Friday, October 27, 2006

Uncommon SI Prefixes

Y: 10^24 yotta
Z: 10^21 zetta
E: 10^18 exa
P: 10^15 peta
T: 10^12 tera
G: 10^9 giga
M: 10^6 mega
k: 10^3 kilo
h: 10^2 hecto
da: 10^1 deka
d: 10^-1 deci
c: 10^-2 centi
m: 10^-3 milli
mu: 10^-6 micro
n: 10^-9 nano
p: 10^-12 pico
f: 10^-15 femto
a: 10^-18 atto
z: 10^-21 zepto
y: 10^-24 yocto

Thought Provoking Graduation Addresses

Graduation Address by Dr. David Byrd, Associate Professor of Surgery, University of Washington


Good afternoon, doctors. Get used to the sound of it. You earned it. Good morning to your families, friends, and supporters. This is a wonderful day. You will leave here today bound for all corners of the country. Every human emotion is present around you from elation, joy, and anxiety, to confusion, boredom, and even sadness.
You are starting your careers at the beginning of a new direction in medicine resulting from the explosion in information about the human genome. Within the next 25-50 years, we will likely have detailed predictions about the genetic susceptibility to nearly all diseases. A check-up may consist of a history form, a total body imaging scan and a blood sample all channeled into an informatics template, complete with diagnosis and treatment recommendations. You may spend much of your time with patients discussing the results of these recommendations and methods of prevention. Do not underestimate the impact of genetic technology on health care. Look ahead, stay informed, and stay focused.
In the next month, most of you will begin your internship, fresh with enthusiasm, energy, compassion, and a fair knowledge base. You will quickly become exhausted, you will make mistakes that will be pointed out to you in constructive and less-than-constructive ways, and your ego will sink to a level only rivaled by the beginning of your third year clerkships. You will be convinced that you have actually lost knowledge during your first year. You will be out of balance, professionally and personally. But then you will begin to rally as you learn the rules of residency, adjust to sleep deprivation, and watch your smiling patients go home from the hospital cured of their problems by your intervention. You will discover that you actually know a great deal of clinical medicine. Here comes the risk that your ego will rise out of proportion to your capabilities. Residency is similar to a blindfolded skydive. You will survive it and you will be changed by it.
I received a valuable lesson during my fourth year of medical school. I was not someone who awakened each morning passionately ready to "seize the day." I went to one of my professors and mentors, Dr. Earl Peacock, and asked him how he seemed to live each day with passion for his work. Without hesitation, he answered "Frequent collisions." He was describing purposely seeking encounters with others or situations where one is put off balance and forced to change direction, stop and think, or act in a different way than the day before. There will be collision opportunities in your clinic practice that will strengthen your vigilance and patient skills if you see them and let them change you. I challenge you to not overlook these opportunities.
When you begin your clinical practice, you will feel a profound sense of responsibility for each of your patients. There will be no attending to walk with you and behind you, only colleagues who are available only if you ask for their help or advice. You will feel the pressure of time management. In the hospital setting, you will be confronted with life-threatening illness. You will see that patients and families want and need more from you than medical opinions. They need you to sit down with them and talk to them and to listen. They will ask you about the role of faith in the treatment and recovery of their disease. Some may ask you about your personal faith and you will be forced to work out your answer to that question. You may recall that you have passed by the hospital chaplain and numerous clergy over the months or years with barely a thought. If you think about it, you will be surprised by the near total absence of dialogue or discussions among health care professionals about the impact of faith and religion on illness and recovery. Don't shy away from these opportunities for collision.
In the clinic setting, you will hone your clinical skills to interact with the grateful patient, the demanding patient, and the angry patient. It is in the routine clinic visit that your clinical vigilance will be tested. It is easy to be lulled into complacency that each patient is healthy until proved otherwise. Remember that your patients will tell you what the diagnosis is, but you have to be listening.
I want to tell you a story to bring the doctor-patient relationship back to the center today. About two years ago, I had one final patient in melanoma clinic after a long afternoon. This was a routine three-month follow-up to see a very pleasant man in his 60s about two years out from his treatment. He had a fairly early melanoma with an excellent chance of cure. I went in the clinic room with my surgery intern, we warmly shook hands, and I asked him how he was doing. He answered with a smile, "Physically fine." I was faced with an unexpected decision about the direction of this clinic visit. He had given me complete control of the next step, knowing that I was running behind and the day was long. The quickest "out" that I had was to say, "I'm glad that you're not having symptoms, let me examine your shoulder." I'm fully convinced that he would have unconditionally accepted my "feint," without jeopardizing our good relationship. Instead, I asked, "Tell me what is going on." He calmly said, "My wife died last night." I was silent for a moment, absorbing the shock. I looked at my intern, whose mouth was literally open, and we both sat down.
My patient explained that his healthy wife had fallen down stairs several days before and had been in a nearby hospital's intensive care unit on life support with a massive head injury. He and his grown children had been at her bedside and had watched her go peacefully the night before. He had recently retired and they had been enthusiastically planning their new lives together and now she was gone. I asked him why he was in clinic today and he said he just needed to keep moving, doing the errands, chores, and visits that had already been scheduled. He didn't want quiet time alone. I asked him how he and his children were doing and he felt well surrounded by their love and support. But they wouldn't understand how, even in his grief and profound sense of loss, he was also mad as Hell at something, or someone, or at God. How could life be this unfair, how could she be taken away from him?
I listened quietly. My patient felt like screaming but didn't know how and thought it was somehow not appropriate. I asked him what he was going to do over the next two weeks to take a break. He said he had been planning to join a friend of his for a week of fishing as he does this time each year, but wasn't going because of the circumstances. He confirmed that the fishing trip would be after his wife's funeral and memorial service. Feeling less courage than I projected, I carefully but firmly asked him if he wanted to go fishing. He looked at me as if I had pulled a blinder off, and after a few seconds, said a definitive "Yes." I said, "I want you to go fishing. You have my permission to go fishing. And when you're out there in the woods where no one can hear, you have my permission to slam your fishing rod against a tree and scream at the forest, at God, or at the squirrels." He smiled with relief and tears in his eyes, I examined him, and we confirmed that he did not have a recurrence of his melanoma. The visit was about 30 minutes over the scheduled time. As we left his room, I looked at my intern and said, "That experience has nothing to do with melanoma and everything to do with medicine." This is the kind of opportunity that the practice of medicine will give you. My wish for you is that you never let the scheduling, financial, and political obstacles you will encounter keep you from recognizing and sharing the pearls to be found in the relationships with your patients. My patients help me to be a better person, a better husband, and a better father.
As your practice grows, you will find your balance professionally. It is less likely that you will feel balanced in your personal life. Many of you will marry and have families. I can say without reservation that starting a family and having children will change you forever. Those of you who have parents and family here today should look carefully into their eyes. You will see an unconditional love and pride in their eyes that seems to defy reason, and it does. The wonderful thing about it is that when you are in their shoes years from now, that feeling will become crystal clear to you. My wife Kathy and sons Adam and Stephen fill my soul. Adam, who is in the audience today, knows that there is a golden chain with unbreakable strength that connects our hearts forever. Do not let your families slip away because of the great demands of medical practice. Do anything you can to achieve this balance in your family life. It will complete you as a person. I have never met a retiring physician who wished he or she had spent less time with loved ones.
I want to end with a recurring dream that I have and that I hope to have always. I dream that I'm walking away from presenting at a national meeting or from an honor such as this, feeling light-headed and with a well-stroked ego, and a small, elderly, slightly disheveled smiling woman comes up to me. With complete sincerity in her question, she asks "Are you important?" The result is always the same. I see with humble clarity that we all enter and leave this world in the same profoundly simple way. I answer, "Yes, I am very important, just like you." We go arm in arm and the dream ends. She is my balancing post.
Ladies and gentlemen, it has been an honor and a privilege to speak to you this morning. Now go forth like the wind, seek your own wonderful collisions, and discover your own stories. Thank you for listening.

