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Chemistry is boring? Not for you if you learn with these periodic tables!

In the process of learning, you will inevitably encounter some very important topics that are woefully difficult to grasp thoroughly, like logic tests or differentiation! Dreaded subjects like these are the bane of so many pupils’ lives! Another example is the periodic table of chemical elements, which all endured in high school; those 118 elements, 7 periods, and 16 groups. The intrinsic relationship between the various chemical elements and their symbols challenges many high school students and can leave them feeling disheartened. But what if the periodic table was laid out in a way that you could create and understand?? A Chemistry class in grade 10 at Aidi International High School is currently learning the periodic table of elements- but with a twist! The teachers explained the periodic table and the principle of elements arranged by Mendeleev to the students. Aidi School understand that the obstacle to understanding this is the fact that students are unfamiliar with the 100-odd abstract elements, so it is near impossible to hold their attention long enough to explain all the rules adequately. With this in mind, the teachers decided to focus on engaging the children creatively, seeking a teaching method that would stick. They set out tangible learning objectives that they hoped the students would achieve through getting students to design and create their own periodic table: - Be more familiar with the periodic table. - Remember the first 20 elements - Remember the symbols, names, relative atomic mass and atomic number of the main elements. This was a true test of the importance of creativity in a lesson! Aidi School decided to mix things up by inviting students to construct handmade 3D periodic table, in an engaging and creative new activity. The students selected their tools from a choice of materials, and tried their best to display the periodic elements as creatively as possible. To construct the perfect 3D periodic tables, students carefully observed the table, replicated it and added a sprinkling of their own imagination to create innovative versions of the original, plain and boring table and symbols. The teachers hoped that students would therefore be able to apply more logic to the arrangement of the elements, whilst display the beauty behind the chemistry - thus boosting their understanding. The groups and the periods had their respective characteristics reflected in the design of the products. With their newly developed understanding of the period table, students used their own way to distinguish the types of elements. One student distinguished the groups with different colors of Lego and another recreated the elements into a Ferris wheel with different colored cars! The students produced excellent pieces, each adding their own understanding and ideas. One of the students, in producing their 3D periodic tables, created the elements in the using the material based on that element that they see in daily life. Aluminum was used to make Coca-Cola cans and match heads symbolize Phosphorus, as this is their main component. In addition to the 3D handmade periodic table activity, the Department of Chemistry also organizes academic activities that imparts both knowledge and fun such as developing molecular models that to motivate students to learn more actively. Fundamentally, this activity has helped them to understand and remember elements better and a worthwhile and productive activity! The success that Aidi School children had will no doubt influence other school's to follow suit! Read full article at: http://www.openpr.com/news/616281/Chemistry-is-boring-Not-for-you-if-you-learn-with-these-periodic-tables.html Related article at: High School Chemistry Help

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Global Lactic Acids Market 2017- Shanxi Biochemical, Jungbunzlauer, Zhengzhou Tianrun

Global Lactic Acids Market 2017 report presents the fresh industry data and forthcoming industry trends, allowing you to pinpoint the products and clients driving Revenue growth and profitability. The report – Global Lactic Acids Market offers a comprehensive and executive-level overview,including definitions, classifications and its applications. The Lactic Acids market is expected to reflect a positive growth trend in upcoming years. The pivotal driving forces behind the growth and popularity of Lactic Acids market are analysed in depth in this report. Do Inquiry Before Purchasing Report at: https://market.biz/report/global-lactic-acids-market-icrw/83490/#inquiry This industry report enlists the preeminent competitors and presents the insights of vital industry Analysis of the key factors influencing the global Lactic Acids market. Key Manufacturers Analysis of Lactic Acids :- Corbion Naturework Galactic Henan Jindan Lactic Acid Technology COFCO Biochemical (AnHui) Musashino Chemical ADM Yancheng Haijianuo Wuhan Sanjiang Space Good Biotech Shanxi Biochemical Jungbunzlauer Zhengzhou Tianrun Shangdong Fullsail Tripura Bio Tech Limited In-depth data associated with global Lactic Acids Market is included in this report. This data includes business tactics, development plans, import/export details. The Lactic Acids report also includes the analysis of dominant market players along with their company profile, contact information, their contribution in market share, consumer volume etc. Read full article at: http://assetsstock.com/chemicals/global-lactic-acids-market-2017.html Related article at: Biochemistry Help Online

