Jesus meets Martial Arts meets Nursing School

Archive for the month “August, 2011”

Back to oiling and sharpening the sword

My dad brought up a great example of what I’m doing today. While I hadn’t personally seen this particular connection, I thought it warranted its own post!

I took my exam (went to battle) and passed (survived with minor wounds). Now I am back home (home) and am reorganizing my note book (removing and cleaning my armor) for the next section/exam (battle). I am reviewing what I missed (bandaging my wounds) and celebrating (drinking sake’)

Okay, so he didn’t say the sake’ part, but I just couldn’t resist the reality of what battle was. Much like today’s soldiers, when they come home they celebrate the living of life usually with alcohol and family gatherings. I won’t be partaking of any, but I reminisce over visual images like that in the movie, the Last Samurai.

Anyhoo, food for that!





Test 1 – 84… so far

In martial arts you spend years progressing in the ranks of black belt. (Lower belts are like primary school, and the black belt ranks like going to college) Considering I’m in college at nursing school, I saw this exam very much like a yudansha (black belt holder) exam. They both required lots of study time, great internal motivation, and the determination to see it through and stay focused.

So, needless to say, Test 1 came and went this morning. The application style was just as hard as I expected, so at least I wasn’t blind-sided by that. Here is how I found out where I stacked up against the class!

We had tests (w/ the questions typed out) and scantrons (where you bubble the answers so they can be graded electronically). When the test was finished, you just sat there with your exam face down until the grueling hour was complete! (I went SLOW and reread questions several times, taking my time… and STILL managed to have 25 minutes left over to go crazy with my Attention Deficit Disorder (ADD) self! )

Anyways, we took a break after the hour was complete and put the scantrons in a stack on the front desk. I glimpsed at the pattern of a classmates and saw that about half were similar, miniscule relief that was.

When we got back from break, we went over the exam and had Remediation Worksheets that we would write the question number we got wrong followed by why we got it wrong. Example: “#1    I narrowed down to two answer choices and picked the wrong one”. There were 25 slots on the paper, so I assume they think we’ll get at least half of them right! (LOL) So I wrote down 8 items missed for my worksheet though I honestly couldn’t remember what I picked as an answer for one of those, so I may have only missed 7.

The reason I write “for now” in the subject line is that the exam is up for review until the end of the week. Every professor in the department has to read it and compare their thoughts with the results from our class (ie. how many missed each question) to see if any questions will be thrown out. If they are thrown out, you hope it’s one that you got wrong, because the number of questions subsequently drops making the value of points per question greater. So if you did miss one they throw out, your score goes up; conversely, if you didn’t miss the one they threw out, your score drops b/c the point value for the ones you DID get wrong increased. (I know that’s sticky math, but hopefully you get the gist of what I’m trying to say.)

I shared my grade with one other person in the class, who asked me point blank how I did, and she threw her arm around my shoulder and said, “Great job!” That made me smile, and still does. My parents all (3) thought I did well, but I was really hoping for a 90%. I will try again for the 90% on the next test, but for now it will have to do. Hey… as long as my average is above a 77%, then I’m passing! WOO HOO!

Take care and celebrate with me. Do a little dance, make a little — wait, nevermind. That’s gross! But take a moment to smile at life and appreciate the little successes you have had today/recently!


Dad taught us archery when we were little. This pictured reminded me of those good days and also shows the arrow at about where I scored on the test. Not an A, but I can taste the bullseye!

Hurricane Irene kills electricity – Allows for extra day of studying

Hurrican Irene took down trees and also power lines. Our power was off 10 hours on Saturday, and then about 20 minutes on Sunday. My college cancelled all classes for today (Monday) and therefore our test was postponed until tomorrow!

I looked at the schedule for the next couple of weeks and I’m up the creek without a paddle for this week because we lost four hours of lecture that are now going to be crammed into the remaining hours of lecture this week. (Entire week is on one topic) We had scheduled for Tuesday and Wednesday of this week to be clinical check offs. That is when you go into the lab (on college campus) and do hands on nursing skills while an instructor grades you as a pass/fail for that skill. You have 3 chances (not the same day) to get a grade of “Pass” or you are kicked out of the program. That has me really nervous! Anyways, there are about 15 skills we have to know for the upcoming check-off. While most of them I learned in CNA classes, some include differences from what I learned, and a few of the skills are entirely new (med administration for one).

