Crazy, Stupid, Love Emma Stone--Romantic hair and dress

Growing Seedlings Without a Greenhouse

http://www.growveg.com/growblogpost.aspx?id=122

How to get into Stanford

http://talk.collegeconfidential.com/stanford-university/269078-official-2011-scea-decisions-6.html
High School criteria:

• Special talent and national science awards will get you into both Stanford and Harvard
• Taking summer classes there help too
• Stanford legacy (aka family ties to the school)
• Top 5% of class 
• Sat Math 800 (work carefully, learn from your mistakes, practice doing the hard questions and save them for the last 10 mins--Barron is a good book)
• Here are the SCEA from 2006
• Decision: Accepted 
  
  Stats:
  • SAT: 2270
  • SAT IIs: 800Math2, 800bio, 740Lit
  • GPA:3.9
  • Rank:10%
  • Other stats:eh.
  Subjective:
  • Essays: I thought they were nice... 
  • Teacher Recs: Great
  • Counselor Rec: Principal put me in top 5% of her career
  Factors:
  Research in california in forensic entomology
  Ran 2 marathons...
  Started FIRST robotics team
• Stats:
  • SAT: 800m 780cr 740w 2320c
  • SAT IIs: 800 Bio/M 800Chem 790Math IIc
  • GPA: not really applicable, A levels, perfect score, 4As 2 special paper Distinctions 1/859, Bio, Chem, Math, Physics, Bio Special paper, Chem special paper
  • Other stats:
  Subjective:
  • Essays: took an excruciating 3 weeks to write them! Should be good. They were quirky, extremely Bio centric
  • Teacher Recs: gushing, glowing, "top of my career"
  • Counselor Rec: excellent
  • Hook (if any): International Biology Olympiad Silver medal (31st place in the world), National Biology Olympiad Gold (2nd place in Singapore), Fine arts submission - I am a published photographer
• Stats:
  • SAT: 2380
  • SAT IIs: 800 Math II, 800 Physics, 790 Lit
  • GPA: 89.9 (highest GPA in class was 93)
  • Rank: 17/1066
  • Other stats:
  Subjective:
  • Essays: I think they were the best part of my application.
  • Teacher Recs: good
  • Counselor Rec: good
  • Hook (if any): I go to a pretty prestigious and very competitive high school in Taiwan (if that counts), I'm one of the probably very few Chinese who wants to major in Comparative Literature, I emphasized my passion for literature, and I write pretty well for someone who hasn't been in the states since four.
• took classes there over the summer and got A+'s. Oh and I studied abroad in China while living with host families.
• [ *] SAT: 2330 (750 Critical Reading, 800 Math, 780 Writing)
  [ *] SAT IIs: 800 Math II 730 Chemistry 690 Bio M (at time of application, now I also have 780 US History)
  [ *] GPA: 3.98 Unweighted GPA, 4.82 Weighted GPA
  [ *] Rank: School doesn’t rank, but I’m in the top 1-2%
  [ *] Other stats: APs: Bio-5, Calc BC-5, Calc AB Subscore-5, World History-4, Computer Science-4, English Language and Composition-5, Govt. and Politics-4, Statistics-4
  [ /list][ b]Subjective:[ /b][ list]
  [ *] Essays: Completely awesome! Very unique. Will tell about my topics later.
  [ *] Teacher Recs: Awesome. One was a pure glowing rec, and the other was more specific to my research (bio teacher)
  [ *] Counselor Rec: Excellent. Had an interview with her the day before she wrote it and told her to emphasize my personality, people skills, and extracurriculars.
  [ *] Hook (if any): Founded a Club that is currently building a BattleBot for the BattleBot Competition, 400+ hours of community service in retirement homes(used knowledge of 4 languages to break the language barrier), Alternative Energy Research
• taht talent part is distracting me a bit. I hope the "talent factor" doesn't screw me...No USAMo, INtel STS Winner or anything
  
  Is Finalist in Science Essay(WorldCon) worth anything in terms of talent? I mite have smtg for intel (i wrote on my app that i was researching and submitted to Intel). I'm also participating in the BattleBots Competition(i hope they take this seriously). I've been playin piano for 9 years now, and I'd say I'm pretty good, but i didn't send in a fine arts submission...just wrote it on my ECs and said i play in many recitals and have been playin for 9 years...
  
  I have the typical awards, like NAtional Merit Commended, NHS inductee, Mu ALpha Theta, AP Scholar with Distinction, Maryland Distinguished Scholar...but these wont stand out since everybody mostly will have em...
• 8. Tennis, and how it has made me a better person and debater (tied into debate team)
  
  9. virtual reality, and how i made a "virtual reality machine" in making a home theater integrating the sense of feel(cold, warm, humid) with the sight and sound(watchin ice age while feelin cold).
  
