"Treasure Hunt 2011: Alice in Wonderland"
Who Stole the Tarts?

Approximately 12 people attended, in three school teams of four with one in each team appointed by the organizers acting as a guide. Prior to the Hunt, each team will be given a sealed brown envelope, and quickly review the rules.  The object, to be reiterated, was to find the Queen's Tarts, hidden somewhere on the campus. All school teams will assemble at the starting point (UB Parkz`) 20 minutes before the game begins. The Hunt will begin at 8:30 in the morning. 

Clue One, "Down the Rabbit Hole":  On my signal, teams will be allowed to open their envelopes, which contained two items.  The first will be a sheet of paper that had a map of the campus on one side, and the text of the first clue on the other.  The Map showed all the buildings on the campus, a few of which had dots on them and a corresponding letter (see the map here). As explained prior to the Hunt, only the indicated buildings will have clues hidden in or around them.  This will be designed so that Teams wouldn't have to search through scores of building names to find the one a given clue referred to.  The clue itself (see the clue here) contained some text from Wonderland, and the message "Find the White Rabbit."  Below that will be the warning "Note:  don't let this clue Bug you or otherwise drive you crazy."

The other item in the envelope will be a copy of "The Little Nickel", a local classifieds-only newspaper.  Teams that looked for the White Rabbit - found in the Auto section, under Volkswagons - found an ad that read "WHITE RABBIT:  In good condition, but runs a little late.  Comes with ears, whiskers, pocket watch.  The next clue is in the eastern entryway to Bagley Hall."

Clue Two, "The Pool of Tears":  The second clue will be in the entrance to a building that abutted the campus fountain.  The fountain - which measures some 100 meters in diameter - had 10 stations around it:  five "A" stations and five "B" stations.  Clue two (see clue two here) directed each team to split up into two groups, with one group heading to Station A1 and the second group going to Station B1.  (See an example of a Station here.)  Once there, each group will send a signal to their partners, such as jumping up and down, or waving their arms.  Each group could then take the signal they received from their partners, consult a chart, and determine what Station they should next visit.  After each pair of groups had visited five Stations apiece, the final signals indicated the location of the third clue.

This clue will be designed to be relatively easy, but a funny thing happened on the way to the fountain ... It seems that the aforementioned football game ended just minutes before the first team arrived at the location, so as teams attempted to send signals back and forth across the fountain, hundreds and hundreds of football fans streamed by, looking on in bewilderment.  My only regret is that I was not there to see this debacle.

Clue Three "Alice and the Caterpillar":  The third clue (see the third clue here) will be the longest of the bunch.  The sheet contained 50 pairs of contradictory statements, the statements on the left attributed to Alice and the ones on the right coming from the Caterpillar.  At the bottom of the page were seven digital eights, with a dash between the third digit and the fourth (888-8888).  Each segment of the digits had a number that corresponded with one of the statement pairs.  So, for each pair, a team had to decide which statement was correct.  If Alice's statement will be correct, the appropriate segment will be left blank, but if the Caterpillar's statement will be correct the segment should be colored in.  After all the correct segments will be filled in, a seven-digit phone number will be shown, which could be called to get the next clue.

Some teams got really stuck on this one, and at least one team called nearly a dozen wrong numbers before getting the right one.  Other teams breezed through this one with relative ease.  Go figure.

Clue Four, "The Cheshire Cat":  This clue (see clue four here) had a mediocre puzzle but a great gimmick.  The puzzle will simply to find the words that fit the supplied definitions and contained the letters "G - R - I - N" (ex:  "Football field" = "GridIroN").  Certain letters in the answers will be circled, and when these letters will be dropped they spelled out where the team will to take the clue.  When teams went to the indicated location, they had to go into a small, darken area that will be lit with a black light.  The black light caused a previously invisible message that was written on the clue to appear and tell them where to find the fifth clue.  It also caused the smile in the Cheshire Cat picture to stand out (as it was highlighted with the ultrviolet ink), while the rest of it's body faded away in the dark.

Clue Five, "The Mad Tea Party":  This will be a favorite puzzle (see clue five here), but I think I will be in the minority.  The clue will be posted on a locker that will be sealed with a combination lock.  The solution to the puzzle gave the combination for opening the lock.  Many teams struggled with this one, but those who had prior experience with logic problems got it with 10 minutes or so.  One team actually figured out how to pick the lock, which I consider to be just as valid a solution as solving the puzzle.

Clue Six, "Who Stole the Tarts?":  The final clue will be a ziplock bag, containing a sheet and a 150 piece jigsaw puzzle (see the assembled jigsaw puzzle here).  The puzzle, when assembled, showed a map identical to the map teams will be given at the start of the hunt, except that next to the dots on the buildings there will be Playing Cards instead of letters.  On the other sheet will be a message in code:  instead of being writing in letters, it as written in Playing Cards (final clue).  After assembling the puzzle, teams could crack the code by looking at each Playing Card in the message, referring to the location on that playing card on the jigsaw map, and then substituting the letter that appeared in the corresponding location on the first map.  The message read:

Connect the spades
Connect the hearts
And you'll find out
Who stole the tarts!

Players who then referred to the jigsaw map again saw that there will be only two spades on the whole map, and only two hearts.  When the spades will be connected and the hearts will be connected, the result will be a big X, which centered on the location (UB Park) where the tarts will be hidden.