Using Feedback at workplace...baby steps

USING FEEDBACK TO BUILD

Introduction

All careers involve other people. Every workplace revolves around interactions with a wide variety of people. Their different perspectives of you have an impact on your career. Answering the question, How Do Others See Me? What If I put myself in others' shoes , How would I look ? provides you with information to check out your assessment of yourself and to examine whether your reputation supports your career goals.

You can get and use feedback from people throughout your organization to learn what people think and say about you. You can then use that knowledge to enhance skills, change performance habits, emphasize strengths, further develop your weaker areas, and create effective career plans.

Naturally, different people see you in different roles and situations. By comparing their view of your skills and potential with your own, you can test your self-image against reality and thus develop PERSPECTIVE on how people view you and your work. This is an excellent way to get valuable information about your reputation/self-image. With that broad, accurate self-image, you will be able to set more realistic and more reachable career goals.

Here are some tips for you to :

· Assess your reputation; and

· Learn how to obtain feedback.


REPUTATION

Understanding your reputation is a critical first step in gaining perspective. Your reputation consists of the stories others tell about you. These stories take on a life of their own. Rumors and anecdotes enhance or limit your career opportunities. The further removed people are from firsthand experience of your performance, the more their assessments are based on your reputation. Remember, if you do not manage your reputation, other people will!

Who are two or three people in your organization who have power over or can truly influence your reputation?


If you asked these people to describe your abilities, what would they say are your most valuable competencies and skills? (You don’t need to actually ask these people the questions at this point. This is only your perspective of how they view you.)


What would these people say are your major liabilities?

Why would they say this? Name the specific actions/behaviors/events that would influence their assessment of you. Be specific!

What do you say are your most valuable competencies and skills?

What do you say are your major liabilities?

Compare your perspective with the perspective of others. Write down any similarities and/or differences you notice.