We find out tomorrow how the material and class time is affected. We cover caring interventions and medication administration (including dosage calculations) all this week, and then we have a break. Monday of next week we are off for Labor Day. Tuesday and Wednesday we have lecture (I think) – or possibly check-offs for assessment and vital signs. Thursday will be an open lab time for us to practice on the mannequins in order to hone our skills. and Friday we will start Unit 10 (the second half – already did first half) on Sleep and Rest for an exam on the following monday.

Exams every two weeks makes for a fast-paced study regimen. Every night I am putting in 4-6 hours reading material for lecture, printing out and looking over lecture powerpoints, and reading over my class notes. Occasionally I’m making flash cards, but they take up a lot of time to make and little time is left after all of the above to reap the benefits of them.

I’ll leave you with two drugs that I’m having trouble remembering: 1) propoxyphene (Darvon… with tylenol it’s darvocet) which was taken off the market because of the adverse effects to the heart electrical conduction. 2) merperidene (Demoral) which is an opioid narcotic. Hopefully I’ll have them memorized before 8 am tomorrow!

Take care and thanks for reading!



me flying thru the hurricane, but hanging onto my study skills (the sign)

I’m a Director!

Hello all,

I’m writing to let you know that I went to the first Student Nurses Association meeting on Thursday and was nominated for the position to be the Breakthrough to Nursing Director. I was voted on and received the position title along with the responsibilities associated with it. I will be in charge of recruitment to Nursing in general as well as our college’s specific nursing school. They said (before I was nominated) you have to be excited about nursing, so I thought it was pretty cool people around me noticed my enthusiasm.

However, the looming anxiety still exists for this first test. The question style is very different from most college exams. You have to know background information that is in the question (only written as a diagnosis ie. diabetes mellitus) and then the question asks which is the appropriate intervention that a nurse should do first? The choices are then worded in technical terms as well, so you have to know what all of them mean. And there are always two “good” answers, but only one “correct” answer. Some of the second year students say you can study to eliminate the two wrong answers, but its almost “enie-meanie-miney-mo” to narrow down the two good answers to pick an ANSWER.  I feel like I won’t be able to do it as well as I know I’m capable of. I don’t want to let any of you down!

Please comment with any questions and/or support you can offer. Thanks!



Need sleep! Studying to the max, almost

This post is short, but I want to let you all know the week has gone well. We have covered learning skills for assessment, blood pressure, pulse, respiration, temperature (tympanic, oral, temporal, and rectal). It has been a busy week though.

Tomorrow I only have class from 8-10am but its on an entirely new section that won’t be covered on our FIRST TEST on Monday. It’s on bed-making, hair care, bed bath, fingernail care, mouth care, and medication calculation/administration.

Last week we covered how to adjust walkers and crutches to normal height and how to turn patient over in bed as well as how to transfer from bed to wheelchair.

Off to bed.


LONG POST – what I did for homework

Here is what I typed up to study by. It is the BASICS of doing an assessment. These are required when a patient first arrives at the facility. This is known as an Initial Assessment. Should be completed in 15 minutes or less! OMG! Happy reading, and I understand if you choose to skip this post! lol — sandanrn



Equipment: BP cuff, stethoscope, thermometer, pen light, tongue depressor, tape measure, reflex hammer, clean gloves, scale, alcohol swab, cotton ball, wrist watch, draping



  1. Inspect
  2. Palpate
  3. Percussion
  4. Auscultation


Except abdomen which is look, listen, feel.

v  Introduction

  • Knock
  • Enter Room
  • Introduce self
  • Explain procedure.
  • Wash hands (ask how they are doing and if feeling any pain. Address this first.)
  • Ask if they need to void before beginning assessment.


v  Health History

  • Medications
  •  Allergies to medication or food
  •  Past surgeries
  • Medical Problems
  • Family History
  • Alcohol, Cig, Drug Use
  • Recent Falls (Fall Risk)
  • Belongings (DOCUMENT the path every belonging takes ie. To safe, home with relative, etc.)


v  General Survey

  • Vital Signs
  • temp (thermometer)
  • pulse (wrist watch)
  • respirations
  • bp (sphygmomanometer)
  • pain (follow-up)
    •  Height and Weight (tape measure, scale)
    •  Racial or ethnic variations


v  Psychosocial Status (affects physical recovery)

  • How do you feel?
  • Any recent changes?


v  Neurological System

  • Level of consciousness – are you alert?
  • Orientation (oriented x3)
    • name?
    • year, who is president?
    • where are you?
    • Language
      • voice clear?
    • Memory

¨       STM (paper, pencil, pen… explain for them to remember the words because you will ask them to repeat later)

¨       LTM (birthdate)

  • Affect

¨       looking for congruency between mood and affect

  • Motor Function

¨       -flacid (can be moved, but you have to move it for them)

¨       contracture (rigid, fixed in place)

  • Sensation  (cotton ball, alcohol swab)

¨       upper and lower extremities on both sides for dull (cotton ball) and sharp (corner of alcohol swab packaging) sensation



Strength (use only 2 fingers for safety!)

