A Case Study of Clothing Safety Incidents in a Nurseries
The following is a case study of some kindergarten clothing safety incidents: ** 1. Headband Clothing ** 1. ** Suffocation risk ** - In many cases, such as a 4-year-old girl in a kindergarten in Guangxi and a 3-year-old boy in Shangrao, Jiangxi, when the child was playing on the slide wearing clothes with a hat and a hat belt, the hat belt was stuck in the gap or other parts of the slide. One end was stuck on the slide and the other end was wrapped around the neck, resulting in suffocation and death. The U.S. consumer product safety commission had also received many reports of children being strangled or strangled to death because their clothing drawstrings (including hat straps) were caught by playground facilities. This meant that in a kindergarten setting, it was easy for children to get involved with the amusement facilities when they were playing, and it was difficult for the children to break free with their own strength, resulting in serious consequences such as suffocation. 2. ** The risk of slipping on the collar and strangling the neck ** - When a child was chasing and running around in kindergarten, it was easy for other children to pull the hat, which might cause the collar to slip and strangle the neck. ** 2. Dress with accessories ** 1. ** The risk of eating it by mistake ** - For some clothes with accessories such as sparkles and diamonds, there were more such accessories on the princess dress of the baby girl. When children were in kindergarten, they might play with decorations out of curiosity. Because these decorations were not sticky, it was easy for children to pick them off, which could lead to the risk of being eaten, which could cause digestive diseases. 2. ** Inhalation risk of suffocation ** - The child might also put the ornament in his mouth and accidentally inhale it into his windpipe, which could cause suffocation. ** 3. Belts and streamers are too long ** 1. ** Movement hindrance and tripping risk ** - In kindergarten games, clothes with long belts and streamers would hinder children's movements. For example, when running, jumping, or playing group games, long ropes and streamers might be stepped on by the child or other children, resulting in tripping and falling. 2. ** Other Scenarios 'risks ** - For a baby girl, the ribbons on her clothes were too long. In daily life, such as riding a bicycle or an electric car, they might be caught in the wheels. After getting off a car, they might be caught in the door, which would bring danger. ** 4. Tie your shoelaces, shoes, and Crocs ** 1. ** Shoelace trip risk ** - When kindergarten children were playing, they usually did not pay attention to whether the shoelaces were loose. Once the shoelaces were loose, it was easy to trip and fall. 2. ** Crocs are risky ** - Croc shoes were relatively loose. When the baby wore them in kindergarten, accidents might happen because the shoes did not match the feet. For example, when going up and down the stairs or running quickly, it was easy to fall or sprain the foot. Read more exciting novels for free
The Case Study and Analysis of the Nurseries in the Nurseries
The following are some nursery stories and analysis: ** Case 1: A toddler fell and got bruised during outdoor activities ** - ** Story **: During an outdoor activity, a child fell and slightly grazed his knee. Xiao Zhang, the nurse, quickly checked the child's injury, rinsed the wound with clean water, then treated it with disinfectant and put on a band-aid. He kept calm during the process, comforted the child's emotions, and ensured that other children played in a safe area. - ** Analysis **: Xiao Zhang's handling reflected professionalism and calmness. Examining the wound first could avoid overlooking serious injuries, and then properly cleaning and disinfecting the wound was a proper first aid procedure. Her behavior provided an example for other nurses to deal with similar incidents. ** Case 2: Infant Fever after Napping ** - [Story: During the afternoon nap, Xiao Wang, the nurse, found a child with a fever.] He immediately informed the parents and then brought the child to the isolation room for observation according to the kindergarten's emergency plan. He also paid close attention to whether other children had similar symptoms and kept the isolation room clean and airy. - [Analysis: Little Wang has shown a sense of responsibility and professionalism.] Notify parents in time and take quarantine measures to meet the requirements of hygiene and epidemic prevention. This played a key role in preventing the spread of diseases in the park and protecting the health of other children. ** Case 3: Infant refuses to eat at lunch ** - ** Story **: During lunch, a child refuses to eat because he doesn't like a certain food. Xiao Li, the nurse, patiently communicated with the child and tried to replace it with other food after understanding the reason. With Xiao Li's encouragement and companionship, the child finally tried the new food and finished his lunch. - ** Analysis **: Xiao Li showed good communication skills and patience. He did not force the child to eat, but understood the child's feelings and provided other choices. This helped the child's diet to be diverse, increase their acceptance of food, and help develop good eating habits. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Safety Training in Nurseries
