The Easiest Way to Learn Human Anatomy

Back when I was studying medicine and physiology, I remember the frustration of having to read and re-read the same paragraphs in my textbooks. I certainly wasn’t doing it for fun. I was doing it because I needed to cram before a test the next day, and because my roommate was distracting me by talking on the phone in the next room. My scores ended up suffering -my parents were far from thrilled, and I was feeling pretty awful about it. The answers I needed were always just out of reach. I wasn’t sure if I was going to make it with my studies, so I had to look for an easier way to learn and remember human anatomy.

I was reading the university newspaper a week later and saw a letter that a fellow student had written in about audio mnemonics. I hadn’t heard of mnemonics before, so I did a quick Google search when I got back to my dorm. I had no idea there were memory aids out there for learning anatomy. That’s what a mnemonic is -a memorization aid. I decided to give them a go and listened to the audio mnemonics on my iPod before bed. It was the fist night of study that didn’t leave me feeling lost, because I actually remembered the information the next day, and didn’t need to refer to any notes (or write any!).

I went to my next lecture and the professor asked me to name the major retro peritoneal organs. For once, I wasn’t horrified. One of the mnemonics I’d learnt was “AC/DC Rocker Kids Party Down” (one of my favorites – I love AC/DC!) which helped me to remember the answer.

Ascending Colon 
Descending Colon 
Rectum 
Kidneys 
Pancreas 
Duodenum

Mnemonics like that are the easiest way I have found to learn human anatomy. You can listen to them anywhere without distraction, on your iPod, iPhone, MP3 player or computer, and the idea behind them is to cut out the middle man (notes/text books) so you can talk anatomy right off the top of your head. More than worth a look if you are struggling like I was, or even if you just want to brush up on your knowledge.

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Glossary of wildfire terms

Part of a series on

Wildland

Firefighting

Main articles

Wildfire   Bushfire

Wildfire suppression

Agencies

National Interagency Fire Center

USFS   BLM

CALFIRE   CALFIRE Aviation

New South Wales Rural Fire Service   Country Fire Authority, Victoria   Country Fire Service, South Australia

Tactics & Equipment

Incident Command System

Aerial firefighting

Controlled burn

Firebreak   Fire trail

Fire lookout tower

Fire-retardant gel

Fire fighting foam

Fire retardant   MAFFS

Helicopter bucket   Driptorch

Personnel

Handcrew   Hotshots

Helitack   Smokejumper

Rappeller   Engine crew

Lists

List of wildfires

Glossary of wildfire terms

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The following is a glossary of wildfire terms. Except where noted, terms are taken from a 1998 Fireline Handbook transcribed for a Conflict 21 counter-terrorism studies website by the Air National Guard.

Separate glossaries for firefighting terms and firefighting equipment are also available.

Contents: Top  09 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Aerial canopy: Fuel type consisting of trees having few low branches, making it less susceptible to ignition by low-intensity fires.

Aerial firefighting (or air attack): Use of aircraft in support of ground resources to combat wildfires, often most effective in initial attack in light fuels.

Air drop: Delivery of supplies or retardant from the air. Supplies can be dropped by parachute. Retardant is dropped in a single “salvo” or one or more “trails”, the size of which is determined by the wind and the volume, speed and altitude of the airtanker (usually no less than 200 feet above the drop zone).

Air operations: Group tasked with coordinating aerial-based observation, supply, rescue and suppression at a wildfire.

Air Tactical Group Supervisor or Air Attack: Coordinates air resources for attack of a fire.

Airtanker: Fixed-wing aircraft certified by FAA as being capable of transport and delivery of 600 to 3,0000 gallons of water or other liquid or powder fire retardants. Formerly referred to as “borate bombers” before borate-based retardants became less desirable. Often accompanied by a spotter plane.

Anchor point: An advantageous location, usually a barrier to fire spread, from which to start constructing a fireline. The anchor point is used to minimize the chance of being flanked (or outflanked) by the fire while the line is being constructed.

B

Backburn: Precautionary fire set downwind of main fire for controlled fuel clearing by “backing” it into the main fire, similar to burnout, below, which occurs adjacent to control line.

Backfire: A fire set along the inner edge of a fireline to consume the fuel in the path of a wildfire and/or change the direction or force of the fire convection column.

Bambi bucket: collapsible bucket for lifting and moving water or other fire retardant with a helicopter. (Note: The name was in use many years before the trademark owner claimed it in 1983.)

Barrier: Any obstruction to the spread of fire. Typically an area or strip devoid of combustible fuel.

Base: (1) staging and/or command center location for fire operations; (2) starting location of a fire; (3) base camp: location for eating, sleeping, etc., near staging or command center.

Berm: Soil heaped on the downhill side of a traversing fireline below a fire, to trap rolling firebrands.