  10. Trip to Italy duirng world Cup. THe italians' casual yet pasioante attitude, and how i took up their lifestyle!
  
  11a.
  Founding a club in my school, and how seeing my robot(part of the club) come to life gives me pleasure. Very uniquely writen(thats all ill say for now...the format was....interseitng).
• 8. Swimming in high school, what it means to me and teaching free swim lessons to inner-city kids
  
  9. art from a neurological perspective, the parrallels between my interest in art and in science
  
  10. A box I kept my Halloween candy in when I was little. When someone started stealing the candy, I made a burglar alarm to see who it was. The alarm didn't work, but after that I was a lot more interested in electronics than candy.
  
  11a. My summer working on a trail crew in Oregon.
  
• Stats:
  • SAT: 750R/730M/780W --> 2260
  • SAT IIs: Chemistry: 800 Math II: 800 Biology M: 780 (but didn't send the Bio)
  • GPA: 3.95
  • Rank:19/335
  • Other stats: A bunch of State/Regional Math and Science Competition and a Harvard Photo Competition
  Subjective:
  • Essays: I liked them 
  • Teacher Recs: Never got to read
  • Counselor Rec: Never got to read
  • Hook (if any): I'm president of most of my schools organizations
• Deferred with 2 years of research at Hopkins and Siemens Competition Semifinalist
• Accepted international brain bee champion, siemens, 2 captains, 3 presidents
• Accepted National Achievement Semifinalist
• Drum Corps International participant for 2 years...pretty good Euphonium/Baritone player...Rensselaer Medalist
• Stats:
  
  SAT: 800 CR, 800 M, 780 W
  
  SAT IIs: 800 Math2C 800 Chem 800 Physics 780 Literature
  GPA: 98
  Rank: 1/350
  Other stats:
  
  Subjective:
  Essays: SPEND TIME ON THEM. I spent a lot of time getting mine to be just as I wanted them... lots of revisions, editing, etc. NO BORING STUFF. seriously. I think they really are the only way to show who you REALLY are. I guess this is a moot point since the deadline was today but anyhow..
  Teacher Recs: Did not read (one teacher I had for four years, the other for three)
  Counselor Rec: Did not read
  Hook (if any):
  -Hours and hours and hours of lab research (bio lab researching protein folding and prions)
  -4 yrs. cross country running; 4 yrs. tennis (wasn't recruited at Stanford though  ) Also play squash at a local club.
  -Published work in literary magazines throughout high school
  -Class president, all four years
  -Science Olympiad
  -Math Olympiad
  -Can speak Norwegian, am learning Ancient Norse with this crazy teacher at my school who knows everything (my grandparents in Norway are thrilled)
  
  Location/Person:
  
  State or Country: Oregon
  School Type: Public
  Ethnicity: Norwegian (mom) + Italian-American (dad)
  Gender: Female
  Other Factors: No legacy- mom went to college in Norway and Britain, Dad went to Oregon State
  General Comments: !!!! SO excited! I started out the college process not knowing exactly where I wanted to go and am SO HAPPY I chose Stanford. Congrats to all ! See you in September
• Decision: Deferred 
  
