Cushings Disease: Symptoms, Treatment and Causes

Cushings Disease: Symptoms, Treatment and Causes Julie Seel   Introduction Cushings disease is relatively rare and is commonly in adults. Cushings is a hormonal disorder that the bodys tissues care exposed to increased levels of the hormone cortisol. (NIH) The cortisol hormone is released when there is stress and with exercise in some people. The main things that the cortisol does are: throttling or suppressing the immune system, metabolizing fats and carbohydrates, and increases blood sugar. (healthline) The Cushings disease is more commonly observed in women, and about 90% of those cases are due to pituitary microadenoma or corticotroph hyperlplasia. (virtual library) Signs and Symptoms Signs and symptoms vary, but most cases have upper body obesity, round face (moon face), increased fat around the neck and shoulder area (buffalo hump), osteoporosis, high blood pressure, increased blood sugars. Also women can have increased hair on face and chest, abdomen and thighs. Men may get a decrease in fertility and absence of sexual desire and possibly erectile dysfunction. (Nih)(Lab) the ICD-10 code for the Cushings disease is E24.9. In some rare cases people have had inherited the gene for Cushings disease, such as multiple endocrine neoplasia type 1 or Men-1. This can increase risk for tumors developing throughout the endocrine system and sometimes include the pituitary and adrenal glands. People who are obese and have diabetes are at a high risk for this disease (Lab). Diagnostic Testing There are a number of tests the doctor can give for the Cushings disease diagnosis. A 24-hour urine cortisol, dexamethasone suppression test (low dose), salivary cortisol levels are taken in early morning and late at night. These three tests will confirm too much cortisol in the body. Also, the tests can determine the cause of the disease are: blood ACTH level, brain MRI, corticotropin-releasing hormone test, dexamethasone suppression test (high dose), and inferior petrosal sinus sampling (IPSS). Other tests that can be done but isnt necessary are: fast blood glucose and A1c for diabetes, lipid and cholesterol testing, bone mineral density can too check for osteoporosis. (Medline Plus) Treatment Options At the follow-up appointment the doctor will go over all the test results, and the next plan of action will be. The treatment would be surgery to remove the pituitary tumor and the pituitary gland may return to normal and start to work slowly again. During the recovery process, cortisol replacement therapy, so the pituitary needs to be able to have time to make ACTH again. Also, if the doctor could not remove the whole tumor completely radiation might be done to the pituitary gland. If surgery and radiation doesnt work on the tumor, medication may be needed to stop making the coritsol in the body. The last resort if none of these treatments work, the adrenal glands will be removed, and it will stop the increased levels of the cortisol. Also, if the adrenal glands are removed the tumor on the pituitary gland will get much, much bigger. (medline) Prognosis/ Summary If Cushings disease is left untreated, it can lead to severe complications. People can have excessive fatigue, obesity, nausea and vomiting, diabetes, hypertension and can lead to premature death. (Skull) Removal of the tumor can be a full recovery, but lifelong replacement medication to keep your hormones in balance. Two medications that have been approved by the FDA are: mifepristone and pasireotide, for the treatment of Cushings disease. (Medline Plus) Very rare the tumor can grow back, and the patients will need to go back to the doctor and see what can be done the treatment options are. REFERENCES Cuevas-Ramos, D. (n.d.). Update on medical treatment for Cushings Disease. [online] Available at: http://clindiabetesendo.biomedcentral.com/articles/10.1186/s40842-016-0033-9. Ilias I, N. (2012). National institute of diabetes and digestive and kidney diseases. [online] Available at: https://www.niddk.nih.gov/health-information/endocrine-diseases/cushings-syndrome [Accessed 5 Mar. 2017]. Krause, L. (2005). Pituitary-dependent Cushings disease. [online] Available at: http://www.healthline.com/health/cushings-disease [Accessed 28 Jan. 2016]. Labtestonline.org. (2016). Labtestonline.org. [online] Available at: http://www.labtestonline.org/conditions/cushing [Accessed 10 Mar. 2017]. Mayoclinic.org. (2016). Overview Cushing syndrome Mayo Clinic. [online] Available at: http://www.mayoclinic.org/diseases-conditions/cushing-syndrome/home/ovc-20197169 47k [Accessed 10 Mar. 2017]. Medlineplus.gov. (2016). Cushing Syndrome | Hypercortisolism | MedlinePlus. [online] Available at: https://medlineplus.gov/cushingssyndrome.html [Accessed 10 Mar. 2017]. Skullbaseinstitute.com. (n.d.). Cushings Disease: Surgery, Treatment Symptoms | Skull Base Institute. [online] Available at: http://www.skullbaseinstitute.com/pituitary-gland-tumor-surgery/cushings-disease-endoscopic-surgery.htm [Accessed 10 Mar. 2017].

