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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). 
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Time management—how we choose to use and organize our time—is something many of us struggle with. Effective time management allows us to make the most of our day, accomplishing tasks more quickly and prioritizing those that will make the most impact. 
Different people need different effective time management strategies. If you’re a graduate student, you may choose to manage your time in a different way than someone who is a working mother. If you’re a visual person, you may prefer a color-coded calendar over a written to do list.
Figuring out a process that works for you, whatever that may be, is key to creating your most efficient life. To help you improve poor time management, we’ve explored nine popular techniques, from the 80/20 rule to the “eat that frog” method. We’ve outlined what they are, how to implement them, and the types of people who most benefit from them. And, check out our infographic below that includes a flowchart to help you decide which time management process will work the best for you. 

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It is a long established fact that a reader will be distracted by the readable content of a page when looking at its layout. The point of using Lorem Ipsum is that it has a more-or-less normal distribution of letters, as opposed to using 'Content here, content here', making it look like readable English. Many desktop publishing packages and web page editors now use Lorem Ipsum as their default model text, and a search for 'lorem ipsum' will uncover many web sites still in their infancy. Various versions have evolved over the years, sometimes by accident, sometimes on purpose (injected humour and the like).
 

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 link:YT embedded video:URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448258/Table: 



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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

  Hemoglobin (Hb) is the protein contained in red blood cells that is responsible for delivery of oxygen to the tissues. To ensure adequate tissue oxygenation, a sufficient hemoglobin level must be maintained. The amount of hemoglobin in whole blood is expressed in grams per deciliter (g/dl). The normal Hb level for males is 14 to 18 g/dl; that for females is 12 to 16 g/dl. When the hemoglobin level is low, the patient has anemia. An erythrocytosis is the consequence of too many red cells; this results in hemoglobin levels above normal.
The hematocrit measures the volume of red blood cells compared to the total blood volume (red blood cells and plasma). The normal hematocrit for men is 40 to 54%; for women it is 36 to 48%. This value can be determined directly by microhematocrit centrifugation or calculated indirectly. Automated cell counters calculate the hematocrit by multiplying the red cell number (in millions/mm3) by the mean cell volume (MCV, in femtoliters). When so assayed, it is subject to the vagaries inherent in obtaining an accurate measurement of the MCV (see Chapter 152).
Both the hemoglobin and the hematocrit are based on whole blood and are therefore dependent on plasma volume. If a patient is severely dehydrated, the hemoglobin and hematocrit will appear higher than if the patient were normovolemic; if the patient is fluid overloaded, they will be lower than their actual level. To assess true red cell mass, independent radionuclide evaluation of the red cells and plasma (by 51Cr and 131I respectively) must be performed.


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Technique

Hematocrit
If the hematocrit must be determined quickly, as is often the case when a patient hemorrhages, it may be necessary to measure the hematocrit directly without the use of an automated counter. The materials needed are:


Lancets


Alcohol prep pads


Gauze pads


Microhematocrit tubes (heparinized)


Sealant ("Seal-Ease," "Crit-Seal," etc)


Microhematocrit centrifuge


Microhematocrit reader


If venipuncture is required: tourniquet, syringe, tube containing anticoagulant (EDTA, citrate)


For hematocrits obtained by fingerstick, wipe the fingertip pad of the fourth finger of the nondominant hand with the alcohol prep pad. Make certain the area is allowed to dry. Prick the fingertip with the lancet. Place the hematocrit tube near the incision site and allow the blood to flow via capillary action into the hematocrit tube until it is two-thirds to three-fourths full or to a predesignated mark on the tube. Avoid "milking" the finger if possible; this causes the expression of tissue fluids and may result in a falsely low hematocrit. Always fill at least three tubes. For hematocrits obtained by venipuncture, draw a sample of blood into the tube containing anticoagulant and mix well. Dip the hematocrit tube into the blood and allow the blood to rise to the desired two-thirds to three-quarters level. Because blood cells naturally sediment, a prior thorough mixing of the blood in the tube is necessary to ensure accurate reading.
After cleaning the outside of the hematocrit tubes of excess blood, invert the tube slowly so that the blood migrates just short of the bottom end of the tube. Seal the bottom of the tube with sealant. Make certain that little or no air is interspersed in the column of blood. If the seal is incomplete, leakage will occur during centrifugation and false readings will be obtained.
Place the tubes in a microhematocrit centrifuge and spin for 3 to 5 minutes at high speed. A shorter spin will not allow for complete sedimentation.
Using either a hematocrit reader or any ruled apparatus, measure the length of the column of the packed red cells and divide it by the length of the whole column of blood (cells and plasma), as in Figure 151.1. To obtain the hematocrit, multiply this number by 100%. Average all readings obtained from the different microhematocrit tubes.


