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Department of Haematology
Notes

Full blood counts are performed on automated equipment and provide haemoglobin concentration, red cell indices, white cell count (with a differential count) and platelet count.
The presence of abnormal white cell and red cell morphology is flagged by the analysers.
Blood films may be inspected to confirm and interpret abnormalities identified by the cell counter, or to look for certain specific haematological abnormalities.
Grossly abnormal FBC results and abnormal blood films will be phoned through to the requestor.
There is no need to request a blood film to obtain a differential white count. It is, however, important that clinical details are provided to allow the laboratory to decide whether a blood film, in addition to the automated analysis, is required.
Under some circumstances a differential is not routinely performed, e.g. pre-op, post-op, antenatal and postnatal requests.
Full Blood Counts are performed at CGH and GRH
See also: Reticulocyte Count

The FBC comprises the following tests
Standard

Haemoglobin (Hb)
White Blood Count (WBC)
Platelet Count (Plt)
Red Cell Count (RBC)
Haematocrit (HCT)
Mean Cell Volume - Red cell (MCV)
Mean Cell Haemoglobin (MCH)

Differential White Cell Count (where applicable)

Neutrophils
Lymphocytes
Monocytes
Eosinophils
Basophils

And if appropriate

Blood Film

Sample Requirements
2ml or 4ml EDTA sample or a Paediatric 1ml EDTA sample.

 

Sample Storage and Retention

Pre analysis storage: do not store, send to laboratory within 4 hours.
Sample retention by lab: EDTA samples are retained for a minimum of 48 hours at 2-10°C
Transport of samples may affect sample viability, i.e. FBC results will degenerate if exposed to high temperatures, such as prolonged transportation in a hot car in summer.

This test can be added on to a previous request as long as there is sufficient sample remaining and the sample is less than 24 hours old.
Turnaround Times

Clinical emergency: 30 mins
Other urgent sample: 60 mins
Routine: within 2 hours

Reference Ranges


If references ranges are required for paediatric patients please contact the laboratory for these.

Parameter Patient Reference Range Units Haemoglobin Adult Male 130 - 180 g/L   Adult Female 115 - 165 g/L Red Cell Count Adult Male 4.50 - 6.50 x10^12/L   Adult Female 3.80 - 5.80 x10^12/L Haematocrit Adult Male 0.40 - 0.54 L/L   Adult Female 0.37 - 0.47 L/L Mean Cell Volume Adult 80 - 100 fL Mean Cell Haemoglobin Adult 27 - 32 pg White Cell Count Adult 3.6 - 11.0 x10^9/L Neutrophils Adult 1.8 - 7.5 x10^9/L Lymphocytes Adult 1.0 - 4.0 x10^9/L Monocytes Adult 0.2 - 0.8 x10^9/L Eosinophils Adult 0.1 - 0.4 x10^9/L Basophils Adult 0.02 - 0.10 x10^9/L Platelet Count Adult 140 - 400 x10^9/L

Science, technology and innovation each represent a successively larger category of activities which are highly interdependent but distinct. Science contributes to technology in at least six ways: (1) new knowledge which serves as a direct source of ideas for new technological possibilities; (2) source of tools and techniques for more efficient engineering design and a knowledge base for evaluation of feasibility of designs; (3) research instrumentation, laboratory techniques and analytical methods used in research that eventually find their way into design or industrial practices, often through intermediate disciplines; (4) practice of research as a source for development and assimilation of new human skills and capabilities eventually useful for technology; (5) creation of a knowledge base that becomes increasingly important in the assessment of technology in terms of its wider social and environmental impacts; (6) knowledge base that enables more efficient strategies of applied research, development, and refinement of new technologies.

Global education helps
students develop their capacity to be informed, open-minded, and responsible people, who are responsive to diverse perspectives. Global education prepares us to address the world’s most pressing issues collaboratively, equitably, and sustainably. Global education helps students understand that pressing issues must be faced in an interdisciplinary way, given the complexity of environments and competing needs and interests.
 
The primary aim of Global Citizenship: Education (GCED)  is nurturing respect for all, building a sense of belonging to a common humanity, and helping learners become responsible and active global citizens. GCED aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive, and secure world. Education for global citizenship helps young people develop the core competencies which allow them to actively engage with the world and help make it a more just and sustainable place. It is a form of civic learning that involves students’ active participation in projects that address global issues of a social, political, economic, or environmental nature.

ADHD Students and Classroom Considerations
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner,2011). 