  Stats:
  • SAT: 800v,800m,800w,2400c
  • SAT IIs: 800 math 2, 780 physics, 780 APUSH, 780 Literature
  • GPA: 3.8 uw, 4.0 w
  • Rank: N/A
  Subjective:
  • Essays: All excellent
  • Teacher Recs: One probably great, one probably decent
  • Counselor Rec: No idea, new counselor
  • Hook (if any): Started a game development website that collects donations for charity.
  Location/Person:
  • State or Country: VA
  • School Type: Public Magnet
  • Ethnicity: Caucasian
  • Gender: Male
  Other Factors: Debate awards, community service club leadership, crew participant
  General Comments: Looking forward hopefully to RD!
• Stats:
  • SAT: 2270 (800 M, 760 V, 710 W)
  • SAT IIs: 2400 (800 Math Level 2, 800 Physics, 800 World History)
  • GPA: 4.54 Weighted, 3.93/4.0 Unweighted
  • Rank: School doesn't rank, but supposedly I am top 2-3% according to my counselor(class size: 174)
  • Other stats: 5's on AP World, Spanish, US History, Comp Sci AB
  Subjective:
  • [ *] Essays: I didn't think they were that great. On Stanford's admission website, it stresses the importance of making sure that your "voice" comes through. After reading all of my short answers and long essay once through, it sounded as if 4 different people wrote them for me.
    My extracurricular essay talked about piano, and I liked this one although it was very dry and serious.
    My intellectual experience essay was absolute garbage. I wrote it the day the application was due and it was awful. I almost withdrew my Stanford EA app with the hopes of submitting fresh essays, just because of this short answer. I'm glad I didn't!
    My roommate essay talked about how all my friends are nasty skiiers but I'm a completely terrible one. I liked this one a lot.
    Finally, for my long essay, I basically took my Common App essay and slapped on 3 sentences in the beginning about a picture...I wrote about how I've had the same barber for 13 years of my life, and how the barbershop is one place where I really find peace.
  • Teacher Recs: 11th grade AP US teacher: should have been glowing. This man loved me, and we were close.
    11th grade honors precalc teacher: his best student last year, although I wasn't very close to him.
  • Counselor Rec: Excellent, I think.
  • Hook (if any): East coast? Athletic Asian kid who also does well in music? Also sent in a piano tape, and last spring I won first prize at MMTA (state piano competiton).
  Location/Person:
  • State or Country: The great state of Massachusetts
  • School Type: Wealthy suburban public, about 650 students total.
  • Ethnicity: ASIAN (half korean, half chinese)
  • Gender: Male
  [b]Extracurriculars:
  Other Factors: When the Stanford dude came to our school he stressed "love of learning" and taking advantage of academic opportunity, which is really more important than taking like 6 APs and having a 2400. I think that really helped me, b/c during my summers I took classes (Harvard SSP/Phillips Andover Writing workshop) and pursued my passion in politics. I interned for a state senator two summers in a row, and this summer worked on a governor's campaign. I think that taking advantage of every opportunity, and making those opportunities when none exist, is important for all the top schools 
  General Comments: Work hard, do what you love, try new things, get involved as deeply as possible in whatever you do, follow your interests but also try and be good at them, take advantage of every opportunity, and HAVE FUN. Good luck to everyone!!!!
• Stats:
  • SAT: 2400
  • SAT IIs: None (Took December SATII, Results Pending)
  • GPA: N/A
  • Rank: N/A but counselor wrote top 10% (I score at the top of most of my A-Level classes)
  Subjective:
  • Essays: I spent a lot of time on them, so I guess my effort paid off.
  • Teacher Recs: Never saw them.
  • Counselor Rec: Never saw it.
  • Hook (if any): Represented Country at Regional Math Olympiad and International Physics Olympiad. Won small awards.
• Oh yea, stats:
SAT: 2270; Math: 700, Reading: 770, Writing: 800 SAT IIs: Math IIc: 740, Math Ic: 770, Literature: 650, World History: 650, Biology: 590 (freshman year, so I'm assuming they ignored it) GPA: 4.14
• Other Factors:My main ECs were speech and debate, science research for the past 2 years at ASU, and tons of community service at hospitals, a doctor's office, and a hospice. This year I am planning a benefit concert for the American Cancer Society...basically I've taken the initiative to become a leader in what I do and my recs spoke of this. 
• REJECTED: (2390 / 4.33)
  
  Stats:
  • SAT: 800 V, 800 M, 790 W: 2390
  • SAT IIs: 800 IIC, 800 Chem, 800 Phys, 780 Chinese
  • GPA: 4.0/4.0 UW, 4.33/4.0 W
  • Rank: 10% / 450
  • Other stats: 7 APs, all 5s
  Subjective:
  • Essays: Very me, great long essay
  • Teacher Recs: Dunno
  • Counselor Rec: Dunno
  • Hook (if any): National business awards, debate
  • Other Factors: Single legacy.
• numerous awards and passion for computing got me in.
• Essays:http://talk.collegeconfidential.com/stanford-university/276547-what-scea-ers-wrote-their-essays.html
• Dear XXX,
  
  On behalf of the Office of Undergraduate Admission, it gives me very special pleasure to offer you admission to Stanford's Class of 2011. A hearty congratulations to you!
  
  You have every reason to be proud of your accomplishments, and we are honored to invite you to join the Stanford community. Since our founding in 1885, Stanford has been defined by students and faculty who endeavor to push the limits of knowledge, and who share a commitment to extending that spirit of exploration and excellence beyond campus. This is a community of scholars dedicated to what Jane Stanford, co-founder of Stanford University, called "the cultivation and enlargement of the mind." Your application showed that you have the intellectual energy, imagination and talent to flourish in this environment.
  
  The enclosed materials are designed to assist you with the enrollment response process and to provide important information for you and your family as you consider your enrollment options. We, of course, hope you will decide to accept our offer of admission and enroll at Stanford, but please know that you have until May 1 to confirm your choice. Whatever decision you make, we ask that you return the enrollment response card in the envelope provided at anytime but no later than May 1, 2007.
  
  Over the next few months we will continue to send you additional information about Stanford and about Admit Weekend 2007, a three-day program scheduled for April 19-21. Should you want to contact us for any reason, please feel welcome to call us at (650) 723-2091 or email us at a special email address specifically for admitted students only: @stanford.edu. You also are invited to visit our admitted student website, http://admit.stanford.edu, that was developed by current Stanford students just for you.
  
  Please note that while we have every reason to believe that you will complete this school year successfully, your admission is contingent upon your continued strong academic performance in the program of courses you presented to us in your application. If you consider altering the courses you will pursue for the rest of this year, please contact us before finalizing any changes.
  
  visceral_verve, we all look forward to the unique and extraordinary contributions that you will make to our campus life. We once again extend our congratulations on your admission to Stanford and look forward to welcoming you to the Stanford family!
  
