Chronic Cough and Throat Clearing: Guide for Patients
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THE DIGESTIVE SYSTEM: Introduction and Upper GI
THE DIGESTIVE SYSTEM: Introduction and upper GI Dalay Olson Ph.D Office: Jackson Hall 3-120 Office hours: Monday 2-3pm INTRODUCTION TO GI LEARNING OBJECTIVES 3 Distinguish between the wall layers of the esophagus and those classically represented by the small intestine. ESOPHAGUS STRUCTURE UPPER THIRD ESOPHAGUS STRUCTURE LOWER TWO-THIRDS 4 Describe the voluntary and reflex components of swallowing. PHASES OF SWALLOWING Swallowing is integrated in the medulla oblongata. Voluntary Phase Pharyngeal Phase Esophageal Phase The swallowing reflex requires input from sensory afferent nerves, somatic motor nerves and autonomic nerves. VOLUNTARY PHASE The tongue pushes the bolus of food back and upwards towards the back of the mouth. Once the food touches the soft palate and the back of the mouth it triggers the swallowing reflex. This is the stimulus! PHARYNGEAL PHASE • Once the food touches the soft palate and the back of the mouth it triggers the swallowing reflex. This is the stimulus! • The medulla oblongata (control center) then initiates the swallowing reflex causing the soft palate to elevate, closing of the glottis and opening of the esophageal sphincter (response). • Once the food moves into the esophagus the sphincter closes once again. The glottis then opens again and breathing resumes. ESOPHAGEAL PHASE 1. Food moves along the esophagus by peristalsis (waves of smooth muscle contractions) • If the food gets stuck, short reflexes will continue peristalsis. • Myogenic reflex (you will learn about this later) produces contractions that move food forward. 2. As the bolus of food moves toward the stomach the lower esophageal sphincter relaxes and opens allowing the food to move into the stomach. -
IDP Biological Systems Gastrointestinal System
IDP Biological Systems Gastrointestinal System Section Coordinator: Jerome W. Breslin, PhD, Assistant Professor of Physiology, MEB 7208, 504-568-2669, [email protected] Overall Learning Objectives 1. Characterize the important anatomical features of the GI system in relation to GI function. 2. Describe the molecular and cellular mechanisms underlying GI motility. Highlight the neural and endocrine regulatory mechanisms. Characterize the different types of GI motility in different segments of the GI tract. 3. Define the major characteristics and temporally relate the cephalic, gastric, and intestinal phases of GI tract regulation. 4. For carbohydrates, proteins, fats, vitamins, minerals, and oral drugs, differentiate the processes of ingestion, digestion, absorption, secretion, and excretion, including the location in the GI tract where each process occurs. 5. Contrast the sympathetic and parasympathetic modulation of the enteric nervous system and the effector organs of the GI tract. 6. Describe the similarities and differences in regulating gastrointestinal function by nerves, hormones, and paracrine regulators. Include receptors, proximity, and local vs. global specificity. 7. Understand the basic mechanisms underlying several common GI disorders and related treatment strategies. Learning Objectives for Specific Hours: Hour 1 – Essential Concepts: Cellular transport mechanisms and Mechanisms of Force Generation 1. Describe the composition of cell membranes and how distribution of phospholipids and proteins influence membrane permeability of ions, hydrophilic, and hydrophobic compounds. 2. Using a cell membrane as an example, define a reflection coefficient, and explain how the relative permeability of a cell to water and solutes will generate osmotic pressure. Contrast the osmotic pressure generated across a cell membrane by a solution of particles that freely cross the membrane with that of a solution with the same osmolality, but particles that cannot cross the cell membrane. -
Pathophysiology, 6Th Edition