In 2022, several kindergarten activities related to production safety training were carried out. For example, at noon on September 8,2022, Yulin Experimental kindergarten invited Instructor Wang Shenghu of Yulin City Science and Education Center to carry out fire safety training with the theme of "abiding by the Safety Production Law and being the first responsible person" for all the teaching and staff. The instructor explained the importance of fire safety through real fire accident cases, explained fire prevention, fire self-rescue and escape, and also taught and demonstrated the use and maintenance of fire equipment. On September 17,2022, the Education and Sports Bureau of Pingluo County held safety training for primary and secondary schools and kindergarten in the whole county. The training targets were the deputy school heads in charge of safety in primary and secondary schools and kindergarten in the whole county. The aim was to enhance the safety awareness of the school safety leaders and the ability to deal with emergencies through training. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Investigation Report on Injury Incidents in the Nurseries
The following is an example of a kindergarten injury survey report: ** I. Introduction ** Injuries in kindergarten were the focus of the society. It was related to the healthy growth of children, the happiness of families, and the normal operation of the kindergarten. The purpose of this survey was to gain an in-depth understanding of the occurrence, causes, effects, and effectiveness of relevant countermeasures of kindergarten injury accidents. ** 2. Investigation Method ** 1. ** Question Design ** - The contents of the survey included basic information about the kindergarten (such as the size of the kindergarten, the allocation of teachers, etc.), the frequency of injury accidents, the type of injury (such as falls, collisions, man-made injuries, etc.), the location of the accident (classroom, playground, activity room, etc.), the time of the accident (class break, afternoon nap, etc.), the degree of injury (minor, serious, etc.), the way the accident was handled (in the kindergarten, sent to the hospital for treatment, etc.), and the parents 'and teachers' knowledge and attitude towards the accident. - When designing the questions, he used a combination of multiple choice questions and short answer questions to obtain comprehensive and in-depth information. 2. ** Investigative Target ** - A number of different regions and different types of kindergarten (public and private) were selected as samples, including kindergarten managers, teachers, parents, etc. - A total of [X] copies of the survey were distributed, and [X] copies of the valid survey were collected. The effective recovery rate was [X]%. ** 3. Investigation Results ** 1. ** Basic information of the kindergarten ** - Among the surveyed kindergarten, public kindergarten accounted for [X]%, while private kindergarten accounted for [X]%. In terms of scale, small kindergarten (with less than 100 children) accounted for [X]%, medium-sized kindergarten (with 100 - 300 children) accounted for [X]%, and large kindergarten (with more than 300 children) accounted for [X]%. In terms of teachers, each class was equipped with an average of [X] teachers and [X] nurses. 2. ** Incidents of Injuries ** - Injury frequency: [X]% of the kindergarten reported at least one injury per month, and [X]% of the kindergarten reported minor injuries every week, such as falls and bruises. - Type of injury: Falling ([X]%), collision ([X]%), and being injured by toys ([X]%) were the most common types of injuries, while man-made injuries (such as physical punishment by teachers, injuries caused by children fighting, etc.) accounted for [X]%. - Accident locations: Classrooms ([X]%), sports grounds ([X]%) are high accident locations, activity rooms account for [X]%. - Incidents: Incidents occur during class activities ([X]%) and after waking up from a nap ([X]%). - Degree of injury: [X] % of minor injuries (such as scratches, bruises, etc.), and [X]% of injuries that require medical treatment (such as fractures, serious bruises, etc.). 3. ** Accident handling method ** - Treatment in the kindergarten: For minor injuries,[X]% of the kindergarten teachers will carry out simple treatment, such as cleaning the wound, applying medicine, etc. For more serious injuries,[X]% of the kindergarten will first carry out preliminary treatment before sending them to the hospital, and inform the parents in time. - Parents 'feedback: [X]% of the parents were satisfied with the way the kindergarten handled the injury accident, but [X]% of the parents still thought that the kindergarten had shortcomings in the accident prevention and handling process, such as not informing the parents in time and not investigating the cause of the accident clearly. 