Over 2,400 presentation slides combined ... The Field Medical Service Technician (FMST) course is designed for E1 to E6 Hospital Corpsmen though more senior personnel are occasionally enrolled. For over 100 years, young men and women have been answering the call to save lives on the battlefield. For the past 65 years, Corpsmen have been receiving training here at Field Medical Training Battalion. The information below will help you prepare for your training. Vision To be the best training command within the United States Marine Corps; producing the best trained, best prepared, and battle ready Fleet Marine Force Hospital Corpsman. He will be prepared to meet the challenges of present and future operational environments. Mission Develop, coordinate, resource, execute and evaluate training and education concepts, policies, plans and programs to ensure the Fleet Marine Force Hospital Corpsman is prepared for assignment with the operational forces. BLOCK 1 Table of Contents FMST 101 Rank Structure of the USMC FMST 102 Marine Corps History FMST 103 USMC Organizational Structure/Chain of Command FMST 104 Traits and Principles of Marine Corps Leadership FMST 105 USMC Uniform Regulations FMST 106 Individual Combat Equipment FMST 107 Code of Conduct and the Rights of POWs FMST 108 M16/M4 Service Rifle FMST 109 Treat Dehydration Casualties FMST 110 Manage Environmental Heat Injuries FMST 111 Manage Environmental Cold Injuries FMST 112 Perform Care of the Feet BLOCK 2 Table of Contents FMST 201 Perform Water Purification for Individual Use FMST 202 Supervise Field Waste Disposal FMST 203 Field Communications FMST 204 Individual Movement Techniques FMST 205 Patrolling FMST 206 Land Navigation FMST 207 Improvised Explosive Device FMST 208 Manage Envenomation Injuries FMST 209 Five Paragraph Order BLOCK 3 Table of Contents FMST 301 M-40 Field Protective Mask FMST 302 Don Mission-Oriented Protective Posture (MOPP) Gear FMST 303 Manage Chemical Agent Casualties FMST 304 Manage Biological Agent Casualties FMST 305 Manage Radiological Warfare Casualties BLOCK 4 Table of Contents FMST 401 Introduction to Tactical Combat Casualty Care FMST 402 Manage Hemorrhage FMST 403 Maintain Airway FMST 404 Perform Emergency Cricothyroidotomy FMST 405 Manage Respiratory Trauma FMST 406 Manage Shock Casualties FMST 407 Tactical Fluid Resuscitation FMST 408 Manage Head, Neck, and Face Injuries FMST 409 Manage Abdominal Injuries FMST 410 Manage Musculoskeletal Injuries BLOCK 5 Table of Contents FMST 501 Blast Related Injuries FMST 502 Evaluate Traumatic Brain Injury FMST 503 Manage Burn Casualties FMST 504 Conduct Triage FMST 505 Coordinate Casualty Tactical Evacuation (TACEVAC) FMST 506 Perform Aid Station Procedures FMST 507 Medical Support for Military Operations in Urban Terrain (MOUT) FMST 508 Recognize Combat Stress Disorders FMST 509 Perform Casualty Assessment

Over 2,300 total pages ... OVERVIEW Tactical Combat Casualty Care (TCCC) was developed to emphasize the need for continued improvement in combat pre-hospital care. The Committee on Tactical Combat Casualty Care (CoTCCC) was established in 2001 and is part of the Defense Health Board. CoTCCC is a standing multi-service committee charged with monitoring medical developments in regards to practice, technology, pharmacology and doctrine. New concepts in hemorrhage control, airway management, fluid resuscitation, analgesia, antibiotics and other lifesaving techniques are important steps in providing the best possible care for our Marines and Sailors in combat. The TCCC guidelines are published every 4 years in the Prehospital Trauma Life Support manual. It has been recognized that TCCC guidelines and curriculum will need to change more often than the 4-year cycle of the PHTLS textbook publication. The National Association of Emergency Medical Technicians (NAEMT) will include the updated TCCC guidelines and curriculum on its website as they are approved as a way to help get this new information out to the combat medical personnel in the military that need it. PRINCIPLES OF TACTICAL COMBAT CASUALTY CARE (TCCC) The principles of Tactical Combat Casualty Care are fundamentally different from those of traditional civilian trauma care, where most medical providers and medics train. These differences are based on both the unique patterns and types of wounds that are suffered in combat and the tactical conditions medical personnel face in combat. Unique combat wounds and tactical conditions make it difficult to determine which intervention to perform at what time. Besides addressing a casualty’s medical condition, responding medical personnel must also address the tactical problems faced while providing care in combat. A medically correct intervention at the wrong time may lead to further casualties. Put another way, “good medicine may be a bad tactical decision” which can get the rescuer and the casualty killed. To successfully navigate these issues, medical providers must have skills and training oriented to combat trauma care, as opposed to civilian trauma care. The specifics of casualty care in the tactical setting will depend on the tactical situation, the injuries sustained by the casualty, the knowledge and skills of the first responder, and the medical equipment at hand. In contrast to a hospital Emergency Department setting where the patient IS the mission, on the battlefield, care of casualties sustained is only PART of the mission. TCCC recognizes this fact and structures its guidelines to accomplish three primary goals: 1. Treat the casualty 2. Prevent additional casualties 3. Complete the mission In thinking about the management of combat casualties, it is helpful to divide care into three distinct phases, each with its own characteristics and limitations.

