✨30.09.17 Last Minute Math Revision Notes~ Uni Is Starting On Monday, I’m Filled With 49% Anticipation

The most valuable academic writing exercise I’ve ever done was first year of college, the professor who made all of us write out plain language deductive syllogisms for all our essays.

if you’ve never heard of a syllogism, it’s a kind of logical proof. In its most basic form looks something like this: “Socrates is a man. All men are mortal. Therefore, Socrates is mortal” (or A & B ∴ C, if you’re into that.) 

But for the professor, we had to work backward from there. Because “Socrates is a man” is its own conclusion, so you need a syllogism to prove that! (A man is a human who identifies as male. Socrates is a human who identifies as male. Therefore Socrates is a man.) So is “All men are mortal.” (Morality entails being subject to death. All men are subject to death. Therefore, all men are mortal.)

We had to do this for every single essay. It was so frustrating, a friend and I pulled many many all-nighters honing our syllogisms. I hated the professor with a passion for requiring that, and I did not do well in that class at all. 

But nothing I’ve done before or since has really taught me be brutally break down an essay into component parts like that. And…..editing so much of others’ writing, it’s honestly an incredibly valuable exercise.

adapted from this response

1. Write your notes in a way where you can test your retention and understanding. 

Many people write notes that do a great job summarizing their materials but their notes are not designed to promote learning, retention or diagnosis of their weaknesses. But my notes can – and so can yours. Simply put my notes can be used like flashcards because I write them in a form where I separate a “stimulus” from a “response.”  The stimulus are cues or questions (think: front side of flashcard), while the response is the answer to the cue (think: back of flashcard).  But the stimuli are to the left of a margin, while the responses are to the right. The key advantage of this is that just by putting a sheet of paper on top of your notes, you can hide the responses, while leaving the stimuli visible. You can have multiple margins and multiple levels of stimuli and response for greater information density. When you get good at this you can write notes in this form in real-time. To get some idea of what I’m talking about google for “Cornell Notetaking method”. My notetaking method is a variant of this. I usually use completely blank paper to do this because regular lined paper has too small a margin. To give you an idea of how powerful this notetaking method can be, I learned several courses just hours before the exam and still got an “A” in all of them during a difficult semester where I had too many competing priorities to spend long hours studying. Had it not been for this notetaking method I don’t think that would be possible. 2. Develop the ability to become an active reader (this is the perhaps the most important advice I have to share). 

Don’t just passively read material you are given. But pose questions, develop hypotheses and actively test them as you read through the material. I think the hypotheses are part of what another poster referred to when he advised that you should develop a “mental model” of whatever concept they are teaching you.  But a mental model can be much more than simple hypotheses. Sometimes the model resembles a story. Other times it looks more like a diagram. But what they all have in common is that the explain what is going on. Having a mental model will give you the intuition and ability to answer a wider range of questions than would be otherwise possible if you lacked such a mental model. Where do you get this model? You creatively develop one as you are reading to try to explain the facts as they are presented to you.  It’s like guessing how the plot of a movie, before it unfolds. Sometimes you have to guess the model based on scarce evidence. Sometimes it is handed to you. If your model is a good one it should at least be able to explain what you are reading. Having a model also allows you to make predictions which can then be used to identify if your model is wrong.  This allows you to be hypersensitive to disconfirming evidence that can quickly identify if your model is wrong. Oftentimes you may have two or more models that can explain the evidence, so your task will be to quickly formulate questions that can prove one model while disconfirming the others. To save yourself time, I suggest focusing on raising questions that could confirm/disprove the mostly likely model while disproving the others  (think: differential diagnoses in medicine). But once you have such a model that (i) explains the evidence and (ii) passes all the disconfirming tests you can throw at it then you have something you can interpolate and extrapolate from to answer far more than was initially explained to you. Such models also make retention easier because you only need to remember the model as opposed to the endless array of facts it explains.  But perhaps more importantly, such models give you intuition. Of course, your model could be wrong, but that is why you actively test it as you are reading, and adjust as necessary. Think of this process as the scientific method being applied by you, to try to discover the truth as best you can. Sometimes you will still be left with contradictions that even your best models cannot explain. I often found speaking to the professor after class to be a time efficient of resolving these contradictions. I discovered mental modelling as a survival mechanism to pass my studies at the University of Waterloo – where their teaching philosophy is misnomer because their teaching philosophy is to not teach as well as they could. You can see this from their grading philosophy. Although they don’t use a bell curve or other statistical grade adjustment, they make their exams so hard that the class average is usually between 68 (C+) and 72 (B-) in spite of the fact that their minimum admission grades are among the highest in Canada (you need more than A+ to get into several of their engineering programs). The only way they can achieve such low test averages from otherwise high performing students is by holding back some of what they know, and then testing what they didn’t explain well in lecture on their exams; or by not teaching to the best of their ability.   This forces students to develop the ability to teach themselves, often from materials that do not explain things well, or lack the introductory background knowledge needed to understand the material. I realized I could defend against such tactics by reverse engineering the results into theories that would produce those same results; i.e. mental model induced from scarce facts.     Then when I got to MIT I found myself in a place with the opposite teaching philosophy. Unlike Waterloo, if the whole class got an “A” the MIT professors would be happy and proud (whereas at Waterloo an “A” class average would be the cause for a professor’s reprimand). The mental modelling skills I developed at Waterloo definitely came in handy at graduate school because they enabled me to learn rapidly with scarce information. 3. Be of service to your fellow classmates.