¨       -squeeze with each hand

¨       press against hands with hands and feet (gas pedal)






 (HEENT – head eyes ears nose throat/mouth)

  • Head

¨       scalp (dandruff)

¨       hair (thinning)

  • Eyes (PERRLA: pupils equal, round, reactive to light, accommodation) (pen light)

¨       accommodation- focus on near then far object, pupils should dilate

  • Ears

¨       Whisper Test (stand behind client and whisper word behind each ear)

¨       Insp- Look at

¨       Palp- temperature, pain, tenderness

  • Nose

¨       Insp- symmetry to face and side to side, drainage, incrustations (boogers), deviated septum, see if nares are patent/open.

¨       -Palp- occlude each nare and check for patency, sinuses for tenderness


  • trouble swallowing? Thin/thick liquids?
  • -Insp- midline, drooping, color, sores, dryness, cryptic tonsils, uvula, tonsils, frenulum of tongue midline
  • -JVD- Jugular Vein Distinction – is it showing? (JVD is negative if you don’t see it.)

        Coratid- graded 1+, 2+, 3+ (quality of pulse, both sides), check for bruit (squishing sound)


         Oral Mucosa (tongue depressor)

  • -flacid (can be moved, but you have to move it for them)
  • contracture (rigid, fixed in place)



Integumentary System

DANGER SIGNS FOR CANCER ARE A.B.C.D.- Asymmetry, Border irregular, Color varied, Diameter >eraser

  • 1.Intact (clean and free from odor)
  • 2. Skin Color (pale/pallor, blue/cyanosis, red/erythemia, yellow/jaundice)
  • 3. Edema (pitting or nonpitting)
  • Turgor (check inferior to clavicle on older pt.)

¨       pull gently on back of wrist and see if skin returns or is “tenting”

  • Lesions: alteration from normal

¨       If found:

  • -document location and size

¨       look for drainage

Nail Assessment (free of polish and acrylics)

  • insp- lines, beau’s line, capillary refill ❤ sec.
  • Rashes
  • Temperature (esp. at joints)


v  Cardiovascular System (stethoscope)

  • Insp- short of breath?
  • Palp- for tenderness
  • Ausc-
    •  is it regular pulse or irregular? Any addt’l sounds?
    • A Point To Memorize!

¨       Aortic (S1 louder) – right sternal border, 2nd intercostal space

¨       Pulmonic (S1)- left sternal border, 2nd intercostal space

¨       Tricuspid(S2)- left sternal border, 4-5th intercostal space

¨       Mitral (S2)- mid clavicular line, 5th intercostal space

  • Count apical pulse for one full minutE



v  Respiratory System (stethoscope)

Insp- short of breath?

  • Check for diaphragmatic excursion (put thumbs together on spine, they should sep. approx. 5cm during inhalation and go back together at exhalation)
  • Check for tactile fremitus (put hands behing lungs and have them say “99” to see if vibrations are congruent)
  • Palp- for tenderness
  • Ausc-
    • What sounds are present?

¨       NORMAL

  • Bronchiole (neck area)
  • Bronchovascicular (near clavicle)
  • Vasicular (everywhere else)

¨       ADVENTITIOUS (Abnormal)

  • Crackles
    • Coarse (thick paper rubbing together)
    • Fine (record player popping, higher pitch)
    • Wheezing (tightening of airways)
    • Rochi (gurgles) – sounds like ppl talking in adjacent room (fluid)
    • Stridor (partial block of airway)

¨       ABSENT

  • Worsened closing of airway
  • FATAL if left untreated



v  Breast Exam

Insp- lumps and tenderness

                – raise arms and lower (looking for changes in swelling or nipples)

                -palms together and push (looking for retraction)

                – extend arm up and hand behind head, pillow under shoulder so breast is flat

                                – move in circular, star, or up and down pattern palpating for masses/pain



v  GI System (stethoscope) LOOK,LISTEN,FEEL!