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How Undergraduate Research Drives Science Forward

When people discuss undergraduate research, they generally focus entirely around the benefits for students. These experiences are widely recognized to build critical-thinking skills, foster a foundation for the scientific process and create hands-on classroom experiences. Although true, this mind-set undervalues undergraduate research as a catalyst for the advancement of scientific knowledge. Some in the scientific community have a skeptical view of undergraduate research. They may not doubt the benefits it offers students, but for true scientific innovation, it’s best to leave that to the flagships. Such biases could not be more misguided. For example, a recent study by Michelle Kovarik, an assistant professor at Trinity College, documented 52 articles by primarily undergraduate institutions between 2009 and 2015 that made advances throughout analytical chemistry such as in spectroscopy, microfluidics and electrochemistry. And a special issue of Polyhedron last August, edited by Robert LaDuca, Jared Paul and George Christou, presented over 60 articles that were based on undergraduate research and that reported scientific advances throughout inorganic chemistry. Last year at Bucknell University, we surveyed the h-index, which measures the citations and influence of a scholar’s publications, of chemistry faculty from 22 highly selective undergraduate institutions to determine the impact of their research. We saw that assistant professors commonly had values between five and 15, with associate and full professors often increasing to high teens and even 20s, with a few faculty members even higher. Moreover, those are systematically low scores since we based them off a core collection (ISI Web of Science) to ensure reliable values. This limited sampling of significant research impacts points to much broader accomplishments by undergraduate institutions. Read full article at: https://www.insidehighered.com/views/2017/07/07/undervaluation-role-undergraduate-research-advancement-scientific-knowledge-essay Related article at: Physical Chemistry Help Online

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The Coldstream dream

Coldstream Clear just opened its new storefront and distillery in Stewiacke, pouring out its flavourful vodka and rum by the landmark Mastodon Ridge. "The key was making it convenient for people to get our product," says Riley Giffen, who started the business with his parents. The distillery's original location, which opened in 2015, was "about 10 minutes outside of town." Some of the packaging and aging still takes place there, but it's no longer a retail spot. Giffen says people are responding positively to Coldstream making the move: "It did give us some more space to set up production as well." Giffen's idea to start a distillery was planted while he was taking an organic chemistry course at Dalhousie. During one of these classes, students were distilling citrus oil from the zest of an orange peel. "It was just a routine lab that most organic chem students take," says Giffen. He "just kind of clued in as we were doing it that that's the same principle of how you make alcohol. "The next semester, I did a project where I really dove into it and built my own still, and figured out how to do it for real." After making product to share with friends and family, Giffen decided to turn it into a business. His parents got on board for a couple reasons. Giffen's father Robert has been running a bottled water business since 2005. "He has this one-in-a-million spring on their property," says Giffen of his family's land in the community of Coldstream. The quality of the water is unheard of, he adds. "That was a really good stepping stone for everything, because the water is still so key in all of our products. It's a true differentiator." Robert is also the flavour connoisseur of the company. "I gotta give him credit for some of the really hit flavours that we've done," says Giffen. Read full article at: https://www.thecoast.ca/halifax/the-coldstream-dream/Content?oid=8225933 Related article at: Organic Chemistry Help Online