4. ** Parents 'and Teachers' Awareness and Attitudes Towards the Accident ** - [X]% of the parents believed that the kindergarten should bear the main responsibility. At the same time,[X]% of the parents realized that factors such as the children's liveliness and activity were also one of the reasons for the accident. [X]% of parents hoped that the kindergarten would invest more in safety facilities, and [X]% hoped to strengthen the safety awareness training for teachers. - As for teachers,[X]% of teachers said that they paid great attention to the safety of children in their daily work, but [X]% of teachers still believed that it was difficult to completely avoid injury accidents due to the large number of children and limited energy. [X]% of the teachers thought that the safety management system of the kindergarten needed to be further improved. ** 4. Cause Analysis ** 1. ** About the kindergarten ** - Incomplete safety facilities: The ground materials of some kindergarten playgrounds are not up to standard, which is easy to cause fall injuries; the toys and equipment are aging and damaged, and they are not repaired and replaced in time, which has potential safety risks. - Poor management of teachers: When teachers organize children's activities, they are not focused or fail to stop children's dangerous behaviors in time; some teachers lack the necessary safety awareness and emergency response ability training. - There were loopholes in the safety management system: the accident reporting and handling procedures were not clear enough, and the division of safety responsibilities between teachers and children was not clear enough. 2. ** Children's aspects ** - Physical and mental development characteristics of children: Children are young, their physical coordination and balance are poor, their self-protection awareness is weak, their curiosity is strong, and they are prone to accidents during the exploration process. 3. ** Family ** - Some parents did not pay attention to children's safety education and did not cultivate good safety habits in their children's families. ** V. Suggestion and measures ** 1. ** Initiatives to improve the kindergarten ** - Perfect safety facilities: Regular inspection and maintenance of the kindergarten's grounds, toys, equipment, etc. to ensure that they meet safety standards. - To strengthen teacher training: to carry out safety awareness, emergency response ability and other aspects of training to improve the overall quality of teachers. - Perfect the safety management system: define the accident handling process, division of responsibilities, and establish safety accident files to summarize experiences and lessons. 2. ** Family coordination measures ** - Parents should pay attention to children's safety education and cultivate children's safety awareness and self-protection ability through stories and games. ** 6. conclusion ** Injuries in kindergarten were the result of a combination of many factors. It required the joint efforts of the kindergarten, the family, and many other parties to take effective prevention and response measures to reduce the frequency of injuries and ensure the healthy growth of children. The contents of the report above can be adjusted and improved according to the actual investigation data. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A Study on Daily Life in the Nurseries
The following are some of the main points of the research on daily life in kindergarten: ** 1. The importance of research topics ** 1. ** Effects on young children ** - The study of daily life in kindergarten helps children adapt to the kindergarten environment. Good daily life arrangements can provide a sense of familiarity and security for young children, allowing them to integrate into group life more quickly. For example, a reasonable process of entering and leaving the park, a comfortable afternoon nap, and so on. - Help children learn to live in a group and maintain order in class activities. Through the research and optimization of various aspects of daily life, such as the rational planning of game time, teaching activities, and other aspects, children can know what to do in different scenarios, thus developing good behavior habits and improving self-discipline. - To promote the stability and positive development of children's emotions. An orderly and rich daily life could stimulate children's good emotions, make them more willing to participate in various activities in the kindergarten, and then promote their mastery of life and social knowledge and skills, enhance the purpose and awareness of behavior, and develop their ability to form relationships with others and the collective. 2. ** Meaning to Teachers ** - The quality of a class 'routine was directly related to the quality of the day's activities organized by the teachers. If the routine was not established, the teachers would need to divert their energy to maintain order in all aspects of the organization, which would affect the quality of the activities. Through research, teachers could find more effective ways to manage the daily life of the class and improve teaching efficiency. ** 2. Research object and time ** 1. ** Research object ** - Generally, all children were the research subjects, because the purpose of the daily life research project in kindergarten was to improve the daily activities of the entire kindergarten so that every child could benefit. 2. ** Research Time ** - For example, it could be set within a few months, such as March to July. In the preparation stage (such as March), the current situation will be studied, information will be consulted, and plans will be made. In the research stage (April-May), relevant standards (such as the Rules for Daily Life in Nurseries, the Guide to Infant Education in Guangdong Province, and the Guidance Program for Infant Education) will be studied in depth, and problems will be found through investigations, materials will be collected, and a summary will be made. In the summary stage (June-July), the summary work will be done, the materials will be sorted out, and the research summary will be written. ** 3. Research Method ** 1. ** Investigation Method ** - They could learn about the current situation of each class in the kindergarten, such as the performance of the children in the kindergarten, eating, napping, games, and other aspects, as well as the current management methods and existing problems of the teachers. 