  • Ask : passing stools regularly? When was last stool? Any pain?
  • Insp- symmetry, skin integrity, distension (bloated)
  • Check abdominal girth at umbilicus (tape measure)
  • Ausc- bowel sound in all four quadrants

¨       <5 hypoactive

¨       5-30 normal

¨       >30 hyperactive

  • Palp- for tenderness, lumps, or lesions


v  Genitourinary System

  • Urinary Output
    • Color, amount (30cc/hr), frequency
    • Continence
    • Catheter (is it draining urine)
    • Ask : passing stools regularly? When was last stool? Any pain?
    • Insp- symmetry, skin integrity
    • Palp- tenderness, distension (bloated)


                Insp- symmetry, rashes, odor, drainage

                Palp- tenderness, lumps, lesions


v  Musculoskeletal System

  • ROM
    • Full or limited?
    • Passive(you do it), Active (they do it)
    • Strength, Sensation
    • Termperature (warmth of joints)
    • Insp- edema, symmetry, tremors, deformities, color, bruises, rashes
    • Circulation/ Neurovascular Checks –IMPORTANT
    • Lesions, lumps
    • Pain,crepitus
    • Reflexes
    • Homan’s Sign (pull foot toward head, major pain in back of calf)

Testing at Dojo/Created a Study Group

Hello readers!

Thursday I made it a point to create a study group. I had intentionally acted extroverted all week to get to know my classmates and find out a little about them re: creating a study group!

 I had already planned on either having Nails or Napolean be in the group, seeing as this is their second attempt at this course (both failed by one point). Their general knowledge, albeit subpar, is more than what I have regarding the material, so that was a goal to use them as a reference, at least in the beginning. So I wound up having another member ask Napolean to join our group – and he agreed with the understanding Sasser could come too! So Napolean is the first member of my group and Sasser the second.

The first person I asked to join the group is Cowgirl. She’s got southern charm and has a camoflage and lime green purse – so she’s not all girly-girl. We sat together during the first part of Thursday’s ATI presentations, and after learning some of her likes and dislikes, stereotyping her intelligence based on how she answered (I know it’s wrong, but I was giving her an interview without telling her that’s what it was.)

Therefore our group, called the Angels, is made up of Napoleon (the only guy), Sasser (quiet girly girl who is scared of anything redneck), Cowgirl (the opposite of Sasser), and myself (a chubby intellect that prefers practicality and being a realist over anything else.)

With that being said, I had made a group at school, and now how to work as part of a group at Dojo Testing. We had several students (mostly kids) test for ranks from Hachi-kyu (8th grade – yellow… first color belt) all the way to San-kyu (3rd grade – brown… last color belt before black) and the others in between. (our ranking system goes from 10th grade backwards to 1st grade brown, and then on to 1st degree black belt, which progresses in years up to 10th degree black belt, which is denoted by the practioner wearing a red belt.)

Two adult candidates tested for brown belt, one being female. Few women have made it to brown, and even fewer to black, so I wanted the test to be thorough, and I feel that it was for the most part. I tested this female and while she had good technique, she lacked tremendously in power!

The other brown belt candidate broke a rib on the head instructor with a freak accident on a well executed side kick the instructor didn’t see coming in time to deflect. It seems to be that his humility, nor his control, is up to par… but more investigation into the problem (through watching him in class) is necessary before such labels can be assigned to the now brown belt.


Conclusion: It was nice to be taught things, though not spoon fed, this first week in nursing school. Also, it was great to take a leadership role is forming a group that I think has a lot of potential. Then, I fell into another role as teacher and examiner during karate belt testing where I had to reference my decade of knowledge.

I enjoy all of these roles and hope that my teaching personality will allow me to serve in a teaching role regarding the subject of nursing someday in the future. It’s one of my options when I plan my future, but I’m a LONG WAY AWAY from having to make any kind of decision on that.

I’m off to study a bit more before bed, and it’s a full week ahead on the topic of Assessment – the foundation of nursing care!

Take care,


Day 1: In retrospect

I know I didn’t have time on Monday (8/15/11) or yesterday to write about the details of the first day, so I figured I would do it now! Enjoy.

My first day was Monday. We had lecture from 8am-12pm. Thankfully I got a seat on the right side of the front row, near the door, about 20 minutes before class was scheduled to start!

