Dexmedetomidine why should i make it a part of my anaesthetic practice: Prof....Prof. Mridul Panditrao
Prof. Mridul M. panditrao gives detailed pharmacodynamics/ kinetics of alpha 2 agonists, centrally action. especially when given via variuos routes, withb help of evidence in the terms of his own conducted trials.
The study of human memory has been a subject of science and philosophy for thousands of years and has become one of the major topics of interest within cognitive psychology.
But what exactly is memory? How are memories formed? The following overview offers a brief look at what memory is, how it works and how it is organized.
At the very heart of cognitive psychology is the idea of information processing. Cognitive psychology sees the individual as a processor of information, in much the same way that a computer takes in information and follows a program to produce an output.Cognitive psychology compares the human mind to a computer, suggesting that we too are information processors and that it is possible and desirable to study the internal mental / mediational processes that lie between the stimuli (in our environment) and the response we make.
The information processing paradigm of cognitive psychology views that minds in terms of a computer when processing information.
However, there are important difference between humans and computers. The mind does not process information like a computer as computers don’t have emotions or get tired like humans
Dexmedetomidine why should i make it a part of my anaesthetic practice: Prof....Prof. Mridul Panditrao
Prof. Mridul M. panditrao gives detailed pharmacodynamics/ kinetics of alpha 2 agonists, centrally action. especially when given via variuos routes, withb help of evidence in the terms of his own conducted trials.
The study of human memory has been a subject of science and philosophy for thousands of years and has become one of the major topics of interest within cognitive psychology.
But what exactly is memory? How are memories formed? The following overview offers a brief look at what memory is, how it works and how it is organized.
At the very heart of cognitive psychology is the idea of information processing. Cognitive psychology sees the individual as a processor of information, in much the same way that a computer takes in information and follows a program to produce an output.Cognitive psychology compares the human mind to a computer, suggesting that we too are information processors and that it is possible and desirable to study the internal mental / mediational processes that lie between the stimuli (in our environment) and the response we make.
The information processing paradigm of cognitive psychology views that minds in terms of a computer when processing information.
However, there are important difference between humans and computers. The mind does not process information like a computer as computers don’t have emotions or get tired like humans
7MemoryRevised by Pauline Davey Zeece, University of N.docxsodhi3
7
Memory
Revised by Pauline Davey Zeece, University of Nebraska-Lincoln
Chapter Overview
Studying memory
Building memories: Encoding
Memory storage
Retrieval: Getting information out
Forgetting
Memory construction errors
Improving memory
Memory
Persistence of learning over time through the encoding, storage, and retrieval of information
Information-processing model
Compares human memory to a computer’s operation
4
Stages in Information-Processing Model
Encoding
Getting information into the memory system
Storage
Retaining encoded information over time
Retrieval
Getting information out of memory storage
Information-Processing Model: Stages in Forming Memories
Recording to-be-remembered information as a fleeting sensory memory
Processing information into short-term memory, where it is encoded through rehearsal
Moving information into long-term memory for later retrieval
Sensory memory: Immediate and very brief recording of sensory information in the memory system
Short-term memory: Activated memory that holds a few items briefly before the information is stored or forgotten
Long-term memory: Relatively permanent and limitless storehouse of the memory system
Includes knowledge, skills, and experiences
6
Modified Three-Stage Processing Model of Memory
Atkinson and Shiffrin’s classic three-step model helps us to think about how memories are processed, but today’s researchers recognize other ways long-term memories form.
For example, some information slips into long-term memory via a “back door,” without our consciously attending to it (automatic processing).
And so much active processing occurs in the short-term memory stage that many now prefer to call that stage working memory.
7
Working Memory
Newer understanding of short-term memory
Includes the conscious and active processing of:
Incoming information
Information retrieved from long-term memory
Working memory is more efficient when individuals focus on one task at a time, without distractions.
8
Want to try to see how good your working memory is?
In Class Demonstration
Two-Track Memory System
Implicit (nondeclarative) memory
Retention of learned skills, or classically conditioned associations, without conscious awareness
Formed via automatic processing
Explicit (declarative) memory
Retention of facts and personal events that can be consciously retrieved
Formed via effortful processing
Building Memories
Automatic processing and implicit memories
Implicit memories include automatic skills and classically conditioned associations.
Effortful processing and explicit memories
Explicit memories become automatic with experience and practice.
This Photo by Unknown author is licensed under CC BY.
Your two-track mind processes information efficiently via parallel processing, which involves processing of many aspects of a problem at the same time.
This method is the brain’s natural mode of information processing for many functions.
13
Sensory.