2. ** Action Research Method ** - In their daily teaching practice, teachers would take corresponding action strategies for the problems they found, and constantly observe, reflect, and adjust the effectiveness of these strategies. For example, when improving the child's afternoon nap, try different comforting methods, adjust the environment of the afternoon nap room, and observe the child's reaction to improve the measures. 3. ** Experience Summing Method ** - Teachers could summarize their own successful experiences in managing daily life in the kindergarten, and they could also learn from the excellent experiences of other kindergarten or teachers to summarize and refine them to form results that could be promoted. ** IV. Main links of daily life in kindergarten and related research content ** 1. ** Entrance round ** - To study how to let children smoothly transition from a family environment to a kindergarten environment. This included how the teacher should warmly welcome the child and let the child feel love, how to guide the child to take off his coat and tidy up his belongings, etc. 2. ** Morning Activity ** - Pay attention to the form and content of the morning activities. Such as singing, dancing, doing gymnastics and other activities to better stimulate the vitality of children, to prepare for a day of learning. He could study the differences in interest of children of different ages in morning activities and adjust the content of the activities accordingly. 3. ** Class teaching segment ** - To study how teachers can guide children to learn and explore in a lively and interesting way. For example, how to design teaching content according to the characteristics of children in art activities such as handcraft, painting, music, etc., so as to improve children's participation and learning effect. 4. ** Game time ** - To explore how to provide a variety of games to choose from, so that children can freely choose the game they like. At the same time, research on how to cultivate children's social skills and cooperative spirit in the game, such as how to guide children to communicate with each other and resolve conflicts in the game. 5. ** Lunch segment ** - Focus on guiding children to develop good eating habits and table manners. They would study how to match lunches according to the nutritional needs of young children, as well as how teachers could effectively guide and educate them at the table. 6. ** Lunch Break ** - They were studying how to create a comfortable environment for lunch breaks to help children relax and fall asleep. This included adjusting the temperature and lighting of the lunch break room, as well as the methods used by the teachers to appease them. 7. ** Leaving Garden segment ** - They should think about how to keep the children in a happy mood when they leave the kindergarten. At the same time, they should let the parents know the situation of the children in the kindergarten in time and strengthen the communication between the parents and the children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on Safety Education in Small Classes in Nurseries
The following is a short version of a reflection on safety education in a small kindergarten class: In the safety education work of the small classes in the kindergarten, although there were achievements, there were also shortcomings. In terms of results, we used a variety of methods, such as combining life examples and stories, to give children a preliminary sense of safety. For example, in the rules of daily activities, children had a certain understanding of some dangerous behaviors, such as not touching the socket at will. Moreover, in terms of food safety, with the help of examples that were close to life, such as identifying fresh ingredients and understanding that green beans could be poisoned if they were not cooked well, the children had a basic concept of food safety. However, there was also a problem. Some concepts in the teaching, such as the ph value involved in the experiment, were difficult for children to understand. The teaching method needed to be improved. In the management of daily activities, such as outdoor activities, although rules were emphasized, the lively nature of young children made it easy to forget the rules, resulting in small collisions and other situations. At the same time, teachers sometimes failed to discover and stop dangerous behavior in time as participants. This prompted us to pay more attention to the characteristics of children's understanding ability in the follow-up safety education, improve teaching methods, and teachers should actively participate in children's activities to ensure children's safety more effectively. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
National Safety Transportation Day Painting Nurseries
There were many kindergarten activities related to painting on National Road Safety Day. For example, the first brigade and the second brigade of the traffic police walked into the campus to organize a traffic safety painting competition, allowing students to use paintbrushes to describe their understanding of traffic safety; the central kindergarten of Simianshan Town in Jiang 'an County carried out a safety themed painting activity on the National Road Safety Day. Through such activities, the awareness of civilized travel and safe travel was rooted in the hearts of children. These activities helped to raise children's awareness of traffic safety and cultivate their awareness and ability to "know danger and avoid danger". <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A Reflection on the End-of-term Safety Teaching Plan of the Nurseries