  Sincerely,
  
  
  Richard H. Shaw
  Dean of Admission and Financial Aid
• 
  

Health Insurance for all

http://www.coverageforall.org/finder/outcomepage.php?idx=16&st=1#apply

County Medical Services Program (CMSP)
County program with health care for people who qualify because of low incomes
Contact your local county health department
www.dhcs.ca.gov/services/medi-cal/Pages/CountyOffices.aspx

Can sibling relationships have lasting effects into adulthood?

http://www.med.umich.edu/yourchild/topics/sibabuse.htmIn the last few years, more researchers have looked at the lasting effects of early experiences with sisters and brothers. Siblings can have strong, long-lasting effects on one another's emotional development as adults. 

Research indicates that the long-term effects of surviving sibling abuse can include:

• Depression, anxiety, and low self-esteem
• Inability to trust; relationship difficulties
• Alcohol and drug addiction
• Learned helplessness
• Eating disorders

Even less extreme sibling rivalry during childhood can create insecurity and poor self-image in adulthood. Sibling conflict does not have to be physically violent to take a long-lasting emotional toll. Emotional abuse, which includes teasing, name-calling, and isolation can also do long-term damage.

The abuser is also at risk—for future violent or abusive relationships, like dating violence and domestic violence.

http://en.wikipedia.org/wiki/Learned_helplessness#Health_implications

"Learned helplessness theory is the view that clinical depression and related mental illnesses may result from a perceived absence of control over the outcome of a situation

Whatever their origins, people who suffer uncontrollable events reliably see disruption of emotions, aggressions, physiology, and problem-solving tasks.^[14][15] These helpless experiences can associate with passivity, uncontrollability and poor cognition in people, ultimately threatening their physical and mental well-being.

Learned helplessness can contribute to poor health when people neglect diet, exercise, and medical treatment, falsely believing they have no power to change.

Learned helplessness can also be a motivational problem. Individuals who have failed at tasks in the past conclude erroneously that they are incapable of improving their performance

Children with learned helplessness typically fail academic subjects, and are less intrinsically motivated than others. They may use learned helplessness as an excuse or a shield to provide self-justification for school failure. Additionally, describing someone as having learned to be helpless can serve as a reason to avoid blaming him or her for the inconveniences experienced. In turn, the student will give up trying to gain respect or advancement through academic performance.^[22]

Studies have shown that people will be more motivated to act if there is a possibility of a reward.

Another example of learned helplessness in social settings involves loneliness and shyness. Those who are extremely shy, passive, anxious and depressed may learn helplessness to offer stable explanations for unpleasant social experiences. However, Gotlib and Beatty (1985) found that people who cite helplessness in social settings may be viewed poorly by others, resulting in a situation that reinforces the problematic thinking. A third example is aging, with the elderly learning to be helpless and concluding that they have no control over losing their friends and family members, losing their jobs and incomes, getting old, weak and so on.^[25]

Social problems resulting from learned helplessness seem unavoidable; however, the effect goes away with the passage of time.^[26] Nonetheless, learned helplessness can be minimized by "immunization" and potentially reversed by therapy. People can be immunized against the perception that events are uncontrollable by increasing their awareness of previous positive experiences.^[27] Therapy can instruct people in the fact of contingency^[28] and bolster people's self esteem.

"

USMLE Step 2CK facts

Pediatrics (< 21yo):

1. Non-blanching purple lesion in the lower extremities with recent viral infection 3 days ago
1.  Henoch Scholein Purpura (Hen/noch Scho/len)
2. ddd

OBGYN:

1. ID and tx
1. Routine clean-catch urine culture in healthy, asymptomatic primigrivid woman grows greater than 100,00 colonies/mL of E. coli. Tx
1. Amoxicillin (or nitrofurantoin, or oral cephalosporin)
2. Guideline is to tx asymptomatic bacteriuria in pregnant women with antibiotics, esp betw 12-16 wks gestation
3. Complications of untx'd bacturia
1. invasive UTI
2. preterm deliveries
3. low birth-wt
2. first-line agent in the tx of pyelonephritis and uncomplicated cystitis in non-pregnant adults??
1. Ciprofloxacin??
3. Fluoroquinolones, potential complication to unborn fetus
1. arthropathy
4. Trimethroprim-sulfamethoxazole, when can be used during preg
1. 2nd trimester
2. 1st trimester interferes with folic acid metabolism
3. 3rd trimester can cause kernicterus
5. tx of gonorrhea decreases risk of
1. premature rupture of membrane and preterm labor
2. chorioamnionitis
2. Meds
1. SE of aspirin and NSAIDs during pregnancy
1. increases risk for miscarriage
2. promotes premature closure of fetal ductus arteriosus
3. Preventive medicine
1. All pregnant women without contraindications should receive
1. Flu shot
2. Test for every pregnant patient
1. STDs
1. pap smear if due
2. syphilis testing (Rapid plasma reagin test) (RPR) or venereal disease research laboratory (VDRL) test
1. if positive, confirm with
1. fluorescent treponemal antibody absorption (FTA-ABS) test
2. Tx
1. penicillin
3. Chlamydia testing (Chlamydia PCR)--test only in all women <=24yo and high risk
4. HIV test
2. Other inf^
1. Hep B anigen
3. electrolytes and markers
1. Rhesus type and antibody screen
2. Hematocrit, hemoglobin, MCV
4. Immunity
1. Rubella
2. Varicella
5. Urine
1. cx
6. Offer
1. genetic cystic fibrosis screening
2. Down syndrome testing
3. Not routinely tested. Test only for high risk pts
1. Thyroid fn
2. TB
3. Toxoplasmosis
4. Hemoglobin electrophoresis
5. Lead
4. Breasts
1. when mammography would be indicated
1. blood or guaiac+ fluid in nipple d/c or breast lump in > 30
2. when ultrasonogram is indicated
1. to distinguish fluid-filled mass from solid mass
2. to guide biopsies
3. Possible causes of glactorrhea?, wrk up?
1. Prolactinoma
2. hypothyroidism
3. overstimulation of the nipple
4. OCP
5. medications which lower dopamine levels
6. wrk up: 
1. R/o pregnancy
2. serum prolactin and TSH levels
3. Possible MRI of brain if prolactin is elevated