long-term memory systems of the human brain

long-term memory systems of the human brain Current knowledge is summarized about long-term memory systems of the human brain, with memory systems defined as specific neural networks that support specific mnemonic processes. In the late 19th Century, German Psychologist Hermann Ebbinghaus established that humans tend to forget most of what they learn in a class within thirty days. Without some aid to help us retain what we learn, massive amounts of crucial information are lost. This paper describes about the how to improve our memory, how repetition improves the efficiency of memory processing, by improving physical well-being how it helps improving memory, and ways to increase our depths of level of memory processing. Introduction In psychology, memory  is regulated by a constantly changing organization of consciousness or an organisms ability to store, retain, and subsequently retrieve information. It has been hypothesized that three processes occur in remembering: perception and registering of a stimulus, temporary maintenance of the perception, or short-term memory; and lasting storage of the perception, or long-term memory. Two major recognized types of long-term cognitive memory are: Procedural memory-involving the recall of learned skills. Declarative memory-the remembrance of specific stimuli. For long-term memory to occur there must be a period of information consolidation. A conscious awareness in remember that they are recollecting something of the past. Some of what we experience day to day is stored away in our minds for future reference, but much of it is not. For example, you might describe in vivid detail the interior of a quaint ice cream parlor you visited last summer, but be unable to recall what flavor ice cream you had. On closer reflection, this is only the tip of the iceberg when we look at the full range of human memory capabilities. One of the interesting features of your memory system is that you dont control what is stored because much of our memory is submerged from conscious view. Memory is an integral part of our existence, yet it is only vaguely understood. When you want to remember something doesnt mean that you can remember the entire. Indeed, when you thinking, most of what you thinking is not stuff that you consciously try to store. You didnt try to commit the whole thing that you did to your memory. In this regard, you might be unable to remember a complete of the event. Its hard to grasp just how specific, or narrow of your thoughts and your memories. For example, suppose you passing your neighbors house, you encounter a barking dog. There are several aspects of the dog that you could think about. Perhaps you could think about the sound of the dogs bark, what the dog looked like, or the meaning of the bark like why its barking, whether its barking at you, the possible that a barking dog will bite, and so on. Each of these thoughts will lead you to different memories of the event the next day. If you think about the sound of the dogs bark, the next day youll probably remember that quite well, but not its appearance. To put this example into broader terms, even simple concepts have multiple aspects of meaning, which one of these you think about will determine what you remember. Literature Review Ways to Improve Memory There are 16 ways to improve our memory. The ways included convince ourselves that we do have a good memory that will improve, exercise your brain, exercise daily, reduce stress, eat well and eat right, take better pictures, give yourself time to form a memory, create vivid and memorable images, repeat things you need to learn, group things you need to remember, organize your life, try meditation, sleep well, build your memorization arsenal, venture out and learn from mistake and listening to binaural beats. (Ben Rubenstein, Theresa Mulligan Tom Viren, 2010) In the article Improving Your Memory-Tips and Technique for Memory Enhancement (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007), they suggested the stages of memory foundation and maintenance. The stages are acquisition, consolidation and retrieval. Besides that, they stated the tips for memory improvements. They suggested that brain exercises can improve memory because memory is just like a muscular strength, the more we work out our brain, and the better we will be able to process and remember information. Furthermore, they also stated the general guidelines and mnemonic devices to improve memory. Healthy habits and nutrition also suggested by them to improve our memory. In Human Memory: What It is and How to Improve It suggested that there are many ways to improve our memory such as the use of certain mental technique, special care with nutrition and medicines (Silvia Helena Cardoso, 1997). For example, stimulate memory with using it to the utmost and challenge a novelty. Pay attention, concentrate and avoid all other thoughts can help us to improve our memory. Other ways which can improve our memory is relax, sleep and nutrition. Besides that, medication, alcohol, smoking and caffeine are believed that may interfere the memory function. Studies have shown that, when compared with non-smokers, individuals smokers of one or more packs of cigarettes a day had difficulties of remembering peoples faces and names in a test of visual and verbal memory (Turkington, 1996). We tend to forget things much easier as we age because the neurons in our brain responsible for memory lose elasticity over time. However, he suggested some methods to maintain a great memory for as long as possible. Sleep well is one of the methods he had suggested. Besides that, use acronyms and other mnemonic devices also help to improve our memory. Rest and eat brain super foods also suggested by him to improve our memory. (Todd ,2007) There are 7 mnemonic devices to improve our memory. First, pegword method that is useful for memorizing lists of unrelated items in order with create a visual image of each item in the list with a peg word. Second, method of loci which is useful for memorizing lists of unrelated items in order with commits a mental walk to memory. Third, use acronym method which creates an acronym using the first letter of each of the items. Fourth, use the acrostic method which creates a sentence in which the first letter of each provides a cue for the materials. Fifth, music or rhymes method can be use to set a familiar tune, rhythm or rhyme on the materials that we going to memorize. Sixth, mnemonic association is the method which associated to-be-remember materials with an aspect of the material that is hard to remember. Lastly, the keyword method can be use for foreign vocabulary words. (Daniel T. Willingham, 2009) Almost everyone would like to improve their memory. The temporal lobes of the brain are located behind the eyes and under the temples at the sides of head. The temporal lobes of the brain are associated