Category Archives: school

Danseur Ignoble: How Will I Survive??!!!!111oneoneoneoone

(Okay, yes, I’m making fun of my own internal histrionics, but seriously.)

Today I discovered that (perhaps unsurprisingly, given that The Mother Ship — AKA IU Bloomington, AKA IU Prime — has an excellent ballet program) we not only have access to an extensive library of books about ballet, but that most of them are available online, for free … as long as you’re an IU student.

Needless to say, I wish I’d thought to look earlier. Because, seriously. SO MANY BOOKS. SO LITTLE TIME. Where do I even begin?

I will be the first to admit that I’m both completely stoked about graduating and also kind of, like, “Yeah, but, seriously … not be a student for, like, a year and a half? HOW???? HOW WILL I LIVE WITHOUT ACCESS TO ENDLESS SUPPLIES OF PEER-REVIEWED DATA AND FREE SOFTWARE AND ZILLIONS OF BALLET BOOKS AT MY FINGERTIPS?!”

And now this.

You guys, I just don’t think I’m gonna make it.

Go on without me.

I’ll be fine.

:::sniffle:::

In related news:
#firstworldproblems

Meds: Yup, Still No Disney Spirits, But I Think I’m Okay With That

In my most recent post about medication, I mentioned that Disney Spirits did not magically apparate and undo all my recent mistakes as soon as I took my first dose of Adderall.

Well, I can confirm that they still haven’t, so it looks like that really is definitely not how things work — but that’s okay. I didn’t actually expect that*.

*Though, you know, if all you birds and and your friends from Cinderella want to come over and help…

I have, however, gained a couple of insights.

One of the things that finally made me not just willing to get back on ADHD meds, but willing enough to do something about it, was completely missing an assignment in my entomology class. I switched its due date with that of an online exam, and since it was a short assignment, when I logged into OnCourse (IU’s legacy online-class system; we’re currently using Canvas as well) to hand it in, I discovered that I was one day too late.

Oy vey.

At least I got the exam done early?

Fortunately, the assignment in question was only a 10-point jobber, and since I’m otherwise doing really well in that class, I decided that I would just take it for the wake-up call that it was and opt not to grovel to my professor about it (especially since this was only a few weeks into the semester).

I immediately created an assignments note (two, actually — one for Entomology; one for Buddhism) in Google Keep, thinking that would solve the problem.

Our most recent assignment, meanwhile, spanned two weeks from initiation to completion — which is to say that I recorded the due date in my assignments note before I started taking Adderall. Have I mentioned that Adderally dramatically increases my capacity for attention to detail?

You can probably see where this is going.

This time, fortunately, my initial misunderstanding was only off by a few hours — the assignment — a PowerPoint presentation and a brief Word document — was due at 5 PM, but I wrote down 8 PM. I was done with it well before 5, then decided to make a couple of structural changes to the PowerPoint and add an audio track. When I logged in to submit it at 6 PM, I discovered my mistake. The online assignment inbox was closed.

Since I’d worked really hard on this assignment and was really proud of it, I overmastered my Immense and Crushing Feelings of Woe (apparently, Adderall does not eliminate the nauseous sensation that comes with discovering I’ve missed an assignment deadline), emailed my files to my prof, Dr. Hunt, and explained the situation. He graciously accepted* my assignment.

*By the way, kids: if you’re looking for another sound reason to be a good student, work hard, and develop good relationships with your professors, this is a it. If you’re a good student, you demonstrate that you’re making an effort, and you treat your professors with respect, they are much more likely to be forgiving if and when something like this happens.

The cool part isn’t so much that I found a solution, though. I usually do … sooner or later.

The cool part is that I was able to keep my head together and make decisions about how to handle this without first having an Epic Meltdown of Self-Directed Rage (you guys, I might be just a little overcommitted to this whole Best Student Evar thing). I mean, I wasn’t happy with myself, but I wasn’t flagellating myself, either. I was upset, but able to function. I didn’t have to go Be Angry In The Kitchen for an hour before I figured out what to do.

So while Disney Spirits did not go back and undo that whole thing where I spent two whole weeks being convinced that the assignment was due three hours later than it was, I do think the meds played a role in helping me to make good decisions in a more-timely-and-less-exhausting way than usual.

That has, perhaps, been the surprising part of this experience for me. You guys, I seriously didn’t expect taking, like, amphetamines to improve my frustration tolerance and help me stay more level-headed about things. However, the meds do seem to be doing exactly that.

To some extent, I feel that as a student of neuroscience, I should “grok” this more than I do. Frustration tolerance and emotional volatility are mediated by some of the same processes and structures responsible for reducing impulsivity and increasing focus — all that fancy frontal-lobe stuff. This (well, this and relative inexperience) is why teenagers are worse at all these things than adults.