7MemoryRevised by Pauline Davey Zeece, University of N.docxblondellchancy
7
Memory
Revised by Pauline Davey Zeece, University of Nebraska-Lincoln
Chapter Overview
Studying memory
Building memories: Encoding
Memory storage
Retrieval: Getting information out
Forgetting
Memory construction errors
Improving memory
Memory
Persistence of learning over time through the encoding, storage, and retrieval of information
Information-processing model
Compares human memory to a computer’s operation
4
Stages in Information-Processing Model
Encoding
Getting information into the memory system
Storage
Retaining encoded information over time
Retrieval
Getting information out of memory storage
Information-Processing Model: Stages in Forming Memories
Recording to-be-remembered information as a fleeting sensory memory
Processing information into short-term memory, where it is encoded through rehearsal
Moving information into long-term memory for later retrieval
Sensory memory: Immediate and very brief recording of sensory information in the memory system
Short-term memory: Activated memory that holds a few items briefly before the information is stored or forgotten
Long-term memory: Relatively permanent and limitless storehouse of the memory system
Includes knowledge, skills, and experiences
6
Modified Three-Stage Processing Model of Memory
Atkinson and Shiffrin’s classic three-step model helps us to think about how memories are processed, but today’s researchers recognize other ways long-term memories form.
For example, some information slips into long-term memory via a “back door,” without our consciously attending to it (automatic processing).
And so much active processing occurs in the short-term memory stage that many now prefer to call that stage working memory.
7
Working Memory
Newer understanding of short-term memory
Includes the conscious and active processing of:
Incoming information
Information retrieved from long-term memory
Working memory is more efficient when individuals focus on one task at a time, without distractions.
8
Want to try to see how good your working memory is?
In Class Demonstration
Two-Track Memory System
Implicit (nondeclarative) memory
Retention of learned skills, or classically conditioned associations, without conscious awareness
Formed via automatic processing
Explicit (declarative) memory
Retention of facts and personal events that can be consciously retrieved
Formed via effortful processing
Building Memories
Automatic processing and implicit memories
Implicit memories include automatic skills and classically conditioned associations.
Effortful processing and explicit memories
Explicit memories become automatic with experience and practice.
This Photo by Unknown author is licensed under CC BY.
Your two-track mind processes information efficiently via parallel processing, which involves processing of many aspects of a problem at the same time.
This method is the brain’s natural mode of information processing for many functions.
13
Sensory ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. PSYC 101 Friendly Reminders
Back from the CIAA? Make up Exam 1 today or tomorrow only!
Appointments must be scheduled in advance with Graduate Assistant,
Ms. Whitni Richardson in person(CLT 368) or via email: BSU.PSYC101@gmail.com
Give documented excuses for attending CIAA directly to your instructor.
Missed Lab last Friday?
Students with an excused absence must make up quiz by this Thursday, 3/7.
During any ULA office hours. No appointment necessary.
Writing Assignment #2 (due by 10am this Fri, March 8th)
Missed WA1? Complete it anyway; get feedback from ULAs to help you succeed on WA2.
Must complete survey to access dropbox.
Last call for feedback feedback from GAs/ULAs: 4pm this Wed 3/6
Exam 2 (Chapters 5 & 6)
Next week: Mon, March 11th through Thurs., March 14th
Check your BSU email or Bb Announcements for detailed
instructions on scheduling your exam appt.
Appointments are on a first come basis. Note: Thursday appointments always fill up
first.
Absolutely NO exceptions will be made for students that do not schedule or miss
their appointments.
1 Copyright McGraw-Hill, Inc. 2010
2. Chapter 6
Memory
2 Copyright McGraw-Hill, Inc. 2010
3. Memory
Remembering details or
information over time
3 Processes
1. Encoding
2. Storage
3. Retrieval
3 Copyright McGraw-Hill, Inc. 2010
4. Memory Encoding
How information enters storage
Some enters automatically
Others require effort
Attention
Deep processing
Elaboration
Mental imagery
4 Copyright McGraw-Hill, Inc. 2010
5. Attention
Encoding requires paying attention
Selective Attention
Focusing on
specific aspects of
experience while
ignoring others
Limitation of
brain’s resources
5 Copyright McGraw-Hill, Inc. 2010
6. Attention
Divided Attention
Attending to several
things simultaneously
“Multi-tasking”
6 Copyright McGraw-Hill, Inc. 2010
7. Depth of Processing
Deeper processing = better memory
7 Copyright McGraw-Hill, Inc. 2010
8. Elaboration
Making different mental connections
Deep and elaborate processing is best
8 Copyright McGraw-Hill, Inc. 2010
9. Mental Imagery
Most powerful encoding tool
Dual-Code Hypothesis
Our memory for
pictures is better than
memory for words
Pictures stored as
image codes and verbal
codes
9 Copyright McGraw-Hill, Inc. 2010
10. Memory Storage
Where and how long
information is . . .
held over time
placed in our memory
Atkinson-Shiffrin Theory
Sensory memory
Short-term memory
Long-term memory
10 Copyright McGraw-Hill, Inc. 2010
11. Sensory Memory
Holds sensory details for an instant
Echoic Memory
Auditory details
Held for several seconds
Iconic Memory
Visual details
Held for about ¼ second
11 Copyright McGraw-Hill, Inc. 2010
13. Short-Term Memory
Information held up to 30 seconds
Limited-capacity
Magic number = 7 ± 2 items
Strategies
Chunking
Group large info into meaningful chunks
Rehearsal
Deliberate repetition
13 Copyright McGraw-Hill, Inc. 2010
14. Working Memory
Temporary storage while working on a
mental task
1. Phonological Loop
Briefly stores sounds and speech
2. Visuospatial Working Memory
Briefly stores visual and spatial info
3. Central Executive
Combines both types
14 Copyright McGraw-Hill, Inc. 2010
15. Long-Term Memory
Relatively
permanent storage
Unlimited space
1.Explicit Memory
2.Implicit Memory
15 Copyright McGraw-Hill, Inc. 2010
20. PSYC 101 Friendly Reminders
Missed Lab last Friday?