--------------------------------------------------------------------------------------------------------------------

Clue # 1: Down the Rabbit Hole

Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, 'and what is the use of a book,' thought Alice 'without pictures or conversation?'

So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her.

There was nothing so very remarkable in that; nor did Alice think it so very much out of the way to hear the Rabbit say to itself, 'Oh dear! Oh dear! I shall be late!' (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually took a watch out of its waistcoat-pocket, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge.

In another moment down went Alice after it, never once considering how in the world she was to get out again.

To discover the next clue:

Find the White Rabbit!

(Note:  Don’t let this clue drive you crazy, or otherwise bug you.)

It’s a who and a what and a where in a hie. Use the eyes. It’s a word. Use the lips. Number eleven will do.

Clue # 2: The Pool of Tears

After a time Alice heard a little pattering of feet in the distance, and she hastily dried her eyes to see what was coming. It was the White Rabbit returning, splendidly dressed, with a pair of white kid gloves in one hand and a large fan in the other: he came trotting along in a great hurry, muttering to himself as he came, 'Oh! the Duchess, the Duchess! Oh! won't she be savage if I've kept her waiting!' Alice felt so desperate that she was ready to ask help of any one; so, when the Rabbit came near her, she began, in a low, timid voice, 'If you please, sir--' The Rabbit started violently, dropped the white kid gloves and the fan, and skurried away into the darkness as hard as he could go.

Alice took up the fan and gloves, and, as the hall was very hot, she kept fanning herself all the time she went on talking: 'Dear, dear! How queer everything is to-day!”  As she said this she looked down at her hands, and was surprised to see that she had put on one of the Rabbit's little white kid gloves while she was talking. 'How can I have done that?' she thought. 'I must be growing small again.' She got up and went to the table to measure herself by it, and found that, as nearly as she could guess, she was now about two feet high, and was going on shrinking rapidly: she soon found out that the cause of this was the fan she was holding, and she dropped it hastily, just in time to avoid shrinking away altogether.

'That was a narrow escape!' said Alice, a good deal frightened at the sudden change, but very glad to find herself still in existence;   As she said these words her foot slipped, and in another moment, splash! she was up to her chin in salt water. Her first idea was that she had somehow fallen into the sea, however she soon made out that she was in the pool of tears which she had wept when she was nine feet high.

'I wish I hadn't cried so much!' said Alice, as she swam about, trying to find her way out. 'I shall be punished for it now, I suppose, by being drowned in my own tears! That will be a queer thing, to be sure! However, everything is queer to-day.”

To find the next clue
Answer the jigsaw puzzle. Define what type of cell.

And you will receive the next location

Clue # 3: Alice and the Caterpillar

'Who are you?' said the Caterpillar.

This was not an encouraging opening for a conversation. Alice replied, rather shyly, 'I--I hardly know, sir, just at  present --  at least I know who I WAS when I got up this morning, but I think I must have been changed several times since then.'

What do you mean by that?' said the Caterpillar sternly. 'Explain yourself!'

'I can't explain myself, I'm afraid, sir' said Alice, 'because I'm not myself, you see.'

'I don't see,' said the Caterpillar.

'I'm afraid I can't put it more clearly,' Alice replied very politely, 'for I can't understand it myself to begin with;  and being so  many different sizes in a day is very confusing.'

'It isn't,' said the Caterpillar.

'Well, perhaps you haven't found it so yet,' said Alice; 'but when you have to turn into a chrysalis--you will  some day,  you know--and then after that into a butterfly, I should think you'll feel it a little queer, won't you?'

'Not a bit,' said the Caterpillar.

'Well, perhaps your feelings may be different,' said Alice;  all I know is, it would feel very queer to me.'

'What size do you want to be?' it asked.

'Oh, I'm not particular as to size,' Alice hastily replied; 'only one doesn't like changing so often, you know.'

'I don't know,' said the Caterpillar.

Alice and the Caterpillar are making contradictory statements.  For each  pair, color in the appropriate digit segment if the Caterpillar's statement is correct; leave the segment blank if Alice's statement is correct.

Clue # 4: The Cheshire Cat

Alice tried another question. 'What sort of people live about here?'

'In that direction,' the Cat said, waving its right paw round, 'lives a Hatter: and in that direction,' waving the other paw, 'lives a March Hare.  Visit either you like: they're both mad.'

'But I don't want to go among mad people,' Alice remarked.

'Oh, you can't help that,' said the Cat: 'we're all mad here. I'm mad. You're mad.'

'How do you know I'm mad?' said Alice.

'You must be, or you wouldn't have come here,' said the Cat, and vanished.

Alice was not much surprised at this, she was getting so used to queer things happening. While she was looking at the place where it had been, it suddenly appeared again.

'I wish you wouldn't keep appearing and vanishing so suddenly: you make one quite giddy,' said Alice.

'All right,' said the Cat; and this time it vanished quite slowly, beginning with the end  of the tail, and ending with the grin, which remained some time after the rest of it had gone

'Well! I've often seen a cat without a grin,' thought Alice; 'but a grin without a cat! It's the most curious thing I ever saw in my life!'

Each of these words has faded away, leaving only a "grin" behind.