with short-term memory and transferring memories to long-term storage. In addition, the temporal lobes are involved with language, reading social cues, understanding music and tone of voice, and mood stability. The hippocampus is another part of the brain located closer to the center and next to the temporal lobes. The hippocampus stores new information for several weeks and helps a person learn new skills. Omega-3 fatty acids and antioxidants are important in improving our memory. (Wendy Hodsdon, ND, 2006) A multitude of molecular, cellular, systems and behavioral findings have demonstrated the need for sleep after learning for the consolidation of memory. (Seung-Schik Yoo, Peter T Hu, Ninad Gujar, Ferenc A Jolesz and Matthew P Walker, 2007) Short-term memory Short-term memory-closely related to working memory-is the very short time that you keep something in mind before either dismissing it or transferring it to long-term memory. Short-term memory is shorter than you might think, lasting less than a minute. Its what allows you to remember the first half of a sentence you hear or read long enough to make sense of the end of the sentence. But in order to store that sentence (or thought, fact, idea, word, impression, sight, or whatever else) for longer than a minute or so, it has to be transferred to long-term memory. Short term memory (STM) is a limited capacity store that, for example, can be assessed with a digit span task. Most people can hold between five and nine items in STM, but by chunking items together can hold more information. Without rehearsal, this memory trace fades over the course of minutes. A current debate is about how much of this is due to decay alone or interference from subsequent stimuli. Recall for items often shows a J-shaped serial position curve where early and late items presented in a list are recalled better. Late item success is known as the recency effect and reflects short term memory fading, while early item success is known as the primacy effect and is tough to reflect a long term store (Matlin, 1996). Short-term memory allows one to recall something from several seconds to as long as a minute without rehearsal. Short-term memory is believed to rely mostly on an acoustic code for storing information, and to a lesser extent a visual code. Conrad (1964) found that test subjects had more difficulty recalling collections of words that were acoustically similar (e.g. dog, hog, fog, bog, log). This is the process whereby we can take advantage of prior knowledge to package information more effectively and hence to enhance storage and retrieval. For example, sequence of digits that comprised a number of familiar dates, such as 1492 1776 1945, would be easier to recall then the same 12 digits in random order. However, short-term memory has been an unexplainable phenomenon with certain individuals gifted to remember large amounts of information, quickly, and be able to recall that information in seconds. Short-term memory is supported by transient patterns of neuronal communication, dependent on regions of the frontal lobe  (especially dorsolateral prefrontal cortex) and the parietal lobe. The limited information which manages to pass the hurdle of selective filtering is not necessarily retained with any degree of permanence. It is placed in a temporary storage unit, where information is held just long enough for it to be analyzed and transferred to long term memory. Information received is held only for about five to twenty seconds, and if it is not attended to, either decays or is lost (Magill, 2001). Part of the process of registering the information in the STM is to transform or encode it so it is capable of being rehearsed or practiced and later stored. Emphasis should be on rehearsing the information. It is here that the learner understands the meaning, message, intent, value and the representation of the information in relationship to other information in the memory. In motor skill learning, it is important that coaches and teachers should take into account the capacity of the STM. If a lot of information of a particular skill is given at any one time, then it is impossible for most students to remember all the instructions. So instructions are best kept brief, or broken down into parts to the degree that attention is properly maintained. As we grow older with many cognitive conditions, our short-term memory span often becomes even shorter. This makes us more likely to have trouble keeping up with certain tasks, such as remembering which button to push in a banks phone menu. It also gives our brains less time to successfully move new information to long-term memory, which makes us more likely to forget details of recent events, such as a story our children tell us or instructions our doctors give us. Long-Term Memory Long-term memory, or LTM, is the storehouse for information that must be kept for long periods of time. But LTM is not just a more durable version of STM; the stage model of memory suggests its a different kind of memory altogether. The storage in sensory memory and short-term memory generally have a strictly limited capacity and duration, which means that information is available only for a certain period of time, but is not retained indefinitely. By contrast, long-term memory can store much larger quantities of information for potentially unlimited duration. Its capacity is immeasurably large. Long-term memories, on the other hand, are maintained by more stable and permanent changes in neural connections widely spread throughout the brain. The hippocampus is essential (for learning new information) to the consolidation of information from short-term to long-term memory, although it does not seem to store information itself. Without the hippocampus, new memories are unable to be stored into long-term memory, and there will be a very short attention span. Furthermore, it may be involved in changing neural connections for a period of three months or more after the initial learning. Types of Long-Term Memory Tulving (1987) has proposed the existence of three kinds of long-term memory stage, each with distinctly different properties, and each probably based on different brain mechanisms. The three type of Long-term memory: Procedural Memory -Memory for motor movement and skills -Knowledge about how to do something Semantic Memory -Memory for meaning without reference to the time and place of learning -Memories that recall a personal moment from our past Episodic Memory -Knowledge about the world -Memory for specific experiences that can be defined in terms of time and space -Stores as facts that make little or no reference to ones personal experiences These various parts of long-term memory do not operate in isolation from one another. While it is not clear how they work together, it is clear that they are related and overlap. (Tulving,1972) Storing Information for the Long-Term Memory To store information over