The following is a kindergarten end-of-term safety lesson plan and reflection example: ** 1. Teaching plan: End of kindergarten safety lesson plan ** #(I) Teaching objectives 1. Review and strengthen children's awareness of common safety risks in the school, including classrooms, toilets, outdoor activities, and other areas. 2. Cultivate the awareness of children to maintain good safety habits at the end of the term, such as observing the order of activities and using items correctly. 3. To improve children's ability to deal with safety issues through interaction games and case studies. #(2) Teaching preparation 1. Create pictures or cards containing various safety scenarios (such as power, windows, slide, etc.). 2. Prepare some small prizes, such as a sticker. #(3) Teaching process ## 1. Introduction (5 minutes) - The teacher said,"Children, the end of the term is here. Today, we will review how to protect ourselves in kindergarten." ## 2. Review the safety knowledge in the park (15 minutes) - Showing the classroom scene: - "Can I touch this?" She pointed at the power socket and asked the child. Guide the child to answer no because touching the power source could be life-threatening. - Show a picture of a window and ask,"Can I climb up or jump down from the window?" If the child was asked to recall and answer no, an accident would occur. - Looking at the pictures of the desks and chairs, he asked the child,"Can we climb up the table and jump down or push the chair?" Guide the child to understand that doing so may cause him to get hurt. - Show the picture of the bathroom: - The teacher asked,"Is the floor in the bathroom slippery?" What should we do so that we won't fall?" Ask the child to walk carefully. - "What should we do when we wash our hands?" Guide the children to line up properly and not push or squeeze. - Images of outdoor activities: - As for the picture of standing in line, ask the child,"What should we do to be safe when standing in line?" He guided the children to line up neatly and walk to the right when going up and down the stairs. - Looking at the picture of the slide, he asked,"Can I push, climb, or jump on the slide?" Let the child answer no. They must follow the order. You go first, I go first. ## 3. Safety Quiz (20 minutes) - Divide the children into small groups. - The teacher showed the safety scenario card that he had prepared earlier, such as the card of sharp objects (pencil, scissors), and asked,"Can we play with this thing casually?" The group that answered correctly would get a small sticker. - He continued to show other cards, such as children drinking water while walking, laughing and laughing while eating, and so on, to interact with them. ## 4. Case Study (10 minutes) - He told the story: "There was a child in the classroom. When he saw that the teacher was not around, he climbed up to the table and wanted to take something high. In the end, he accidentally fell down and got injured. Children, is he doing the right thing? Why?" Guide the child to analyze the wrong behavior and explain the reason. - Another example: "When playing outdoors, a child went to play on the slide without queuing and knocked down the child in front of him. Was this child doing the right thing? What should we do?" Let the children discuss and answer. ## 5. Wrap-up (5 minutes) - The teacher said,"Children, we must always remember this safety knowledge at the end of the term. This way, we can spend every day in kindergarten happily and safely." ## 6. After-class extension - Put up some safety tips in the activity area of the class to strengthen the children's safety awareness. ** 2. Reflection ** #(I) Success 1. The teaching methods were diverse. Through picture review, question-and-answer games, and case studies, the enthusiasm and participation of the children were fully mobilized. Children can actively recall and think about safety knowledge during games and discussions, rather than passively accepting it. 2. The content fits the actual scene of the kindergarten and covers the safety points of many areas in the park. It helps children connect safety knowledge with daily life and strengthen the memory effect. 3. The small prizes in the question and answer session stimulated the children's competitive spirit, making them more focused on answering questions and increasing their self-confidence. #(II) Inadequacies 1. In the case analysis segment, some children might not have a deep understanding of some cases due to their lack of life experience, so they answered the questions one-sidedly. For example, for more complicated cases, such as scenarios where multiple safety issues were intertwined, it might be difficult for children to analyze them comprehensively. 2. In the group answering segment, some groups were more active, while some groups had lower participation. This might cause some children to not have enough opportunities to exercise and express themselves. #(3) Modification measures 1. In case analysis, complex cases could be broken down into simple questions to guide children to think, or more similar cases could be provided for children to compare and analyze to deepen their understanding. 2. As for the answering session, the teacher could pay more attention to the groups with low participation and give appropriate hints or encouragement to ensure that every child could actively participate in the activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Case Study