I’ve personally observed and heard anecdotal stories that many students in highly competitive programs are reluctant to share what they know with their peers; a good example being the vast number of students in a top ranked science programs competing for the very few coveted spots in med school. I’ve seen people in such situations be afraid to share what they know because the fear it could lead to the other students “getting ahead” while leaving them behind. I would actually recommend doing the opposite: share liberally. You can’t expect help from others if you are unwilling to help others yourself. I spent hours tutoring people in subjects I was strong in. But, conversely those same people were usually happy to help me with my weaknesses when I needed it. I also found it easier to get good teammates – which is essential to getting good grades in team-based classes. I found I learned a LOT from other people. And their questions helped me to prepare for questions I may not have thought of – some of which would appear on the exams. 4. Understand how the professor grades. 

Like the real world, the academic world is not always fair. You need to understand who is grading you and what they are looking for. Oddly, if you actually answer questions as written, you won’t get full marks from some teachers. Some professors expected more than the answer. Some only accepted the answers taught in class as opposed to other factually correct answers – which coincidentally can easily happen if you rely heavily on mental models. Some expected you to not even evaluate whether the answers to their multiple choice answers were true or not; only to notice which answer choices aligned or did not align with the theories taught in class.  Some highly value participation in which case you ought to have a mental model of what they are teaching based on their assigned readings. The sooner you know who you are dealing with, the sooner you can adjust to their way of grading. Thankfully I considered the vast majority of my professors to have graded in a fair manner. 5. Get involved in research while still in undergrad.

Academics is a means to an end. To me that end was “solving problems” and “building stuff” specifically systems and organizations.  Depending on the school you apply for, your research may be just as important, if not more important, than your grades. In fact if all you have are good grades your chances of getting into a top ranked CS program with a research component (e.g. MIT, CMU) are slim to nil; though you might still be able to get into a top-ranked courseware-based Masters (such as Stanford where there is no masters thesis). I did an Artificial Intelligence research project in undergrad and posted it on the internet. Not long after it was cited in three patents from IBM, AOL and another inventor. Then 40 other people cited my work. I feel this helped me get into MIT because they saw that I could come up with theories with practical applications. It also led to internships with top research teams whose work I am still in awe of. This research also helped my graduate application. None of this would have been possible if I didn’t do research in undergrad. 6. Attend classes.

I do not understand the students who claim they did well without attending class. Many professors will only say certain things in class. Many classes only present some of the material in class. If you don’t attend class you simply won’t get that material. You also won’t be able to ask immediate follow-up questions. I also found speaking to the professor after class was an efficient way to resolve contradictions I had found with my mental model. 7. Time management is key – especially in undergrad. 