Neurology

1. Numbness (paresthesia) and burning in the right palm--compressed n.?
1. median n.neuropathy
2. most likely cause
1. carpal tunel syndrome, and its cause, initial tx, next steps
1. repetitive wrist flexion and extension
2. initial tx: neutral pn wrist splint
3. Nxt steps: analgesics (NSAIDs but not indomethacin?), direct injection of corticosteroids into the carpal tunnel
4. if hand weakness or m. atrophy progresses, open or endoscopic surgical decompression

ENT

1. Normal or positive bilateral Rinne test
1. if Weber lateralizes to the left
1. right sensorineural loss
2. If negative Rinne test on left (bone conduction > air conduction)
1. if Weber is normal or lat to the left
1. left conductive loss
2. if Weber lat to right
1. left mixed hearing loss
3. Common causes of conductive hearing loss
1. cerumen impaction
2. middle ear fluid or infection (chronic otitis media)
3. decreased movement of small bones of the ear
4. bony tumors of the middle ear
5. otosclerosis in adults, esp in the 20's and 30's--due to abnl remodeling of otic capule, possibly an autoimmune process--the stapes become fixed
1. Tx: hearing amplification or surgical stapedectomy
4. Possible causes of sensorineural hearing loss
1. Aminoglycosides
2. Meniere's disease (other sx's: aural fullness+ tinnitus)
3. Acoustic neuroma, aka vestibular schwannoma
4. Presbycusis--hearing loss with advanced age

yellow scarf

http://www.greatlookz.com/c=UwWypm9DoO3AkdUuSsG7heVu8/cart.cgis

7.99+3 shipping

http://www.happyscarf.com/servlet/the-244/scarf-lemon-meringue-print/Detail

Stroke Disparities Program

http://www.strokedisparitiesprogram.org/whoweare.html

Dr. Annapurni Jayam Trouth is Professor of Neurology, Chair of the Department of Neurology, Howard University, and Program Director of the Neurology Residency program at Howard University Hospital. She is also the Medical Director of the Howard University Stroke Program, and Principal Investigator at Howard, of the NIH-funded Stroke Disparities Program grant. She received her Medical (MBBS) and Doctor of Medicine (MD) in Pediatrics degrees at Bombay University, performed her Pediatric and Neurology Residencies at Columbia University & Harlem Hospital Center as well as New York University & Bellevue Hospital Center, where she completed her Pediatric Neurology Fellowship training. Dr. Trouth's research focuses on 1) understanding stroke risk factors and differences in mechanisms for and pathophysiology of vascular disease in African Americans, addressing disparities in stroke care, 2) Study of epilepsy and disparities in care and 3) Pediatric Behavioral problems to include ADHD and the Autism spectrum. She has served on the NIH IRB panel and Neurological Devices panel, where she is currently a consultant. She is a member of the Epilepsy Foundation, Metropolitan Washington area Advisory Board and serves in the Quality Council and Credentialing Council of the Health Services for Children with Special Needs. She is a member of the American Heart Association / American Stroke Association and is the author of over 40 peer-reviewed journal publications and has presented over 100 presentations at local, national and international meetings, serving as visiting professor and keynote speaker. She has supervised over 75 resident presentations, abstracts and posters at local, national and international meetings, serving as moderator of the Neurology section resident symposium at the National Medical Association's annual meetings for over 12 years. Dr. Trouth is currently the local Principal Investigator at Howard University of the multicenter, NIH-funded Stroke Disparities Program (SDP) to include the PROTECT DC & DECIPHER studies and Co- 

Free workout tips

http://www.sparkpeople.com/resource/exercise_demos.asp?exercise_type=core

Solar Panel efficiency and Cost

Catalog:

http://www.solarhome.com/catalog.htm
http://partsonsale.com/suntech.html

Compare:
Watts output and Price per Watts
http://sroeco.com/solar/learn-solar/solar-panel-comparison/

Services in California:
http://www.solarsourcepower.com/faq.html

Using the above two sites:
Sharp 230 DC watts panels are 40" x 65" = 3.33' x 5.4' = 18sqft/panel