Think about your career aspirations. What would you like people to say about you to help you achieve your goals? (e.g., “You’re admired by your customers.”)

What would you need to say or do to have others see and describe you that way? (e.g., team player, talk with customers frequently, provide recommendations for product enhancement). List three actions you could take to manage your reputation.








Cognitive Science-a bit of history and perspectives

The intellectual developments that paved the way for Cognitive Science began in the 1940s and 1950s. The most significant events were outgrowths of the conceptual invention (via mathematical description) of computer machines by the British mathematician, Alan Turing, in 1950. The first digital computers -- also known as "universal Turing machines" -- were built shortly thereafter. Turing and others soon realized that these computers could be programmed to perform complex "intellectual" tasks previously performed only by humans, tasks such as playing chess, proving mathematical theorems, and understanding language.

Pioneers in this new field of computer science began to make progress toward these goals by programming computers to simulate mental processes. For example, Allen Newell and Herbert Simon's famous program, the General Problem Solver (GPS), was able to play chess and to prove theorems remarkably well for a program written in the early 1960s. Understanding natural language has proven to be a more difficult task, but progress is also being made in that domain. Surprisingly, the supposedly "simple" process of perceiving the visual world, which is not a uniquely human capability at all, has turned out to be among the hardest capabilities to simulate in computers. Current research in computer science is aimed at further progress in all of these domains.

In response to this enterprise -- dubbed "artificial intelligence" by its practitioners -- philosophers began to formulate a new approach to the age-old problem of the relation between mind and brain. Their idea was to explore a particular analogy suggested by the work in artificial intelligence: that mind is to brain as program is to computer. Thus was born the notion that minds are essentially "program like" entities that "run" on brains instead of computers. This proposal spawned a major philosophical debate about the nature of mental events. It centered on new issues, such as whether a computer could really "understand" language or really "have" conscious experiences as the result of running the right program, as some believed and others disputed. This debate is on-going, with Berkeley philosophers Searle and Dreyfus playing central roles in the dispute.

The closely related idea that mental activity could be described as information processing emerged in psychology at about the same time. This was partly due to the direct influence of work in artificial intelligence, especially via Newell and Simon's proposal that a computer program was a psychological theory of how people performed the task it simulated. Other psychologists were also exploring information processing as a way to break the grip of Behaviorism on psychology. The behaviorists, who had dominated psychology for decades, claimed that the only proper object of study for scientific psychology was overt behavior, thus ruling out any reference to internal mental states. The information processing approach stated that mental events could be described as a structure of operations for constructing and transforming internal representations and gave a principled way in which internal events could be specified rigorously and tested scientifically. As a result of the paradigm shift often referred to as the "cognitive revolution," information processing has now replaced Behaviorism as the dominant force in psychology.

Related ideas were also revolutionizing the field of linguistics at about the same time. The publication of Noam Chomsky's influential book, Syntactic Structures, in 1957 marked the birth of this movement. He proposed a transformational approach to grammar in which the "surface structure" of sentences was derived from an underlying "deep structure" of primitive linguistic units by a series of rules or transformations. The formal structure of these transformations was closely related to finite state automata in computational theory and to the information processing approach in psychology. Chomsky has now revised his theory several times, and others have developed competing approaches, including "cognitive linguistics".

During the same period, new techniques were being pioneered in neurophysiology that allowed scientists to begin to understand the workings of the brain as an information processing device. For example, new methods of staining individual neurons showed how they projected from one area of the brain to another, allowing anatomists to map out the large-scale "wiring diagram" of certain brain regions. Even more importantly, neurophysiologists developed methods for recording the activity of individual brain cells. This technique allowed Nobel Laureates David Hubel and Thorsten Wiesel to determine the patterns of retinal stimulation that caused cells in visual cortex to fire. Several decades of work building on their pioneering studies have increased our understanding of the physiological mechanisms underlying vision which serves as a model for other areas of the brain.

More recent advances in physiology have come from various brain scanning and imaging techniques, such as computer-assisted tomography (CT), magnetic resonance (MR), and positron emission topography (PET) methods. These have allowed human brains to be studied in ways heretofore impossible. For example, scientists can now identify specific regions of brain damage in neurological patients so that symptoms can be correlated with anatomical location. Using these methods in conjunction with those of cognitive psychology, cognitive neuroscientists are beginning to map out the function of major areas of the human brain.

During the 1970s, researchers in different fields started to recognize the relevance of work in neighboring disciplines and to learn something about it. This interaction marked the true birth of Cognitive Science as a scientific endeavor. Important milestones in the history of this movement were the founding of Society for Cognitive Science in 1979, the funding of a large-scale program by the Sloan Foundation in 1981 and the foundation of the journal Cognitive Science in 1977. In the intervening years, programs and departments of Cognitive Science have been established at major American universities at both the undergraduate and graduate levels. Cognitive Science is now well on its way toward becoming an independent and interdisciplinary academic discipline.