Bleeding and Clotting Time in Different Blood Groups

Bleeding and Clotting Time in Different Blood Groups Comparison of Bleeding Time and Clotting Time in different Blood Groups among Medical students Nadera Yasmeen Assistant professor,Department of Physiology, KBNIMS Gulbarga-585104, Karnataka, India Abstract Background and objectives Blood grouping, Bleeding time and clotting time are clinically useful tests, extensively used during blood transfusion, platelet disorders and a variety of forms of treatment in hospitals. The objective of our study is to find out if there is any relationship between the blood groups with the bleeding time and clotting time in 1st year medical students. Materials and methods The study was performed in 172 apparently healthy 1st year MBBS students in the age group of 17-20 years, of the department of physiology at KBNIMS, Gulbarga. Bleeding time and clotting time were estimated by Duke Method and capillary tube method respectively. Blood grouping was done with standard antisera. Finally bleeding time and clotting time of different blood groups were compared and statistical analysis was done. Results and conclusion The study showed that O group was found in more number of cases (39.5%) than A, B AB blood group. Clotting time was increased in blood group B than A which was statistically highly significant. (p 0.05). Keywords: Blood Group, Bleeding Time, Clotting Time. INTRODUCTION Blood grouping is very essential as it plays an important role in blood transfusion, genetics forensic pathology and it may have some association with diseases like duodenal ulcer, diabetes mellitus, urinary tract infections, feto-maternal incompatibility leading to haemolytic disease of newborn.1-3 Earlier it has been reported that blood group O was over represented in Caucasian patients admitted with epistaxis compared with the general Caucasian population.4 It is also seen that there is an association between ABO blood group status and levels of vWF. Blood group O is associated with lower expression of Von Willebrand factor causing a relative bleeding tendency 5, 6 ,7 but other workers 8 could not find out any association between the level of vWF and bleeding time. The objective of this study is to find out if there is a relationship between the ABO blood groups with the bleeding time and clotting time in our population. MATERIALS AND METHODS This study included 172 apparently healthy 1st year MBBS students in the age group of 17-20 years of the department of Physiology at KBNIMS, Gulbarga, Karnataka, India. Blood groups were determined by mixing the samples of blood with the antisera A, B and D and looking for clumping of RBC’s under the microscope. Bleeding time was estimated by Duke Method and clotting time by Capillary tube method respectively9. Prior to the study ethical committee approval was taken from college authorities. RESULTS Statistical analysis was done using SPSS package version 19.0. During the study it was found that most of the students belonged to O group [39.5%] than A [25.5%], B [28.4%] and AB [6.3%] and Clotting time was statistically significant in all the blood groups. Bleeding time remained non-significant. [Table 1]. Table 1: Distribution of blood groups (n = 172) *P Graph 1. Comparison of clotting time Graph 2. Comparison of bleeding time in different blood groups in different blood groups DISCUSSION Considerable research has been carried out all over the world regarding diseases and their correlation with blood group. Reddy et al 4 found in their study that among Caucasian epistaxis patients 50.4% of patients were blood group O but among control groups, this was 45.10%. Another study performed by Daniel et al 8 pointed out that admission for epistaxis was more common among Caucasian than Asian people. Morant AE 5 showed in their study the prevalence of blood group O was more among Caucasians than Asians. (Caucasians 46 versus Asian 31%.) It is seen that persons having any other blood group except O are at more risk of venous thromboembolism. Non O group individuals have higher levels of von Willebrand factor (vWF) and factor VIII (FVIII) 10, 11. In our study population also, O group was prevalent in more number (39.5%) of cases than other blood group (B- 28.4, A- 25.5, AB- 6.3%). Clotting time was increased in blood group B than A which was statistically highly significant. (p Conclusion Our study suggests that O blood group is prevalent in more number of students. Clotting time is more in all the blood groups which was statistically significant. Bleeding time did not show any statistically significant change. Further larger study is needed to verify the above mentioned findings. Further study needs to find out if there is any association of this finding in cases of epistaxis in our population. REFERENCES 1. Akhtar MN, Tayyib A, Tasneem T, Butt AR. ABO blood group in patients with peptic ulcer disease : Association with secretor status . Ann King Edward Med Coll 2003; 9: 238-40. 2. Qureshi MA, Bhatti R. Frequency of ABO blood groups among the diabetes mellitus type 2 patients. J Coll Physicians Surg Pak 2003; 13: 453-5. 3. Ziegler T, Jacobsohn N, Fà ¼nfstà ¼ck R. Correlation between blood group phenotype and virulence properties of Escherichia coli in patients with chronic urinary tract infection Int. J Antimicrob Agents. 2004; 24 Suppl 1:570-5. 4. Reddy, V.M., M Daniel, E. Bright, S.R. Broad and A.A. Moir, 2008. Is there an association between blood group O and epistaxis ? J. Laryngol. Otol., 122: 366-368. DOI: 10.1017/S0022215107008560 5. Mourant, A.E., 1983. Blood Relations: Blood Groups and Anthropology. Oxford University Press, New York, pp : 146. 6. Favaloro, E.J., S. Soltani, J. McDonald, E. Grezchnik, I.. Easton and J. W. Favaloro, 2005. Reassessment of ABO blood group, sex and age on laboratory parameters used to diagnose Von Willebrand disorder: Potential influence on the diagnosis Vs the potential association with risk of thrombosis. Am. J. Clin. Pathol. 124: 910-917. 7. Gill, J.C., E.J. Brooks, P.J. Bauer, W.J. Marks Jr and R.R. Montgomery, 1987. The effect of ABO blood group on the diagnosis of Von Willebrand disease. Blood, 69 : 1691-1695 8. Daniel, M., M.C.Jaberoo, R.E. Stead, V.M. Reddy and A.A. Moir, 2006. Is admission for epistaxis more common in Caucasian than in Asian people? Preliminary study. Clin. Otolaryngol. 31: 386-389. 9. Ghai, C.L., 1999. A Text book of Practical Physiology. 5th Edn. Jaypee Brothers, New Delhi, Haematology, pp: 84-101. 10. Jenkins PV, O’Donnell JS. ABO blood group determines plasma von Willebrand factor levels; a biologic function after all? Transfusion. 2006; 46 (10):1836-1844. 11. Kamphuisen PW, Elkenboom JCI, Bertina RM. Elevated Factor VIII levels and the risk of Thrombosis. Arterioscler Thromb vasc Biol. 2001; 21 (5):731-738.