the long-term memory, you need to produce elaborate and distinctive memory records. Focusing on the meaning of the input, relating to be remembered information to other things in memory, and forming visual images of the input all lead to distinctive memory records. Forming a visual image is particularly effective, and many memory aids, or mnemonic devices, are based on the use of imagery. Long-term memory also depends on how information is actually presented: Item presented near the beginning and end of a sequence are remembered well, are as items that have been repeated. Spaced or distributed practice turns out to be more effective than massed practice. Two major problems related to the use of long-term memory: To transfer the information accurately to long-term memory. To retrieve the information accurately. The primary strategy for transferring information from working memory into long-term memory is referred to as encoding or elaboration. These terms refer to the process of relating information to other information that is already stored in long-term memory. Piaget and other constructivists have developed detailed theories regarding how information is stored in long-term memory. Differences between LTM and STM in four major ways: The way in which information is recalled: The amount of information stored in LTM is so vast, we cannot scan the entire contents of LTM when we looking for a bit of information, as we do in STM. Instead, LTM has to be indexed. We retrieve information from LTM using cues, much as we use a call number to locate a book in the library. This retrieval can be an intentional act or an unintentional one, as when hearing a particular song brings back memories of a lost love. In either case, only information relevant to the cue is retrieved, rather than the entire contents of LTM. The form in which information is stored in memory: LTM differs from STM in the kind of information that is most easily stored. You will recall that information is usually stored in STM in terms of the physical qualities of the experience (what we saw, did, tasted, touched, or heard), with a special emphasis on acoustic codes. Although sensory memories can be stored in LTM, information is stored in LTM primarily in terms of its meaning, or semantic codes. The reasons that forgetting occurs: Unlike STM, where information that is not rehearsed or processed appears to drop out the system, information stored in LTM is not just durable but actually appears to be permanent. Not all psychologists agree that memories in LTM are permanent, but there is a great deal of evidence supporting this view. If memories in LTM are indeed permanent, this means that forgetting occurs in LTM not because the memory is erased buy because we are unable to retrieve in for some reason. The physical location of these functions in the brain: STM is primarily a function of the frontal lobes of the cerebral cortex, whereas information that is stored in LTM is first integrated in the hippocampus and then transferred to the areas of the cerebral cortex involved in language and perception for permanent storage. Stages of Memory Foundation and Maintenance There are 3 stages of memory foundation and maintenance: acquisition, consolidation, and retrieval. At acquisition stage, new information enters our brain. The key to encoding information into our memory is concentration. Unless we focus on information intently, otherwise it goes in one ear and out the other. At second stage, that is consolidation, hippocampus sends a signal to store the information as long-term memory. When we need to recall the information, we reach retrieval stage. Our brain have to activate the same pattern of nerve cells used to store it. The more frequently you need the information, the easier it is to retrieve it along healthy nerve cell connections (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007). How To Improve Memory A) Sleep Well Everyone in the world needs consistently 7-8 sleeping hours to increase our memory. While sleeping, the brain disconnects from the senses, proceeds to revising and storing memory. Besides that, the brain appears to firm up memories of newly acquired information during sleep. At day time, a quick nap can be the impetus for a solution to a problem you have been working (Todd, 2007). Sleep is necessary for memory consolidation. The amount of sleep will affect the brains ability to recall recently learned information. According to recent studies conducted at the Harvard Medical School, getting a good nights sleep may improve our short-term memory and long-term relational memory (Ben Rubenstein, Theresa Mulligan Tom Viren, 2010). Insomnia would produce a chronic fatigue and would impair the ability of concentration and the storing of information (Silvia Helena Cardoso, PhD, 1997). B) Nutrition Eat well and eat right are very essential to improve our memory. Roughly 50-60% of the brains overall weight is pure fat, which is used as insulation for its billions of nerve cells.   The better insulated a cell, the faster it sends messages and the speedier our thinking.   Therefore eating foods with a healthy mix of fats is essential for long-term memory.   Fish, especially wild salmon, mackerel and anchovies, and dark leafy green vegetables are excellent choices (Todd, 2007) B vitamins, especially B6, B12 and folic acid are good for our memory. These vitamins protect neurons by breaking down an amino acid, homocysteine, which is toxic to nerve cells. These vitamins also involved in making red blood cells, which carry oxygen. The best sources of B vitamins is spinach and other dark leafy greens, broccoli, asparagus, strawberries, melons, black beans and other legumes, citrus fruits and soybeans (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007). Besides that, antioxidants like vitamins C, vitamins E and carotene are also essential in improve our memory. Antioxidants fight free radicals which are highly reactive and can damage cells that can occur with age. Antioxidants interact with them safely and neutralize them. Antioxidants also improve the flow of oxygen through the body and brain (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007). Eating many colors of fruits and vegetables ensures a wide variety of antioxidants to nourish and protect the brain. The best sources of antioxidants are blueberries and other berries, sweet potatoes, red tomatoes, spinach, broccoli, green tea, nuts and seeds, citrus fruits, liver (Wendy Hodsdon, ND, 2006). Furthermore, Omega-3 fatty acids are a major component of the gray matter of the brain and can also improve brain activity. They count as healthy fats, as opposed to saturated fats and trans fats, omega-3 fatty acids protecting against inflammation and high cholesterol (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007). The fat in the brain is essential to proper nerve function, in nerve membranes, and as a component of brain synapses. People