AGRICULTURAL:  _G__ORI_N

REDDISH ORANGE FRUIT: _  __OG_ RIN_

HEADACHE: _ _ GR_IN_

COMPONENT: _ _GR_ _ I_N_O

SPROUT: G_ R_ IN_O _ _

SLOPE: GR_ _ I _N_

OLEO ; BREAD SPREAD: _O _ _G_RIN_

REDUCING THE LEVELOF A LAND, AS BY EROSION:_ _GR_O _IN_

CALENDAR: G_ ___ORI_N

FIELD OF WINE’S SOLID INGREDIENT: GR_O_ _ _IN _ 

ITCHY NOSE:  _  __O _ G _  _  R _ I N _  _  _  _

USE THE LETTERS THAT FILL IN THE CIRCLES ABOVE AND REARRANGE THE LETTERS IN ORDER TO DECIPHER THE NEXT LOCATION

KEY

_OOOOOOY     _OOB

Clue # 5: A Mad Tea Party

There was a table set out under a tree in front of the house, and the March Hare and the Hatter were having tea at it. A Dormouse was fast asleep, and the other  were using it as a cushion resting their elbows on it, and talking over its head.

'Very uncomfortable for the Dormouse,'  thought Alice; 'only, as it's asleep, I suppose it doesn't mind.'

The table was a large one, but they cried out 'No room! No room!' when they saw Alice coming.

'There's plenty of room!' said Alice indignantly, and she sat down in a large arm-chair.

'Have some wine,' the March Hare said in an encouraging tone.

Alice looked all round the table, but there was nothing on it but tea. 'I don't see any wine,' she remarked.

'There isn't any,' said the March Hare.

'Then it wasn't very civil of you to offer it,' said Alice angrily.

'It wasn't very civil of you to sit down without being invited,' said the March Hare.

'I didn't know it was your table,' said Alice; 'it's laid for a great many more than three.'

'I want a clean cup,' said the Hatter abruptly 'let's all move.'

Everyone moved on as he spoke. The Hatter was the only one who got any advantage from the change, and Alice was a good deal worse off than before.

The Mad Tea Party table is round, and has eight chairs, one at each of the cardinal and intermediate directions (N, NE, E, SE, S, SW, W and NW) like so:

Alice, the Mad Hatter, the Dormouse and the March Hare are seated in the chairs at the cardinal directions (Alice is seated in the South. The others are sitting in the North, East, and West chairs, not necessarily in that order).

The Mad Hatter suddenly proposes that everyone move, so the following actions take place in the following order:

1. Alice moves to the seat directly between the Mad Hatter and the March Hare;
2. Then the Mad Hatter moves to the seat directly between the Dormouse and the March Hare;
3. Then the Dormouse moves to the seat clockwise from the chair the Mad Hatter just vacated;
4. Then the March Hare moves to the Southeastern chair.

Determine the seating arrangement. And you’ll find the next clue.

Clue # 6: Who Stole the Tarts?

The King and Queen of Hearts were seated on their throne when they arrived, with a great crowd assembled about them--all sorts of little birds and beasts, as well as the whole pack of cards.  'I wish they'd get the trial done,' Alice thought, 'and hand round the refreshments!' But there seemed to be no chance of this, so she began looking at everything about her, to pass away the time.

The judge, by the way, was the King; and as he wore his crown over the wig, he did not look at all comfortable, and it was certainly not becoming.

'Consider your verdict,' the King said to the jury.

'No, no!' said the Queen. 'Sentence first -- verdict afterwards.'

The thief has all the “marks”!

Filed under dengeki daisy, kyooiku kankei no | hn. your pen's toilet

Medical Parasitology the whole day. Gotta get her ass back on.

{ mood } brooding due to finances

Filed under kyooiku kankei no | hn. your pen's toilet

ui. nagparamdam din mga thesis groupmates.

an hour ago.

{ music } 94.7 FM
{ mood } enthralled

Filed under kyooiku kankei no | hn. your pen's toilet

It was his nickname thru out high school. And she was one who called people with nicknames because she was always doing something and calling people with their long names is a hassle. It was either a nickname or a surname.

And he was one of the trio delinquent bullies who loved to ridicule her from the moment they laid their eyes on her among any other victims.

In the long run, it was a silent assumption that even there were cycles of harsh discipline and petty quarrels, there was a respect growing amongst them. The trio were intelligent after all. It would be beyond her if their brains won't work with that degree.

During college, they became classmates where only a few of them came from the same high school.

And perhaps out of habit she called him with his sobriquet at times. And people were astounded, jestering, or amused.

It was time he was called with his first given name, Jericho.

If she will still call his monicker she'd have it voiced in a manner different that it would have been. In that way there'd be a melange of memories and recognition.

She and he may never have been the best of friends, but there will always be an unspoken respect. As well as those of the rest of the trio in high school, almost the same trio in primary school, and the like during middle school. Men are much more adept in these situations than women.

Because she could count the only women who she had reconciled with.

Respect. Trust. Respect and Trust. Those are the categories.

But, with respect alone in this specific circumstance...

(hn)

...is one value she keeps her word with.

{ mood } complacent

Filed under kyooiku kankei no | hn. your pen's toilet

Splendid would it fare if "being-hope" reaches

youth's heart that is bare

Bare of riles and spites that infect

the genius' minds.

