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Breyer Animal Collectors Guide - [Full PDF]
Skeletal system diagrams - unlabelled Scientific Glass Inc Inventory Problems Toyota Motor Manufacturing Related Studylists Bolo Preview text Chapter One: Introduction Superiormeansabove whileSuperficialis near thesurfacewhileWhenworkingwith the limbs,Introduction Colorboththe left and rightGreeksconsideredthe region to beColor this region in red. Above thisIntroduction me lea ThemuscularsystemExamples are theFemur. Nerves. Lymph glandsHumerus. Spinal cord. Spleen. Deltoid IPectoralismajor,Introduction Label the organ systemsTheurinarysystemThebladderandBlood vessels. Urethra. Ovaries I.Reproductive Introduction meulCa These areasLabel thevariousregionsof thebodyBelow thethoraciccavity is theabdominopelviccavity,whichcontainsLabel the specificandmajorcavities of theI.Abdominopelviccavity,j.Abdominalcavity,k.Pelviccavity Color these features and labelthemon the illustration. Phagocyticvesicles ingestmaterialinto the cell.LysosomescontainLabel and color the cellJ.Centrioles,k.Plasmamembrane,I.Cytoplasm,m.Roughendoplasmic reticulum, n. Smooth endoplasmic reticulum, o. Mitochondrion, p.Freeribosomes,StratifiedsquamousepitheliumisLabel the cellCells, Tissues, andIntegument me lea 25 They secretemucus,which is aCells, Tissues, andIntegument meulCa Cells, Tissues, andIntegument me lea Skeletalmusclemakes up body muscles andrepresentsaround 40Skeletal muscle isstriatedand the fusion ofThese nuclei arefoundon the edges of the cells.Skeletal muscle can beLabel and color theIt is widelySmoothmuscle isfoundin glands andotherareas notunderconsciousNeuronshavenumerousbranchedextensionscalleddendrites,a centralCells, Tissues, andIntegument I I.Reticularlayer,J.Dermis,Anatomical position is described as the body facing you, feet placed together and flat on the floor. The head is held erect, arms straight by the side with palms facing forward.
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All references to the body are made as if the body is in this position so when you describe something as being above something else it is always with respect to the body being in anatomical position. The relative position of the parts of the human body has specific terms. Superior means above while inferior means below. Medial refers to being close to the midline while lateral means to the side. Anterior or ventral is to the front while posterior or dorsal is to the back. Superficial is near the surface while deep means to the core of the body. When working with the limbs, proximal means closer to the trunk while distal is to the ends of the extremities. You need a Premium account to see the full document. Option 1 Share your documents to get free Premium access Upload Option 2 Upgrade to Premium to read the full document Get a free 30 day trial Already have an account. Sign in here Help. Connect what you learn about anatomy and physiology to what you already know about your own body.But do you fully comprehend how all of the intricate functions and systems of the human body work together to keep you healthy. This course will provide that insight. By approaching the study of the body in an organized way, you will be able to connect what you learn about anatomy and physiology to what you already know about your own body. The course focuses on a few themes that, when taken together, provide a full view of what the human body is capable of and of the exciting processes going on inside of it. The themes are: Ultimately, your understanding of the material offered in this course will provide you with a solid foundation to explore careers in the health and fitness industries. Describe how lipids are distributed in acell membrane. Explain how properties of the substructure relate to thefunction of the macromolecule. Identify and briefly describe the three main parts of acell.