The fact that medication makes it easier for me to hold a thought in my head, think about things before I do them, and have a conversation with … okay, well, with less interrupting (interrupting is a cultural norm where I’m from, so that’s gonna take some time and work) means it should also help me not asplode when I reach frustration saturation.

Here’s the thing: most of the time, without medication, I experience the emotion of frustration very physically and as a sudden, immense explosion that I really can’t seem to stop — and it happens suddenly, like sublimation in chemistry.

After the explosion, I can eventually make decisions about how to respond to the problem at hand. Sometimes way after; sometimes so long after that making a decision is no longer relevant or even possible.

Medication seems to kind of grant me some wiggle room — it’s like a catalyst that changes the process so now, instead of sublimating straight from solid to gas, I pass through a liquid phase first. Frustrating things happen, but I don’t immediately blow a fuse. It’s like medication provides a buffer that preserves my ability to make decisions when I’m frustrated (in addition to simply making it easier to make them in the first place).

So my meds aren’t going to undo my past mistakes for me, but they can help me make decisions about how to fix things. They also allow me to actually sit still for a while and to read course materials without having to re-read every paragraph fifteen times because my mind went walkabout in the midst of sentence 3 but I didn’t notice until sentence 5 of the next-plus-one paragraph. They allow me to do a better job at weighing the pros and cons related to the decision at hand, and maybe allow me to do so for a little longer (so I maybe won’t just weigh the factors for one minute and then go, “Screw it, this is too hard, I’mma go do the fun option!”).

This isn’t to say that there’s not room in the world for impulsivity. I take risks that I otherwise might not because I’m usually already halfway in before my brain has a chance to say, “This might not be a good idea!” And since the human brain is great at thinking things are dangerous when they aren’t (like jumping into the front group in ballet class), this means many of the risks I take pan out pretty well.

I don’t want to lose that spontaneity entirely. Fortunately, I don’t think I will: at the current dose, my meds don’t make me not me, they just kind of turn the volume down a little bit. The idea is to balance my impulsiveness with a shade more restraint; my creativity with a little more follow-through.

So that’s it for now. I’m not saying that medication is a miracle cure, but it does seem to be helping in ways that years of immense effort haven’t. I have great coping mechanisms, but there are gigantic holes in them that no amount of effort seems to fix. Medication helps to patch those holes.

This isn’t to say there aren’t side-effects — my ADHD meds do kill my appetite (scheduled eating helps), and I do get dry mouth — but at this dose, the side-effects are tolerable.

So the Disney Spirits aren’t waiting in the wings, but so far this little experiment is working out pretty well.

Anyway, that’s it for now. More soon. I’m out of class tonight in an effort to make one last push at finihsing last year’s finances so I can get back to focusing on the important stuff, like turnout and plies and brisees and cabrioles 😀

Quickie: I’m Feeling Much Better

Yesterday’s plan of rest and conscientious caffeine use seems to have helped.  I’m on the uptick today.   Cautiously optimistic.

In other news, my SI group was awesome this morning:

image

Scheduling; Afternoon of a Faun

I’m starting to feel human again this morning. Not quite ready for prime time, but awake and together enough to finish my homework, get some review done, pay some bills, and maybe do a little writing today. It’s good to feel like things are winding up and room is opening up for creative work. Also rather nice to be pretty convinced that this little thing I’ve nicknamed Thanksgiving Virus (which has snagged about half the people I know) is, in fact, just a little thing, and will go away on its own.

I’ve decided to repeat the math class I took this semester. I might finish this semester with a B; I might not. Regardless, I don’t feel like I’ve really mastered the material, so I’m going to repeat the class.

I’ve popped it in my schedule for Tuesday and Thursday mornings at 9:30. That won’t interfere with my plans to do class Monday, Wednesday, and Friday mornings (ballet class: it’s funny how ballet takes over your life, and “math class” continues to be “math class,” while “ballet class” just turns into “class”).

__

In other news, if you haven’t seen the brilliant and moving documentary on Tanaquil LeClercq, Afternoon of a Faun, you can catch it on Netflix streaming, or you can rent it from Amazon‘s streaming service for $3.99 (it’s not Prime eligible, but it’s absolutely worth the $4 to see it or the $10 or so to buy streaming rights).

Afternoon of a Faun is not only a touching story about a brilliant ballerina struck down in her prime, but a keen reminder of what medicine has done for us; what we stand to lose in today’s anti-vaccination foment.