But then again, oh more splendid does it

become if the call of "being-hope" succeeds

young wretched hearts it breeched

to stand afront and forth face the

riles and spites that bind them to bedlam

and scam.

With bravery to set sail

across the seas of mortality

Freedom, ferry us to the grace of immortality.

We seek Thy Heavenly Voice to guide

us and mend our hearts

from the waves of inundations at large

To keep us emblazoned and ablazed

and proud as we are as our

Fatherland's lads.

And, yes, we heed blessed with bright

minds that can rival myth's

gods and demi-gods.

Palette on left hand, pen on right hand

We smudge and scribble what lies ahead

of which we are made to hand down

to anticipate and not to dread

To wield it before the eyes

and heretofore unshed.

In the wake of false gods

we upheave what is right.

Fly freely and high

in the skies that are nigh

to the extremes of humanity

and common sanity.

No birthright so regal shall bypass

this legacy.

Rejoice we do.

Ah yes, youth

rejoices.

{ music } Golden Slumber

Filed under the frantic disciple counts, kyooiku kankei no | hn. your pen's toilet

It's quite fascinating how different people can come up with an idealism where at one point among its individual fragments there conjures a common denominator. A common denominator making up the whole idea of an idealism that is undulating. In the first place, agreeing and disagreeing at the same time during the process and thereafter just one whole mesh of outcome sprouts is already a wonder since many of the conjurers per se are left to "actually" ponder.

How much more if there are countless multifarious forms of idealism?

Weigh each. Weigh them. Go back to the basics.

Having been directly exposed to the fortresses of private catholic institutions, open university types, and non-sectarian one and, an outside onlooker of state-run schools, everyone almost everyone happens to have contradicting adjectives for an ideal type of education but all want one -- something that could give them plenty of satisfying benefits.

But whether or not I base my judgments and insights regarding a variety of the ideal types of educational system with which five were presented in the class focusing on (1) foreign languages = globalization (2) utopian yet progressive system (3) nationalistic and patriotism-driven type (4) advance technological approach, and (5) the feminist view,                 an ideal type of educational system must depend on WHY NOT it should be attempted, put to exercise, firmly establish, endeavored, and enhanced, BUT on the HOW it should be, well-name-it, done accordingly.

Such is: a sly convincing matter that unnerves people and makes them believe and trust the whole notion of the system voluntarily, wisely, and with an open-minded say.

Hn. Still it is an undulating thought but not impossible. There are the hassles. ...thrills... And one existing hassle is this, "if you lose the highs atleast you're spared the lows". That's understandable, right?

Anyway, as long as idealism palys nicely along with and together with realism anything else will be fine. After all, the best drive and best satisfaction is the outcome of it all.

Puns intended. Or maybe not.

{ mood } hungry

Filed under kyooiku kankei no | hn. your pen's toilet

I will finish all my write-ups that need to be submitted on wednesday, then shall I only be able to do the transcribing of msgs and cleaning my escritoire.

A quick nap first.

{ mood } there

Filed under dengeki daisy, bleach, kyooiku kankei no | hn. your pen's toilet

NARRATIVE

First things first.
I told myself I didn't know what to do. The day before was still a relapse of memory - shocking and reverberating. I called Paul Gines to assure if they were on-duty for 12 hours the following day, and he said yes adding that Mark Balonquita was his partner (but, didn't say Brian Santos was too). That does the conversation. Period.
The thing is, I called at the spur of the moment. I called on a whim. Not planning anything ahead or whatsoever.
And the next day, I was sure the only thing I brought along sans the immunology lectures and applications/lab skills was myself clad in a head-turning OJT uniform at 6:30 am on October 16, 2010 in the Veterans Regional Hospital, Bayombong, Nueva Vizcaya.
The idea was not being totally stupid. I was there as "an observer" - where I should have been really a part of it supposedly - because I wanted to learn, I needed to experience, I had to feed my mind, I bent beyond certain circumstances. Simply put, I was ignorant at the same time innocent. I was "more or less an observer".
Still...
Upon entering the lab area for examination, I thought I saw myself in retrogression. This was unspeakably familiar. The time was 7 am. Being the newcomer, I was frequently asked by the staff of chemists, medical technologists, lab technicians, doctors, et al. As for courtesy and authority-awareness that were two things that shouldn't be forgotten during OJTs, I had to remind myself about it.
Thereafter, anyway, I tailed the three masculados into the stock room/ small lobby to leave our bags. I managed to watch them, with one of the staff - a Ma'am, keenly prepare the desk at the out-patient department (OPD) area of the lab. The basic paraphernalia were Terumo needles ranging from 20, 23, to 25 gauges, syringes of 3cc, 5cc, and 10cc, compartmentalized cottonballs (with and without alcohol), micropore, scissors, small test tubes (generally used for 2 purposes: (1) blood chemistry analysis [red-capped] and, (2) complete blood count-actual platelet count / CBC-APC analysis [blue-capped] ), Kahn tubes, to-fill-in and filled-in lab test request papers, trashbins (non-bio and hazardous), and what struck me most was the madeshift tourniquet - a spared surgical glove [shouldn't the hospital have enough supply for it?]
The first patient was an old man who was venipunctured in the arm by Mr. Gines. The latter performed the plebotomy quite easily and swiftly in less than a half insertion at approximately 25° angle with the bevel faced up. I mentally noted that. Then, the old man was asked to return at 1 pm that same day. After collecting the blood, I took note on how he removed the needle off the syringe pulling it and not turning, transferred the blood diagonally into the blue-capped tube filled up to the black marked line and labeled it with the patient's name and the test requested. I had to back-off sooner since the space required a very very limited number of people. Meanwhile, Mr. Balonquita had his first patient at the emergency room (ER) area too and didn't bother for our assistance.
At circa 8 am, the blood bank opened. Mr. Balonquita appointed himself at the ER. Mr. Gines gave his stead in the bloodbank to me, and hence, busied himself at the OPD where patients started to arrive and pile themselves. Lastly, Brian had to take care of me in our designated area.