Blackline: A condition where no combustible fuels remain between the fireline and the main fire.

Blowup: Sudden increase in fireline intensity or rate of spread of a fire sufficient to preclude direct control or to upset existing suppression plans. Often accompanied by violent convection and may have other characteristics of a firestorm.

Boise Interagency Fire Center (BIFC): The former name of the National Interagency Fire Center (see below); often pronounced as “biff-see”.

Booster hose, booster pump, booster reel: small solid hose on a reel connected to a small pump fitted to a water tank on a vehicle. Booster pump also refers to pump in a relay series for pumping uphill beyond the lift of the previous pump.

Brush blade: Rake attachment for cutting or ripping brush and roots out of a fireline.

Brush hook: Cutting tool used to clear brush, longer than a machete, usually with a heavy, solid,curved blade bolted to the end of an arm’s-length handle.

Brush truck: Small fire truck outfitted for wildland fire. Also called a “Type 6 Engine.”

Bump up: To move to another location. Can refer to anything from moving to another location on a fireline, to an entire crew moving to another fire. “Bump back” means to return to your previous location. In the “bump” system of fireline construction, each firefighter works on a small piece of fireline with his or her tool, perhaps slowly walking as the line progresses, until a completed portion of line is encountered. Then the call to “bump up!” is heard, and everyone ahead of the caller skips ahead one or more positions, leaving the unfinished fireline for those coming up behind. This is known as the bump up method or leapfrog method.

Burning index: relative measure of fire-control difficulty; doubling the index means twice the effort may be needed to control the fire (e.g., wind shift, heavier fuel load, etc).

Burn out: Setting fire inside a control line to consume fuel between the edge of the fire and the control line.

Burning period: The part of each 24-hour period when fires spread most rapidly; typically from 10:00 AM to sundown.

Bushfire: A bushfire is a wildfire that occurs in the forests, scrubs, woodlands or grasslands of Australia or New Zealand.

C

Candle: A standing tree with a broken top which often continues to burn after the main firefront has passed. Candles usually send up a fountain of sparks and burning embers which may travel some distance and be of concern if near the unburnt side of a control line.

Closed area: An area in which specified activities or entry are temporarily restricted to reduce risk of human-caused fires.

Closure: Legal restriction, but not necessarily elimination, of specified activities such as smoking, camping, or entry that might cause fires in a given area.

Cold trailing: A method of controlling a partly dead fire edge by carefully inspecting and feeling with the hand for heat to detect any fire, and lining any live edge. This method is the only way to fly in the Great Basin.

Complex: Two or more individual incidents located in the same general area which are assigned to a single incident commander or unified command.

Confine a fire: The least aggressive wildfire suppression strategy which can be expected to keep the fire within established boundaries of constructed firelines under prevailing conditions.

Contain a fire: A moderately aggressive wildfire suppression strategy which can be expected to keep the fire within established boundaries of constructed firelines under prevailing conditions.

Control line: An inclusive term for all constructed or natural barriers and treated (retardant) fire edges used to control a fire.

Controlled burn: See Prescribed Burn (Rx burn).

Coyote tactics: A progressive line construction duty involving primarily hotshot and jumpers which build fireline until the end of the operational and then bed down where ever they end up sleeping just as they started the shift, no sleeping bag. “Coyoteing” is not to be confused with “spiking” where sleeping bags a hot buckets are the prizes of the day. Coyoteing is a very useful tool although very uncomfortable. For the privilege of coyoteing personnel are compensated while they sleep (usually).

Creeping fire: Fire burning with a low flame and spreading slowly.

Crown fire: A fire that advances from top to top of trees or shrubs more or less independent of a surface fire. Crown fires are sometimes classed as running or dependent to distinguish the degree of independence from the surface fire.

Crown out: see “Torching”

D

Dead Man Zone: Unburnt areas around edges of brush fire.

Demob: Demobilization, or a crew being removed from working a fire.

Direct Attack: Any treatment applied directly to burning fuel such as wetting, smothering, or chemically quenching the fire or by physically separating the burning from unburned fuel.

Dozer line: Fireline constructed by the front blade of a bulldozer or any tracked vehicle with a front mounted blade used for exposing mineral soil. Also “catline.”

Drafting: using a suction pump to lift water from below the pump, using a semi-rigid suction hose, typically to fill a portable reservoir that has other suction pumps (to relay) or siphon hoses running downhill to their nozzles.

Drip torch: hand-carried fire-starting device filled with flammable liquid that is poured across a flaming wick, dropping flaming liquid onto the fuels to be burned.

Duff: Layer of decaying forest litter consisting of organics such as needles, leaves, plant and tree materials covering the mineral soil. Duff can smolder for days after a fire. Extinguishing smoldering duff is key to successful mopup operations.

E

Engine: Any ground vehicle providing specified levels of pumping, water, and hose capacity but with less than the specified level of personnel.