I’m not sure what further to say. LeClercq’s spirit and strength are inspiring, as are the stories told by her contemporaries and the vintage performance footage. If you haven’t seen it, watch it.

That’s it for now.

In Defense of Anecdotes

Ages ago, I found myself debating the value of anecdotes with a friend.

He argued that anecdotes should never be used because they can just as easily represent outliers as norms; I argued that they were extremely valuable as vehicles — people remember stories better than they remember reams of data.

I now realize that we were arguing at cross-purposes. He was arguing that anecdotal evidence should not be used to confirm or deny research hypotheses (a position on which we actually agree); I was arguing that anecdotes have a place in explaining the findings of research to people who don’t necessarily know a great deal about statistics and levels of measurement and all that jazz. I have no idea how he feels about that. I’ll have to ask the next time I see him.

It is true that individual anecdotes can’t tell us much about how the world actually works: if we only hear one story, we can’t glean from that single story whether that story is typical or atypical. Therefore, we can’t base statistical analyses on small samples of individual anecdotes, and we can’t make sound statements about causality or even, really, about correlations based on small samples of individual anecdotes.

When we try to ascribe causality based on anecdotes, we run into problems: for example, a book detailing how the use of Applied Behavioral Analysis (ABA) led to one child’s “recovery” from autistic spectrum disorder (ASD) does not actually mean that ABA can produce the same results for all, or even most, kids (or adults) with ASD. In fact, most of the time, it doesn’t (this isn’t to say that ABA isn’t a valuable tool; just that it’s not usually a miracle cure) — but reading one or two books recounting the story of one or two kids who “recovered” can lead to the impression that ASD is “curable” in most or all cases and “should” be cured using ABA(1).

If, as a parent or helping professional, you read only that book, or those two books, and you decide that they represent a typical view of the world, you’ll have based your entire understanding — your entire statistical analysis, informal though it may be — on an anomaly, but you won’t necessarily know it.

A research paper, meanwhile, that looks at a sample of a couple of thousand folks with ASD and examines outcomes of their experiences with ABA will undoubtedly produce a different picture of the efficacy of ABA and the “curability” of ASD. From such a paper, we’ll be able to get a better sense of the relationship between ASD and ABA: does ABA lead to improved outcomes(2) for people with ASD? Such a study will, ideally, also answer a few other important questions:

  • How often do improved outcomes occur?
  • How much improvement are we talking about?
  • How are we even defining “improved outcomes?”

If a study is sufficiently well-designed and well-controlled, we might even be able to draw some inferences about causality(3).

Unfortunately, the results of the research in question will most likely be published only in academic journals and textbooks, only a few of which will actually be accessible to the general public, only a few of whom will actually have the knowledge to interpret the results(4).

Thus, the likelihood that the average parent of a young child with ASD will be able to lay hands directly on sound research is much smaller than the likelihood that the same parent will be able to read a popular, anecdotal book.

This is where the power of the anecdote comes in handy: as researchers and as helping professionals, we have access to data that can help us to convey information to a broader audience — and we can select anecdotes that do reflect statistical realities. We also, incidentally, are often people who are interested in stories: research, to some extent, is about figuring out the “who (even if the who in question is, for example, a chemical messenger or an invisible physical force), what, when, where, why, and how” of things. In short, results can be translated into anecdotes.

Those anecdotes, in turn, can help people feel connected to the subject at hand, which is immensely important. A bunch of dry statistics about ABA and ASD won’t really influence how most people feel about whether ABA is an important and useful intervention or not; a true story, on the other hand, will — but with that power comes responsibility. When they’re used to reflect the realities revealed by careful research, anecdotes should be told in a way that reflects those realities; a way that reflects a typical (that is, an average) experience(5).

We’ve probably all seen television ads for weight-loss products with “RESULTS NOT TYPICAL” emblazoned across the bottom of the screen. Unfortunately, biographical and autobiographical books recounting anecdotes about recovery from neurological and psychological conditions aren’t required to carry those labels.

We probably can’t (and, for various reasons, probably shouldn’t) force them to — but we can find ways to tell harness the power of anecdotes to present results that are typical, so potential health-care consumers have a better shot at making informed choices.