The FIELD MEDICAL SERVICE TECHNICIAN provides medical and dental services for personnel in field units; also provides technical and administrative assistance to support the mission and functions of the Navy and Marine Corps field units. Maintains organizational level AMAL’s and ADAL’s. Assits in the procurement and distribution of supplies and equipment for field use and combat areas. Maintains field treatment facilities. Renders first aid and emergency medical and dental treatment to unt personnel/combatants. Coordinates and performs medical evacuation procedures. Ensures observance of field sanitary measures and preventive measures in specialized warfare. Conducts first aid and health education training programs. COURSE DESCRIPTION: During this 8 week course, you will have a mix of classroom and field training. Emphasis is placed on learning field medicine by using the principles of Tactical Combat Casualty Care (TCCC). This includes familiarization with USMC organization and procedures, logistics, and administrative support in a field environment. Additionally, training will include general military subjects, individual and small unit tactics, military drills, physical training/conditioning, and weapons familiarization with the opportunity to fire the rifle. Completion of FMST results in the student receiving Navy Enlisted Classification HM-8404. MEDICAL-SPECIFIC CONTENT: PREVENTIVE MEDICINE Treat Dehydration FMST 201 Treat Environmental Heat Injuries FMST 202 Manage Environmental Cold Injuries FMST 203 Perform Care of the Feet FMST 204 Perform Water Purification for Individual Use FMST 205 Supervise Field Waste Disposal FMST 206 Manage Envenomation Injuries FMST 207 Review Questions COMBAT MEDICINE Introduction to Tactical Combat Casualty Care FMST 401 Manage Shock Casualties FMST 402 Manage Hemorrhage FMST 403 Maintain Airway FMST 404 Perform Emergency Cricothyroidotomy FMST 405 Manage Respiratory Trauma FMST 406 Manage Abdominal Injuries FMST 407 Manage Musculoskeletal Injuries FMST 408 Manage Head, Neck and Face Injuries FMST 409 Tactical Fluid Resuscitation FMST 410 Perform Casualty Assessment FMST 411 Medication Appendix Review Questions COMPONENTS OF FIELD MEDICINE Blast Related Injuries FMST 501 Traumatic Brain Injury (TBI) FMST 502 Manage Burn Casualties FMST 503 Conduct Triage FMST 504 Coordinate Casualty/Tactical Evacuation FMST 505 Perform Aid Station Procedures FMST 506 Medical Support for Military Operations in Urban Terrain (MOUT) FMST 507 Review Questions

This& book provides a comprehensive examination of classical sociological theory by introducing students to the life, times, and ideas of the figures who have had the greatest influence on the development of the field. & Each chapter focuses on one theorist and his ideas, organized into a social and historical perspective. Students will enjoy reading the background information on each theorist covered in the book. These include such interesting highlights as Comte& ' s days in military school, the death of Durkheim& ' s son in World War I, Spencer& ' s inability to commit to marriage, and Hegel& ' s illegitimate son. Taking a critical and reflexive approach, the text also discusses how classical theory affects sociology today.