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Paying for Medical School

Doctors hold a special place in the mind of Americans. They've always been revered as givers, as people who spend their days helping the sick and the injured back to full health. Look at how many of our TV shows revolve around doctors from all eras of our history-from Dr. Quinn, Medicine Woman to ER. Is there a nobler calling than that of a physician? It would be hard to think of one. If you're considering going to medical school, you've made an excellent choice. Med school can be grueling, and after graduation you've got an even more grueling residency, but they're worth it. The vast majority of practicing physicians wouldn't trade professions with anybody. Of course, one of the biggest considerations in attending med school, besides the length and the study involved, is the cost. You'll need a medical school loan to pay for it. Tuition at public medical schools is approaching $20,000 a year on average; at private schools it's more like $35,000 a year. Paying that kind of money without a medical school loan is completely out of the question for just about everybody. The government understands that, and to encourage people to attend medical school, they've made available hundreds of millions dollars in loans. What are some of the programs that are available? The best known program is the Stafford loan. You may have taken out a Stafford loan to get your bachelor's degree. But did you know you can also take advantage of them to pay for medical school? It's true. Medical students may borrow up to $138,500 under the Stafford program, minus any undergraduate loans. With the low interest rates and long payback terms, Stafford's are an excellent source of medical school loans. Another excellent loan program is sponsored by the American Medical Association. It's called the Alternative Loan Program, or ALP. With ALP, a student may borrow up to $220,000 over the course of their medical education. The annual limit is the cost of school attendance, minus any other financial aid received. ALP loans are also low interest with long payback periods. The US Department of Health and Human Services offers a medical school loan as well. Called the Primary Care Loan, it's available to students who agree to serve as primary care physicians for a period of time after graduation, until the loan is paid off. It's an excellent choice if you're not planning on practicing specialized medicine. In addition to all these loan programs, the federal government, many state governments, and more and more medical schools are offering loan forgiveness programs. If you're willing to practice in a critical needs area of the country that's presently underserved by health professionals, its' quite possible you wouldn't even have to pay back your medical school loan at all. Check with the financial aid office of your school about the this program. With all these resources, there's no financial obstacles in the way of anyone attending medical school who wants to. Read full article at: https://www.testprepreview.com/paying_for_medicalschool.htm Related article at: MCAT Review Course

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How to approach and Prepare for USMLE exam

The key to successful exam preparation lies not in what you study, but in what you choose to ignore. If you try to learn everything, every little fact in too short amount of time, you will not succeed. A better system is to use the guidance of your faculty and your own native intelligence to decide what is most important and what is not to concentrate your efforts accordingly. Assemble all the materials you have: A truckload of bricks and a stack of lumber may contain everything you need to construct a house, but you will never have a house you can live in until they are all assembled in the right order. In the same vein, a pile of books may contain everything you need to prepare for your USMLE, but you are not ready to take your exam unless the material is organized it a way that makes it useful. Collecting the essential pieces is not enough. You must assemble the pieces in a way that allows you to see the fundamental patterns which are the key to successful problem-solving. Beyond simply having the knowledge, you must make sense of it. Divide all material that you study into three categories:     What you must know     What you ought to know     What it would be nice if you knew Your goal is not to learn all the trees in the forest, but to come to an understanding of how the forest fits together. If you have trouble making these decisions on your own, that is what faculty are for. Faculty will guide you through the peaks and valleys of the material, helping you to separate the essential from the merely interesting. Read full article at: http://www.edupristine.com/blog/approach-prepare-usmle-exam Related article at: USMLE Step 1 Course

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Wilmington's Brennan has medicine in her future

WILMINGTON - The average high schooler may take time to enjoy their vacation during the summer months. Some get a seasonal job. Some do extracurricular activities. But Wilmington's Jade Brennan is traveling to Ghana for three weeks in July to complete a volunteer medical internship through Projects Abroad before entering her senior year. " I've always loved helping people," she said. " When I was younger I wanted to teach. We had this chalkboard paint on one side of the room. I'd sit my sister down and teach her and try to help her learn stuff." But a lot has changed from Brennan's younger years to her teenage years. She was influenced by her high school anatomy and photography classes before making the decision to head overseas. "Just seeing how all the systems worked together and separately, it was so cool," Brennan said of her anatomy class. " I'm actually interning for my teacher next year, so I'll get to help people learn the anatomy the way I learned it." But it was her photography class is was prompted her to put in her first application. The class was on the topic of photojournalism. During class presentations, Brennan got an unsettling feeling after seeing Kevin Carter's Pulitzer Prize winning photo of starving child in Sudan with a vulture in the background. "I was sitting at the computer and after we finished the presentations I immediately went into an application for an internship and put it right in," she said. Read more: http://www.lowellsun.com/local/ci_31115771/wilmingtons-brennan-has-medicine-her-future#ixzz4lykKDBFt Related article at: Anatomy and Physiology Help

