Memorialization: A Learned Skill or an Inborn Talent?

2001 ◽  
Vol 16 (3) ◽  
pp. 83-84
Author(s):  
Alice G Brandfonbrener

Although it is often said that we tend to forget unhappy memories, many linger on. For instance, how well I recall what was for me an agony during medical school of memorizing the TCA cycle, the brachial plexus, and the bones of the wrist! I somehow dealt with it at the time, but ask me to repeat them now and I couldn’t begin to do it. On the other hand, it is true that I can still recall a few bars of Mozart sonatas I learned when I was even younger, but I’d fare much better sitting down and sight-reading the same previously memorized works. It has always been frustrating for me to recognize and accept that, long before I attained my current age, memorizing was not one of my strong points, especially compared with some of my colleagues who seemingly did it with great ease and even satisfaction. Ease of memorization appears to be in part an innate skill and, I’m sure, like other such skills, can be enhanced by training. There is also selective memory. Like many of my medical colleagues I can predictably recall a given patient’s pathology but much less readily his or her name. Lucky for us that we went into medicine and not into politics!

1966 ◽  
Vol 112 (489) ◽  
pp. 839-846 ◽  
Author(s):  
H. J. Walton ◽  
J. Drewery

This investigation was done to determine whether marked differences are present among lecturers in a single teaching department. Individual lecturers might vary in their teaching aims and attitudes, but yet resemble some of their colleagues sufficiently for sub-groups to form within the department. Such a university department might set out to provide students with a range of conceptual viewpoints, and for this purpose approve discrepant orientations among the teachers. On the other hand, a department may adopt the contrary view that only a confusing impression can result if—in the course of relatively brief undergraduate psychiatric instruction—contradictory statements are expressed by different teachers. Some departments, as yet unaware of the need to specify objectives, may never give consideration to the amount of consensus prevailing among the lecturers as a body.


1972 ◽  
Vol 18 (6) ◽  
pp. 875-880 ◽  
Author(s):  
W. M. Johnson ◽  
D. W. S. Westlake

The pathway from glutamic acid to α-hydroxyglutaric acid in Peptococcus aerogenes proceeds via α-ketoglutaric acid and is mediated by two NAD-dependent enzymes. One enzyme, an NAD-dependent glutamic acid dehydrogenase, oxidatively deaminates glutamic acid to α-ketoglutaric acid. The other enzyme, α-ketoglutaric acid reductase, reduces α-ketoglutaric acid to α-hydroxyglutaric acid in the presence of NADH. The demonstration of a very low level of α-ketoglutaric acid dehydrogenase activity in crude cell-free extracts indicates that the primary metabolic pathway for glutamic acid carbons proceeds via α-hydroxyglutaric acid and not via the TCA cycle. Potential energy-yielding mechanisms are discussed relative to the known specific distribution of glutamic acid carbon atoms in fermentation products.


1998 ◽  
Vol 15 (2) ◽  
pp. 191-200 ◽  
Author(s):  
Mothusi Phuthego

This study investigates the in-service training needs of the primary school generalist teacher in Botswana. The findings established that singing is a major cross-curricular activity in schools. Dance on the other hand, despite being the most popular form of entertainment in and outside school, is not regarded as an aspect of music education. Instrumental teaching is virtually non-existent. Teachers' interests in further musical training are influenced by a misconception that singing should be the main activity in music lessons. As a result most are only interested in improving their skills in areas that will improve their singing, such as theory of music to aid sight reading.


Author(s):  
Gundu Rao

It gives us great pleasure, to write this invited overview on, Biochemistry, pathophysiology and Medical Innovations, to the Journal of Biochemistry and Modern Applications. In an earlier article on a similar topic, we described a biochemistry course, that is offered at the Cambridge University UK, called The Molecules in Medical Science, which focuses on diseases, that are familiar by name and of high relevance like diabetes and cancer. Harvard Medical School, on the other hand, says, preparation of medical school in the 21st century, should reflect contemporary developments in medical knowledge, the pace of discovery and the permeation of biochemistry, cell biology, and genetics into most areas of medicine. Oxford Royale Academy looks at biomedicine the following way; -Biochemistry, as the name suggests, is where Biology meets Chemistry: it is the study of the living things, at a molecular level- or, to put it another way, the study of the very foundations of life. On the other hand, pathophysiology deals with a variety of altered metabolism, which drives the normal physiology out of gear, and promotes the development of risks, for various metabolic diseases. The Cardiometabolic Syndrome represents a constellation of metabolic abnormalities that are risk factors for the development of metabolic diseases, which in turn promote vascular diseases. Major metabolic diseases include hypertension, excess weight, obesity, and type-2 diabetes. Vascular diseases remain the number one killer worldwide and have retained this status for over a century. There is considerable debate, about whether the treatment of the disease itself is superior, or just the management of observed risks is enough? In view of such debates, there is a great need for the development of technologies that will facilitate early diagnosis and better management of progression, or regression of diseases. Furthermore, advances in research in the fields of genetics, cellular biology, molecular biology, and emerging diagnostic tools, will improve our ability to manage chronic cardiometabolic diseases. In this overview, we have discussed advances in the various fields, the disconnect that exists between the researchers and clinicians, as well as between technologists and the end-users.


1971 ◽  
Vol 17 (5) ◽  
pp. 683-688 ◽  
Author(s):  
Thomas T. Lillich ◽  
Gerald H. Elkan

The biosynthesis of aspartic acid and the incorporation of its carbon skeleton into glutamic acid and alanine was investigated in Rhizobium japonicum. It was found that oxalacetic acid (OAA) occupies a key position in the metabolism of this amino acid and the dissemination of its carbon skeleton into other amino acids. Aspartic acid is formed by two pathways involving the amination of OAA. In one pathway, OAA is synthesized by the tricarboxylic acid (TCA) cycle and in the other by the carboxylation of either pyruvate or phosphoenolpyruvate. The carbon skeleton of aspartic acid can be incorporated into alanine either by deamination to OAA followed by decarboxylation to pyruvate and reamination or directly by decarboxylation of the number four carbon. There are at least two pathways by which aspartic acid carbon is incorporated into glutamic acid. One path involves the synthesis of α-ketoglutarate from OAA via the TCA cycle, the other is a condensation yielding either β-methylaspartate or α-ketoglutarate, which is then converted to glutamate.


2018 ◽  
Vol 10 (4) ◽  
pp. 378-381 ◽  
Author(s):  
Jodie Eckleberry-Hunt ◽  
David Lick ◽  
Ronald Hunt

Sig is a 21-year-old who is considering medical school. Accustomed to hard work, he has received all As in college, while majoring in computer engineering. Sig longs to do something meaningful—to make a difference in the lives of others. He feels paralyzed with self-doubt about incurring massive debt associated with medical school. He also dislikes the idea of taking courses that don't seem relevant. Four years of medical school seems like an eternity, and then there is residency. Sig has never faced such a hard decision. It is disrupting his sleep. On one hand, he could make a good living with his bachelor's degree, but will the job be satisfying? On the other hand, he can commit to 7 or more years of medical education, with more debt, but potentially more enjoyable work. Sig has also heard a lot about dissatisfaction and burnout among physicians. Sig talks with his parents, whose advice he values. He will take some time off to make the best decision. He is in no hurry.


1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.


Author(s):  
A. V. Crewe

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.


Author(s):  
K.H. Westmacott

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.


2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.


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