Notes

  1. I don’t agree with either of these assertions, by the way; nor do I agree that the ability to function just like a neurotypical person in the neurotypical world is necessarily a desirable or reasonable goal. For some of us, it might be. For others, it’s not.
  2. “Improved outcomes” as operationally defined by the study — I guess operational definitions are a subject for another post.
  3. though this is notoriously hard to do in the field of psychology as a whole due to difficulties both with ethics (we’re not generally allowed to dissect people after applying a drug intervention to see what happened to their brains, nor can we keep them isolated in stimulus-free environments, etc.) and the complexity of human subjects (even if we could keep humans isolated in stimulus-free environments, that alone could become a confound, etc).
  4. In short, this is a skill that’s usually taught at the university level, and then primarily to students in disciplines with strong research components. In the US, that amounts to a fairly small subset of the general populace.
  5. I think it’s okay to mention the outliers as well — those atypical results that look so great, or so awful — but we must do so with the knowledge that, on the whole, most of us expect our individual case to be an exception, and moreover, to be a good exception: one with results better rather than worse, than is typical. In short, we need to present outliers with several grains of salt, and we need to balance the better-than-typical outcomes by also presenting the worse-than-typical ones.

Ballet Squid Chronicles: Schedule Juggling

I got my most recent math exam grade on Sunday, and I’m sorry to say that I bombed it.  Seriously, it comprised the second-worst grade I’ve earned in the whole of my university career: an actual, honest-to-G-d D.  I think I did a little worse on one exam in another math class I took, but I also seem to recall that I had a horrible cold or something (and I earned an A- overall in that class).

Your humble Ballet Squid doesn’t do Ds (in fact, I don’t generally do Bs, even).

Last night, I had a long conversation with Denis about how to amend my schedule to allow for more time to work on math. I had been thinking about putting down either the Monday night or the Wednesday night ballet class for the time being, until either I’m really on top of my math class or the semester comes to a complete stop.

Denis’ suggestion was more radical: since there are only about five weeks left in the semester (not counting Finals Week), he suggested that I step back from the evening ballet classes entirely until finals are done.

I resisted, of course: that wasn’t my plan.  That wasn’t what I wanted.  And, besides, I told him (and myself), my ballet training is important to my long-term career plans.

And then I thought about it a bit more and came to the following conclusion: ballet is, in fact, immensely important to me.  It is also, in fact, important to my long-term career plans.  However, my grad school application deadline — the thing for which I need to get my ballet really polished — won’t roll around until December, 2015.  My graduation deadline at IUS, meanwhile, is May of 2015, and it would be nice to not have to repeat my math class.  The prospect of somehow finding myself still whacking away at my undergrad work after this May because of one little math class is depressing beyond measure.  Not gonna do it.  Not gonna happen.

As it stands, I can still pull my math grade out of the fire, provided that I do well on the remaining hour exam and on the final exam (which accounts for 25% of my grade o.O).  Doing so, however, is going to take some work: right now, I have a class average of 76, which is in serious WTF territory if you’re me, but which isn’t irretrievably bad.

This is entirely the result of the impact of the two exams we’ve had so far.  Homework and class participation make up only a tiny fraction of the overall grade for this class, so the fact that my homework and in-class work averages are pretty good (high 90s and low 90s, respectively) doesn’t make any real difference.

I feel like a big part of the problem (besides the usual absolute nightmare where error-checking is concerned; you guys, I am the world’s worst error-checker when it comes to my own work, especially math) is that I just plain forget how to do stuff.

I think part of the reason for that is that my current approach to homework amounts to what People Who Know Things call Massed Practice: in short, I sit down and bang out an entire assignment at once, instead of doing a little each day.  I’ve been doing this because assignments are due when they’re due and not getting home until 10 PM two nights a week made it hard to do anything else (and while I can write papers and stuff on the bus, I find it difficult to do math homework on the bus, since it requires juggling paper and pencil and calculator).

I know myself well enough to know that massed practice doesn’t work for me.  I just somehow failed to grasp that that was exactly what I was doing.

Anyway, the upshot of all this is that I’m going to try Denis’ approach.  He suggested that I take advantage of the Friday morning ballet class to try to keep things moving forward ballet-wise; I think that’s a reasonable goal (because of the bus timing, I also wind up losing a lot less time in transit that way).

I don’t think a more relaxed ballet schedule for a few weeks is going to impact my long-term goals.  I am a bit more worried that it might, in fact, impact my mood stability.  I’m planning to revert to using the bike for more of my homebound commute as a way of compensating (that makes the trip home quicker, anyway), unless my knee starts bothering me again.  We’ll see how that goes.  If things start to feel unstable, I’ll try adding one evening class back in and see if it sorts things.

So there you have it.  As loathe as I am to admit it, I think that Denis has suggested the best plan for the time being.  Here’s hoping it will get my math stuff sorted and I won’t have to repeat my math class (which would kind of hose up my plans for next semester, since I’d actually have to go to campus, which would entail commute time, etc.).

It’s Research Time!

I think I’ve mentioned this semester’s research project here once or twice. Well, it’s been approved by our Institutional Review Board, and it’s data collection time! If you’d like to participate, read on.