Figure 151.1
Microhematocrit tube after sedimentation. The hematocrit is a ratio of the packed cells to total volume.


Example: If the column of packed red cells measures 20 mm and the whole blood column measures 50 mm, the hematocrit is 20/50 = 0.4 or (0.4 × 100%) = 40%.


Hemoglobin
Hemoglobin determinations will usually be performed by an automated cell counter from a tube of well-mixed EDTA-anticoagulated blood filled to a predetermined level. In this assay, all forms of hemoglobins are converted to the colored protein cyanomethemoglobin and measured by a colorimeter. An inadequate sample, whether due to insufficient volume or inadequate anticoagulation, may give false readings. If it is necessary to determine the level of anemia quickly, the hematocrit is an easier, more convenient test.


Hemoglobin Electrophoresis
Hemoglobin electrophoresis measures the mobility of hemoglobin in an electric field; it can therefore detect only those abnormalities in hemoglobin that alter the charge. Electrophoretic mobilities are affected by pH and by the medium in which the test is conducted. Screening tests typically use a hemolysate of anticoagulated blood electrophoresed on cellulose acetate at pH 8.6 to 8.8. If necessary, a further electrophoresis in starch gel at pH 6.2 to 6.8 is performed. At that stage, the work will usually be performed by a specialized laboratory.
Hemoglobin electrophoresis will not readily assess situations where there are neutral amino acid substitutions or where the hemoglobin is normal but the constituent chains are not produced in equal numbers (thalassemias). The diagnosis of alpha thalassemia of a mild to moderate degree cannot be made by hemoglobin electrophoresis; the diagnosis of beta thalassemia may be made by inference from an increase in the Hb A2.
A standard electrophoresis would look like Figure 151.2.


Figure 151.2
A standard hemoglobin electrophoresis (cellulose acetate, pH 8.6).





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Basic Science
The molecular weight of hemoglobin is approximately 64,500 daltons. Hb is composed of two pairs of dissimilar chains, α and β, each defined by a specific amino acid sequence and incorporating an iron-containing heme group. Two α–β dimers combine to form a hemoglobin tetramer. This allows for the "heme–heme" interaction necessary for effective oxygen uptake (deoxyhemoglobin → oxyhemoglobin) and delivery (oxyhemoglobin → deoxyhemoglobin). The oxygen affinity of hemoglobin is a function of this heme–heme interaction and of pH (Bohr effect), and is a measure of how many hemoglobin molecules have oxygen bound to them for a given level of oxygen tension. In a normal individual the major hemoglobin is Hb A, constituting approximately 97% of the total hemoglobin. Variations and/or amino acid substitutions in these chains exist. Some are deleterious to the normal function of hemoglobin, whereas others may have relatively normal oxygen affinity and stability. Hemoglobins containing different types of chains make up the remainder of the hemoglobin content in red cells (α2δ2 = Hb A2 approximately 2%; α2γ2 = Hb F approximately 1%).
Substitutions in the normal hemoglobin amino acid sequence may result in hemoglobins that have different sub-unit interactions and varying affinities for oxygen. For example, a substitution of the sixth amino acid on the beta chain causes Hb S, or sickle hemoglobin. Hb S has a lower oxygen affinity and surrenders its oxygen more readily. Hb F, a normal minor hemoglobin constituent, has a higher oxygen affinity.
If the oxygen dissociation curve is abnormal, the body will adjust the hemoglobin level to ensure adequate oxygen distribution to the tissues. Thus in a rare disease like hemoglobin Hotel Dieu, the difficulty in extracting oxygen from a variant hemoglobin with increased oxygen affinity could result in a lack of oxygen for the tissues (tissue hypoxia) and a compensatory erythrocytosis. The smaller fraction of oxygen released from the hemoglobin is thereby offset by the increased number of hemoglobin molecules. Similarly, in sickle cell anemia, the decreased oxygen affinity allows these patients more tissue oxygen at any given hemoglobin level.  Testing.