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Rapid Learning: The Learning without Physical chemistry Book

“Rapid Learning: Physical Chemistry Help Online” Looking for online help in physical chemistry? What is the best physical chemistry help online? Physical chemistry is really a visual science, which is best learned visually, not by reading a physical chemistry book. What is rich-media? This is a multi-modal learning approach with visual, auditory and hands-on practice, making the mastery of physical chemistry easy and quick. How quick? How about master physical chemistry in 24 hours? Let’s cut straight through the chase… the short answer is “Rapid Learning”, using a powerful rich-media to deliver the physical chemistry online in three easy steps, using a scientific and break-through system. Instead of reading your physical chemistry book, here is the basic three steps in learning physical chemistry the rich-media way. Step 1:  Watch the Movies: There are 24x movies for 24 chapters for the entire physical chemistry courses. This would enable you to gain visual understanding of the core concepts and their inter-relationship, and ultimately apply to solving the problems. Step 2:  Practice the Drills:  Do the problem solving with the game-based interactive drill. The skillful problem solving will get you through the physical chemistry exams. Step 3:  Study the Cheatsheets: Super Review the summary cheatsheets for exam-prep. But don’t dump your physical chemistry book yet. Use the text only as needed but use the rich-media learning as your primary study tool. Start your journey to rapid learning today and get your physical chemistry help online at: http://rapidlearningcenter.com/chemistry/physical_chemistry/physical-chemistry.html About the Author: Dr. Wayne Huang, "The Rapid Learning Coach",  is a veteran educator and the co-author of 12 textbooks and 100+ online courses. He is the founder and CEO of Rapid Learning Center (http://www.rapidlearningcenter.com), the leading eLearning solution provider for science and math at both high school and  college  levels.

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Columbus Student Claims Science Award for Governor’s STEM Team

Recently named the best high school science student in Indiana, Ujwala Pamidimukkala remembers watching heart surgery documentaries as a young girl in kindergarten. Cardiology captured her interest at a young age, but her pursuit of excellence is also a matter of the heart; her parents left their home in India to bring Ujwala to the U.S. when she was just a few months old, hoping to find the very best for their baby girl. “My parents sacrificed a lot for me to be able to come to the U.S. My dad moved himself here, rather than having his company move him,” says Pamidimukkala, who graduated this spring from Columbus North High School. “He wanted me to have a really good education. I want to give back to him, and that’s what’s keeping me motivated to do my best.” Her drive has led to a long list of academic accolades; most recently, the Governor’s office named Pamidimukkala one of four academic superstars in the state. The 2017 Governor’s STEM Team awards, formerly the Mr./Miss Science and Mr./Miss Math awards, recognize one elite high school student for each subject: science, technology, engineering and math. The Governor’s office says the shift highlights that STEM is “fueling the innovation and entrepreneurship to build our economic future.” Pamidimukkala’s science teacher throughout high school also finds significance in the fact that a girl earned the highest honor in the state for science students. “The number of girls versus boys [in science] is steadily improving, but there’s still a vast difference between the number of girls in biological sciences and the number of girls in chemistry and physics,” says Columbus North Science Department Chair Denise Briner-Richardson. “We’ve got a ways to go yet, and I’m pleased Ujwala is helping us get there.” Pamidimukkala, who notes girls are often a minority in her science classes, is helping bridge the gender gap in chemistry—her favorite branch of science, because “it’s a really nice blend of math and science in one subject.” “You can just keep going and going with science; it feels like there’s never an end, because there’s always more to learn,” says Pamidimukkala. “I think that’s what makes it challenging. You really have to know your concepts, you can’t just memorize facts. I just appreciate the challenge.” She enjoys the laboratory work and equation expertise that chemistry demands; she competed in both disciplines as part of the high school’s Science Olympiad team, a nationwide program. Throughout her high school career, Pamidimukkala captured multiple first place titles at the regional level in the chemistry category. The events involve live laboratory competitions in which a panel of judges watches the students’ every move. Read full article at: http://www.insideindianabusiness.com/story/35778387/columbus-student-claims-science-award-for-governors-stem-team Related article at: High School Chemistry Help

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How are long strands of DNA packed into tiny cells?