Exit to Freedom by Calvin Johnson Essay example -- Calvin Johnson

During the summer of 1984, Calvin Johnson trudges knee deep through a swamp in the wetlands of South Georgia. As snakes brush past his legs, he marches in line with nine other men, each dressed in an orange jumpsuit, swinging a razor sharp bush axe in collective rhythm. His crew entered the swamp at dawn and they will not leave until dusk. Guards, armed with shotguns, and equally violent tempers, ignore the fact that the temperature has risen well above 100 degrees and push the men even harder. Suddenly, an orange blur falls to the ground and a prisoner from Wayne Correctional Institution lies face down in the swampy floor. As guards bark orders at the unconscious, dying man, Johnson realizes "the truth of the situation, and the force of injustice just incapacitates" him. It is then he decides he does not belong in the swamp. Calvin Johnson (along with co-writer Greg Hampikian) begins his memoir, Exit to Freedom (The University of Georgia Press; 2003), with this inhumane description of prison life. He finds himself in this situation one year after being wrongfully convicted of raping a woman in Clayton, GA. His story, the self proclaimed â€Å"only firsthand account of a wrongful conviction overturned by DNA evidence," soon leaves the swamp and takes the reader inside the prison itself. The â€Å"code of prison etiquette† is related through adages such as â€Å"never to get between fighting dogs† and â€Å"only dead men broke up fights, and only snitches talked to guards.† These jailhouse proverbs are backed up by anecdotes of brutal fights, broken prison rules, and punishments, such as a transgressor who is brutally stabbed in his sleep. Characters such as Lefty, a prisoner who signals a fight by removing his glass eye and placing it on the sink,... ...the reasoning behind it soon becomes apparent. As Johnson talks more and more about his gradual distancing from God, I realize that I am being set up for a miracle. I was a little taken back when I realized that the entire book is a Christian testimony, following the familiar pattern: man experiences trials, man denies God, man finds God. The focus on spirituality overshadows the cold case study and hard facts on DNA evidence that the reader expects. Even so, the sheer power of Johnson's story overcomes the narrative flaws and keeps the reader interested throughout. Plus, the sincerity of his Christian beliefs adds a completely different level to his compelling story. It becomes an account of a man, not just finding truth in the legal system, but also discovering a spiritual truth which guides him out of the darkness of captivity, freeing him mind, body, and soul.