Cooperative LearningCarefully structured cooperative learning groups in which each student is assigned a role and has clear expectations for desired outcomes are very helpful for students with ADHD. The more structured the cooperative activity, the more likely it is that these students will succeed.Sharing Strategies Think, Pair, Share/Square Share/Group Share: Using thisapproach, students work with peer partners to discuss the lesson, check each other’swork, and share strategies.Partner Reading Student partners take turns reading orally and listening to each other. Peer partners can also be helpful with discussing answers to comprehension questions, spelling, proofreading, and solving

Natural resources are the raw materials and sources of energy that we use. Petrol, metals, soil, sand, wind, water, and everything in between are natural resources. Manufactured items such as plastic, sheet metal, fabrics, microchips, electricity and concrete are not natural resources, but are most definitely derived from natural resources.
Natural resources are the raw materials and sources of energy that we use.
Petrol, metals, soil, sand, wind, water and everything in between are natural resources. Manufactured items such as plastic, sheet metal, fabrics, microchips, electricity and concrete are not natural resources, but are most definitely derived from natural resources.
Think about the relationship between natural resources and manufactured products. In essence, we call them “natural” resources because they are things human society uses that are created (or were created in the case of fossil fuels) without human intervention.
Perpetually Renewable Resources
Perpetually renewable resources are the easiest resources to understand; these are natural resources that are constantly replenished by the Sun’s and Earth’s natural processes. For example, every day the sun delivers an average of 198 Watts of energy to every square meter (m
) of the Earth’s surface. For comparison a standard incandescent light bulb in a bedside lamp uses 40 Watts, or a 100kg person climbing a step in 2 seconds uses roughly 200 Watts. Every day without fail for the last 5 billion years (plus or minus a few hundred million years) the Sun has delivered this solar energy.
 
Together with geothermal energy (heat from the Earth’s interior), the Sun’s perpetual energy powers the winds, ocean currents, precipitation and most of the Earth’s plant life. Solar and geothermal natural resources currently energise a significant and growing percentage of many nations’ electrical grids. It is perpetually renewable in the sense that no matter how much we use in terms of human time-scales (e.g decades to millennia), the Sun and the Earth will always make more.
 
Intermediate Renewable Resources
Intermediate renewable resources are only renewable resources if we don’t use them too quickly. They are resources such as freshwater, soil, crops and trees for timber. If we didn’t use them, they would be perpetually renewable, but because they require time (on human time-scales) to regenerate or grow, we can overuse them until they are no longer available.
 
Freshwater is a great example of an intermediate renewable resource. Through the water cycle, the sun evaporates water from the surface of saltwater oceans that travels over land and falls back to earth as freshwater rain. This rain fills the lakes, rivers and aquifers we use for agriculture, industry and drinking water. If we use this freshwater at the same rate as the rain recharging it, then we won’t run out. If we use the freshwater faster than it recharges, then we will. Intermediate renewable resources must be carefully managed to ensure they are not depleted.
 
Non-renewable Resources
The last category of natural resources are the non-renewables. These are resources that will not regenerate on human time-scales. Once they have been depleted they will no longer be available and no more will be made. The most common examples of non-renewable resources are fossil fuels, so-called because most were created by processes that take millions of years. Fossil fuels include crude oil, natural gas, coal and uranium. Other non-renewable resources include metals, lithium and rare-Earth elements (REE’s), but it’s important to remember that while we may eventually run out of mineable metals and REE’s, with careful waste management, these can be recovered through recycling. However, it is not the same for fossil fuels as using them for energy alters their chemistry so they are no longer useful.