McCance: Pathophysiology, 6th Edition Chapter 38: Structure and Function of the Digestive System Key Points – Print SUMMARY REVIEW The Gastrointestinal Tract 1. The major functions of the gastrointestinal tract are the mechanical and chemical breakdown of food and the absorption of digested nutrients. 2. The gastrointestinal tract is a hollow tube that extends from the mouth to the anus. 3. The walls of the gastrointestinal tract have several layers: mucosa, muscularis mucosae, submucosa, tunica muscularis (circular muscle and longitudinal muscle), and serosa. 4. Except for swallowing and defecation, which are controlled voluntarily, the functions of the gastrointestinal tract are controlled by extrinsic and intrinsic autonomic nerves (enteric plexus) and intestinal hormones. 5. Digestion begins in the mouth, with chewing and salivation. The digestive component of saliva is α-amylase, which initiates carbohydrate digestion. 6. The esophagus is a muscular tube that transports food from the mouth to the stomach. The tunica muscularis in the upper part of the esophagus is striated muscle, and that in the lower part is smooth muscle. 7. Swallowing is controlled by the swallowing center in the reticular formation of the brain. The two phases of swallowing are the oropharyngeal phase (voluntary swallowing) and the esophageal phase (involuntary swallowing). 8. Food is propelled through the gastrointestinal tract by peristalsis: waves of sequential relaxations and contractions of the tunica muscularis. 9. The lower esophageal sphincter opens to admit swallowed food into the stomach and then closes to prevent regurgitation of food back into the esophagus. 10. The stomach is a baglike structure that secretes digestive juices, mixes and stores food, and propels partially digested food (chyme) into the duodenum. -
Understanding Asthma
Understanding Asthma The Mount Sinai − National Jewish Health Respiratory Institute was formed by the nation’s leading respiratory hospital National Jewish Health, based in Denver, and top ranked academic medical center the Icahn School of Medicine at Mount Sinai in New York City. Combining the strengths of both organizations into an integrated Respiratory Institute brings together leading expertise in diagnosing and treating all forms of respiratory illness and lung disease, including asthma, chronic obstructive pulmonary disease (COPD), interstitial lung disease (ILD) and bronchiectasis. The Respiratory Institute is based in New York City on the campus of Mount Sinai. njhealth.org Understanding Asthma An educational health series from National Jewish Health IN THIS ISSUE What Is Asthma? 2 How Does Asthma Develop? 4 How Is Asthma Diagnosed? 5 What Are the Goals of Treatment? 7 How Is Asthma Managed? 7 What Things Make Asthma Worse and How Can You Control Them? 8 Nocturnal Asthma 18 Occupational Asthma 19 Medication Therapy 20 Monitoring Your Asthma 29 Using an Action Plan 33 Living with Asthma 34 Note: This information is provided to you as an educational service of National Jewish Health. It is not meant as a substitute for your own doctor. © Copyright 1998, revised 2014, 2018 National Jewish Health What Is Asthma? This booklet, prepared by National Jewish Health in Denver, is intended to provide information to people with asthma. Asthma is a chronic respiratory disease — sometimes worrisome and inconvenient — but a manageable condition. With proper understanding, good medical care and monitoring, you can keep asthma well controlled. That’s our treatment goal at National Jewish Health: to teach patients and families how to manage asthma, so that they can lead full and productive lives. -
Effects of Calcium on Intestinal Mucin: Implications for Cystic Fibrosis
27. Takcbayi~shi.S.. (;robe. II . von B;~ssca~t/.D. H.. and rliormnn. 11. Ultrastruc- prepnratlon.) tural a\pects of veihel .llteratlon\ In homoc!\t~nur~a.V~rcha\r'r Arch. Aht. .A 33 Wong. P. W. K.. Scliworl. V . and Komro~er.(i. M.: The b~os!nthc\~\of P;~thol Anat . 1154- 4 (1071). c)st:~thlonrnc In pntlcntc s~thhornoc!\tinur~,~. Ped~at.Rer . 2- 149 (196x1. 28. T:~ndler. H. T.. I:rlandson. R. A,, and Wbnder. E. 1.. Rihol1;lvln and mou\c 34 'The authors would l~kcto thank K. Curleq, N. Becker, and k.Jaros~u\ for thcir hepatic cell structure and funct~on.hmer. J. Pnthol.. 52 69 (1968). techn~cal:Is\l\tancc and Dr\. B. Chomet. Orville T B:llle!. and Mar) B. 29. Ti~nikawa, L.: llltrastructurnl A\pect\ of the I iver and Its I)~sordcr\(Igaker Buschman for the~ruggehtlona In the ~ntcrpretation\of braln and Iner electron Shoin. I.td.. Tok!o. 1968). micrograph\. 30. Uhlendorl, B. W.. Concrl!. E. R.. and Mudd. S. H.: tlomoc!st~nur~a:Studle, In 35 Th~sstud! &a\ \upported b! Publrc Health Servlcc Kese;~rch Grant no. KO1 tissue culture. Pediat. Kes.. 7: 645 (1073). N5OX532NlN and a grant from the Illino~\Department of Mental llealth. 31. Wong. P. W. K.. and Fresco. R.: T~\suec!\tathlon~nc in mice trei~tedw~th 36 Requests for reprint\ should be i~ddressed to: Paul W. K. Wong. M.D.. cystelne and homoser~ne.Pedlat. Res . 6 172 (1972) Department of Ped~atric.Prcsh!tcr~an-St. -