Factors that foster attention, positive behavior, and academic and social success includeestablishing positive relationships with students, adopting classroom management techniques,and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a studentwith ADHD (Piffner, 2011). 

graphical user interface:
The graphical user interface (GUI  is a form of user interface that allows users to interact with electronic devices through graphical icons and audio indicators such as primary notation, instead of text-based user interfaces, typed command labels, or text navigation. GUIs were introduced in reaction to the perceived steep learning curve of command-line interfaces (CLIs), which require commands to be typed on a computer keyboard.
The actions in a GUI are usually performed through direct manipulation of the graphical elements. Beyond computers, GUIs are used in many handheld mobile devices such as MP3 players, portable media players, gaming devices, smartphones, and smaller household, office, and industrial controls. The term GUI tends not to be applied to other lower-display resolution types of interfaces, such as video games ), or not including flat screens, like volumetric displays.
User interface and interaction design:
Designing the visual composition and temporal behavior of a GUI is an important part of software application programming in the area of human-computer interaction. Its goal is to enhance the efficiency and ease of use for the underlying logical design of a stored program, a design discipline named usability. Methods of user-centered design are used to ensure that the visual language introduced in the design is well-tailored to the tasks.
The visible graphical interface features of an application are sometimes referred to as chrome or GUI (pronounced gooey) Typically, users interact with information by manipulating visual widgets that allow for interactions appropriate to the kind of data they hold. The widgets of a well-designed interface are selected to support the actions necessary to achieve the goals of users.

Early education ensures free, integral and harmonious development of the child's personality, according to his rhythm and needs. The education provided has to ensure the differentiated stimulation of children, aiming the intellectual, emotional, social and physical development of each child and targeting to achieve the following results of early education (from birth to 6/7 years old):


The free, integral and harmonious development of the child's personality, according to his own pace and general needs, supporting his autonomous and creative training.


Development of the capacity to interact with other children, with adults and with the environment to acquire new knowledge, skills, attitudes and behaviours; encouraging exploration, exercises, tests and experiments, as autonomous learning experiences.


The discovery, by each child, of his/her own identity and autonomy and the development of a positive self-image.


Supporting the child in the acquisition of knowledge, abilities, skills and attitudes required for his school entry and throughout life.


All activities with young children should respect child's right to play - viewed as a form of activity, method, procedure and means of achieving educational approaches at early ages, as well as a method of stimulating the capacity and creativity of the child, as a right of him and as an opening to freedom to choose, according to his/her own needs.

When project managing a distributed team in a variety of locations, a collaboration software (or project management) tool is an effective way to keep everyone on the same page and all of your project information in one place. However, using a great tool doesn’t magically make collaboration happen. Here are 10 best practices when using a collaboration software tool:

Share proactively - Assign team members to the tasks they need to be aware of and @mention them in the comments, so they receive alerts when the ball is in their court.
Put every project into your collaboration project management tool - Use your tool as a single source of all project-related materials and notes. This will make the material easy to find for everyone, no matter when they joined the project.
Create water cooler channels - Creating channels in your communication tools where team members can discuss non-work related topics allows them to get to know each other and be social even from afar.
Celebrate small wins - Collaboration tools are a great place to share victories, no matter how big or small. Even a short message can go a long way.
Balance the load - You can’t collaborate well if you’re overloaded with work. Use your tool’s visibility and resource management features to ensure project tasks are balanced among your team members.

Checking Your Course Materials & Resources
In anticipation of starting a new semester it is always a good idea to check the materials you plan on using for your course. Here are a couple of pitfalls that could happen, and how you might protect yourself. 
 
1)    Where did that go?
Sometimes we link to library resources such as journal articles, books, or media and we expect that the link will be ‘good’ in perpetuity. However, over time things shift and change. It is a good idea to use stable links to ensure that your resources will be available to students when they select the link you have provided. Here is the library resource on using stable links in your course - https://libguides.lib.msu.edu/stablelinks
 
2)    It’s not the limits we set…
Some resources have a limit to the number of individuals who can access the resource at one time. It’s kind of like the olden days when there were only a few copies of a book in the library for hundreds of students. The same occurs in some digital resources. It is a good idea to ensure that your resources don’t have any restrictions, and if they do, that you are aware of these prior to adding these to your final syllabus or course reading list. Here is a library article to help with these situations - https://libguides.lib.msu.edu/c.php?g=917727&p=6913084
 
3)    Deadlines and other support help
If you are experiencing an issue with access or availability to course resources from the library, you should contact them as soon as possible in the planning process. MSU librarians are very skilled and knowledgeable about the availability of resources and suggestions for alternatives when necessary. Here is a link to help with course materials - https://libguides.lib.msu.edu/c.php?g=917727&p=6913084
 
 The aforementioned points are related to resources and materials available through the MSU library. It is always a good idea to check your links and access to third-party resources and materials that you have ‘used in the past’. Over time open and free resources can become fee-for-access (e.g., you will receive a 401 Unauthorized error), as well as being removed from the web entirely (e.g., the dreaded 404 ‘Not Found’ error). Checking these resources early can help you avoid last minute panic and scramble to find alternatives for your course.