who eat diets high in saturated fats or trans-fatty acids frequently will show signs of dementia earlier than people who eat fish regularly. Omega-3 fatty acids can found in wild-caught, deep sea fish like wild salmon, tuna, mackerel and herring. Fish oil supplement is good for the brain and memory (Wendy Hodsdon, ND, 2006). Moreover, water is also an essential source for our memory. Water help maintain the memory systems working, especially in older persons. According to Dr. Trukington, lack of water in the body has an immediate and deep effect on memory, dehydration can generate confusion and other thought difficulties (Silvia Helena Cardoso, PhD, 1997). C) Brain Exercise Memory, like muscular strength, is a use it or lose it proposition. The more we work out our brain, the better we will be able to process and remember the information. Regularly exercising the brain keeps it growing and spurs the development of new nerve connections that can help improve memory (Ellen Jaffe-Gill, M.A., Amara Rose, Gina Kemp, M.A., and Suzanne Barston, 2007). By developing new mental skills we can keep our brain active and improve its physiological functioning. The mental skills can be puzzles and games like crossword and Sudoku which can practice on for several minutes per day. Novelty and sensory stimulation are the foundation of brain exercise. We can use our memory to the utmost and challenge a novelty and they can be fun. Almost any silly suggestion can work, says David Eagleman, PhD, neuroscientist and assistant professor at Baylor College of Medicine in Houston, Texas. For example, if you work in an office, learn to dance. If you are a dancer, learn to deal with a computer. This could stimulate your brains neural circuits to grow. Besides that, we can try a neurabic exercise, which is an aerobic exercise for our brain. This will force us to use your faculties in unusual ways, like showering and getting dressed  with our eyes closed, take a course in a subject we dont know much about, learn a new game of strategy, cook up some rec ipes in an unfamiliar cuisine, drive home via a different route, brush teeth with opposite hand. Thats the most effective way to keep your synapses firing (Ben Rubenstein, Theresa Mulligan Tom Viren, 2010). D ( i) Repetition Priming Definition: the repetition effect: a repeated stimulus is processed better on the second occurrence than on the first. (Christophe Pallier , Nuria Sebasti ´an-Gall ´es and Angels Colom ´e, 1999) Repeated process of a stimulus often facilitates performance on a cognitive task. This facilitation is known as repetition priming and, because it can arise in the absence of conscious recollection of the original stimulus presentation, is often assumed to reveal an implicit form of memory. Repetition priming is a very reliable phenomenon and has been observed in numerous tasks for example, lexical decision (Scarborough, Cortese, and Scarborough, 1977) and word-fragment completion (Tulving, Schacter, Stark, 1982) The basic effect reported in numerous masked repetition priming studies is that manipulating the similarity of a briefly presented, pattern masked prime word and an immediately following and clearly visible target word produces systematic differences in target reaction time (RT; greater overlap = faster RTs). Such effects have typically been interpreted as reflecting processing that is started by the masked prime and then modified when the ensuing target is similar to or different from the prime along some dimension of interest (e.g., orthographic, lexical, or semantic). Because subjects are usually unaware of the identity of the prime, it is widely believed that this type of priming is predominantly sensitive to the fast feed-forward (automatic) components of word recognition (Forster, Mohan, Hector, 2003; Lamme, Zipsser, Spekreijse, 2002). Recently, several masked priming studies have reported that certain measures of neural activity are also sensitive to processes involved in visual letter and word processing (e.g., Dehaene et al., 2004; Grossi Coch, 2005; Holcomb Grainger, 2006; Petit, Grainger, Midgley, Holcomb, in press). In the late 19th Century, German Psychologist Hermann Ebbinghaus established that humans forget 90% of what they learn in a class within thirty days. Without some aid to help us retain what we learn, massive amounts of crucial information are lost. The most powerful and simple technique to improve retention is repetition. D (ii) Repetitive Learning Science and plain, old-fashioned observations have proven that humans learn massive quantities from repetition. Advertising is a primary example of this phenomenon with companies spending billions of dollars to present us with seemingly mind-numbing repeated messages. These messages work, even though they are basically passive. Repetition is even more effective when it is an active process and if repetition has meaningful results, then learning will take place. (Jarrett Thoms, 2001) Many studies have demonstrated strong positive effects of repetition on learning. Repeated presentation of items increases memory for those items (Cyndi McDaniel, 2003). Repeated retrieval is also reported to improve memory. By repeating important concepts and then forcing the learner to retrieve those concepts several times, you strengthen the neural pathways, making subsequent retrieval easier and retention more durable and long-lasting. In us, memories do not naturally sit still in cold storage. (John Sutton, 2004) As repeated stimulus is processed better on the second occurrence than on the first, this shows that working memory can be reinforced via repetition, for example, students who practice more in mathematics will have a better chance to solve mathematical question easily when a similar question came out. E) Mnemonic devices Mnemonics are clues of any kind that help us remember something, usually by causing us to associate the information we want to remember with a visual image, a sentence, or a word. (Daniel T. Willingham, 2009) Peg-word system. Peg-word system is a method which is useful for memorizing list of unrelated items in order as well as the specific numbers associated with the words. The key to success in using the peg system is visual association. We can create a visual image of each item in the list with peg word. The pegs provide cues to memory. This method using bizarre imagery helps to ensure that the cues are distinctive and unlikely to be confused with other cues. For example, pegs which is rhyme with numbers, one is a bun, two is a shoe, three is a tree, four is a door, five is a hive and so on. Next, match these items with the list of words we want to remember. It becomes a task similar to the imagery activity in which we had to remember word pairs using visualization. For example: If we have to write an entry in your journal for school, we also have a geometry assignment due tomorrow, we also have to read a chapter from our