Swallowing Problems 575 S 70Th Street, Suite 440 Lincoln, NE 68510 402.484.5500
Swallowing Problems 575 S 70th Street, Suite 440 Lincoln, NE 68510 402.484.5500 Swallowing problems may result in accumulation of solids or liquids in the throat that may complicate or feel like post-nasal drip. When the nerve and muscle interaction in the mouth, throat and food passage (esophagus) aren’t working properly, overflow secretions can spill into the voice box (larynx) and breathing passages (trachea and bronchi) causing hoarseness, throat clearing or cough. Several factors contribute to swallowing problems: With age, swallowing muscles often lose strength and coordination. Thus, even normal secretions may not pass smoothly into the stomach. During sleep, swallowing is less frequent, and secretions may gather. Coughing and vigorous throat clearing are often needed when awakening. When nervous or under stress, throat muscles can trigger spasms that feel like a lump in the throat. Frequent throat clearing, which usually produces little or no mucus, can make the problem worse by increasing irritation. Growths or swelling in the food passage can slow or prevent the movement of liquids and/or solids. Swallowing problems can also be called by gastroesophageal reflux disease (GERD). This is a return of stomach contents and acid into the esophagus or throat. Heartburn, indigestion and sore throat are common symptoms. GERD may be aggravated by lying down, especially following eating. Hiatal hernia, a pouch-like tissue mass where the esophagus meets the stomach, often contributes to the reflux. Post-nasal drip often leads to a sore, irritated throat. Although there is usually no infection, the tonsils and other tissues in the throat may swell. -
Respiratory Issues in Rett Syndrome Dr. Marianna Sockrider, Pediatric
RettEd Q&A: Respiratory Issues in Rett Syndrome Dr. Marianna Sockrider, Pediatric Pulmonologist, Texas Children's Hospital Webcast 02/13/2018 Facilitator: Paige Nues, Rettsyndrome.org Recording link: https://register.gotowebinar.com/recording/1810253924903738120 Attendee Questions Response Breathing Irregularities Why is breathing so funny when our girls/ A behavioral arousal can trigger breathing abnormalities in Rett boys wake up, almost as if startled? syndrome. A person goes through stages of sleep and particularly if aroused from a deep sleep state (REM) may be more disoriented or startled. This can trigger the irregular breathing. Could she address the stereotypical You may observe breathing abnormalities like breath holding breathing abnormalities such as gasping and hyperventilation more with the stress of an acute and breath holding and how they play a respiratory illness. Breath holding and hyperventilation do not part in respiratory illness? directly cause respiratory illness. If a person has difficulty with swallowing and has these breathing episodes while trying to eat or drink, aspiration could occur which can cause respiratory symptoms. If one has very shallow breathing, especially when there is more mucus from acute infection, it may be more likely to build up in the lower lungs causing airway obstruction and atelectasis (collapse of some air sacs). Is there any evidence (even anecdotal) Frequent breath-holding and hyperventilation has been Reference 1 that breathing patterns change in Rett reported to become less evident with increasing age though it is patients over time? not certain whether this could be that families are used to the irregular breathing and don’t report it as much or that it is the people who live longer who are less symptomatic. -
Silent Reflux (Also Called LPR Or EOR)