Scientists are a step closer to understanding how DNA, the molecules that carry all of our genetic information, is squeezed into every cell in the body. How DNA is "packaged" in cells influences the activity of our genes and our risk for disease. Elucidating this process will help researchers in all areas of health care, from cancer and heart disease, to muscular dystrophy and osteoarthritis. DNA is a long, floppy molecule, and there's more than three feet of it in every cell. Our DNA is housed in structures called chromosomes, which condense the DNA to fit into the cell's tight quarters. Scientists from the department of Biochemistry and Biophysics at the University of Rochester School of Medicine and Dentistry worked with colleagues in France and Japan to describe the first step of DNA packing in a cell. They provided the first-ever detailed picture of the most basic building block of chromosomes, known as the nucleosome, and found that a protein known as H1 (for linker histone H1) helps DNA become more compact and rigid within the nucleosome. In contrast, when H1 isn't present, the DNA is loose and flexible. The tight structure that H1 creates helps shield our DNA from various factors that can activate or "turn on" certain genes. Without H1, DNA is more accessible to factors that could trigger disease-causing genes. Published in the journal Molecular Cell, this finding will inform research on all processes that involve chromosomes, such as gene expression and DNA repair, which are critical to the understanding of diseases such as cancer, according to Jeffrey J. Hayes, Ph.D., senior study author and the Shohei Koide Professor and chair of the department of Biochemistry and Biophysics. The teams in France and Japan used specialized microscopes and X-rays to capture pictures of DNA molecules interacting with H1 and other key proteins. Because of the size of the DNA and protein molecules, the pictures generated by these techniques were fuzzy and difficult to analyze. Lead study author Amber Cutter, a graduate student in Hayes' lab, put all of the components -- DNA, H1, and other proteins -- together in tiny test tubes and conducted various biochemical experiments. Her tests, coupled with the X-ray images, confirmed H1's role. Cutter, who is entering her fifth year in Hayes' lab, admits that the science is complex and that a lot more research needs to be done before this work can inform clinical treatment. But, the importance of understanding the most basic biological processes should not be underestimated. "In order to determine what happens when things go wrong in diseases like cancer, we need to know what happens when things go right." Read full article at: https://www.eurekalert.org/pub_releases/2017-06/uorm-hal062817.php Related article at: Biochemistry Help Online

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With the TAVAD Treatment for quitting Cocaine, 7 out of 10 Patients are Better One Year Later

MADRID, June 27, 2017 /PRNewswire-HISPANIC PR WIRE/-- In keeping with previous years, the TAVAD detoxification center continues to achieve excellent results in its ultra-fast cocaine detoxification treatment.  100% of the patients who started the treatment to quit cocaine in 2016 underwent detoxification without abandoning the program, and one year after their hospital discharge, 73% of all cases are evolving positively. Patients treated at TAVAD during the past year for their cocaine addiction are mostly single men with an average age of 37. 73% of the patients treated present a significant improvement in terms of employment, family and personal life one year after starting the detox program. The first stage of this rehabilitation process consists of a 48-hour hospital stay. During this time, an advanced pharmacological intervention is carried out, which is essential to prevent the patient from feeling pain or suffering the dreaded withdrawal syndrome, and therefore to achieve a better recovery. "This pharmacological intervention is highly significant, since it causes a restoration of advanced processes of cognition and affect, such as the ability to concentrate, memory, consciousness or serenity, which in turn enhance psychotherapy and patient rehabilitation," notes Dr. Legarda, director of the center and creator of this advanced method for the treatment of addiction. After hospital detox, the second stage of treatment begins, in which the patient is accompanied in his recovery for 12 months, and has medical, psychological and pharmacological support individually attuned to his needs. Furthermore, a team of specialists in nutrition, personal training and mindfulness help the patient to reinforce the results of this advanced treatment for quitting cocaine. More than 30 years of experience provide an endorsement of this detox center exclusively dedicated to its patients and research on advanced treatments for addiction. Personalized clinical sessions for analyzing and resolving the most complex cases, analysis of psychotherapeutic techniques and programs used, the study of applied pharmacology for each patient, neuro-imaging techniques to establish neuron recovery as well as exhaustive evaluation of each individual case all comprise part of the overall method used by the entire TAVAD staff to achieve optimal results. Read full article at: http://hola-arkansas.com/hispanicprwirenews/with-the-tavad-treatment-for-quitting-cocaine-7-out-of-10-patients-are-better-one-year-later/ Related article at: Pharmacology Help Online