This was unspeakably familiar.
The picture depicted in the bloodbank room as soon as we entered was like this:
The percentage of the patients waiting in the plastic benches comprised mostly of babies. Doctora "Anne" was busy with the microscope while the Head Medtech was checking the serum bags in the refrigerator. Ma'am Mads, called for the first patient and the mother. And there, on the background the two of us stood. As soon as Ma'am Mads took the baby and the blood testing sheet, instinct told me to follow her. I held the baby in place at the bed hushing, noticed how Ma'am took off the baby's booties, and looked at the medium plastic tray that contained the needed paraphernalia. She venipunctured the base of the foot with a Western tennis-like grip on the sole, tightened until pea-sized blood dropped blotching the four circles in the blood testing sheet. Then, after she covered the pricked part with cotton and micropore, I initiated dressing the baby. Seeing how I held the baby with both of my hands, Ma'am Mads was seemingly in awe finally asking how I knew the proper handling of a baby. Thanks for the couple of years I was exposed in the medical field. Now, that's where things started to fall in place.
After that, I was asked to take blood pressures too. However, Dra. "Anne" said she'd be the one to handle it since there were still prerequisites. I extensively assisted in baby patients, was even queried whether I liked to try venipuncture. I did. But, I was too vulnerable in handling babies in fear of their fragility. That's why I only performed twice, wherein one of those I only squeezed the blood into squirts. I really better practice more so that there would be no repeat of the said incident.
The first adult patient I took care of for phlebotomy made me really nervous. I admit I did fail on that one. Failed in terms of the duration of needle exposure right after the extraction and the obvious shaking of my hand. Yet, I did apply what I have observed earlier from my classmates. After taking the syringe from my hand, Head Medtech and Ma'am Mads called my attention, carefully taught me the proper mechanics with the next patient: the fingers properly placed, the thumb and index finger are lightly but firmly placed on the head of syringe (not needle) on both sides, the middle finger supporting the "pull" of the syringe. The insertion is made half-way into the vein, making sure the needle is almost inside to prevent spilling of the blood; meanwhile, upon entering the needle, the bevel - faced up - was twisted slowly without making the patient notice it until the bevel faced the side wall of the vein (this is to prevent the walls to collapse, that's how I remembered). A cotton is placed before the release of tourniquet and the needle. The cap is placed with the needle horizontally to avoid spillage. The whole proceeding is very very and/or somehow different from what I have observed form others. This is only one part that I wanted to write in detail as a sample of what we actually did. Sooner, I almost did fine.
Mr. Santos and I were next called to regard attentively the two types of bloodtyping, one of which they refer to as the "Golden Bloodtyping", which is of course the universally used: Anti-serum A, Anti-serum B, and Rh testing placed on slides. A few briefing and recaps (where I got sleazy in putting my mind into engine - a big mistake) were conducted. Later on, we performed and even wrote on the sheets of the patients the results. What was also important were to drop the reagents away from the other reagents and a tad far in terms of height, to have it in equal ratio with the blood sample, and determine and verify the amalgamation twice to thrice, direct and under the light. As the two types have different methods, their output determination are also opposite, but almost the same in output. Almost because there may have a difference in the Rh-typing.
At around 10 am, we were summoned back for the cross-matching. While waiting, I assumed assistance where: Before placing the blood sample on the centrifuge, a check for possible presence of hepatitis and AIDS was conducted. Anyway, the manual preparation of saline solution wasn't anymore necessary since it has its own modernized/commercialized version already. Hence, we proceeded to the measurement, dropping, and mixture of the blood with the saline solution. Each on a very precise manner. A 5% approximation of the solution into a Kahn tube is equivalent to __ micropint. It was always noted that whenever bottles are nearly empty, it should never become fully-emptied due to the presence of residues. So, jumping to the final process of cross-matching, it was done 15 minute each machine accurately timed.

       (After we atelunch, we headed back to the OPD waiting area. Talked about the upcoming NBA finals, whose side is who, which team is stronger, and the different historical moments of the game's stars. Oh yeah, I took part.)  

                            (It was already nearing 1 o'clock, we strutted towards the lab.)   

