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Teaching about Brain death. Li kuang The high school affiliated to Beijing normal university ,China. Teaching about Brain death. 1 introduction to my design for the class “ brain death ” 2 feedback of this class 3 experience and suggestion. 1 the class design.
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Teaching about Brain death Li kuang The high school affiliated to Beijing normal university ,China
Teaching about Brain death • 1 introduction to my design for the class “brain death” • 2 feedback of this class • 3 experience and suggestion
1 the class design • Alternative subject once a week (80minutes) 30 students from grade 2
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)
Students` performance show Roya` s family story given by the book
1 WHAT IS DEATH? traditional concept: heart-beat stopping breathing stopping new concept: brain death
2 WHAT IS BRAIN DEATH? (1)the anatomy of the brain
(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
Thefirstbrain death case • 1963 in Britain Potter`s case Potter`s brainwas hurt seriously in a scuffle.With the agreement of his family the hospital excised one of his kidneys. However after Potter`s 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.
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 there`s no chance to recovered even though the heart beating and breathing of patient is kept by modern machine.
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.
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 infant`s death since it has no consciousness.
4 BRAIN DEATH IN OTHER COUNTRIES France, USA, Britain, Finland, Norway, Sweden, Switzerland, Germany, Japan
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
question: What`s the future of “brain death” in china?
2 feedback Interesting Clear Helpful Discussed the topic with families Do not spend much time on English words Time limited the further discussion
3 suggestions • 1 The teaching material should be nationalized to suit different culture and different students. • 2 It`s 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.
THE END THANK YOU