Public Examination Should Not Be Abolished Essay

While several states are implementing some form of standards-based reform, there is very little empirical evidence to prove that standards, assessment, and high-stakes accountability programs are effective in improving public schools. In many states, such as California, attempts to implement standards-based reform are inconsistently or carelessly aligned with quality research. The following are some of the shortcomings of standards-based reform. 1. Recent reports on the standards-based reform movement in New York suggest that in many schools the careless implementation of standards and assessment may have negative consequences for students. Vague and unclear standards in several subject areas in several states complicate matters and do not serve as concrete standards defining what students should know and be able to do. 3. Top-down standards imposed by the federal or state government are also problematic. They impose content specifications without taking into account the different needs, opportunities to learn, and skills that may be appropriate for specific districts or regions. Table 1: Advantages of SBA compared with external examinations Point Characteristics of SBA Characteristics of Exams Scope Extends the range and diversity of assessment collection opportunities, task types and assessors Much narrower range of assessment opportunities: less diverse assessment; one exam per year Authenticity Assessment done by students’ own teacher; less possibility of cheating as teacher knows student capabilities; assessments more likely to be realistic Removes assessment entirely from teaching and learning; stressful conditions may lead to students not demonstrating real capacities Validity Improves validity through assessing factors that cannot be included in public exam settings Limits validity by limiting scope of assessment, e. g. difficult to assess interaction skills in exam environment Reliability Improves reliability by having more than one assessment by a teacher who is familiar with the student; allows for multiple opportunities for assessor reflection/standardisation Even with double marking, examiners’ judgments can be affected by various factors (task difficulty, topic, interest level, tiredness, etc); little opportunity for assessor reflection / review Fairness Fairness is achieved by following commonly-agreed processes, outcomes and standards; teacher assumptions about students and their oral language levels is made explicit through collaborative sharing and discussion with other teachers Fairness can only be achieved by treating everyone the same, i. e. setting the same task at the same time for all students. Feedback Students can receive constructive feedback immediately after the assessment has finished, hence improving learning The only feedback is usually a grade at the end of the course; no opportunities for interaction with assessor; no chance to ask how to improve Positive washback (beneficial influence on teaching and learning) Ongoing assessment encourages students to work consistently; provides important data for evaluation of teaching and assessment practices in general Examination is purely summative, and does not serve any teaching-related purpose; effects on teaching and learning may even be negative; may encourage teaching to the test and a focus on exam technique, rather than outcomes. Teacher and student empowerment Teachers and students become part of the assessment process; collaboration and sharing of expertise take place within and across schools Teachers play little to no role in assessment of their students and have no opportunity to share their expertise or knowledge of their students; students treated as numbers Professional development Builds teacher assessment skills, which can be transferred to other areas of the curriculum Teachers have no opportunity to build their assessment skills; get little or no feedback on how to improve as teachers

Is College Worth the Expense Essay examples - 1193 Words

Throughout the years, America has always debated whether education is needed- if it helps people succeed or not. The argument in the past was always over high school education, which is now mandatory. That decision has helped the US rise economically and industrially. Today, the US is in the middle of the same debate- this time, over college. Some, like David Leonhardt, a columnist for the business section of The New York Times, think a college education creates success in any job. Others, such as Christopher Beha, an author and assistant editor of Harper’s Magazine, believe that some college â€Å"education† (like that of for-profit schools) is a waste of time, and can even be harmful to students. Each stance on this argument has truth to it,†¦show more content†¦Even excluding success in the job market, a college education seems to simply make people happier, due the psychic income earned when accomplishing their degree. I believe this last fact alone gives p roof that college is a good thing. But many people, it seems, think differently. Families are now aiming low when it comes to college- or are simply not going at all. Money could play a huge part in this decision- after all, the cost of college has skyrocketed over the years, and so has the amount of student loan debt. This is something even Leonhardt admits, stating that, because of this, only about 33 percent of young adults get a four-year college degree today, while another 10 percent receive a two-year degree (Leonhardt). And even though many colleges offer financial aid packages, that money may soon be cut and the cost of college will continue to grow. It is true that, in my personal experience, just because a student is awarded financial aid does not mean they have a golden ticket to University. This leaves many desperate students the only option of taking out as many loans as they think they can handle- often more than they should. 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