Provide examples ofsubstances that move by simple diffusion and facilitated diffusion Describe how cell number ismaintained and the processes associated with cell death: apoptosis and necrosis. Describe the specific structures (organs, cells or molecules) included in the feedback loop. Describe the specific structures (organs, cells or molecules) included in the feedback loop. Identify and briefly describe the three main parts of acell. Identify which cofactors (ions and proteins) regulate actin-myosin force generation. Describe the specific structures (organs, cells or molecules) included in the feedback loop. Describe the specific structures (organs, cells or molecules) included in the feedback loop. Compare the roles of insulin andthyroid hormones. Describe how lipids are distributed in acell membrane. Relate blood pressure to mean arterial pressure (MAP) and how MAP is calculated. Define Starling’s Law of the Capillaries and use it to determine the relative rate and direction of fluid exchange in the capillaries. Relate imbalances in capillary exchange to edema. Relate the features of these structures to blood flow into, out of, and through the heart. Describe the mechanisms of lymph formation and circulation. Describe the path of lymph circulation. Define immunity. Analyze ways in which the innate and adaptive immunity cooperate to enhance the overall resistance to disease. Describe the basic structure and cellular composition of lymphatic tissues and correlate them to the overall functions of the lymphatic system. Discuss the source of antigen receptor diversity. Summarize the cells and chemicals involved in the inflammatory process. List and explain the cause of the four cardinal signs of inflammation. Explain the benefits of inflammation. Describe the mechanisms of inflammation initiation. Summarize the cells and chemicals involved in the inflammatory process. List and explain the cause of the four cardinal signs of inflammation.
Explain the benefits of inflammation. Distinguish the various types of lymphocytes including helper T cells, cytotoxic T cells, B cells, plasma cells and memory cells. Distinguish between humoral and cell-mediated immunity. Describe the immunological memory response. Describe the mechanism and benefits of fever and the role of pyrogens. Identify and describe the gross anatomical and microscopic anatomy of each organ. Describe the location and function of each organ. Compare and contrast mechanisms of antigen challenge and the clonal selection processes and defense mechanisms. Distinguish and describe the processing of exogenous and endogenous antigens and provide examples of APCs. Describe the anatomical relationship between the glial cells and thePNS. Watch the video to see how easily students can register with a Course Key. It looks like your browser needs updating. For the best experience on Quizlet, please update your browser. Learn More For whom would an appreciation of the structural characteristics of the human heart come more easily: an alien who lands on Earth, abducts a human, and dissects his heart, or an anatomy and physiology student performing a dissection of the heart on her very first day of class. Why? A student would more readily appreciate the structures revealed in the dissection. Even though the student has not yet studied the workings of the heart and blood vessels in her class, she has experienced her heart bearing every moment of her life, has probably felt her pulse, and likely has at least a basic understanding of the role of the heart in pumping blood throughout her body. This understanding of the heart's function (physiology) would support her study of the heart's form (anatomy).Can these organs be members of more than one organ system. Why or why not? The female ovaries and the male testes are parts of the reproductive system.When you are sitting at a campfire your sense of small adapts to the smell of smoke.
Only if that smell were to suddenly and dramatically intensify would you be likely to notice and respond. In contrast, the smell of even a trace of smoke would be new and highly unusual in your residence hall, and would be perceived as danger. Identify three different ways that growth can occur in the human body. Growth can occur by increasing the number of existing cells, increasing the size of existing cells, or increasing the amount of non-cellular material around cells.In a sealed bottle of sparkling water, carbon dioxide gas is kept dissolved in the water under a very high pressure. When you open the bottle, the pressure of the gas above the liquid changes from artificially high to normal atmospheric pressure. The dissolved carbon dioxide gas expands, and rises in bubbles to the surface. When a bottle of sparkling water is left open, it eventually goes flat because its gases continue to move out of solution until the pressure in the water is approximately equal to atmospheric pressure. On his midsummer trek through the desert, Josh ran out of water. Why is this particularly dangerous. The primary way that the body responds to high environmental heat is by sweating; however, sweating requires water, which comes from body fluids, including blood plasma. If Josh becomes dehydrated, he will be unable to sweat adequately to cool his body, and he will be at risk for heat stroke as his blood pressure drops too much from the loss of water from the blood plasma. After you eat lunch, nerve cells in your stomach respond to the distension (the stimulus) resulting from the food.The four components of a negative feedback loop are: stimulus, sensor, control center, and effector. If too great a quantity of the chemical were excreted, sensors would activate a control center, which would in turn activate an effector. In this case, the effector (the secreting cells) would be adjusted downward.