As soon as lunchbreak was over, my hands busied itself whether on the blood blank, scribbling a tabulated data in the logbooks, or at the ER assisting Mr. Balonquita. During the times when I was the only one at the the blood bank, I was luckily coached by Dra. in a more detailed one in the various situations within the area. From the refrigerated bags of bloods and sera to its expiration and to its proper handling when transported, to hepatitis and AIDS determination, to the other tests conducted to the patients, to the machines and its different uses and technicalities. All in a step-by-step fashion. Whenever I started to become quaint and was piqued to the smallest of intrigues, she gladly and tenderly gave answers, expanded it, and extended beyond.
When the clock strIked 6, we had a terse break and we were invited for some cake and coke at the lobby. They were really friendly. And we were "timid".
We waited, and tended, trifled, and yet remained attentive until it was time for us to check-out.

INSIGHT

There are always multifarious ways of addressing, yes addressing insights according to the beneficiary. One, the "first person" - I. The other is the "others" whomever this may concern.
First Person.
They say never start anything, a write-up for that matter with a sorry; but, I have to overlook that. I am not sorry for myself, in-fact, I am quite grateful that the entire event happened as it is otherwise I wouldn't be noticing my flaws. Even though I never got the chance to continue my remaining 12 hours and listened to worthless predicaments, it turned out that I already acquired a handful and it was just right since there were circumstances following. The only regret I had was the masculados never gave me the chance to perform four other procedures even if I was already instructed and stuck me to only two. Still, it's great that I was lucky enough to adjoin my knowledge of the past and the present.
To whomever this may concern.
I do think, deem, and not just surmise, that in order for one party to be accomplished, the other should cooperate no matter how large, domineering, absurd, or complex the difference is. Really. Proper mechanics should be followed. Proper conduct should be observed. Proper disposal and management of arguments, ideas, and facts should always be remembered.
Shouldn't the students be more practical, conspicuous, alert, yielding to what is true, and grab the opportunities they are given in experiencing and most especially in caring for the patients (well, they know for what reasons)? Shouldn't there be an "ironed" and made-well known to the public set of rules and regulations inside the hospital to prevent misunderstandings with the patients? Shouldn't there be a wider scope of looking into things, I am referring to the patients to avoid, er, unpleasant incidences? Shouldn't there be an official and universal teaching for the students to not be confused or if not at least a bigger conjunction among the ideas? And, shouldn't the government be more aware and capable of figuring out what is what in the real situation inside the hospital?
After all, these only point to one consequential matter: saving lives.
It is not to be overlooked, however, that there are lots of people within the hospital who are earnest with their jobs just to fulfill their responsibilities, and are more than willing enough to pass what they have to the next generation. Without them, we, I wouldn't know anything.
Last but not the least...
The most significant part that I learned... Never ever make even the least mistake when life is at stake.

Filed under kyooiku kankei no | hn. your pen's toilet

foreword

            S.Y. 2007-2008. 2^nd Semester

            The ladderized curriculum of Health Sciences department has introduced to its freshmen Nursing students the HC 1 (Introduction to Elder Care and Special Needs) subject, which is a 6-month caregiver course and a preparatory course for the nursing profession.

            This course prepares the students to be globally competitive in providing and fostering care, comfort, support, and safety to infants, toddlers, preschoolers, school aged-children, adolescents, adults, and the elderly in all aspects of living.

            In order to achieve these goals, assessments, and return demonstrations are the required responses of the students to the various competencies taught through methodologies such as discussions, demonstrations, brainstorming, role plays, simulations, and video viewing/ presentations.

            It is quite enough difficult to see things through in accomplishing every tasks and topics. Complete attention and careful analysis are needed in tracing and remembering every detail. Albeit, all of these aid in the fulfillment of the vision and mission of creating a youth of pro-humanity.

!&!

            Being the first batch to pioneer the HC1 subject, we are not just advance in the lessons but we are also honed as early as now in the different objectives of the nursing and caregiving roles. In the learning activities meant to help us progress safely and continuously into performing the skills, practice, practice and more practice is definitely very significant.

            Interesting for my part, this course is also exciting and it thrills me more and more each passing day.

            Well…here are what I have learned during the lectures and in the skills a caregiver and nurse must acquire.

Pre-liminary Period

November to December 2007

            I enrolled late for the 2^nd semester, that’s why I belonged to section K.

            For the first weeks of classes, our designated teachers in HC 1 were not yet in permanently; while the rest of the other classes had already started some discussions. We had a complicated start — from schedules, and teachers to lessons, and classroom settlement.

            Finally, after everything has been settled down, our Monday to Wednesday teacher, Ma’am Shyr Javier has begun teaching to us the basics, first and foremost, the proper hand washing.

HAND WASHING

            Learning the proper handwashing technique is very different from the usual hand washing taught when I was still little.

            The single and most vital practice for averting the transfer of microorganisms, and therefore nosocomial infection, is correct and frequent hand washing. Protecting myself, my coworkers would be most necessary so that I may also provide the protection and safety needed for the patient.

            There are two types of hand washing:

(a)    medical procedure — direction starts from the elbow raised above the hands towards                                        the hands

(b)   surgical procedure — direction starts from the hands raised above the elbows towards                                the elbows

This procedure is entailed before and after every procedure and work to be made for a healthier wellness assurance of the whole lieu per se.