Variable values:
PTC watt/sqft = 14 = 252 ptc watt/panel = @1.48KWh/yr/PTC watt = 373KWh/year/panel
cost per PTC = $3 = $756/ panel

Assumed fixed values:
1PTC = 1.48KWh
4.1 KWh = $1 saving
18sqft/panel
0.36 = 1.48KWHY/ 4.1

If 20 panels installed = $15, 120 = 7460 KWh/year = $1800 savings = ROI = 11.9% or 8.4years (16 yrs of free electricity if last 25 years or $28,800 of free money)

Highlight = variable values.
I.E. If PTC watt/sqft = 15 and cost per PTC = $2, ROI = $97.46 saving/ $540 panel = 18.0% ROI
$97.46 from (15 PTC/sqft x 6.5 [18sqft  per panel x 1.48 Kwh/yr / 4.1])
$540 from ($2/PTC sqft x 15 PTC/sqft x18sqft per panel)

Short-cut
ROI from 0.36 /$2/PTC
or
http://www.solar-estimate.org/index.php?page=solar-calculator

In Great Britain, Women in the 20's on average make more than men

  http://www.dnaindia.com/

Soon, women to replace men as main breadwinner

IANS / Monday, October 3, 2011 20:59 IST

Men will soon lose their traditional role as the main breadwinner of the family to women, according to Britain’s head of university admissions.
New research have revealed that young women aged between 22 and 29 are now being paid more on average per hour than their male counterparts.
Women’s average hourly pay is now just over £10 an hour, compared with just under £10 an hour for men.
Another survey from the Chartered Management Institute found women bosses in their 20s were now paid more than men doing the same jobs.
It also said salaries for women went up by 2.4 per cent in the year to February, compared with 2.1 per cent for men.
Mary Curnock Cook, chief executive of the Universities and Colleges Admission Service said the effect could be a result of higher numbers of better-qualified women coming into the work place.
It could mean a role reversal, with more women going out to work while their partners stay at home to take advantage of their higher earning potential, Cook believes.
“To me this is a particularly interesting point because if in their mid-twenties women are earning more than men, this opens the possibility that we could see a tipping point at which it becomes more the norm for women, as the higher earners in a family, to return to full-time work, leaving their menfolk to play the part of main carer for children in the family,” the Daily Mail quoted her as saying.
“That could have a profound effect on the representation of women in senior roles and their pay rates across the spectrum,” she stated.

URL of the article: http://www.dnaindia.com/lifestyle/report_soon-women-to-replace-men-as-main-breadwinner_1594687-all

Permission to reprint or copy this article or photo must be obtained from www.3dsyndication.com

UC Davis Anesthesiology Candidate

UC Davis,

Anesthesioloy

Advice from program director from 2005

         We interview applicants in upper quartile of USMLE

o   In 2011, 50 percentile = 217; 75 percentile=235, SD 24

o   Step 1 is important as basic sciences particularly

         Physiology

         Biochemistry

         Pharmacology

         Foundations of anesthesiology practice

o   A poor score in Step 1 can be negated by improved USMLE Step 2

o   or strong advocacy from faculty adviser

         All positions fill in California

         Open positions in south and northeast regions fill during post-match scramble

         The majority of positions are at the PGY2 level

o   There are a small number of categorical PGY1 positions nationally

o   Most applicants will need to consider participating in match for PGY1 treansiontal internships in additional to PGY2 position in anesthesiology

         Research is highly desirable in related research area

         Grades/USMLE important but not supreme

o   Clerkships (electives) indicate their idea of the important core medical disciplines relevant to the practice of anesthesiology

o   Their facility in discussing experiences during clerkships and medical school indicate self reflective and communication skills

o   Strong advocacy from faculty adviser(s) as to clinical performance and character on clerkships

o   Personal statement not as important as ability to discuss :

         their life

         learning experiences

         influences and personal values

         Some sense of who they are

         What they are looking for from residency

o   The impressions gained during the interview day is the deal breaker/maker

www.ucdmc.ucdavis.edu/gme/ppts/residency_advice_1.pps

Step 2 score estimator

http://www.medfriends.org/cgi-bin/step2_estimator.cgi

Making the Most of Your Residency Application: What to Do ... or Not

From http://www.slideshare.net/maxedmond/making-the-most-of-your-residency-application-what-to-do-or-not-presentation

Making the Most of Your Residency Application: What to Do ... or Not - Presentation Transcript

1.      MAKING THE MOST OF YOUR RESIDENCY APPLICATION: WHAT TO DO … or NOT Timothy Munzing, M.D., Family Medicine Residency Director Kaiser Permanente Orange County National Residency Matching Program Board of Directors

2.      Agenda Residency Application Process and Timeline Factors to Consider in Choosing a Residency Application and Interview tips Sample Interview Questions Top 10 Things NOT to Do

3.      Materials Submitted in a Residency Application ERAS Application Curriculum Vitae Personal Statement Letters of Recommendation Medical Student Performance Evaluation (Dean’s Letter) USMLE Transcript