psychology text book. We could use either a mental image of our t extbook, or an image that represents the topic in history that we are studying. Lets say we also had to walk the dog. Perhaps leash would be a good keyword. Then, we also have to remember to feed the dog dog bowl. We also plan to eat supper with our friends perhaps a plate or the dining room table would be good for this. We dont want to forget to brush our teeth after dinner. After dinner, you put your pajamas on, drink a glass of water, and go to sleep. We can use the peg system to track our schedule. (Daniel T. Willingham, 2009) bun + journal shoe + geometry shapes tree + history book door + leash hive + dog bowl sticks + plate heaven + toothbrush gate + pajamas vine + water hen + sleep Method of loci. This method also useful for memorizing lists of unrelated items in order. We can commit a mental walk to memory that is a familiar route with separate and identifiable locations, and then create a visual image that associates each item on the list with a location on the mental walk. In order to use the method of Loci, we must first imagine a place with which we are familiar. There are several possible places we could use. We must be able to identify several locations within that one place. It is best if these locations can be given a logical order, such as clockwise, or top to bottom. As with the peg-word strategy, method of loci using bizarre imagery helps to ensure that the cues are distinctive and unlikely to be confused with other cues. For example, heres a mental walk from my front door to my driveway. The first location is my front porch, which has a birds nest by the door, the second is the sidewalk, which has a large crack, and the third is my asphalt driveway with a red paint stain. To memorize the list onion, duck, artist, I would associate onion with my front door, perhaps by putting onions in the nest instead of eggs. Then Id associate duck with the sidewalk by imagining the duck with its beak stuck in the crack, and artist with an artist admiring the paint stain on the asphalt. (Daniel T. Willingham, 2009) Acronym and Acrostic. Create an acronym using the first letter of the items that we have to remember, if we can remember the acronym, we have a good cue for the items. For example, the planets, in order of their distance from the sun: Mecurey, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto. We can memorize using acronym method: MVEMJSUNP = My Very Earnest Mother Just Served Us Nine Pickles. The colors of the rainbow, in order: Red, Orange, Yellow, Green, Blue, Indigo, Violet. The acronym method used to memorize is ROY G. BIV (A made-up name). (Daniel T. Willingham, 2009) Music or Rhymes. The item that we have to remember is set to a familiar tune, set to a rhythm, or made into a rhyme. Rhymes are easier to remember because they can be stored by acoustic coding (a type of short term memory coding in which us remember information by the way it sounds). Music and rhymes are always use among young children as in learning alphabet with ABC song. If we forget the words, the melody can provide a cue to help us remember it. (Daniel T. Willingham, 2009) Keyword. This method is often used for foreign vocabulary words. When we would like to learn foreign language, we can find a word from any language we

ComputAbility - Sales Goals Essay -- essays research papers

ComputAbility, a mail-order company, began in 1982. An authorized reseller of computer software and hardware, ComputAbility offers their clients over 50,000 products. The company has built their reputation on a foundation of competitive prices and quality service. In August of 1997, Creative Computers, also a mail-order company, acquired ComputAbility. The acquisition provided a number of benefits to the company, primarily a larger product selection to offer to customers. Currently, ComputAbility employs 60 + people with plans of adding on 20 to 30 more sales representatives and support staff during the next year. Prior to February of 1998, all of the sales representatives were in the inbound division. This division handles all incoming sales calls. Majorities of these calls are from individual consumers. Creative Computers had started their company the same way, but found the growth potential was in the business sector. In February of 1998, ComputAbility started their corporate sales division, an area already underway at Creative. This division of the company was created to develop relationships with business clients, and become the primary way of increasing company profit. Computability added a dedicated trainer to the staff at the same time the corporate division was started. This individual’s primary responsibilities were to train new hires in the areas of sales, product knowledge, company policies and procedures and computer systems. Although there was a solid training program in place, including ongoing new product training from manufacturers, the company was not profiting at an acceptable rate. ComputAbility experienced a decrease in sales and profits during the first year after the acquisition. The expectation was that the acquisition should have provided the tools necessary to increase sales. So what could be the problem? Although ComputAbility sales representatives now had more tools available to them, something was still missing. Creative Computers decided to test a sales training program for the corporate sales division. There are a number of sales training tools available. Tools range from books and seminars to dedicated sales training company programs. Management decided to work with a company who had developed a sales training program. The initial step was for top management to go through the training to see if it was worth the time and... ...o sales improvement. This relationship will take some time. A longer phone conversation can help to qualify better and build the trust needed to assist in repeated sales volume. The longer you are on the phone, the greater the chance you will have to sell something to the client. The last graph looks at the monthly attendance vs adjusted gross profit and one can see little relationship on a direct basis. It should be noted that if you do not come to work you would not make any calls. However just being at work will not guarantee you success. The success of the program is dependent on the attitude of quality not quantity. In summary, the amount of expertise developed over time and the amount of quality conversations developed over time are the important factors. Sales will not improve when activity is based on factors of quantity only. Harlan, R., Woolfson, Jr., W., (1991). Telesales That Works. Chicago, Il: Probus Publishing Company. Stone, B., (1995). Successful Direct Marketing Methods. Lincolnwood, Il: NTC Business Books. Zajas, J., Church, O., (1997). Applying Telecommunications and Technology from a Global Business Perspective. Binghamton, NY: The Haworth Press, Inc.