In hand washing, friction, running water and soap are the three most essential elements to remove microorganisms or other substances that may be present in the hands. In doing so, vigorous rubbing for approximately 10 seconds must be observed. Only the water, soap and the towelet should get contact with the skin. Avoid touching the sink. Use tissue paper or dry paper towel when turning on or off the faucet. These are due to microorganisms that accumulate in the sink and dirty hands have touched the faucet before doing the hand washing. Lathering the soap is also needed. The areas in the hands that are properly rubbed are the sub-ungal, fingernails, knuckles, interphalanges and of course the arms.  Growing fingernails must be cut short and avoid placing nail polish on fingernails.   

What we all performed was the medical hand washing. Having a new skill learned, I have experienced the necessity of doing so and the keen observation provided for the intricate details entailed in the skill. It always leads to the attainment of its objective — basic infection control.

Though every section had different instructors, who had different strategies and teachings, the concepts are still the same.

VITAL SIGNS

            Vital signs indicate the patient’s health status. Under these are temperature, pulse rate, respiratory rate, and blood pressure.

            Changes in one vital sign can trigger changes in other vital signs.

            Vital signs are assessed when a client is admitted to a health care agency to establish baseline data and when there is a change or possibility of a change in the client’s condition.

            Knowledge of the normal ranges of vital signs and of the factors that regulate and influence vital signs helps the nurse interpret the measurements that deviate from normal.

            Knowledge of factors affecting heat production and heat loss helps the nurse to implement appropriate interventions when the client has a fever or hypothermia.

            Factors affecting body temperature include age, diurnal variations, exercise, hormones, stress, and environmental temperatures.

            Pulse rate and volume reflect the stroke volume output, the compliance of the client’s arteries, and the adequacy of blood flow.

            Respirations are normally quiet, effortless and automatic and are assessed by observing respiratory rate, depth, rhythm, and sound.

            Blood pressure reflects cardiac output, peripheral vascular resistance, blood volume, and blood viscosity; peripheral vascular resistance varies according to the size of the arterioles and capillaries, and compliance of the arteries.

CHILDCARE

            Keeping the babies and older children safe and comfortable at home is the major role of a caregiver. It includes giving and providing their usual habits — feeding, clothing, bathing, cleaning, playing, merriment, resting etc.

            As a caregiver, it is an accountability to give the children basic lessons on speaking, reading, counting, and writing. Aside from those, it is also necessary to inculcate moral and spiritual values in the child’s mind. Another is that a caregiver must constantly remind the child that good manners and right conduct are a way of life.

            In this topic, I have learned that avoiding confusion and uncertainty makes the caregiver do the right thing at the right time.

THE NATURE OF HUMAN GROWTH AND DEVELOPMENT

            Growth and development, which are considered a single process, go on constantly, continuing through childhood and into adulthood.

            A caregiver may care for children both healthy and unwell. Therefore, it is essential to know and understand normal development in order to be better prepared to care for any child for whom he has responsibility. I have also learned that it is a need to understand normal behavior before understanding the abnormal behavior.

            Basic concepts on children are also further viewed. Always remember that children are individuals. They are influenced by genetic factors, home and environment and parental attitudes. Chronological and developmental ages of children are the most important contributing factors influencing their care. Play is a natural medium fro expression, communication and growth in children. In the care of children, the main objective in providing health maintenance is a family-centered environment. Prevention of illness and maintenance of health are the main thrusts in the health care of heath.

            Another thing to bear in mind is the pattern of growth of the child — cephalocaudal and proximodistal— and its rates. 

            There are four theories which I have learned in order to understand better a child’s nature.

a.)                Psychoanalytical Theory of Sigmund Freud

—    Id (primary process): operates on pleasure principle

—    Ego (secondary process): conscious

—    Superego: operates on ideal principle

—    it consists of psychosexual theory ( oral, anal, phallic, latency, and genital )  

b.)                Psychosocial Model of Erickson

—    Personality development is influenced by biological, psychological, environmental and social factors throughout the life cycle. 

c.)                Interpersonal Theory of Sullivan

—    It is labeled as “self-system” that develops from infancy by the process of learning behaviors, from experiences, which relieves and avoids anxiety.

d.)                Cognitive Theory of Piaget

                        — believes that an individual has a genetically predetermined intellectual or                                     cognitive potentials

INFANCY, TODDLERS, PRESCHOOLERS,

SCHOOL-AGED CHILDREN

            Physical growth, motor development, socialization and language, play of the different stages of a child’s growth and development are carefully learned in order to assess and promote health and wellness such as preventing accidents, dental health, good nutrition, cognitive stimulation, and sufficient sleep.

Mid-terms

January to February 2008

            A whole new year has started again. There are greater opportunities and new skills are prepared for us to learn, comprehend the rationales, practice, and improve.

NUTRITION

            The study of food in relation to health is what we call nutrition. It is the combination of processes by which the living organ receives and utilizes materials or substances necessary for the maintenance of its function for growth and renewal of components.

            It is by studying that I learn to know the proper diet required to be given for the infants, children and elderly, either normal or not.

            Nutritional status, the condition of the body from utilization of nutrients, must be always assessed in the patient.

            In infants, they have fast metabolism, their kidneys are still unable to concentrate urine, and they have more ECS than the adults, that’s why they need more fluids. It is necessary to learn why infants need more fluids than adults during fluid intake so that the development of the baby is watched over.

            I have also learned further information on infant feeding like the different methods, types, when and what are the introductory solid foods introduced to the baby, and the actual calorie values of milk formula. Maintaining a sterilized environment —from the preparation to the equipment — should be also kept in mind.    