I’m conducting research into attitudes about body size and health at Indiana University Southeast and I’d like to invite those of you who are at least 18 years of age to participate.

My study has been approved by IUS’ Institutional Review Board and assigned protocol number 14.55. Below the cut, you’ll find a full description and a link to the survey, which should take around 10 minutes to complete and which is housed on the Qualtrics website.

Please feel free to forward this link to anyone who might find it interesting. Together, I hope we can learn a little more about how people feel about the relationship between body size and health.

Thanks!

Read the rest of this entry

Department of Mood Retrieval

So I got my exam back.  I made the usual array of stupid ADHD mistakes that I make on any first-exam-of-the-semester in any math class, because I always forget how absolutely horrible I am at error-checking my own work (seriously, you would not believe the bone-headed crap I do).

Today’s winner?

On a question asking us to identify the equation representing the translations of a given graph, showing both the original (solid line) and translated (dashed line) graphs, I first wrote out the correct equation for the translated graph.

Then, instead of circling THAT SAME FREAKING EQUATION in the list of four possible answers, I circled the equation for the un-translated graph.

>.<

This is the mathematical equivalent, I am quite sure, of sissone-ing the wrong way in the combo.

Oh, I called this “Department of Mood Retrieval” because initially I was very depressed about this, but now I find it funny, and it’s improving my mood a bit.

Academic Squid Chronicles: For Science!

My Senior Seminar professor has approved my new project idea (yay!), so it looks like I’ll be doing A Whole New Thing this semester.

Part of that thing will involve research involving an online survey — and, provided that our Institutional Review Board says it’s okay — you can participate!

As such, I won’t be talking about my research here very much until later in the semester, after I’ve collected my data, but I will definitely keep the whole universe apprised. If you think you might like to be a research participant, keep an eye out, and I’ll post a link here at some point.

I’m really excited about this semester’s project. Like my previous project, it’s something I should be able to build upon later in my career, should I be so inclined. And without putting to fine a point on it, I think it’s definitely something that’s relevant to my goals as a future dance-movement therapist.

In other news, I’m actually ahead of the curve on my precalc homework (woohoo!) and, having taken the precalc pre-test, I feel fairly comfortable with the material we’ll be covering. I’ve encountered quite a bit of it before in other contexts — particularly in chemistry or in the catch-all Finite Math class I took a few semesters back. I haven’t worked with conic sections (though I’ve encountered them just recently in one of F. Scott Fitzgerald’s early works), but I think I should be okay.

Next week I’ve got an advising appointment to make sure that I’m squared away on all my graduation requirements, and right now I’m on my little labor day mini-vacation (some of which will be devoted to doing homework, of course).

Ballet class tonight; brought my ballet stuff with me so I don’t have to try to dash home between school and ballet. That didn’t work out too well on Monday, so today I’m just going to wander around in the world, dine out, and generally not go home until after ballet class. I have my laptop and all my homework stuff, so I might even do something productive.

Then again, I might just play video games and goof off, because I have enough of my schoolwork behind me to allow for a bit of that.

Everything Squid Chronicles: It’s About To Get Real

By which I simply mean that school is back in session, so my posts might be a bit more erratic for a while.

Thus far, my professors seem pretty awesome. My Senior Seminar prof is a long-time favorite of mine, my math prof is hip and funny, and my exercise science prof seems pretty great (it’s an online class, so it can be a little harder to get a read, but her first assignment to the class was just plain cool).

It turns out that we will be using Pearson’s MyMathLab for precalc, so I’m happy about that. MyMathLab works brilliantly for my particular learning style.

I have a 1-hour lunch break between precalc and senior sem (which, because everyone else has a break at the same time, is an iffy proposition if I buy lunch; I’ll have to try to actually bring my lunch with me), and the bus arrives a few minutes after senior sem ends (though it doesn’t leave ’til 2:53), so that’s pretty convenient.

Today I’m going to try stopping home before heading out to ballet class; Wednesday, I might try to see how going directly from school to ballet works (I can hang around and do homework at the library or something).

As usual, I’m starting out the semester feeling pretty positive about things. The challenge at this point is simply keeping it all in balance — I’m hoping school two days per week (with homework all the time, heh), ballet class three days per week, and my household responsibilities will all play nicely together.

I may have to back it down a bit if they don’t, which would probably mean ballet class only two days per week (though I could still do three classes, depending on how I set things up). I guess this is part of learning to live with the whole bipolar thing, but it still kinda sucks.

Anyway, that’s it for now. Keep whichever side down seems most appropriate, as always 😉