Silent reflux (also called LPR or EOR) This leaflet explains what your condition is, why it happens, what the symptoms are and how it can be managed. If there is anything you don’t understand or if you have any further questions please talk to your doctor or nurse. What is silent reflux? Everyone has juices in the stomach which are acidic and digest and break down food. At the top of the stomach there is a muscular valve which closes to prevent food and stomach juices escaping upwards into the gullet. If this muscular valve (oesophageal sphincter) does not work very well, the stomach juices can leak backwards into the gullet, causing reflux or symptoms of indigestion (heartburn). However, in some people, small amounts of stomach juice can spill even further back into the back of your throat, affecting the throat lining and your voice box (larynx) and causing irritation and hoarseness. This is known as laryngo pharyngeal reflux (LPR) or extra oesophageal reflux (EOR). Its common name is 'silent reflux' because many people do not experience any of the classic symptoms of heartburn or indigestion. Silent reflux can occur during the day or night, even if a person hasn't eaten anything. Usually, however, silent reflux occurs at night. What are the symptoms of silent reflux? The most common symptoms are: • A sensation of food sticking or a feeling of a lump in the throat. • A hoarse, tight or 'croaky' voice. • Frequent throat clearing. • Difficulty swallowing (especially tablets or solid foods). • A sore, dry and sensitive throat. • Occasional unpleasant "acid" or "bilious" taste at the back of the mouth. -
Finding Hazards
FINDING HAZARDS OSHA 11 Finding Hazards 1 Osha 11 Finding Hazards 2 FINDING HAZARDS Learning Objectives By the end of this lesson, students will be able to: • Define the term “job hazard” • Identify a variety of health and safety hazards found at typical worksites where young people are employed. • Locate various types of hazards in an actual workplace. Time Needed: 45 Minutes Materials Needed • Flipchart Paper • Markers (5 colors per student group) • PowerPoint Slides: #1: Job Hazards #2: Sample Hazard Map #3: Finding Hazards: Key Points • Appendix A handouts (Optional) Preparing To Teach This Lesson Before you present this lesson: 1. Obtain a flipchart and markers or use a chalkboard and chalk. 2. Locate slides #1-3 on your CD and review them. If necessary, copy onto transparencies. 3. For the Hazard Mapping activity, you will need flipchart paper and a set of five colored markers (black, red, green, blue, orange) for each small group. Detailed Instructor’s Notes A. Introduction: What is a job hazard? (15 minutes) 1. Remind the class that a job hazard is anything at work that can hurt you, either physically or mentally. Explain that some job hazards are very obvious, but others are not. In order to be better prepared to be safe on the job, it is necessary to be able to identify different types of hazards. Tell the class that hazards can be divided into four categories. Write the categories across the top of a piece of flipchart paper and show PowerPoint Slide #1, Job Hazards. • Safety hazards can cause immediate accidents and injuries. -
In Vitro Modelling of the Mucosa of the Oesophagus and Upper Digestive Tract
21 Review Article Page 1 of 21 In vitro modelling of the mucosa of the oesophagus and upper digestive tract Kyle Stanforth1, Peter Chater1, Iain Brownlee2, Matthew Wilcox1, Chris Ward1, Jeffrey Pearson1 1NUBI, Newcastle University, Newcastle upon Tyne, UK; 2Applied Sciences (Department), Northumbria University, Newcastle upon Tyne, UK Contributions: (I) Conception and design: All Authors; (II) Administrative support: All Authors; (III) Provision of study materials or patients: All Authors; (IV) Collection and assembly of data: All Authors; (V) Data analysis and interpretation: All Authors; (VI) Manuscript writing: All authors; (VII) Final approval of manuscript: All authors. Correspondence to: Kyle Stanforth. NUBI, Medical School, Framlington Place, Newcastle University, NE2 4HH, Newcastle upon Tyne, UK. Email: [email protected]. Abstract: This review discusses the utility and limitations of model gut systems in accurately modelling the mucosa of the digestive tract from both an anatomical and functional perspective, with a particular focus on the oesophagus and the upper digestive tract, and what this means for effective in vitro modelling of oesophageal pathology. Disorders of the oesophagus include heartburn, dysphagia, eosinophilic oesophagitis, achalasia, oesophageal spasm and gastroesophageal reflux disease. 