HYGIENIC CARE

            The science of health and its maintenance is called hygiene. It promotes cleanliness, provides comfort and relaxation, refreshes the client, and relaxes tired, tense muscles, improves self-image by improving appearance and eliminating offensive odors, and conditions the skin.

It is highly a personal matter determined by individual values and practices.

            Its importance is to know exactly how much a client can safely do and how much assistance is required. In doing so, the client must be informed and the purpose of the procedure is explained. Always provide privacy. Position and drape the client. Never forget to perform handwashing before and after the procedure. If also needed, wear clean gloves in order to avoid contact with patient for both the client and the caregiver to safe and protected.

            Later on in the final period of the school year, we also learned and performed bedbathing for patients who are ill, bathing and changing diapers of infants as part of hygienic care. Privacy of the client is observed. Proper sanitation and cleanliness provide wellness of the patient and proper nourishment of the growth and development of the child.

Final Term

February to March 2008

WASTE DISPOSAL

            Our main objective here is to apply the fundamental principle of waste disposal in the hospital and in the community setting.

            There are some principles that must be always bear in mind. A) All patients are source of microorganisms. S) Spread of infection from the source to the others can be prevented by various methods to stop the spread as close to the source as possible. E) Effectiveness of asepsis is dependent on the conscientiousness of the ones carrying them out. P) Patient’s microorganisms leave through specific routes. S) Specific microorganisms harmful to man can be transmitted by direct or indirect contact. I) In observing asepsis, areas are considered to be contaminated if they are touched by any object that is not sterile. S) Suspected contaminated areas are considered contaminated.

            Standard precautions have to be observed during waste disposal too. These precautions are intended to prevent transmission of blood borne and moist body substance pathogens.

W) Wash your hands frequently. Follow hand washing techniques. A) Always use protective barriers. Wear clean gloves when touching blood, body fluids, secretions and excretions, and items containing these substances; mucous membrane; non-intact skin. Wear a mask, eye protection and face shield. Wear a cover gown. S) Suctioned fluids, blood, and excretions that contain blood and body fluids should be carefully poured and drained to the sewer. T) Items soiled should be removed promptly when the potential for contact with reservoirs of pathogens is no longer present. E) Ensure correct handling of soiled linen. Hold it away from your uniform. Don’t shake or toss linen. Place and transport linen soiled with blood or body fluids in leakage resistant bags. D) Disinfect, clean and reprocess all equipment before use by another patient. Clean least contaminated areas first then move to more concentrated areas. I) Items that are single use should be discarded promptly in appropriate containers with secure lids to prevent leakage during traqnsmission. S) Sharps (scalpels and needles) should be handled correctly to prevent injury. Never recap, remove, bend or break used needles. Never point the needle towards a body part.  Use one handed scoop method. Deposit disposable and reusable syringes and needles in puncture-resistant containers. P) Prevent direct patient care or handling. O) Observe good personal hygiene. S) Segregate waste. A) All health care workers with open or draining lesions should refrain from all direct patient care and from handling patient care equipment until lesions are resolved. L) Labeled items should be discarded properly.

THERAPEUTIC POSITIONS

Fowler’s Position – promotes lung expansion; decreases intracranial pressure for patients with             neurologic problems. Patient is in supine position with the head of the bed elevated 18-20   inches (approx 45 degrees).

                        High Fowler’s Position – angle of more than 45 degrees (60 – 90 degrees)

                        Semi-Fowler’s Position – angle of less than 45 degrees (often 20 – 30 degrees)

Orthopneic Position – used to promote lung expansion for the patient who has extreme           difficulty of breathing and who is unable to lie flat or with the head only moderately            elevated. Patient sits up in or at the edge of the bed with an overbed table across the lap.     The table is paddled with a pillow and elevated to a comfortable height. The patient leans             forward and rests head and arms on the table for support.

Dorsal Recumbent Position – used as a position of comfort for patients with back strain. Patient        is in supine position with the knees flexed and soles of the feet flat on the bed.

Lithotomy Position – Patient is supine. Both knees are flexed simultaneously so that the feet are           brought close to the hips. The legs are then separated widely, maintaining the flexed position. Position is used for examining the pelvic organs and examination to view the             perineal area. It is used as a birth position, since it essentially fights gravity leading to a    less active birthing process. Also used for surgical procedures and medical examinations       involving lower abdomen.

Sims’ Position – A side lying position that uses only a single supporting pillow under the head. The patient is turned afar enough onto the abdomen that the lower arm is extended behind            the back and both knees are slightly flexed and wider. It is used for the administration of            enemas or for examination of the rectal area, or for unconscious patients, in inserting            suppositories.

Prone Position – The patient lies on his abdomen with the head turned to one side and supported         with a pillow. Position is used to examine the back; to improve respiratory mechanics; to         homogenize the pleural pressure gradient, the alveolar inflation and the ventilation distribution. It is also used as an alternative for patients who are on prolonged bed rest or are immobilized; used for patients with spinal cord injury.

Supine Position – Patient is resting on his back. It is recommended after spinal surger

{ music } the will of the wind
{ mood } full

Filed under kyooiku kankei no | hn. your pen's toilet