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In 1957, people started figuring out new ways to build computer programs. They wanted to make the process better over time, so they came up with iterative and incremental methods.
In the 1970s, people started using adaptive software development and evolutionary project management. This means they were adjusting and evolving how they built software.
In 1990s, there was a big change. Some people didn't like the strict and super-planned ways of doing things in software development. They called these old ways "waterfall." So, in response, lighter and more flexible methods showed up.

Common causesTrusted Source of back pain include:


Strains and sprains


Strains are injuries to muscles or tendons, while sprains affect the ligaments. Examples of movements that could lead to one of these injuries include:



pushing, pulling, lifting, or carrying something
bending over
twisting the spine abruptly
coughing or sneezing



Other types of injury that can causeTrusted Source back pain include whiplash and fractures.


Learn the difference between a sprain and a strain.


Posture


Posture refers to how a person holds themselves when sitting or standing. Over time, some postures can leadTrusted Source to pain.


Examples of postures that may eventually cause pain include:



forward head posture, which is when the head juts forward over the spine
slouching, which involves sitting or standing with rounded shoulders
hyperlordosis, which is when the hips tilt forward, arching the lower back



Everyday activities can also mean a person adopts an unhealthy posture for prolonged periods. Examples include:



driving
using a laptop or computer that is too low down
sitting in chairs or on couches that do not support the back
sleeping on an unsupportive mattress



Learn more about different types of posture.


Structural problems


Some structural problems of the spine may also result in back pain. These can includeTrusted Source:



Ruptured disks: Disks cushion each vertebra in the spine. If the disk ruptures, it exerts more pressure on a nerve, resulting in back pain. Sometimes, this pain may travel through the buttock and down the back of a leg. This is known as sciatica.
Bulging disks: Similarly, a disk that bulges from its place between the bones can put pressure on a nerve. Sometimes, this may also result in sciatica.
Arthritis: Osteoarthritis can cause problems with the joints in the hips, lower back, and other areas of the body. Sometimes, the space around the spinal cord narrows. Health experts call this spinal stenosis.
Osteoporosis: This causes the bones to become brittle and porous. When this leads to fractures, osteoporosis may cause back pain.
Curvature of the spine: Back pain can occur if the spine curves too much. An example is scoliosis, in which the spine curves to the side.



Other causes


Other factors that may lead to back pain include:



kidney stones
menstrual cramps
endometriosis
pregnancy
infections of the spine, bladder, kidneys, or reproductive system
shingles, which lies dormant in nerves and can reactivate, causing a painful rash along the nerve path
cauda equina syndrome
cancer of the spine

There are two primary types of cholesterol: low-density lipoprotein (LDL) and high-density lipoprotein (HDL). While people often refer to LDL as “bad” cholesterol, HDL is known as “good” cholesterol.
Most ofTrusted Source the body’s cholesterol is LDL. High levels of LDL can cause fatty deposits called plaque to accumulate in the walls of blood vessels. Over time, this can cause the narrowing of the arteries, blocking blood flow and increasing a person’s risk of heart attack and stroke.
High LDL may stem fromTrusted Source a combination of genetic factors and lifestyle habits.
Conversely, HDL reduces the buildup of plaque in blood vessels. It absorbs cholesterol and brings it to the liver, which removes it from the body.
Having high levels of HDL can reduce a person’s risk of a heart attack and stroke.

Higher education is third level education after you leave school. It takes places at universities and Further Education colleges and normally includes undergraduate and postgraduate study. Higher education gives you the chance to study a subject you are interested in and can boost your career prospects and earning potential.
Higher education qualifications
The Framework for Higher Education Qualifications (FHEQ) contains descriptions of all the main higher education qualifications.  Higher education qualifications mainly relate to levels 4 - 8 of the FHEQ. 
Choosing higher education
Your choice of career might be a key reason in deciding whether to go into higher education and what course to take. Some careers, including medicine, dentistry, chartered engineering and architecture require you to have a degree.
Other professions, like law or speech therapy, require you to have an additional postgraduate qualification on top of your degree before you can practice.
You may just want to study in a subject that really interests you or to broaden your knowledge in a certain area. However, studying a higher education qualification can also help you to develop skills and qualities that employers value, such as problem-solving and communication skills. It can be helpful to have a career path in mind before choosing a course to study.
Life and work experience
You  may not need to have academic qualifications to go into higher education. Some universities are prepared to accept life and work experience as an alternative to formal qualifications.
Work experience may also be taken into account if you apply to do an Access course, a Foundation course or Foundation year.

While some extreme diets may suggest otherwise, we all need a balance of protein, fat, carbohydrates, fiber, vitamins, and minerals in our diets to sustain a healthy body. You don't need to eliminate certain categories of food from your diet, but rather select the healthiest options from each category.
Protein gives you the energy to get up and go—and keep going—while also supporting mood and cognitive function. Too much protein can be harmful to people with kidney disease, but the latest research suggests that many of us need more high-quality protein, especially as we age. That doesn't mean you have to eat more animal products—a variety of plant-based sources of protein each day can ensure your body gets all the essential protein it needs.

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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

Article 10 : MigrationCreativity to Support Student Learning in a Digital Learning Environment
What are the 4Cs?
The 4Cs for 21st century learning are Creativity, Critical Thinking, Communication, and Collaboration. They are part of the framework for 21st Century Learning and are designed to support student learning in today’s world and are skills they can use in college and career
What is creativity (and what is it not)?
Stein (1953) defined creativity as “a novel work that is accepted as tenable or useful or satisfying by a group in some point in time” (p. 311). While many other definitions have emerged since 1953, many reiterate the idea of it being “novel” and “useful.” In the classroom, this means giving students freedom to create something new (novel) to address a problem or a need (useful). Construction of something new or innovative is a key component of creativity - creativity does not mean letting students color or copy an existing model, rather it means letting students create something new that can apply to a given, often teacher-created, context.