Born in Uniontown, Pennsylvania, George Catlett Marshall (1880-1959) attended the Virginia Military Institute and was named VMI’s First Captain in his senior year, because of his character and sense of duty more than scholastic achievement. In 1902, while a second lieutenant, Marshall married Elizabeth Carter Coles. During World War I, Marshall demonstrated his superior skill for organization and leadership on the staff of General John J. Pershing, commander of the American Expeditionary Force in France. Between World Wars I and II, Marshall served as Pershing’s aide in Washington, DC, with troops in China, as an instructor at Fort Benning, Georgia, and at other posts throughout the United States. Marshall married Katherine Boyce Tupper Brown in 1930 after the death of his first wife in 1927. He commanded the Vancouver Barracks in Vancouver, Washington between 1936 and 1938 and was appointed Army Chief of Staff by President Franklin D. Roosevelt on September 1, 1939. “Pogue and Harrison show admirably how Marshall’s early life prepared him for his later responsibilities — his beginning as a second lieutenant in the Philippines, his service on Pershing’s staff in the First World War, three years in China in the Twenties, his exceptionally influential term at the Infantry Training School at Fort Benning, a period organizing CCC camps..., a time in exile when MacArthur sent him to the Illinois National Guard, thereby, as Marshall thought, ending his career, until Pershing’s insistent pressure brought him back to Washington and Harry Hopkins, impressed by his cool efficiency, urged him on Roosevelt. Education of a General is carefully researched, well composed and judiciously written. The portrait of Marshall is sympathetic but by no means worshipful.” — Arthur Schlesinger Jr., New York Review of Books “A highly readable and thoroughly satisfactory biography that provides as full and definitive an account of the general’s career to 1939 as is likely to appear for a long time... The portrait that emerges from these pages is clearly that of an outstanding officer in both staff and command, with wide experience in a variety of posts and a record for performing the tasks assigned to him superlatively well... an outstanding work of scholarship and a definitive record of George Marshall’s early years.” — Louis Morton, The Journal of Modern History “This [book] will be interesting to the professional historian for its insights into the early career of a great soldier, for much new material on the development of the military profession in the first half of the twentieth century, and also for its methodology... No effort was spared to make the work truly ‘definitive’... a well- written volume that is, and will likely remain, the best thing on Marshall’s formative year.” — Harry L. Coles, The Journal of American History “Simplicity of tactics; training for the unexpected; regarding as more important knowing when to make a decision than what the decision should be — these, and the ability to command by obtaining assent rather than by exacting formal obedience, were qualities characteristic of Marshall’s own disposition. And they were tied up with the... conviction... that American Army officers must know how to command a citizen army... the present volume can help to explain why Marshall was a great war leader.” — Kent Roberts Greenfield, Political Science Quarterly “The volume traces in a superb and detailed manner the progress of the General from childhood to the time he assumed the duties as Chief of Staff, U.S. Army in 1939... This book is a most scholarly account of the trials and tribulations of an exceptional Army officer during the period prior to 1939, and clearly demonstrates how the right man got to the right place at the right time.” — Naval War College Review “A provocative history of the Army during the years of Marshall’s rise... Because this is a book rich in research and information it raises questions as well as answers them. It promises to be one of the few indispensable works on the modern American Army.” — Russell F. Weigley, The Annals of the American Academy of Political and Social Science “Pogue... presents logically the development of a junior officer... The annotations are bountiful and explicit, the bibliography of great value to historians, the persuasive rebuttal of widely circulated views of a decade ago most welcome. This well-organized and solidly written volume is good in itself and a welcome herald of the post-1939 volumes dealing with periods of great personal, national, and international controversy.” — Mark S. Watson, The American Historical Review “A work very much worth attention... Mr. Pogue’s book... is a fascinating story; it gives a detailed account of the way in which this rather cold and self-contained person became a gifted leader and master of men...” — Bruce Catton, American Heritage “This is a vastly thorough piece of research... a careful picture of the life and problems of an able American regular officer in the first third of the twentieth century.” — C. P. Stacey, International Journal “A book which resembles its subject in simplicity, directness, and thoroughness... This is an excellent example of military-historical writing, and an important contribution to the history of our times.” — H. A. De Weerd, The Virginia Quarterly Review

Cuba Betrayed, first published in 1962, is an autobiographical work of former Cuban dictator Fulgencio Batista, in which he expresses his viewpoint regarding his two terms as dictator, his defeat, and his successors—Cuba’s “Betrayers.” “The book is not meant to be a literary masterpiece. Still less has there been any attempt at stylistic elegance. It is, rather, an exposition of facts, a narration based on memory and notes.”—Introduction