The entire nursing faculty came in and lined up at the front of the class, each introducing themselves. Then they had the second year students come in, introduce themselves, and bring breakfast food and brownies and drinks for us! (Awesome I know!) Then we went around the room, starting in the back introducing ourself, telling one unusual thing about our likes or dislikes, and why we wanted to be a nurse. (there are 40 of us, so it took a while! lol)

After introductions, all the teachers went out and the 2nd year students stayed in. We got to ask them “anything”! We got a lot of good information and encouragement from the 12 that remained (from last year’s 40! :-o….)

Then we were given handbooks, and went over bits and pieces of policies, the many ways you could fail out of the program (missing check offs in clinicals after the 3rd try, failing a drug screen, getting an average below 77 for a given semester, missing more than two days of lecture or one day of clinical, being late more than six times for lecture (can’t be late for clinical because you will be counted absent), doing something dangerous in clinical, getting unsatisfactory overall in clinical, cheating, plagairism – I think that’s all of them, plenty thought, right?!)

We had to print out the calendar and syllabus (60 pages of syllabus) and bring those to class. So we went over both of those.  We have 6 different teachers for the semester that each teach different topics. We have 2 different ones this week, and 2 other ones next week. (The final two we have for the first time in September.) The calendar lists time we are in class (or clinical), the instructor’s initials, and the unit that will be covered in that lecture. The syllabus (minus the first 4 or 5 pages) is just a series of Units, on individual pages, that list the modality, the subcategories, the exemplars that should be learned, the objectives covered in that unit, and the page numbers and book names (we have 10 books) for the reading that should be completed prior to coming to class.

After class it was a short 10 minute ride home, that felt like snail speed compared to the fast-paced lecture. I got my stuff organized including powerpoints printed and hole-punched, debound books marked for the pages I removed and put in smaller notebook (EXCELLENT IDEA THAT SAVES A GOOD 15 POUNDS OF BOOKS ON YOUR BACK!) and the like. By 3 pm I was organized and ready to begin, and I immediately started reading the homework. Finished at 10pm (ate dinner while reading!)

That was my first day! WHOOSH I hope you enjoyed!


Day 2 : complete!

Hey to all of you. I know its been a few days since I posted, but man has the pedal been put to the metal. I’ve read 200 pages in the past two nights (just finished at 9:45pm for tonight).

Some specifics you may not know yet:

– I have 6 teachers that take turns leading lecture on different days.

– I became friends with “Nails” (a girl) who failed last year by a single point. (She’s “tough as nails” hence the nickname!) She has a great attitude and tells it like it is. She has been instrumental in me learning the do’s and don’ts for how to succeed and what to expect! We talk outside for 5 minutes every hour of lecture we have (our break is 5 minutes).

– There are 41 students in our class, but last year had 40 students and now they only have 12! (OMG!)

– There is one girl who is overly lighthearted about the entire experience and constantly laughs at her own (attempt at) jokes. It is highly annoying, especially when you are in the final hour of lecture and ready to go home.

– We have class Mondays and Thursdays from 8-12noon, and Fridays from 8-10am. Tuesdays and Wednesdays are clinical days, but seeing that we don’t know anything yet (they start on 9/15  I think) we are replacing clinical with 8 hours of lecture every Tuesday and Wednesday (OMG!)

Today was the first day of lecture, but it was VERY LONG! The thinking for me is already going like, “I have already read this stuff, and you’re just rehashing in and adding a little flavor, so why not speed it up, cut lecture in half, and let us get a start on the 100 pages we have to read tonight, already!” (How’s THAT for a long sentence? lol)

I don’t have more time to write because I need to get to bed, but I studied muscles, bones, pain assessment, range of motion, relaxation techniques, and using lifts, moving people up/over in bed, etc. for lecture tomorrow…so we’ll have to see how it goes!

Until later, ~*~

ps- lowering someone to the floor if they faint while walking w/ assistance is a PERFECT CAT STANCE! If only I knew how to make that stance…. oh wait! 🙂

pps- at lunch I was walking outside and my friends from CNA class (they are in medication aide class now) hollared across campus at me. It was the highlight of my day! That made me feel loved as they each greeted me with hugs! Oh how I miss them!


"0 to 220 in one day flat! Well two days now!"

Last Day of CNA Clinicals!

I must say that it was a good day to catch a break. The heat outside doesn’t make inside much more comfortable as the sweat kept beading on my arms and forehead.

I was assigned no particular patient, but helped with several others. I was labeled a “floater”.