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Differences in Sea Spray Particle Chemistry Linked to Formation Processes of Drops by Bubbles in Breaking Waves

Sea spray aerosols which seed clouds over three-fourths of the earth are formed by “film” or “jet” droplets; exposing chemical distinction could improve climate models A team of researchers led by the University of California San Diego has identified for the first time what drives the observed differences in the chemical make-up of sea spray particles ejected from the ocean by breaking waves. The discovery could enable researchers to better understand how ocean chemistry and physics directly influence cloud formation processes. The improved understanding could make climate models more accurate, especially since clouds are the hardest variable to portray in current simulations. Kimberly Prather, Distinguished Chair in Atmospheric Chemistry and a faculty member in the Department of Chemistry and Biochemistry and Scripps Institution of Oceanography at UC San Diego, led the National Science Foundation-supported study. She said its key breakthrough involved showing that the drops sent airborne by breaking waves take on different chemical characteristics depending on the physical forces induced by the waves. “It’s the first time anyone has shown that drops from seawater have different composition due to the production mechanism,” said Prather. “We are uncovering how ocean biology influences the physical production processes creating sea spray aerosol. Previous studies have focused on the processes involved in the physical production of sea sprays but our studies demonstrated that chemistry is at the heart of many ocean-atmosphere transfer processes that have profound impacts on the composition of our atmosphere as well as clouds and climate.” Some sea spray aerosols are “film” drops that are laden with microbes or organic material that collects on the ocean surface. They form when bubbles at the ocean surface rupture. Researchers had largely assumed that all aerosols smaller than a micron in size were of this variety. Prather and other researchers showed, however, that there are other cloud-forming particles derived from “jet” drops that are predominantly comprised of very different chemical species including sea salt, microbes, and other biological species. These new drops are ejected in the aftermath of bubbles popping. Read full article at: https://scripps.ucsd.edu/news/differences-sea-spray-particle-chemistry-linked-formation-processes-drops-bubbles-breaking Related article at: Physical Chemistry Help Online

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New catalytic route to polysulfates and polysulfonates

Bifluoride salts could yield tough polymers efficiently at industrial scales Polysulfates and polysulfonates are exceptionally tough and impact resistant, making them useful engineering polymers. But they’ve rarely been used industrially ­because the chloride substitution chemistry often used to make carbon sulfate and carbon sulfonate links suffers from side reactions and is commercially impractical. Researchers now report that bifluoride salts are efficient and cost-effective catalysts for the synthesis of these tough materials (Nat. Chem. 2017, DOI: 10.1038/nchem.2796). The new chemistry, developed by K. Barry Sharpless and Peng Wu of Scripps Research Institute California, Jiajia Dong of the Shanghai Institute of Organic Chemistry, and coworkers, could potentially be scaled up to industrial levels. The new reaction is an extension of sulfur(VI) fluoride exchange (SuFEx), a click chemistry technique Sharpless and coworkers developed previously (Angew. Chem. Int. Ed. 2014, DOI: 10.1002/anie.201309399). The group initially used SuFEx, catalyzed by strongly basic “organosuperbases,” to combine silyl ethers with fluorosulfates or sulfonyl fluorides to form polysulfates or polysulfonates, respectively. But the catalysts were expensive or required high loadings, up to 10 mole %, and they reacted in unwanted ways with starting materials. The team turned instead to acidic bifluoride catalysts—Q+[FHF]–, where Q+ is a wide range of organic and inorganic cations and the anion is a hydrogen trapped between two fluorines through a superstrong hydrogen bond. The new catalysts require tiny loadings—as low as 0.05 mole %—making the syntheses more commercially viable. Read full article at: http://cen.acs.org/articles/95/i26/New-catalytic-route-polysulfates-polysulfonates.html Related article at: Organic Chemistry Help Online