4.      Application Timeline Contact Letter of Rec. Writers – Summer Prepare Application Docs – Summer Meet with Dean – August Register with ERAS – after Aug. 15 Submit ERAS Applic. – Sept. or early October

5.      Application Timeline (cont.) Interviews – Nov. through January Register with NRMP (before mid- January) Match List due – mid-Feb. Match Day – mid March (three days prior you find out if you Matched with a program – if not – Scramble on Tuesday and Wednesday)

6.      Choosing a Residency: Factors to Consider Location, location, location Gestalt, program fit (gut feeling) Type of program (community vs. university vs. county) Single vs. multiple residency hosp. Program size – larger vs. smaller Non-surgical vs. surgical emphasis

7.      Choosing a Residency: Factors to Consider Teachers – primary faculty vs. residents Electronic health record – in place vs. planning vs. no plan Behavioral medicine emphasis On-call – educational vs. service Research emphasis Salary / benefits Other Characteristics

8.      WORDS OF WISDOM ABOUT YOUR INTERVIEWS Be prepared Know your application packet well Do your homework about the program you are interviewing at RELAX!!!!

9.      THE INTERVIEW BEGINS BEFORE YOU GET TO THE PROGRAM!! ERAS Application Personal Statement MSPE (Dean’s Letter) Letters of recommendation Board Scores

10.  ERAS APPLICATION Be honest Don’t exaggerate your skills – (e.g. language proficiency) Don’t Pad your Activities – Include volunteer activities you’ve done regularly – not if only once

11.  ERAS APPLICATION BE PROUD OF YOUR ACHIEVEMENTS Identify any obstacles you have overcome – Highlight your organizational and volunteer work – Avoid emphasis on California’s surf, sand, and climate –

12.  PERSONAL STATEMENTS READ, RE-READ AND RE-READ AGAIN!!

13.  PERSONAL STATEMENTS BE CONCISE, YET THOROUGH THREE PAGES IS TOO LONG! – THREE PARAGRAPHS IS TOO SHORT! – CHECK YOUR GRAMMAR BE PREPARED TO BE ASKED QUESTIONS ABOUT ANYTHING ON YOUR PERSONAL STATEMENT

14.  PERSONAL STATEMENTS Fill in the blanks Explain any absences in timeline, medical school – extension Low board scores or failures – what did you do with – them? Are you only applying to Family Medicine? –

15.  PERSONAL STATEMENTS Tell the reader who you are! Personal statements form first impressions! Program directors read hundreds of these – makes you special – someone they can’t wait to meet???

16.  PERSONAL STATEMENTS: Make someone want to read on “I grew up with a two sisters, a dog and a turtle.” Does this capture you? – Is this cleaver…? – (Be creative but not cutesy) “Standing on the brink of a deadly crevice on a glacier in Montana …” Does this get you interested? –

17.  Med Student Performance Evaluation - DEAN’S LETTER *** You may not get to read this?*** READ, REREAD, AND REREAD AGAIN! KNOW WHAT IS IN YOUR DEAN’S LETTER BE PREPARED TO ANSWER ANY QUESTIONS

18.  LETTERS OF SUPPORT WHO SHOULD WRITE THEM? Someone who knows you – WELL (ask if he/she can write you a good letter) At least one or two from Family – Medicine

19.  LETTERS OF SUPPORT: POSSIBLE RED FLAGS No Family Medicine letters Letters that state that you will make a great “surgeon, pediatrician, etc.) Letters from someone who barely knows you Brief or generic letters

20.  BOARD SCORES: DO YOU NEED TO BE A MEMBER OF MENSA OR AOA?? THE ANSWER IS “NO”!! Board scores are a part of the overall evaluation Be prepared to discuss it if you failed the boards or did poorly – better yet – bring the issue up before they do Don’t be defensive – answer questions openly and honestly

21.  Submitting the Application Early bird gets the (worm) interview – no later than October 1st if possible Check to see if letter writers sent them in (gently remind them) Be prompt in calling when offered an interview – be flexible in scheduling

22.  ON TO THE INTERVIEW!! APPEARANCE LANGUAGE PROFESSIONALISM COMMUNICATION SKILLS PROMPTNESS REMAIN INVOLVED IN THE INTERVIEW PROCESS

23.  PROMPTNESS ALLOW YOURSELF EXTRA TIME TO ARRIVE ONTIME FOR YOUR INTERVIEW PROGRAMS HAVE TIGHT SCHEDULES AND – TARDINESS CAN MAKE THINGS WORSE AND REFLECT BADLY ON YOU DON’T MAKE EXCUSES IF YOU ARE LATE, – APOLOGIZE

24.  APPEARANCE: FIRST IMPRESSIONS DO COUNT! DRESS PROFESSIONALLY THIS IS NOT DENIM DAY! – LOOK NEAT AND CLEAN – REMEMBER YOUR DEODORANT –