Andrew Jackson Essay example -- essays research papers fc

Andrew Jackson was born in 1767 and died in 1845. He was also the seventh president of the United States. As Encarta Encyclopedia states, Jackson fought his way to leadership and wealth in a frontier society, and his success established a bond between him and the common people that was never broken. Small farmers, laborers, mechanics, and many other Americans struggling to better themselves looked to Jackson for leadership (1). Jackson moved his way up the chain of the military before becoming president. From an idea in Encarta Encyclopedia, Jackson was a Democrat that was also a hermit. The Democrats considered the opposing party, the National Republicans, later known as the Whigs, aristocrats (1). As McDuffie, Piggrem, and Woodworth stated, Andrew Jackson set many principles such as the spoils system, and the expansion of the electorate. He helped spread the electorate system to the west, and expanded it so not only white property owners could vote, but so whites that didn’t own property. All blacks could not vote and were excluded at all costs. (53). Although blacks and women were still left out of the picture, it helped set the basic properties for later on. The way he did it was not the best for common people, but he was still considered a great president by most people. As in Encarta Encyclopedia, three years before Andrew Jackson was born, his Scotch-Irish parents, emigrated to America from Northern Ireland. They had two sons at the time. Andrew’s Father took up farming, and died three days before Andrew was born. The widow Jackson moved her family into the home of a nearby relative, where Andrew spent his days growing up. He learned how to read, and was often called upon by the community to read the Philadelphia Newspaper. (3) Andrew Jackson held many military and other job positions while working his way up through the government chain. As in Encarta Encyclopedia, he started off by studying under Spruce Macay who was a lawyer in Salisbury, North Carolina. He started his own practice in 1787. He then was elected to the U.S. House of Representatives. After one year in the House, Jackson was elected to fill out an unexpected term in the U.S. Senate. He served for over a year and then retired to his private life (3). As Robert S. Summers posted, in Tennessee, Jackson was appointed to judge of the state superior court. He was at that position for a... ...d or supplies. Instead of disbanding as ordered, he led his troops back to Tennessee without a scratch. They called him old hickory because he was a tough as hickory wood. And lastly, Jackson was the only president to have been a prisoner of war. He was thirteen when he joined the South Carolina militia to fight in the Revolutionary War. After his capture, he was ordered to clean the boots of a British officer. Jackson refused, so the officer drew his sword and slashed Jackson across the forehead and arm, which left a scar. This is the story of an amazing man who led the country to bigger and better things. He was a down to earth guy who made good decisions, and was tough and earned everything he got the hard way. Andrew Jackson is a class act that is as tough as an old hickory! Works Cited Jerome McDuffie, Gary Piggrem, and Steven Woodworth. AP History Guide. Piscataway, NJ: REA Publishing â€Å"Jackson, Andrew.† Encarta Encyclopedia. 1999. â€Å"Jackson, Andrew.† Britannica Encyclopedia. 1995. Summers, Robert S. â€Å"The Internet Public Library-Andrew Jackson.† <a href="http://www.ipl.org/ref/POTUS/ajackson.html">http://www.ipl.org/ref/POTUS/ajackson.html. 10 February 2000.

Dr. Jekyll And Mr. Hyde Essay -- essays research papers

Dr. Jekyll And Mr. Hyde   Ã‚  Ã‚  Ã‚  Ã‚  In the novel Dr. Jekyll and Mr. Hyde, by R. L Stevenson, a story of mischief and selfishness occurs. It's like this, there is a man called Dr. Jekyll he doesn't like who he is so one day he thinks of a potion that makes his good part split away from his bad part. That is when Mr. Hyde comes into the picture, he is the bad part of Dr. Jekyll. Mr. Hyde likes to party have a good time and cares less about others, but Dr. Jekyll is a caring Doctor whom everybody adores and loves. Mr. Hyde gets himself into a lot of trouble in this story for example he gets a man killed and pushes down little girls for fun Mr. Utterson, a lawyer and a friend of Dr. Jekyll's, finds something peculiar about Dr. Jekyll and decides to keep a close watch on him.   Ã‚  Ã‚  Ã‚  Ã‚  One day the potion stops working for Dr. Jekyll and he can't turn back into himself , he stays in the body of Mr. Hyde, the dreadful, ugly, little midget whom nobody likes. He decides to hide in his study upstairs and tells his servants that he is really sick and contagious and tells them to stay away from the study where hopefully nobody will see him. The only source of communication is the notes he writes to his servants.   Ã‚  Ã‚  Ã‚  Ã‚  One day Mr. Utterson and the servant break down the door of the study to find out if it really is Dr. Jekyll in that room. To their surprise it is Mr. Hyde with a bottle of poison. He had committed suicide bef... Dr. Jekyll And Mr. Hyde Essay -- essays research papers Dr. Jekyll And Mr. Hyde   Ã‚  Ã‚  Ã‚  Ã‚  In the novel Dr. Jekyll and Mr. Hyde, by R. L Stevenson, a story of mischief and selfishness occurs. It's like this, there is a man called Dr. Jekyll he doesn't like who he is so one day he thinks of a potion that makes his good part split away from his bad part. That is when Mr. Hyde comes into the picture, he is the bad part of Dr. Jekyll. Mr. Hyde likes to party have a good time and cares less about others, but Dr. Jekyll is a caring Doctor whom everybody adores and loves. Mr. Hyde gets himself into a lot of trouble in this story for example he gets a man killed and pushes down little girls for fun Mr. Utterson, a lawyer and a friend of Dr. Jekyll's, finds something peculiar about Dr. Jekyll and decides to keep a close watch on him.   Ã‚  Ã‚  Ã‚  Ã‚  One day the potion stops working for Dr. Jekyll and he can't turn back into himself , he stays in the body of Mr. Hyde, the dreadful, ugly, little midget whom nobody likes. He decides to hide in his study upstairs and tells his servants that he is really sick and contagious and tells them to stay away from the study where hopefully nobody will see him. The only source of communication is the notes he writes to his servants.   Ã‚  Ã‚  Ã‚  Ã‚  One day Mr. Utterson and the servant break down the door of the study to find out if it really is Dr. Jekyll in that room. To their surprise it is Mr. Hyde with a bottle of poison. He had committed suicide bef...

