Basic Life Support (BLS) is the recognition of sudden cardiac arrest and activation of the emergency response system, followed by resuscitation, and rapid defibrillation. Research suggests that policemen have the poorest knowledge and practice regarding basic life support. The study aim is to improve the knowledge and practice of policemen regarding basic life support to save the life of people during Cardiac arrest or any Emergency situation. Material and Methods: A pre-experimental study, using basic one group pre-test post-test design adopted for the current study. On probability purposive sampling technique methodology was chosen to select 60 policemen participants for the study. Results: The findings of the study revealed that mean post-test knowledge score (22.95±2.629) was greater than the mean pre-test knowledge score (11.81±3.68) with the mean difference 8.13, hence it shows the effectiveness of demonstration in terms of knowledge regarding basic life support (p<0.05). Mean post-test practice score (9.15±1.288) was greater than the mean pre-test practice score (5.2±0.996) with the mean difference 4.20, hence it shows the effectiveness of demonstration in terms of practice regarding basic life support (p<0.05).

Background: In recent years, the frequent occurrence of school bullying incidents has continuously attracted widespread attention from all walks of life. The phenomenon of bullying has become a school safety issue that cannot be ignored. Research on the main factors affecting school bullying will help prevent and control school bullying, establish a long-term prevention system, provide effective suggestions and countermeasures for building a harmonious campus and provide educators with a scientific basis. Method: Through questionnaire surveys, we conducted descriptive statistics on the phenomenon of campus bullying among students of different grades, used principal component analysis to reduce dimensionality to obtain new public factors, established multiple linear regression equations, and analyzed the influence of age, gender, identity, whether to join the computer to enter school, skip class, peers on four types of bullying: verbal bullying, cyber bullying, physical bullying, and relationship bullying. Results: The bullying method is mainly verbal bullying, followed by relational bullying and physical bullying, and cyber bullying is the lowest. Boys are more likely to be bullied than girls, and the difference in bullying between boys and girls is more reflected in physical bullying and verbal bullying. Peer relationship is one of the main factors leading to campus bullying, and the proportion of students without friends being bullied is as high as 75.76%. The comparison between day students and boarding students shows that boarding students are more victims of bullying than day students. Conclusion: Students with different academic performance types have different rates of bullying victimization, and students with poor academic performance are more likely to be bullied. Students with good academic performance are more likely to be popular in the class, so grades seem to be a favorable factor to protect themselves from bullying. If school bullying is not stopped, it may become a violent incident, so educators and parents should be aware of and monitor it as soon as possible.