In my competitive undergrad program I once learned that a friend who achieved top 5% status actually timed how long he ate. While I do not suggest going to such extremes I offer this modest advice. I suggest spending no more than 30 minutes trying to solve a problem you can’t solve by yourself before appealing to office hours or another knowledgeable student. I also suggest you ask questions of your professor during or after class as opposed to leaving the class confused. This reduces wasted time in an environment when time is a very precious commodity. 8. Going out and having fun is conducive to good grades. 

In my early undergrad years I studied as hard as I could. And I thought this meant putting in as many studying hours as possible. But I later realized that going out and having fun refreshed the mind and increased grades. Unfortunately it took at least 2 years for me to understand this lesson. 9. Learn how to do advanced Google searches.

This is an essential skill that enables you to answer your own questions, quickly. At a minimum I suggest you learn how to use the following Google search operators  ~, -,*, AND,OR, and numeric ranges via the double dot (“..”) operator.  The “site:” operator is also often helpful. I also found adding the word “tutorial” to a Google search often yields great introductory materials. 

10. Turn weaknesses into strengths.

While studying for standardized exams I learned the importance of addressing one’s weaknesses as opposed to ignoring them.  If you make a mistake on a question, it is because of a weakness within you. If you do not address that weakness it will follow you to the exam. I learned this lesson when studying for standardized exams. I was able to legally buy 30 old exams and thought the best approach to studying for the exam was to do as many old problems as possible. But as I completed each exam I kept getting the same score  (+/- 5%) over and over. I had plateaued! But then I made a tiny tweak and my scores kept going up. Specifically, after each old exam, I would identify my weaknesses that led to each wrong answer, prioritize the weaknesses according to the degree to which they affected my score, and would address them in that order.  When I did that, my scores increased steadily all the way to the highest possible percentile (99%). I later realized that such standardized tests are designed to provide consistent scores (if the student does not study in between the subsequent exams to address their weaknesses). In fact that is one of the statistical measures used to measure the quality  of a standardized exam and it’s called “Reliability”  (Google for “psychometric reliability” to see what I’m talking about).

tips for graduate grants, awards, & fellowships

hello! usual disclaimer applies: i’m a phd student, not an expert. i work in an english department with a medical humanities project, so this advice may not apply to STEM folks, undergraduates, or to all fellowships or grants. use your own common sense & discretion. beneath the cut: 

finding the money

keeping track of the money 

actually applying for the money, feat. the world’s longest treatise on project proposals

soliciting (& receiving) letters of rec

Keep reading

Hey so I'm not sure if you have any resources I can use to study chemistry? Thanks in advance!

Chemrevise 

It’s actually my chemistry teacher’s website, and pretty much everyone in my school lives off the notes he posts. The notes are concise but include everything and are especially good if you’re in the UK system/doing A Levels because he tailors them to the different exam boards. Even if you’re not a UK student, it’s still a great resource because science is the same everywhere lol (and the tab that says ‘Textbook’ is more universal and not exam board specific). 

Read JY Yang’s “Waiting on a Bright Moon”, a story of rebellion among far-flung colonies united by song magic.

Xin is an ansible, using her song magic to connect the originworld of the Imperial Authority and its far-flung colonies— a role that is forced upon magically-gifted women “of a certain closeness”. When a dead body comes through her portal at a time of growing rebellion, Xin is drawn deep into a station-wide conspiracy along with Ouyang Suqing, one of the station’s mysterious, high-ranking starmages.

first notes of school year, first notes for physics, and first breakdown ft. honors pre-calculus … starting junior year strong⛈

Medical Student Resources 101

I’ve been thinking about this post for quite a while now, and I have finally decided how I want to approach it. If you have any suggestions, please comment or message me! So, when I started medical school 18 months ago all I had available to me was a crazy long list of textbooks recommended by the university. It has been an uphill battle figuring out what textbooks are helpful and which are less than helpful. So this is my masterpost of resources I’ve used for medical school thus far, organised by systems! 

Basics

You’ll need a good anatomy atlas, physiology text and pathophysiology book as a bare minimum. Most universities also guide you towards a clinical skills book of some sort.

Anatomy: 

Rohen and Yokochi “Color Atlas of Anatomy: A Photographic Study of the Human Body”

I used an old version of this book, and it was amazing for our human dissection block, I would strongly recommend it. 