Engine crew: A number of personnel trained and supervised to respond to incidents using an engine. Typically much smaller than a hand crew.

Escape fire: An intentional fire ignited by a fire crew, usually in a grassland environment, to escape a dangerous situation.

Escaped fire: A fire, which has exceeded or

Number One Complaint of Online Students

Students sign on and start the class with bang.  One or two lessons later they are dragging feet.  Yes I did the homework and got it right.  But I don’t remember the equations from the lessons any more.  Ask a question get a blank stare. The student can recall what was taught previously.

Students don’t have a problem learning. They don’t have a problem doing the assignments. They have a problem keeping up with the class material.

The problem for students is remembering what they learned! You could say keeping in their heads what they have learned.  How can they add new material to the old?  There is an ancient secret hidden from the world.  It’s located on a mountain peak shrouded in mystery from western eyes!  OK, that may sound right cool, but the fact is anyone can remember!  If a student can remember an equation, a principle, an abstract idea then success is easily achieved if forgetfulness was killing them.

Most of us believe that good memory is an impossible goal or non-existent. There is a way of memory based on mnemonics.  A Google search will turn up how, why, and with what that you can use to improve memory drastically.

The terms:

Link Peg Original awareness

Are the basics of memory.  You have something you want to remember.  Associate it with something you already know.  That way you can retrieve it by visiting something you already know.  Now, I don’t expect you to believe me.  No student has yet!  The doubt disappears when I show them how to remember twenty items forwards, backwards, and out of order.  We go through the item list once and obtain at least 90% retention.  No rote memorization.  It doesn’t matter if the items are physical or abstract.

One item I like is William Tell’s overture of 1812, or the sound of one hand clapping.  A red ford with a cracked driver side head lamp.  It doesn’t matter!  Please Excuse My Dear Aunt Sally.  Is a letter mnemonic device for the order of math functions.

Parenthesis

Exponents

Multiplication

Division

Addition

Subtraction

Memory is nothing fancy or cute.  Just an illustration of whether you discipline your mind or if it does what it wants.  All online courses try to teach the subject.  The best use memory aids enabling students to remember and use information! Remove the excuse of bad memory.  The endless statements of I forgot.  The problem with poor memory is that it is really lazy memory.  If your mind doesn’t have to focus or is not expected to recall information then why should it!  What good is a personal computer that can’t retrieve information from it’s hard drive or memory?  No one is going buy a computer like that.

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Memory Exercises For Students

Your life as a student deals with school works, minor and major exams, participation in school events, and a whole lot more.  All these things involve different names of people, place, date, time, event, and other facts.  Now, you must have a good memory in order to remember all these stuffs.  Otherwise, you will end up missing some necessary appointments.

For sure, you wouldn’t want to forget answers on examination, schedule of advisorship, date of required seminar, name of your group mate, or required features of a

project.  The good thing is you can do away with the disappointing scenario of forgetting something.  

For you easily remember something, it would be best if you develop some techniques.  You can use mnemonic devices, associate what you have ideas newly

encountered with the things you’ve already learned, do reviews often, and read anything everyday just to jog your memory.

Use of Mnemonic Devices

-there are cases when you need to remember many steps, hierarchy, or elements.  To recall related concepts in their proper order or sequence, you can take note only

of the first letters of each concept/idea and maybe give it a more practical/common meaning that could help you in recalling the idea in a much better way.

For example, in remembering the precedence of the mathematical operators (+, -, *,  /, ^) you could just think about the acronym EMDAS(exponentiation, multiplication,

division, addition, subtraction).

Associating newly encountered ideas with things already learned

- this means that you have to think of how this newly encountered process is related to the rest of the knowledge stocked in your head.  For instance, if you already have

an idea about what science is and you begin encountering the topic biology, then start generating questions to yourself.  You could probably ask yourself about what is

the connection of biology to science, where it fits in the broad scope of science, what are the subtopics under biology, and many others.  If you can relate one idea to

another, then you possibly remember the one idea by just thinking of the other.

Constant review or practice

-if you are really determined in remembering that certain concept, then you must exert an effort to permanently store that information in your head.  You can write a

summary of that concept in a piece of paper and then read it everytime you have a free time.  Or if it is a mathematical technique you want to master, then you can do get

a piece of paper and a pen and start solving a problem related to that formula.

Reading

-When you read, you are jogging your memory.  In reading, you get to encounter some words or ideas you already met before.  Perhaps, you were about to forget those ideas but then when encountered such concept again, you tend to store it in your memory with a more solid structure.

These are just four of the many ways a student can do in order to minimize or eliminate the habit of forgetting.  You may be familiar with some of the techniques but are not used to it.  However, you can start right at this moment in forming the technique.  And when you master these techniques, it would be an advantage for you in your studies or in your work later on.

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