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My Experience Taking an MCAT Course

There are many ways to study for the MCAT; group study, self-study, MCAT in-person courses or live-online courses. If you’re like me, you don’t even know where to begin studying for such an information-dense exam that combines several subjects and presents them in different ways. So after some research, I decided to enroll in The Princeton Review’s MCAT Winter Bootcamp which ran for about 4 weeks, Monday-Friday for 6 hours each day. I received a total of 11 books, one for each of the topics covered on the MCAT and other miscellaneous books. The course also comes with online access to short videos, in case you missed a class/topic, as well as question sets, many practice exams from The Princeton Review, AAMC practice exams, and much more. First Impressions During the first week of the course, we got to meet most of our instructors. They all seemed pretty knowledgeable about their respective topics, despite the fact that a lot of them were undergraduate students themselves. I know that this last detail may seem shocking but keep in mind that even though they’re students like you and me, they still undergo formal training through The Princeton Review in order to teach the class. One full day consisted of two classes, three hours each with a one-hour lunch break in between. The class is fast paced of course, but not unbearable, and all of the instructors were nice enough to pause whenever anyone had questions or needed more explanations. Mid-way Impressions Mid-way through the course I found myself feeling very neutral about the course. I felt like I had a lot of resources through the online platform as well as the Princeton books but I didn’t feel like I was retaining much of the information. I tried to keep up with the mini-homework assignments but I certainly wasn’t able to complete everything by the suggested due dates. Read full article at: http://www.premedlife.com/feature-articles/my-experience-taking-an-mcat-course-5276/ Related article at: MCAT Review Course

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Essential Guidance for USMLE exam

One of the most common questions I hear when advising people preparing for the USMLE is how to memorize and remember all the details required for their exam.  The short answer is that if you are at the level of memorizing, you are simply not ready to take any of the Steps of the USMLE. Yes, the USMLE requires you to know essential medical knowledge. But, doing well on the exam comes from being able to apply that knowledge, not from the mastery of rote memorization. USMLE is all about structure of pyramid to understand: The examiners assume that you already know the required medical content. Your medical school success certifies that you have the basic knowledge already. The USMLE is not testing you on what you know, but problem-solving, whether you know what to do with what you know. You do not get to this level of mastery required for medical practice all at once, but by increasing levels of involvement and understanding over time. These levels can be conceptualized as pyramid in which one learning task supports the next. Recognition, being familiar enough with material to know it when you see it, is the bottom level of the pyramid. Next comes Memorization, being able to call content to mind when needed. Problem-solving, the third level, is achieved when you can combine remembered content and apply it to find the best response to presented situations. At the top of the pyramid comes Innovation, being able to create a new knowledge, new understanding, and new responses. In medical school you are tested primarily on recognition and memorization. The USMLE test you primarily on problem-solving. The amount of problem-solving required increases as you move from Step 1 to Step 3. The Clinical Case Simulations of Step 3 push problem-solving right up to the border of innovative thought.     You need to do something with the material     Outlines help     So does making diagrams     But, nothing speeds up the process like talking about the material     Interacting with peers and professors is the quickest way to boost your mastery beyond the level to recall, to being able to use the material you have learned The bottom line is that there are a lot of good sources of study material out there, but none of it will get you where you need to be unless you use it the right way. Before you take your USMLE, you must move beyond memorization to application and problem-solving. The USMLE does not want to see what you know, but whether you can use that knowledge like a physician. Read full article at: http://www.edupristine.com/blog/essential-guidance-usmle-exam Related article at: USMLE Step 1 Course

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ICU Physiology in 1000 Words: The Mean Systemic Filling Pressure – Part 1