Math 213 Reflective Paper

Reflective Paper – Math 213 Math 213 is a class packed full of information valuable to the development of a professional math teacher. There were several major mathematical concepts addressed in the class ranging from problem solving, numeration systems and sets, whole numbers and their operations, to algebraic thinking, integers and number theory, rational numbers as fractions, decimals and real numbers, and proportional reasoning, percents, and applications. This class enhanced my understanding of math in general, as well as enabled me to explore strategies on how to best present mathematical concepts in an elementary classroom setting.Since children learn differently than adults do, and do not have prior knowledge to draw meaning from, an important characteristic of a professional math teacher is to have the ability to create a classroom environment where students are encouraged to take risks and explore problems while learning problem solving strategies. According to the c lass textbook, A Problem Solving Approach to Mathematics for Elementary School Teachers, â€Å"If problems are approached in only one way, a mind-set may be formed. † (Billstein, R. , Libeskind, S. , & Lott, J. 2010) Teachers need to give students a tool box of strategies, such as, look for a pattern, examine a related problem, identify a subgoal, make a diagram, or work backwards. While developing student’s problem solving skills, professional math teachers must begin to teach students to understand the meanings of whole numbers. This step will serve as scaffolding for students as they encounter more advanced concepts. Teachers should encourage the use of manipulatives, such as base-ten blocks, as they will help students relate whole numbers to something real.Teachers can also use Venn diagrams as they allow students to graphically organize material, which aids in the development of their analytical skills and teaches them to draw conclusions based on specific criteri a. Once mathematics teachers are able to create a solid base of knowledge, they can encourage their students to explore algebraic thinking, and expand their ability to think critically by the use of estimation and mental math. It is up to teachers to give students the skills to set up and solve algorithms that will help to build their math confidence and motivate them to expand on what they have learned.Teaching the concept of integers and number theory is a fundamental part of math curriculum. The ability of a professional mathematics teacher to tie in real world experiences, using hand on activities and manipulatives is essential in enabling students to build on mathematic ideas and understand how they interconnect. Also important is the concept of rational numbers as fractions, decimals, and real numbers. Teachers need to help ease the transition from whole numbers by clearly explaining the new rules and definitions students are unfamiliar with.By teaching the importance of ratio s, proportions, proportional reasoning, percents, and their real life applications, teachers are giving students the skills they need to become productive members of society. Proportional reasoning is one of the big ideas in math and if students are able to grasp this concept, they will be able to apply it in many instances in their lives. Teachers can assist students with this by providing interesting, well thought out problems that represent situations students will encounter in the future.This course influenced my philosophy on teaching math by helping me realize how important it is to facilitate mathematical learning through a variety of different learning experiences. I realized that there are often many ways to come up with the same answer, therefore problems should be presented in many in different contexts, as a means of seeing the same thing in a different light. This class also influenced my realization of the important role a math teacher plays not only in presenting info rmation, but in determining where a student went wrong when they do not grasp that information.I realized that for a teacher to be able to do this they must acquire a deep amount of pedagogical content knowledge and need to promote more than just procedural understanding when teaching math to their students. They need to present the â€Å"why†, and they need to be able to teach their students to make sense of mathematics by using reasoning and proof. This conceptual understanding comes from time and practice in a variety of contexts. Providing students with a multitude of mathematical experiences will help them understand math both inside and outside of the classroom.Most importantly, I realized that professional math teachers need to be good motivators. There were times in this class that I felt confused and wanted to give up. It was as if I were walking in my student’s shoes. This experience taught me that I will need to give my students positive encouragement and pl enty of feedback along the way. I will aim to challenge them mentally while providing the support they need to become successful learners. References Billstein, R. , Lineskind, S. and Lott, J. (2010). A Problem Solving Approach to Mathematics for Elementary School Teachers (10th ed. ). Boston: Pearson Education, Inc.

It/240 Appendix E

Axia College Material Appendix E TCP/IP Network Planning Table Read questions 80 and 81 on pp. 274-275 of the text. Identify the problems with the TCP/IP network in each scenario and complete the table. Explain your answer for each of the scenarios. | | | | |Scenario |Problem |Explanation of proposed solution |Resources needed | |#80 |Two computers are on default gateways that are |The default gateway for computer 141. 171. 35. is |The computer will need to be accessed under the Administrator profile and the command| | |not optimal or are undefined, meaning the |not located on the network. This computer is |prompt opened. Type in â€Å"ipconfig/ release† followed by â€Å"ipconfig/ renew† to resolve | | |default gateway used is not on the existing |located in the ring topology subnet. The gateway |these issues. | | |network or the default gateway is not the best |should be set to 141. 171. 34. 7 to resolve the | | | |choice for connecting the computer. |issue with com puter 141. 171. 35. 3. | | | | | | | | | |The computer 141. 71. 40. 3, on the star subnet, | | | | |should have its default gateway changed to | | | | |141. 171. 40. 15. | | |#81 |The computer at 141. 171. 35. 3 is attempting to |The computer at 141. 171. 35. should have its |Again, the computer should be logged in with the Administrator profile and â€Å"ipconfig/| | |use a default gateway which is not located on |default gateway set to 141. 171. 34. 17. |release† followed by â€Å"ipconfig/ renew† should be typed in the command prompt on both | | |its subnet. | |machines to ensure connectivity to the proper gateways. | | | |The computer at 141. 171. 0. 3 should have its | | | |The gateway used by computer 141. 171. 40. 3 is |default gateway set to 141. 171. 40. 15 to optimize | | | |not optimizing connections between the computer|its connection. | | | |and others on the network. The computer should | | | | |use another gateway to optimize its | | | | |connectivity. | | |