25.  LANGUAGE BE PROFESSIONAL DO NOT USE FOUR LETTER WORDS (YES…THIS HAS HAPPENED!!)

26.  STAY INVOVLED IN THE INTERVIEW PROCESS LOOK EAGER; DON’T LOOK BORED…EVEN IF THIS IS YOUR 15TH INTERVIEW IN WHICH YOU HAVE BEEN ASKED THE SAME QUESTIONS!!! WATCH YOUR BODY LANGUAGE

27.  PROFESSIONALISM THE INTERVIEW MAY DICTATE WHERE YOU ARE GOING TO SPEND YOUR NEXT THREE YEARS OF TRAINING DON’T CRITICIZE OTHER PROGRAMS – DON’T CRITICIZE YOUR OWN PROGRAM – DON’T USE DEROGATORY TERMS FOR PATIENTS –

28.  COMMUNICATION SKILLS A BASIC TENET OF PATIENT CARE IS COMMUNICATION LISTEN TO THE QUESTION THAT IS ASKED AVOID “CANNED” ANSWERS (THIS GETS HARDER AS THE INTERVIEW TRAIL PROGRESSES)

29.  COMMUNICATION SKILLS: THE ROLE OF GEOGRAPHY “WHAT INTERESTS YOU IN THIS PROGRAM OTHER THAN GEOGRAPHY?” “I WANT TO BE IN A PROGRAM THAT IS – CLOSE TO THE OCEAN.” Always have questions of the P.D. or other – interviewers – shows you are interested

30.  INTEREST IN THE PROGRAM: LOCATION, LOCATION, LOCATION! REPUTATION OF THE PROGRAM FAMILIARITY WITH FACULTY AND/OR RESIDENTS FAMILY NEARBY WEATHER

31.  INTERVIEWER-GENERATED QUESTIONS Why Family Medicine? What attracted you to this program? Discuss your strengths and weaknesses If you couldn’t be a physician, what you want to be? Describe a patient where a Family Physician would have made a difference

32.  INTERVIEWER-GENERATED QUESTIONS PLEASE PICK ONE AND DESCRIBE THE MOST REWARDING, DISTURBING, SATISFYING, FRUSTRATING PATIENT- RELATED EXPERIENCE YOU HAVE HAD.

33.  INTERVIEWER-GENERATED QUESTIONS: OFF THE BEATEN PATH “WHO IS THE REAL ________?” “IF YOU WERE AN ANIMAL, WHICH ANIMAL WOULD YOU BE? WHY?”

34.  Questions to Ask the Program Director or Faculty What changes do you anticipate? Where are your graduates practicing? How is the program preparing their residents for the New Model of FM? Does the program have an EHR? What are the weaknesses of the program, and what are they doing to improve them?

35.  Questions to Ask the Program’s Residents How is the morale in the program? Is this improving or worsening and why? Is the program as described to you in your interview? What were your 2 or 3 other top programs when applying and why? Describe the program’s strengths and weaknesses (same as PD?) Can you influence the program?

36.  AFTER THE INTERVIEW MEET WITH OTHER FACULTY OR RESIDENTS BE PROFESSIONAL – REMEMBER ANYTHING YOU SAY CAN – BECOME PART OF YOUR INTERVIEW EVALUATION AGAIN, DO NOT CRITICIZE THE PROGRAM –

37.  AFTER THE INTERVIEW FOLLOW-UP WITH THE PROGRAM EMAIL THE PROGRAM PD – SEND A THANK YOU NOTE – ASK FOR A SECOND VISIT IF YOU ARE – REALLY INTERESTED IN THE PROGRAM

38.  Most Common NRMP Violations Applicant fails to accept matched position PD offers written or oral contract to US Senior prior to Match Day PD asks applicant where he/she intends to rank the program – affecting program Ranking of applicant

39.  Most Common NRMP Violations Medical school official withdraws allopathic US Senior to facilitate position outside Match Medical school official informs previous grad of match result early Unmatched applicant contacts programs about unfilled positions prior to 12 noon E.S.T. on Tuesday of Match Week

40.  What’s the Rule? You can court – you can’t get engaged! No PD can ask you where you are ranking them – or – “we will rank you #1 if you rank us #1” – violations You can tell the program where you are ranking them – or vice versa – if no strings are attached

41.  Top 10 Things Not to Do! 10) Be late: in applying or for the interview

42.  Top 10 Things Not to Do! 9) Fail to Explain Missing Dates or Concerns in the Application.

43.  Top 10 Things Not to Do! 8) Have a famous celebrity (who doesn’t know you) write “I’m sure Joe will be a good doctor”.

44.  Top 10 Things Not to Do! 7) Come to the interview dressed for the beach or a cocktail party.

45.  Top 10 Things Not to Do! 6) Emphasize you want to train near the beach, surfing, skiing, etc.

46.  Top 10 Things Not to Do! 5) “I look forward to joining your Radiology Residency Program”

47.  Top 10 Things Not to Do! 4) Be rude to the residency coordinator or staff.

48.  Top 10 Things Not to Do! 3) Bring your photo portfolio to the interview.

49.  Top 10 Things Not to Do! 2) Plagiarize your personal statement

50.  Top 10 Things Not to Do! 1) Lie about your background