It’s 4 in the morning; I am somewhere between Riga and Stockholm.  The moon is full and bright and rippling across the black, Baltic Sea.  This warm, June darkness is cut like onyx by deep vibrations of a cruise ship and its collections of giggling Swedes; they karaoke ‘Spaceman’ by The Killers in perfect English.  I’m perched portside, caught in a yawning ocean breeze, surrounded by a symphony of Slavic slangs and cigarette smoke; my mind turns to the innards of the ship and I imagine a physiological analogy. The Hull as the Thorax Consider sitting deep within the hull of this cruise ship, ignorant to the outside.  A leak is sprung and ocean begins to rush in.  Thinking quickly you activate the bilge pump which, appropriately, ejects the ocean outside again.  You note that the bilge pump has a number of settings from ‘low’ to ‘high’ corresponding to the rate at which it evacuates ocean from inside the hull.  When the pump’s setting is ‘low,’ ocean water rises inside the hull – you feel the water’s pressure around your ankles.  When you increase pump activity to ‘high,’ the pressure and volume of ocean water around your feet abate.  Knowing only this, can you infer the size of the body of water beyond the hull?  Are you in the relatively small Baltic or the immense Pacific?   Lake Ontario?  The Hudson River?  Wreck Beach? The answer is that you cannot know; the amount of ocean water within the hull of the ship is a function of the size of the body of water outside of the hull and its inflow, but also on the efficacy of the bilge pump.  Thus, the analogy unfolds – we have approximated volume status [the vastness of the ocean], venous return [the ocean rushing into the boat], the thorax [the hull of the boat], the heart [the bilge pump] and the central venous pressure, great vein and cardiac chamber volume [the pressure and volume of the ocean water accumulating within the hull of the boat]. Yet, I continue to see clinicians use right atrial pressure, IVC volume/collapse and echocardiographically-measured left ventricular volume as markers of a patient���s volume status.  Looking only into the thorax for patient’s volume status is as preposterous as estimating the size of an ocean based on the amount sea water accumulating within the hull of a leaky ship. Read full article at: http://pulmccm.org/main/2017/uncategorized/icu-physiology-1000-words-mean-systemic-filling-pressure-part-1/ Related article at: Anatomy and Physiology Help

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Rapid Learning: High School Chemistry Help

Dr. Wayne Huang Taking high school chemistry? Seeking high school chemistry help for your kid? How about learning high school chemistry in 24 hours? Can you really do this? Read on … Let’s cut straight through the chase… the short answer is “Rapid Learning”, using a powerful rich-media to deliver the high school chemistry in three easy steps, using this scientific and break-through system. Many feel that high school chemistry is too overwhelming, too many concepts and lots of problem solving. True, but the core concepts are mastered visually via rich-media and the problem solving can be approached step by step with the five-step KUDOS method. If you are tired of dry lectures and textbooks, there is a better and easier way! Instead of reading the test-prep book in slo-mo, how about rapid learning in 24 hours? Here is a very simple formula: Rapid Learning. So what is rapid learning anyway? Rapid Learning = Rich Media + Smart Teaching Rich Media: Chemistry is a visual science. Learn it visually with rich media. Smart Teaching: Chemistry is all about understanding its core concepts and relating them to problem solving. Teach the concepts and learn to do the problems, step by step. The High School Chemistry series by Rapid Learning Center is a break-through learning system with scientific teaching method coupling with rich-media visualization and expert narration. In High School chemistry, it breaks down the entire course into 24 chapters, one chapter at a time, one hour per chapter in total of 24 hours. Here are the three easy steps: Step 1:  Watch the Movies: There are 24x movies for 24 chapters for the entire High School Chemistry courses. This would enable you to gain visual understanding of the core concepts and their inter-relationship, and ultimately apply to solving the problems, either concept type or word problems. Step 2:  Practice the Drills:  Do the problem solving with the game-based interactive drill. The skillful problem solving will get you through the High School Chemistry exams. Step 3:  Study the Cheat sheets: Super Review the summary cheat sheets for test-prep. In an hourly study of each chapter, it will take 30 minutes for the rich-media video, 20 minutes for the problem drill and 10 minutes for the super review, together 60 minutes for one chapter. Now get your high school chemistry help. Start your Rapid Learning now at: http://www.rapidlearningcenter.com/chemistry/highschool_chemistry/highschool-chemistry.html About the Author: Dr. Wayne Huang, "The Rapid Learning Coach", is a veteran educator and the co-author of 10+ books and 100+ online courses, and editor-in-chief of 5 eZines. He is the founder & CEO of Rapid Learning Center (http://www.rapidlearningcenter.com), the leading eLearning solution provider for science and math education.

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