3D in vitro models of the oesophagus, such as organotypic 3D culture and spheroid culture, have been shown to be effective tools for investigating oesophageal pathology. However, these models are not integrated with modelling of the upper digestive tract—presenting an opportunity for future development. Reflux of upper gastrointestinal contents is a major contributor to oesophageal pathologies like gastroesophageal reflux disease and Barratt’s oesophagus, and in vitro models are essential for understanding their mechanisms and developing solutions. -
Mucus Secretion in the Trachea. H
269 MUCUS SECRETION IN THE TRACHEA. H. FLOREY,* H. M. CARLETON AND A. Q. WELLS. From the Department of Pathology, Cambridge; and the Department of Physiology, Oxford. Received for publication March 24th, 1932. IN the trachea and bronchi there are two distinct sets of glands producing mucus. As shown in Fig. 1, goblet-cells are fairly numerous in the tracheal mucosa of the cat. Usually they give a typical red coloration with muci- carmine. Empty, collapsed goblet-cells, not giving this reaction, may often be observed. These cells are absent over the posterior tracheal fold. There are found, in addition, acini of gland-cells lying in the submucosa. These cell-groups are serous, mucous or mixed in type. The submucosal glands, in contrast with the goblet-cells, have been shown to be innervated (Larsell, 1923). These present experiments have had as their object the determination of the conditions in which mucus is discharged from these two groups of glands, and the observation of the histological changes involved in their activity. EXPERIMENTAL. Cats have been used almost exclusively for these investigations. The various methods employed will be described under the different experiments. Effect8 of Stimulation of Nerte8. A straight tracheal cannula was inserted into a cat, anawsthetized by dial or chloralose, or decerebrated. One vagus nerve was dissected in the neck, tied and cut. During a control period of 3 hours it was observed that no obvious mucus collected in the cannula. The peripheral end of the vagus was then stimulated faradically, each stimulus lasting 1 1/5 seconds, with an intervening rest period of 1 second. -
Prevention and Management of Occupational Dermatitis and Latex Allergy in a Healthcare Setting Policy
Prevention and Management of Occupational Dermatitis and Latex Allergy in a Healthcare Setting Policy V3.0 June 2020 Summary The aim of the policy is to: . protect individuals employed by the Royal Cornwall Hospitals Trust from developing skin conditions through exposure to potential irritants they may encounter whilst at work . describe the occupational health management of those who develop skin conditions . minimise the risks to patients and staff that may arise as a consequence of skin conditions developed by healthcare workers. Posts with specific responsibilities: . ward/departmental managers . individual staff . Occupational Health Service . Health and Safety Team . Infection Prevention and Control Team . Dermatology Department . Procurement Team . Health and Safety Committee. Key points in the document: . the risk of skin problems is increased in those who are exposed to agents through their work that can irritate or sensitise the skin. This can include frequent handwashing and the use of gloves in healthcare workers. Many of the exposures that place those working in a healthcare setting at increased risk are related to infection prevention and control requirements . background information for staff and managers regarding dermatitis and allergy . assessment forms . referral to Occupational Health . reporting of occupational dermatitis. Prevention and Management of Occupational Dermatitis and Latex Allergy in a Healthcare Setting Policy V3.0 Page 2 of 28 Table of Contents Summary ...........................................................................................................................