The first person I helped was a lady who was nonverbal and total care. She could not feed herself, so that became my task. Eggs and cereal were on the menu with condensed orange juice and milk the consistency of cough syrup. I was taught to “add what you can” to whatever the main food is to “make it sweet”. In other words, if they have sugar or salt on their plate, put that in the food. Also, if they have oatmeal, mix a little orange juice in it. I personally would refuse to eat if somebody did this to my food, but I gave it a hearty try several clinical days ago and it worked wonders. They ate better by far with the sweets mixed in.  So I checked the name card on the tray to verify that the condiments package was in fact the correct one, and knew the sugar was fair game. So I put sugar in the cereal and nothing on the eggs.

This lady was calm and I had to wake her up with a jovial “good morning Ms. ____! Are you ready for some breakfast?” Usually this will give me a quick assessment as to what they can do for themselves and the cognitive state they are in. Unfortunately I didn’t get a response like I was hoping for. She did make eye contact, so I was holding onto a bit of hope there. I put on her clothing protector (bib) and removed the lid from the tray. And as I stated above, I added the sugar. I gave her a small bite of egg, careful to stack it on the end of the spoon to make it easier to get into her mouth. I let her chew on that while I quickly opened the thickened juice and milk, pouring the milk over the cereal. I told her what she had and let her try a bite of each, and then I asked which she preferred more of. She again didn’t answer. At least she was easy to feed for the most part, other than she kept pocketing food in her cheek so I had to offer her liquids after every bite, and the bites had to be smaller. The good thing was we ran out of juice and milk – so she got nutrients for sure! After feeding her til the food was gone, I put the tray up, removed the clothing protector, pushed her geriatric chair into the tv room and wrote down her intake on the name card (which I left at the nursing station). Off to my next task.

I knew two classmates were assigned a shower to a lady who I had helped with last clinical day, so I thought I could lend a hand or offer some pointers to ease the process. This lady may have been 90 lbs sopping wet, and around 5’8″. I watched more than anything, with her room not having any AC on I was constantly grabbing paper towels to dry off my arms and brow that were dripping beads of sweat. The shower was an adventure! It involved my teacher telling the other two how to do it and I was running back and forth to the supply closet and resident’s room to grab things the pair had forgotten. The resident had two bowel movements on the shower stretcher, which one classmate did an excellent job of handling professionally and quickly (to prevent further mess). We were warned of the chances of this happening way back before clinical even began, but its different when it happens to you. That got finished and we headed back down the hall to get her dried off good and dressed. As I was passing the resident one door down, I saw she was sitting outside her room. Had I kept walking I would have been fine, but this resident, Ms. M., was the first resident I ever had on the 1st day of clinical. She told me she couldn’t get in to her side of the room (back side away from door) because her roommate was in the bathroom and the door was blocking her path. I went to shut the door so Ms. M. could get by and Ms. A. (in the bathroom) hollered out, “I’m done!” That became my third task for the day.

Luckily I had a pair of large gloves in my pocket from my instructor’s clinical supply box. ( In the rooms they only have clean, size medium gloves, and lotion with a prayer included wouldn’t get my hand to fit in those.) So I threw on some gloves, fixed the safety harness on the sit-to-stand lift we had to use to life her, and stood her up. I cleaned her and changed her pad (diaper) and got her back in her chair. Then she said she wanted to get dressed. Her CNA was on the way in then, so I switched off with her CNA to continue with getting her dressed. That was the first BM (bowel movement) I had to clean that wasn’t on a baby. It wasn’t too bad an experience all in all!

Then we did rounds changing linens, making up beds, and emptying trash. Then we took a break. Once we congregated in the classroom conversations began. Having us work in teams caused drama that was unnecessary, especially seeing it was our last day. Finally we caught a break and got to leave at lunch time! YAY!

NOW- on to the karate part – lol. Black belt testing for Lachapelle and Taylor was on Sunday morning. I was privileged enough to sit on Lachapelle’s board. Having been a yudansha for 9 years now (WOW – never thought I’d see this day) it is always an honor to help out with black belt testing. You get to critique on a new level. You get to evaluate somebody on years of practice and dedication. In clinical today I learned that you can’t always be the teacher, sometimes you have to be the student. I know this may not mesh really well but I tie the two events together in this way and one other. Both of these “hobbies” of mine involve service. It is about the giving back and increasing quality of life!

(I’ll try to make my next post shorter! lol)


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