Physiology:

Boron “Medical Physiology”

Guyton and Hall  “Textbook of Medical Physiology”

I used a combination of these two, Boron can be very heavy, so I only used it for topics I had a really good grasp of and wanted to know more about. I would recommend Guyton over Boron if you can only get one. 

Pathophysiology:

Robbins and Cotran “Pathologic Basis of Disease”

This is one of the best books ever written. I cannot recommend it highly enough. 

Clinical and Practical Skills:

Talley and O’Connor “Clinical Examination” 

This was recommended by my university. It is a good textbook, however I’ve recently discovered: 

Thomas and Monaghan “Oxford Handbook of Clinical Examination and Practical Skills”

and I personally prefer this, but it is much more concise, so Talley is great for all the background information. 

Cardiovascular

Lilly “Pathophysiology of Heart Disease” 

This textbook is fantastic, very easy to read and covered all of our cardiovascular block thoroughly.

Respiratory

West “Respiratory Physiology: The Essentials”

This book can be a bit hit and miss. I really didn’t like respiratory physiology, so I struggled a bit with this one, I used a combination of Guyton and Hall, and West. For pathophysiology you can’t go wrong with Robbins and Cotran.

Genitourinary

I didn’t use a specialised book for this block. For physiology I used Boron, which was insanely hard as a first year student. I also used Guyton and Hall at the end of the block, which was much better. So I’d definitely recommend Guyton and Hall for physiology and Robbins and Cotran for pathophysiology. 

Gastrointestinal

Chew “Crash Course Gastrointestinal System 3e” 

I really liked this book for this book, I thought it covered the hepatic system very well, overall it was very easy to read and understand. This book and Guyton and Hall if you wanted to supplement it would be great. As always, Robbins and Cotran for indepth pathophysiology. 

Endocrine and Reproductive

Porterfield and White “Endocrine Physiology”

This was one of my favourite blocks! The university recommended Greenspan’s “Basic and Clinical Endocrinology”, which for what we needed was probably too much. I found a fantastic little orange book at the library, which I will need to go get the name of, so keep an eye on this if you need a good endocrinology book. UPDATE: little orange book found!

Psychiatry

Kaplan and Saddock’s “Synopsis of Psychiatry”

This is actually a really great book for any psychiatry you might do. We only used it for four weeks, but I’d definitely recommend hiring a copy if you can! 

Neurology and Neuroanatomy

Yogarajah “Crash Course Neurology, 4e” 

Fix “BRS Neuroanatomy”

Young “Basic Clinical Neuroscience”

This has been an incredibly hard block to find a good text for, at a reasonable price. These two have been very helpful, and I find them easy to read. Only time will tell if it has been enough to pass! Update: Young’s book is also excellent!

Musculoskeletal

Jenkins “Hollinshead’s Functional Anatomy of the Limbs and Back”

This is the most amazing textbook for any block of all time ever. Literally. It is so good! I’ve used a combination of this book, and:

Moore and Dalley’s “Clinically Oriented Anatomy” 

for our musculoskeletal block. It’s been absolutely fantastic. I’ve enjoyed it so much! I would also recommend investing in some quality flashcards. I have:

Hansen “Netter’s Anatomy Flash Cards”

Which have been great, another really great resource has been WinkingSkull.com, which you do have to pay for, but it is helpful! 

Other

So, there are a few other resources I’ve used that have been very helpful. Mostly online databases and websites but I thought it would be handy to have them. Many (most?) universities have subscriptions to them so try your university library website! 

UpToDate: www.UpToDate.com 

Everything you ever needed about anything in medicine

Best Practice: www.bestpractice.bmj.com 

This is my favourite resource. Ever. It goes through signs, symptoms, risk factors, diagnostics, differentials, everything. It is a small slice of heaven in medical school.

Lancet Review Articles 

There were a really great series on Immunology in The Lancet, I would strongly recommend trying to find them for a concise overview of immunology

Life In The Fast Lane: www.lifeinthefastlane.com

Great series on ECGs!

Radiopedia: www.radiopaedia.org

These guys are great for understanding what you’re actually supposed to be seeing on any radiological film. I’ve been using it a lot for musculoskeletal, looking at Le Fort fractures, etc. 