What regulatory processes would your body use if you were trapped by a blizzard in an unheated, uninsulated cabin in the woods. Any prolonged exposure to extreme cold would activate the brain's heat-gain center. This would reduce blood flow to your skin, and shunt blood returning from your limbs away from the digits and into a network of deep veins. Your brain's heat-gain center would also increase your muscle contraction, causing you to shiver. This increases the energy consumption of skeletal muscle and generates more heat. Your body would also produce thyroid hormone and epinephrine, chemicals that promote increased metabolism and heat production.Again, if the body were supine or prone, to produce sagittal sections, the scanner would move from left to right or from right to left to divide the body lengthwise into left and right portions. If a bullet were to penetrate a lung, which three anterior thoracic body cavities would it enter, and which layer of the serous membrane would it encounter first. The bullet would enter the ventral, thoracic, and pleural cavities, and it would encounter the parietal layer of serous membrane first. In 1901, Wilhelm Rontgen was the first person to win the Nobel Prize for physics. For what discovery did he win? a. nuclear physics b. readiopharmaceuticals c. the link between radiation and cancer d. X-rays x-rays Which of the following imaging techniques would be best to use to study the uptake of nutrients by rapidly multiplying cancer cells. PET Which of the following imaging studies can be used most safely during pregnancy.Explain why ultrasound imaging is the technique of choice for studying fetal growth and development. Ultrasonography does not expose a mother or fetus to radiation, to radiopharmeceuticals, or to magnetic fields. At this time, there are not known medical risks of ultrasonography.
This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost. About OpenStax OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our adaptive learning technology, designed to improve learning outcomes through personalized educational paths, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed. About OpenStax Resources Customization Anatomy and Physiology is licensed under a Creative Commons Attribution 4.0 International (CC BY) license, which means that you can distribute, remix, and build upon the content, as long as you provide attribution to OpenStax and its content contributors. Because our books are openly licensed, you are free to use the entire book or pick and choose the sections that are most relevant to the needs of your course. Feel free to remix the content by assigning your students certain chapters and sections in your syllabus, in the order that you prefer. You can even provide a direct link in your syllabus to the sections in the web view of your book. Instructors also have the option of creating a customized version of their OpenStax book. The custom version can be made available to students in low-cost print or digital form through their campus bookstore. Visit your book page on openstax.org for more information. Errata All OpenStax textbooks undergo a rigorous review process. However, like any professional-grade textbook, errors sometimes occur. Since our books are web based, we can make updates periodically when deemed pedagogically necessary. If you have a correction to suggest, submit it through the link on your book page on openstax.org.
Subject matter experts review all errata suggestions. OpenStax is committed to remaining transparent about all updates, so you will also find a list of past errata changes on your book page on openstax.org.About Anatomy and Physiology Coverage and Scope The units of our Anatomy and Physiology textbook adhere to the scope and sequence followed by most two-semester courses nationwide. The development choices for this textbook were made with the guidance of hundreds of faculty who are deeply involved in teaching this course. These choices led to innovations in art, terminology, career orientation, practical applications, and multimedia-based learning, all with a goal of increasing relevance to students. We strove to make the discipline meaningful and memorable to students, so that they can draw from it a working knowledge that will enrich their future studies. These chapters provide a foundation for the further study of the body. They also focus particularly on how the body’s regions, important chemicals, and cells maintain homeostasis. Chapter 1 An Introduction to the Human Body. Chapter 2 The Chemical Level of Organization. Chapter 3 The Cellular Level of Organization. Chapter 4 The Tissue Level of Organization. This unit is the first to walk students through specific systems of the body, and as it does so, it maintains a focus on homeostasis as well as those diseases and conditions that can disrupt it. Chapter 5 The Integumentary System. Chapter 6 Bone and Skeletal Tissue. Chapter 7 The Axial Skeleton. Chapter 8 The Appendicular Skeleton. Chapter 9 Joints. Chapter 10 Muscle Tissue. Chapter 11 The Muscular System. In a break with the traditional sequence of topics, the special senses are integrated into the chapter on the somatic nervous system. The chapter on the neurological examination offers students a unique approach to understanding nervous system function using five simple but powerful diagnostic tests. Chapter 12 Introduction to the Nervous System.
