking or garbled sounds result 23) Your desired state of awareness while on routine duty is Condition Yellow 24) Condition Yellow: (1) general awareness of possible threats (2) attention is focused, and the officer scans the environment for potential threats (3) Example: while on the job, an officer is in a state of relaxed awareness and notices what is going on Unit Three: Lesson One 25) Balance Displacement: a controlling technique used to break the subject’s balance through the use of leverage principles 26) Leverage: using a great force against a weaker resistance; it is used in conjunction with joint manipulation or pain and mechanical compliance to gain control 27) Clinch: a technique that involves holding a person tightly in a close position Unit Three: Lesson Two 28) Dialogue: a controlled, unemotional communication between an officer and a subject aimed at problem-solving and communication Unit Three: Lesson Three 29) Subject Behavior non-verbal cues include: (1) clenched fists and quivering hands (2) increased breathing (3) reddened or flush face (4) prominent or expanding veins on face and forearms 30) When confronting a subject with unusual symptoms, immediately request medical assistance  31) Offensive Ready Stance: place your hands just below eye level and toward your center 32) When preparing to approach a subject, place yourself in the safest possible position 33) Relative Positioning: describes where you stand or position yourself in relation to the subject 34) Reactionary Gap: distance of 6-9 feet if you have visible control of the subject’s hands 35) Evasion: simply shifting your body or sidestepping to avoid the attack Unit Three: Lesson Four 36) Hollow Behind the Ear: use this technique on a seated or prone subject or on a subject who is holding onto a fixed object Unit Three: Lesson Five 37) Escort position: non-resisting technique used to move a subject from one point to another without using pain compliance Unit Three: Lesson Six 38) Restraint Devices: tools, such as handcuffs, which are designed to temporarily restrain a subject’s movements 39) Removing Flexible Cuffs: use care when removing flexible cuffs; make certain the cutting instrument used to remove the cuffs does not have sharp pointed ends or an exposed blade (blunt nose scissors) Unit Three: Lesson Seven 40) Custodial Search Technique: used when a subject is taken into custody in an unsecured environment; unlike the pat down, this is a complete search of the subject 41) Perform a custodial search of a subject in a systematic and predetermined pattern using the quadrant search approach-this divides the body in to four sections horizontally and vertically 42) A male officer will conduct a clothed search of a female inmate only during an emergency situation as determined by the shift supervisor Unit Three: Lesson Eight 43) Blocks: reaction techniques using the arms, legs, or body to deflect or redirect an impending strike from a subject to areas of the body 44) Strikes-when struck, the impact may cause disruption of nerve tissue leading to incapacitation or motor dysfunction Unit Three: Lesson Ten  45) Head butt: the best target area for a head butt is the soft tissue of the subject’s face or head Unit Three: Lesson Twelve 46) Stalling: a tactical method of safely controlling a suspect until you physically recover or reassess the situation, or backup arrives Unit Three: Lesson Thirteen 47) Target Areas-Impact Weapons Strikes-Head (DF): striking the head with an impact weapon is deadly force Unit Three: Lesson Fourteen 48) The active ingredient in OC is known as capsaicin  Conducted Electrical Weapon/Dart-Firing Stun Gun Chapter Review 1) Conducted Electrical Weapon (CEW): device that uses a high-voltage, low-ampere electrical charge to induce pain compliance or involuntary muscle contractions 2) CEW other forms and names: Electronic Immobilization Device, Electronic Control Device (not basic taser, submission or gun) 3) While the Florida Statutes refer to “dart-firing stun guns,” most law enforcement agencies use the term “conducted electrical weapon” 4) If CEW gets wet, make sure to turn it off and place it in a clean, dry place until it dries completely 5) The CJSTC requires that you attend at least one hour of annual training on CEW use if your agency allows you to carry and use a CEW 6) 943.1717 F.S. provides the minimum criteria for use of a CEW: the subject has the apparent ability to physically threaten the officer or others or the subject is preparing or attempting to flee or escape (Need one or the other) 7) A CEW disrupts the body’s communication system by generating a high-voltage, low- current electrical charge 8) Electricity will not pass to another person in contact with the subject unless the other person makes direct contact between or on the probes 9) Basic stun guns have a simple design. They are about the size of a flashlight and typically operate using NINE-volt batteries 10) The circuitry includes multiple transformers and components that boost the voltage in the circuit, typically between 20,000 and 150,000 volts 11) DFSG max distance is 15-25 feet for patrol and 35 feet for SWAT 12) Cycle: predetermined amount of time (usually five seconds) that a stun device will discharge automatically when activated 13) Circumstances when you may use a DFSG as a drive stun include when only one probe strikes a subject and the subject is rapidly moving closer, use the drive stun as a second probe to complete the cycle (not right next to the probe that hit-spread it out) 14) Signature marks: burn marks left on a subject’s body after a drive stun application 15) The muscle contractions after CEW exposure are due to the impulse interference, not the electric output 16) A subject may experience pain similar to muscle pain one experiences after vigorous exercise 17) In the case of a DSFG, this can cause physical incapacitation or electro-muscular disruption (EMD) 18) Possible effects of using a CEW on a subject could include the person yelling or screaming (not laughing feeling dazed for days or spasms or days) 19) For front shots, the target area should be below the heart 20) Avoid intentionally targeting a subject’s throat 21) For some subjects, it may be inappropriate to use a CEW as a restraining device a. One example is a subject who is experiencing drug-induced psychosis which is a form of psychosis from drug use that causes hallucinations, delusions, or positional asphyxia 22) Many law enforcement agencies, describe the CEW as “less lethal” 23) Once making the decision to use a CEW, consider a number of tactical factors including “Is backup present or on the way?” 24) Safety considerations: if you encounter a subject in an elevated location, such as upon a ledge or stairwell, if you fire a CEW the subject may fall and get hurt 25) After care: trained medical professionals should remove all deeply embedded probes or probes that penetrate sensitive tissue areas (for example, neck, face, groin, and breast) 26) CEW report forms may include: (1) the subject’s threats, behaviors, and actions (2) each mode of use (3) your justification for using a CEW (not criminal history) 27) In Florida, a person can lawfully carry a CEW openly or in a concealed manner without a permit; the CEW must be less lethal and designed solely for defensive purposes