Toronto Notes

So I just borrowed a friend’s copy of Toronto, but I believe there may be online access. Maybe an online version. It’s great for an overview and is a little more clinically focused. I really liked it for gastrointestinal, psychiatry and neurology.

Anatomy Zone 

There’s a website and a YouTube channel with great tutorials and information for anatomy, particularly musculoskeletal. I’ve found it immensely helpful whilst studying for this block! 

I know I’ve probably missed a few things, I’ll add them as I think of them but I hope this helps a few pre-clinical medical students out there! If it’s helpful I’ll keep you posted as I move into my clinical years on new texts and resources I find helpful! 

Hey! Im thinking of doing computer science in uni next year and I wanted to know if my computer will be sufficient? Got any recs?

Hi there! While I am a huge tech nerd, and would love to recommend cool devices for your use during your degree, I honestly think that most of the basic laptops are sufficient to complete a Computer Science degree. The flashy added features are mainly for aesthetic and are mildly time saving. You are rarely actually going to build projects that make use of all of your excessive RAM space or multithreading capabilities. The most of your degree is just going to be pulling up PDF’s and using your internet browsers. A lot of schools allow remote connection to stronger servers if you need a heftier processing power anyway. All that being said, here are my top tips when deciding on a device for your Computer Science degree: 

Focus on battery life and keyboard comfort (for your hand size and typing style). You are going to be typing a lot, and you don’t want your device dying on you randomly in class. *shudders in lost code* 

Invest in the largest solid state drive (SSD) that you can afford. Avoid hard drives as internal storage. Please. Your computer will constantly scream if you don’t. SSD’s are so much faster.

Good screen quality helps, especially if you play games and watch videos on your device like I do

Invest in an external monitor (or two!). The extra real estate is a life saver when coding, as you can pull up documentation, stack overflow, and multiple tabs in your IDE all at once. Really helps optimize your workflow

If your thirsty for cool tech, a dedicated GPU helps (but it will hike up your price a lot). It mostly comes in use if you are doing a lot of video editing, gaming, animation, machine learning or data science tasks. Don't really need it otherwise

If you try and get a good deal on a setup that provides most of the above, you'll be golden. Don’t stress too much! You don’t spend as much time on your computer in this degree then you think you might. 

what tips would you give to someone who wants to learn a new language, or continue learning a language over the summer break?? any apps or websites, or ways to stay motivated?

Learning a new language or continuing learning is honestly something I struggle with simply because of my experience with bad teachers, BUT I can still give you some tips on what I’ve done to stay motivated so far.

Find a language you are passionate about!! If you’re burnt out on what you’re learning, find a new language to learn. It’s not ideal to start back in square one, but it’s okay to do so!

Make flash cards! Everyone recommends this, but you can make a game out of what you’re learning. If you’re on the go, I recommend downloading Tinycards. Since it’s owned by Duolingo, they have sets premade for your target language.

Watch videos. This has helped a lot with learning a new language for me. You can either watch educational videos where you’re being taught grammar or vocab or you can watch videos of people speaking in your target language.

Interact with the language! Watch movies, listen to music, etc. Find different genres you might not enjoy in your native language and try them your target language! You never know what new content you come across that you enjoy.

Google Translate is not your enemy. It’s okay to use it. It’s not what people want to hear, but it’s ok to use if you’re struggling with how to pronounce a word or if there’s a word you simply just don’t know.

Pace yourself. Work on your target language at least 15 minutes a day especially for new learners. It sounds daunting, but practice makes for motivation.

Some apps/websites I recommend:

Duolingo

Tinycards

Memrise

YouTube (Use this to learn the alphabet and numbers. Duolingo seems to not understand “beginner” means you’re a beginner.)

Leo

Google Translate

Spotify/Pandora

Netflix/Hulu

These are all pretty standard tips that I’ve seen, but I fully stand by all of them. More tips can be found at my Langblr @ess-tset under the tag #learning. I hope this helps!

💓 day 4 of 100 days of productivity 💓

studying for my final exam of the semester (!!!) with my brand new mildliners! i can definitely say that it took me a long time to decide if i really needed them, but now that i have them, i personally couldn’t imagine studying without them. if you’re on the fence about purchasing them, like i was, i highly recommend them! hope you’re having a fantastic day xx