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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


 




 

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

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

THE HEALTH PROBLEMS OF greatest significance today are the chronic diseases. . . . The extent of chronic diseases, various disabling conditions, and the economic burden that they impose have been thoroughly documented. Health education and health educators will be expected to contribute to the reduction of the negative impact of such major health problems as heart disease, cancer, dental disease, mental illness and other neurological disturbances, obesity, accidents, and the adjustments necessary to a productive old age.
The new and unique role of health education in helping to meet these problems can perhaps be clarified through a review of some of the differences between procedures that have been successful in solving the problems of the acute communicable diseases and those that are available for coping with today’s problems.Youtube video URL: Youtube embedded URL: URL : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448258/ Table: 



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1.  Consider Your Clothing. 

You don’t have to dress nicely by any means, but you should probably follow a couple of basic rules.  Most importantly, don’t ever consider fanny packs/bum bags.  Not under any circumstances.  They are easy to rob, mark you as a tourist, and most damning of al they are goddamn ugly.  For North Americans, leave behind the white socks, white sneakers, and baseball cap as well.  It’s certainly okay to keep your own sense of style, but if you want people to treat you more fairly, then avoiding the stereotypes is a good idea.

 

2. Money Matters

How much should you take and in what form?  The simplest approach is to forget traveler’s checks and large wads of cash.  Instead, bring your ATM card and pull out your money as you need it.  Try to withdraw the equivalent of a couple hundred at a time–this way you don’t pay a fortune in transaction fees, but if you lose your cash or are robbed it’s not the end of the world.  Most cities and almost all airports are connected these days–if you are going to be in one or passing through one you should be just fine. 

 

3.  Your Budget Will Be Wrong. 
You can plan down to the last tuppence, but in the end your trip–be it 2 weeks or 12 months–will cost more than your highest estimate.  Whether it’s replacing stolen/lost items, mailing things home, signing up for expensive tours, loads of souvenirs, or simply finding that the least expensive places are that way for a reason, that’s the nature of dealing with the unexpected.  Most importantly, don’t stress when things cost more than you expected.  (It’s the nature of the beast.  If you are simply flat broke, there are places all over the Internet about working abroad.)

https://www.bankrate.com/investing/stock-market-basics-for-beginners/Software testing is governed by seven principles:Absence of errors fallacy: Even if the software is 99% bug-free, it is unusable if it does not conform to the user's requirements. Software needs to be bug-free 99% of the time, and it must also meet all customer requirements.Testing shows the presence of errors: Testing can verify the presence of defects in software, but it cannot guarantee that the software is defect-free. Testing can minimize the number of defects, but it can't remove them all.Exhaustive testing is not possible: The software cannot be tested exhaustively, which means all possible test cases cannot be covered. Testing can only be done with a select few test cases, and it's assumed that the software will produce the right output in all cases. Taking the software through every test case will cost more, take more effort, etc., which makes it impractical.Defect clustering: The majority of defects are typically found in a small number of modules in a project. According to the Pareto Principle, 80% of software defects arise from 20% of modules.Pesticide Paradox: It is impossible to find new bugs by re-running the same test cases over and over again. Thus, updating or adding new test cases is necessary in order to find new bugs.Early testing: Early testing is crucial to finding the defect in the software. In the early stages of SDLC, defects will be detected more easily and at a lower cost. Software testing should start at the initial phase of software development, which is the requirement analysis phase.Testing is context-dependent: The testing approach varies depending on the software development context. Software needs to be tested differently depending on its type. For instance, an ed-tech site is tested differently than an Android app.

REF: https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/what-is-organizational-behavior
In a nutshell, organizational behavior is the study of how human behavior affects an organization. Organizational behavior aims to learn how an organization operates through the behaviors of its members. Instead of taking a strictly numerical approach to determine an organization’s operations, it takes a more psychological approach. By understanding people, you can better understand an organization
 
The academic study of organizational behavior can be dated back to Taylor’s scientific theory . However, certain components of organizational behavior can date back even further. In this section we will discuss how organizational behavior developed into a field of its own.
Looking back thousands of years we can find components of organizational behavior. Famous philosophers like Plato and Aristotle discussed key components of today’s organizations including the importance of leadership and clear communication. While these seem like very basic and broad concepts today, at the time they were innovative ideas and helped to lay the foundation for organizational behavior.
If organizational behavior were a simple topic, this course would be short and sweet. We could simply say that organizational behavior is how people and groups act within an organization. But it’s not so simple!
When organizational behavior grew into an academic study with the rise of the Industrial Revolution, it began to complicate what could appear to be simple topics. People began asking a lot of questions and started critiquing how organizations operated. Like many academic ventures, people began to deep dive into how behavior plays a role in organizations and why changes in behavior alter the way organizations operate. Along the way, organizational behavior has grown to incorporate components of management, psychology, leadership, personality traits, motivation, etc.
Organizational behavior has grown into its own niche within a wide variety of other genres. This is exciting because it allows us to really investigate each and every aspect of behavior within an organization! Today, organizational behavior is recognized as an essential component of an organization. Scholars and businesses alike recognize its importance and continue to help it adapt to current issues and new findings.

\Life skills education focuses on equipping individuals with the abilities needed to navigate everyday challenges and lead fulfilling lives. It encompasses a range of psychosocial and interpersonal skills that enable informed decision-making, effective communication, and healthy relationships. This type of education goes beyond traditional academic subjects, emphasizing practical skills applicable to personal, social, and professional contexts. 



 




 


Key aspects of life skills education include:







Developing self-awareness and emotional intelligence:
Understanding one's own emotions and those of others, managing stress and anxiety, and building healthy relationships are crucial components. 



 















 









Enhancing critical thinking and problem-solving:
Learning to analyze information, identify problems, and develop effective solutions is essential for navigating complex situations. 



 












 








Improving communication and interpersonal skills:
Effective communication, both verbal and nonverbal, is vital for building strong relationships and resolving conflicts. 



 












 








Promoting decision-making and goal-setting:
Learning to make informed decisions, set realistic goals, and develop plans to achieve them are important life skills. 



 












 








Fostering adaptability and resilience:
Developing the ability to adapt to change, cope with setbacks, and bounce back from challenges is essential for navigating life's ups and downs. 



 












 








Encouraging responsible citizenship:
Understanding personal responsibility, contributing to the community, and promoting ethical behavior are important aspects of life skills education.