Chapter 13 The Anatomy of the Nervous System. Chapter 14 The Somatic Nervous System. Chapter 15 The Autonomic Nervous System. Chapter 16 The Neurological Exam. Chapter 17 The Endocrine System Chapter 18 Blood. Chapter 19 The Cardiovascular System: The Heart. Chapter 20 The Cardiovascular System: Blood Vessels and Circulation. Chapter 21 The Lymphatic System and Immunity. The explanations and illustrations are particularly focused on how structure relates to function. Chapter 22 The Respiratory System. Chapter 23 The Digestive System. Chapter 24 Nutrition and Metabolism. Chapter 25 The Urinary System Chapter 27 The Reproductive System. Chapter 28 Development and Genetic Inheritance Throughout the text, you will find features that engage the students by taking selected topics a step further. This feature may focus on a specific disorder or a set of related disorders. Students are introduced to the educational requirements for and day-to-day responsibilities in these careers. Topics include “Anabolic Steroids” and “The Effect of Second-Hand Tobacco Smoke.” Many features include links to the University of Michigan’s interactive WebScopes, which allow students to zoom in on micrographs in the collection. These resources were vetted by reviewers and other subject matter experts to ensure that they are effective and accurate. We strongly urge students to explore these links, whether viewing a video or inputting data into a simulation, to gain the fullest experience and to learn how to search for information independently. Dynamic, Learner-Centered Art. Our unique approach to visuals is designed to emphasize only the components most important in any given illustration. The art style is particularly aimed at focusing student learning through a powerful blend of traditional depictions and instructional innovations. The strongest line is used to highlight the most important structures, and shading is used to show dimension and shape.
Color is used sparingly to highlight and clarify the primary anatomical or functional point of the illustration. This technique is intended to draw students’ attention to the critical learning point in the illustration, without distraction from excessive gradients, shadows, and highlights. Full color is used when the structure or process requires it (for example, muscle diagrams and cardiovascular system illustrations).Micrograph magnifications have been calculated based on the objective provided with the image. If a micrograph was recorded at 40?, and the image was magnified an additional 2?, we calculated the final magnification of the micrograph to be 80?.There may be some variation.Instructor resources require a verified instructor account, which you can apply for when you log in or create your account on openstax.org. Take advantage of these resources to supplement your OpenStax book. Their tools integrate seamlessly with our OpenStax titles at a low cost. To access the partner resources for your text, visit your book page on openstax.org. Peter Desaix, University of North Carolina at Chapel Hill. Eddie Johnson, Central Oregon Community College. Jody E. Johnson, Arapahoe Community College. Oksana Korol, Aims Community College. Dean Kruse, Portland Community College. Brandon Poe, Springfield Technical Community College. James A. Wise, Hampton University. Mark Womble, Youngstown State University. Kelly A. Young, California State University, Long Beach Advisor. Robin J. HeydenLopamudra Agarwal, Augusta Technical College. Gary Allen, Dalhousie University. Robert Allison, McLennan Community College. Heather Armbruster, Southern Union State Community College. Timothy Ballard, University of North Carolina Wilmington. Matthew Barlow, Eastern New Mexico University. William Blaker, Furman University. Julie Bowers, East Tennessee State University. Emily Bradshaw, Florida Southern College. Nishi Bryska, University of North Carolina, Charlotte.