Students with an excused absence must make up quiz by this Thursday, 3/7.
During any ULA office hours. No appointment necessary.
Writing Assignment #2 (due by 10am this Fri, March 8th)
Missed WA1? Complete it anyway; get ULA’s feedback for success on WA2.
Must complete survey to access dropbox.
Start early, get clarity and feedback from GAs/ULAs, turn it in early
Exam 2 (Chapters 5 & 6)
Next week: Mon, March 11th through Thurs., March 14th
Check your BSU email or Bb Announcements for detailed
instructions on scheduling your exam appt.
Consider your other midterm exams and obligations before scheduling
Reminder: Thursday appointments always fill up first.
Absolutely NO exceptions will be made for students that do not schedule
or miss their appointments.
20 Copyright McGraw-Hill, Inc. 2010
21. Memory Organization
Mental organization improves memory
Schema
Helps organize and
interpret new info
Scripts
The past shapes
our expectations
21 Copyright McGraw-Hill, Inc. 2010
22. Memory Location
Located in several places throughout the brain
Neurons
Specific sets
Neurotransmitters involved
Simultaneous neurons strengthens memory
22 Copyright McGraw-Hill, Inc. 2010
23. Memory Brain Structures
Explicit Memory Implicit Memory Frontal Lobe
cerebral cortex cerebellum Left
Encoding
temporal lobes
Right
limbic system Retrieval
23
Copyright McGraw-Hill, Inc. 2010
24. Memory Retrieval
Taking memory out of storage
Serial Position Effect
Tendency to remember
beginning or end of lists
Primacy Effect
Better recall for items at beginning
Recency Effect
Better recall for items at end
24 Copyright McGraw-Hill, Inc. 2010
25. Memory Retrieval
Factors that help retrieval
Retrieval Cues
Retrieval Tasks
Recall
Retrieve previously learned information
Recognition
Identify or recognize familiar information
25 Copyright McGraw-Hill, Inc. 2010
26. Memory Retrieval
Encoding Specificity Principle
Factors present during prompts your memory
Context-Dependent Memory
Same context or scenario
State-Dependent Memory
Same psychological state or mood
26 Copyright McGraw-Hill, Inc. 2010
27. Memory Retrieval
Personal memories
Autobiographical memories
Specialepisodic memories of your life
experiences
27 Copyright McGraw-Hill, Inc. 2010
28. Memory Retrieval
Emotional Memories
Flashbulb Memory
Vivid memory of emotionally
significant events
Personal not public events
Not = photographic memory
Memory for Traumatic Events
Vivid, detailed and accurate
Both more accurate but subject to
distortion
28 Copyright McGraw-Hill, Inc. 2010
29. Memory Retrieval
Repressed Memories
Forgotten memories of a very traumatic
Forgot that you forgot
May reflect motivated forgetting
29
Copyright McGraw-Hill, Inc. 2010
30. Eyewitness Testimony
Recalling what we saw/heard
Often involves emotional events
Errors due to:
time
distortion
bias
inaccuracy
30 Copyright McGraw-Hill, Inc. 2010
31. Why we Forget
Encoding Failure
Not‘forgotten’ ~ never encoded
Retrieval Failure
Storage problem
Brain condition
Fades over time
31 Copyright McGraw-Hill, Inc. 2010
33. Interference
Other information can block our memory
Proactive Interference
Previouslylearned info disrupts
learning new information
Retroactive Interference
Learning new info disrupts
retrieval of previous learning
33 Copyright McGraw-Hill, Inc. 2010
35. Forgetting
Decay
Memory trace
fades over time
Tip-of-the-Tongue
Phenomenon
Can almost recall
but cannot fully
access memory
35 Copyright McGraw-Hill, Inc. 2010
36. Prospective Memory
Remembering to do things in the future
timing (when)
content (what)
1. Time-Based Prospective Memory
2. Event-Based Prospective Memory
36 Copyright McGraw-Hill, Inc. 2010
37. Amnesia
Memory loss
Anterograde Amnesia
Cannot remember new information
Retrograde Amnesia
Cannot remember past information
Can still form new memories
37 Copyright McGraw-Hill, Inc. 2010
38. Memory Tips
For studying
Organize
Encode
Rehearse
Retrieve
For your life
Stay active as you age
Physically and intellectually
38 Copyright McGraw-Hill, Inc. 2010