Teaching about Brain death

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Teaching about Brain death

• Li kuang
• The high school affiliated to Beijing normal
  university ,China

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Teaching about Brain death

• 1 introduction to my design for the class
  brain death
• 2 feedback of this class
• 3 experience and suggestion

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1 the class design

• Alternative subject
• once a week (80minutes)
• 30 students from grade 2

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outline

• 1 students play(13min)
• 2 what is death?(2min)
• 3 what is brain death?(20min)
• the anatomy of brain
• the criterion of brain death
• 4 discussion support or not (30min)
• 5 summarize different views(5min)
• 6 brief introduce brain death in China and in
  other countries (10min)

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• Students performance
• show Roya s family story given by the book

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1 WHAT IS DEATH?

• traditional concept
• heart-beat stopping
• breathing stopping
• new concept
• brain death

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2 WHAT IS BRAIN DEATH?

• (1)the anatomy of the brain

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(2) How to identify a brain death?

• International medical organization 1968 Geneva
  conference
• a lose all reactions to environment
• b lose physiological reflex and muscles
• rigidity completely
• c no autonomous respiration
• d arterial pulse drops swiftly if the life
• maintain machines canceled
• f brain wave keeps no fluctuation

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3 DO YOU SUPPOSE BRAIN DEATH OR NOT?
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The first brain death case

• 1963 in Britain
• Potters case
• Potters brain was hurt seriously in a
  scuffle. With the agreement of his family the
  hospital excised one of his kidneys. However
  after Potters death, the hospital was prosecuted
  by the family for stopping the respiration
  machine and leading to the death of the patient.
  At last the hospital was declared guilty of
  murder.

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support

• 1Brain death is not reversible, and there is no
  therapy replaceable .
• 2 Just because of the thinking activity of
  brain, human being become a kind of animal with
  intelligence. If a person lose his sensuousness
  forever, he is dead.
• 3 Much more organs are available for
  transplanting under brain death.
• 4 The quality of life is very bad and theres no
  chance to recovered even though the heart beating
  and breathing of patient is kept by modern
  machine.

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• 5 It denies the traditional criterion itself to
  recover the heart beating and respiration with
  modern machines.
• 6 Those people drowned, poisoned or froze could
  be regarded as dead and miss the time for rescue
  if by the traditional heart-lung criterion.

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objection

• 1 The concept of brain death is against the
  principle of humanitarianism, which was put
  forward on the consideration of organ transplant.
• 2 It can not be tolerated that a person whose
  heart is still beating is sentenced to be dead
  for it is the willing of living which sustained
  humankind struggling for surviving and developing
  for thousands of years.
• 3 Public can hardly understand and accept the
  criterion of brain death.
• 4 Being hard for identify and not open of its
  criterion, Brain death could easily be taken
  advantages by crimes.
• 5 How to identify a infants death since it has
  no consciousness.

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4 BRAIN DEATH IN OTHER COUNTRIES

• France, USA, Britain, Finland, Norway, Sweden,
  Switzerland, Germany, Japan

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5 BRAIN DEATH IN CHINA

• the first brain death in China
• 4.10.2003. TONGJI HOSPITAL WUHAN
• Hairuo Liu case
• a famous anchorman of phoenix TV set
• Brain death legislation in China

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question

• Whats the future of
• brain death in china?

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2 feedback

• Interesting
• Clear
• Helpful
• Discussed the topic with families
• Do not spend much time on English words
• Time limited the further discussion

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3 suggestions

• 1 The teaching material should be nationalized
  to suit different culture and different students.
• 2 Its necessary to supply some relative
  knowledge which is not presented in the book,
  before the students discussion.
• 3 Some audio or video materials or pictures,
  stories , especially domestic news, cases and
  caricature related the topic can also be added to
  enrich the students discussion.
• 4 Arrangement a students show in class may help
  students to understand the ethic dilemma
  furthermore and arouse their interest to
  participate the class.

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THE END

THANK YOU