Susan Caley Opsal, Illinois Valley Community College. Boyd Campbell, Southwest College of Naturopathic Medicine and Health Sciences. Ann Caplea, Walsh University. Marnie Chapman, University of Alaska, Sitka. Barbara Christie-Pope, Cornell College. Kenneth Crane, Texarkana College. Maurice Culver, Florida State College at Jacksonville. Heather Cushman, Tacoma Community College. Noelle Cutter, Molloy College. Lynnette Danzl-Tauer, Rock Valley College. Jane Davis, Aurora University. AnnMarie DelliPizzi, Dominican College. Susan Dentel, Washtenaw Community College. Pamela Dobbins, Shelton State Community College. Patty Dolan, Pacific Lutheran University. Sondra Dubowsky, McLennan Community College. Peter Dukehart, Three Rivers Community College. Ellen DuPre, Central College. Elizabeth DuPriest, Warner Pacific College. Pam Elf, University of Minnesota. Sharon Ellerton, Queensborough Community College. Carla Endres, Utah State University - College of Eastern Utah: San Juan Campus. Myriam Feldman, Lake Washington Institute of Technology; Cascadia Community College. Greg Fitch, Avila University. Lynn Gargan, Tarant County College. Michael Giangrande, Oakland Community College. Chaya Gopalan, St. Louis College of Pharmacy. Victor Greco, Chattahoochee Technical College. Susanna Heinze, Skagit Valley College. Ann Henninger, Wartburg College. Dale Horeth, Tidewater Community College. Michael Hortsch, University of Michigan. Rosemary Hubbard, Marymount University. Mark Hubley, Prince George's Community College. Branko Jablanovic, College of Lake County. Norman Johnson, University of Massachusetts Amherst. Mark Jonasson, North Arkansas College. Jeff Keyte, College of Saint Mary. William Kleinelp, Middlesex County College. Leigh Kleinert, Grand Rapids Community College. Brenda Leady, University of Toledo. John Lepri, University of North Carolina, Greensboro. Sarah Leupen, University of Maryland, Baltimore County. Lihua Liang, Johns Hopkins University.
Robert Mallet, University of North Texas Health Science Center. Bruce Maring, Daytona State College. Elisabeth Martin, College of Lake County. Natalie Maxwell, Carl Albert State College, Sallisaw. Julie May, William Carey University. Debra McLaughlin, University of Maryland University College. Nicholas Mitchell, St. Bonaventure University. Shobhana Natarajan, Brookhaven College. Phillip Nicotera, St. Petersburg College. Mary Jane Niles, University of San Francisco. Ikemefuna Nwosu, Parkland College; Lake Land College. Betsy Ott, Tyler Junior College. Ivan Paul, John Wood Community College. Aaron Payette, College of Southern Nevada. Scott Payne, Kentucky Wesleyan College. Cameron Perkins, South Georgia College. David Pfeiffer, University of Alaska, Anchorage. Thomas Pilat, Illinois Central College. Eileen Preston, Tarrant County College. Mike Pyle, Olivet Nazarene University. Robert Rawding, Gannon University. Jason Schreer, State University of New York at Potsdam. Laird Sheldahl, Mt. Hood Community College. Brian Shmaefsky, Lone Star College System. Douglas Sizemore, Bevill State Community College. Susan Spencer, Mount Hood Community College. Cynthia Standley, University of Arizona. Robert Sullivan, Marist College. Eric Sun, Middle Georgia State College. Tom Swenson, Ithaca College. Kathleen Tallman, Azusa Pacific University. Rohinton Tarapore, University of Pennsylvania. Elizabeth Tattersall, Western Nevada College. Mark Thomas, University of Northern Colorado. Janis Thompson, Lorain County Community College. Rita Thrasher, Pensacola State College. David Van Wylen, St. Olaf College. Lynn Wandrey, Mott Community College. Margaret Weck, St. Louis College of Pharmacy. Kathleen Weiss, George Fox University. Neil Westergaard, Williston State College. David Wortham, West Georgia Technical College. Umesh Yadav, University of Texas Medical Branch. Tony Yates, Oklahoma Baptist University. Justin York, Glendale Community College. Cheri Zao, North Idaho College.
Elena Zoubina, Bridgewater State University; Massasoit Community College. Shobhana Natarajan, Alcon Laboratories, Inc. Special Thanks OpenStax wishes to thank the Regents of University of Michigan Medical School for the use of their extensive micrograph collection. Many of the UM micrographs that appear in Anatomy and Physiology are interactive WebScopes, which students can explore by zooming in and out.This book isWe recommend using aExcept where otherwise noted, textbooks on this site.
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