The case studies of Division 749 included: 1. In the movie "Bureau 749," it was mentioned that in 2030, the soldiers of Bureau 749 showed the story of their youth growing up in response to a huge disaster (although it was not clear that the disaster was related to supernatural phenomena, it could be speculated that it was related to the functions of Bureau 749). 2. In one story, in the secret research base of Division 749 in a remote mountainous area, there was a problem in the quarantine area where many unknown biological samples were sealed. An unknown creature escaped, and the expert Professor Zhao went to deal with it. Later, he discovered that there might be an unknown force behind these creatures, and the base was attacked by a huge monster. Professor Zhao used the sealing technique recorded in ancient documents to seal it. 3. On July 14, 1979, when the company was carrying out a mission in Wawu Mountain, Sichuan Province, a series of strange events occurred after the demolition and burial of an ancient and strange building. For example, the disappearance of the fourth squad leader, the soldiers having the same strange dream, and a soldier losing consciousness after hearing a sound near the strange building. Later, the 749 Bureau sent someone to deal with the matter. Watching "749 Match" wasn't enough. Everyone, please click to read the novel!
Criminal Case Study
The criminal case analysis is as follows: The victim's promise and criminal proceedings The victim's promise refers to the victim's written promise to the court in the criminal proceedings to give up the criminal responsibility of the accused and to reconcile or compensate the accused. The victim's promise played a certain role in criminal proceedings. It could reduce the workload of criminal proceedings and prevent the accused from being pursued for a long time. At the same time, it could also help to promote reconciliation between the victim and the accused. 2. The victim's promise and reconciliation The victim's promise and reconciliation was a common method in criminal proceedings. In the victim's promise, the victim could promise in writing to the court to give up the criminal responsibility of the defendant and reconcile or compensate the defendant. If the victim kept his promise and the defendant was willing to accept the settlement and give up the criminal proceedings, it could facilitate the settlement between the two parties to avoid unnecessary disputes and lawsuits. 3. The victim's promise and compensation The victim's promise and compensation were also commonly used in criminal proceedings. The victim can promise in writing to the court to compensate the defendant, including financial compensation, mental compensation, etc. If the victim could abide by the promise and make reasonable compensation to the defendant, it could reduce the criminal responsibility of the defendant and help promote reconciliation between the two parties. 4. The victim's promise and understanding The victim's promise and understanding were also commonly used in criminal proceedings. In the victim's promise, the victim could promise in writing to the court to forgive the accused, including the accused's criminal behavior, reconciliation, and so on. If the victim could abide by the promise and have a reasonable understanding of the defendant, it could promote reconciliation between the two parties and avoid unnecessary disputes and lawsuits. 5. The victim's promise and probation Under certain circumstances, the victim can promise in writing to the court to forgive the accused and give up the criminal proceedings against the accused. If the victim promised to get the court's approval, the defendant might get a lighter sentence such as probation.
Real Case Study
There was an incident that happened on July 14, 1979. At that time, a company was urgently summoned to Wawu Mountain in Sichuan to carry out a three-month training mission. An ancient and strange building was found in the southeast of the garrison area. The company leader decided to demolish it and bury it on the spot, which led to a series of events. During the demolition process, the ground shook violently and white smoke rose from the ruins. That night, the soldiers of the fourth squad experienced a strange dream. They dreamed that the squad leader took a shovel to the place where the building was buried and jumped down. The next day, the squad leader went missing. The entire company searched for him to no avail, and the soldiers of the fourth squad found that everyone's dreams were similar. Later, a soldier of Class 4 heard a familiar voice near the strange building when he was a sentry at night. He rushed to the ruins. When the instructor and company commander arrived, they found the soldier standing there with a pale face and stiff body. The flashlight was shining forward and did not respond to the shout. This was beyond their understanding. They reported the situation to their superiors many times. This incident was said to be a supernatural incident handled by Division 749. Watching " 749 Match " wasn't enough. Everyone, please click to read the novel!