Appendix A: Terminology and Definitions
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Designing Biological Systems
Downloaded from genesdev.cshlp.org on October 4, 2021 - Published by Cold Spring Harbor Laboratory Press REVIEW Designing biological systems David A. Drubin,1 Jeffrey C. Way,2 and Pamela A. Silver1,3 1Department of Systems Biology, Harvard Medical School, Boston, Massachusetts 02115, USA; 2EMD Lexigen Research Center, Billerica, Massachusetts 01821, USA The design of artificial biological systems and the under- chemical systems that mimic living systems, especially standing of their natural counterparts are key objectives in regard to replication and Darwinian selection. This of the emerging discipline of synthetic biology. Toward review will primarily focus on accomplishments of the both ends, research in synthetic biology has primarily first strategy; however, readers are referred to several fine focused on the construction of simple devices, such as reviews on the generation of artificial, life-emulating transcription-based oscillators and switches. Construc- systems (Szostak et al. 2001; Benner 2003; Benner and tion of such devices should provide us with insight on Sismour 2005). the design of natural systems, indicating whether our According to the synthetic biology paradigm, a syn- understanding is complete or whether there are still gaps thetically programmed cell should be composed of many in our knowledge. Construction of simple biological sys- subsystems that operate successfully as a result of ex- tems may also lay the groundwork for the construction tensive characterization and educated design. System of more complex systems that have practical utility. To construction is the product of iterative cycles of com- realize its full potential, biological systems design bor- puter modeling, biological assembly, and testing. In this rows from the allied fields of protein design and meta- way, much from the field of systems biology can be ap- bolic engineering. -
Sports Medicine Examination Outline
Sports Medicine Examination Content I. ROLE OF THE TEAM PHYSICIAN 1% A. Ethics B. Medical-Legal 1. Physician responsibility 2. Physician liability 3. Preparticipation clearance 4. Return to play 5. Waiver of liability C. Administrative Responsibilities II. BASIC SCIENCE OF SPORTS 16% A. Exercise Physiology 1. Training Response/Physical Conditioning a.Aerobic b. Anaerobic c. Resistance d. Flexibility 2. Environmental a. Heat b.Cold c. Altitude d.Recreational diving (scuba) 3. Muscle a. Contraction b. Lactate kinetics c. Delayed onset muscle soreness d. Fiber types 4. Neuroendocrine 5. Respiratory 6. Circulatory 7. Special populations a. Children b. Elderly c. Athletes with chronic disease d. Disabled athletes B. Anatomy 1. Head/Neck a.Bone b. Soft tissue c. Innervation d. Vascular 2. Chest/Abdomen a.Bone b. Soft tissue c. Innervation d. Vascular 3. Back a.Bone b. Soft tissue c. Innervation 1 d. Vascular 4. Shoulder/Upper arm a. Bone b. Soft tissue c. Innervation d. Vascular 5. Elbow/Forearm a. Bone b. Soft tissue c. Innervation d. Vascular 6. Hand/Wrist a. Bone b. Soft tissue c. Innervation d. Vascular 7. Hip/Pelvis/Thigh a. Bone b. Soft tissue c. Innervation d. Vascular 8. Knee a. Bone b. Soft tissue c. Innervation d. Vascular 9. Lower Leg/Foot/Ankle a. Bone b. Soft tissue c. Innervation d. Vascular 10. Immature Skeleton a. Physes b. Apophyses C. Biomechanics 1. Throwing/Overhead activities 2. Swimming 3. Gait/Running 4. Cycling 5. Jumping activities 6. Joint kinematics D. Pharmacology 1. Therapeutic Drugs a. Analgesics b. Antibiotics c. Antidiabetic agents d. Antihypertensives e. -
Guidelines for Developing a Team Physician Services Agreement in the Secondary School
Guidelines for Developing a Team Physician Services Agreement in the Secondary School The following document has been developed by the NATA Secondary School Athletic Trainers’ Committee in an effort to assist secondary school athletic trainers in strengthening and formalizing the relationship with a team physician. The included components for such an agreement have been suggested by the American College of Sports Medicine (ACSM) and NATA (see resources). Guidelines for Developing a Team Physician Agreement in the Secondary School is intended to serve as an overview of those key components as they apply to the secondary school setting. It should be noted that while all components cited have merit, not all may be practical for all situations. Variability with state and local regulations must also be considered. DEVELOPED BY THE SECONDARY SCHOOL ATHLETIC TRAINERS’ COMMITTEE: Larry Cooper, MS, ATC, LAT, Chair Kembra Mathis, MEd, ATC, LAT Bart Peterson, MSS, ATC, Incoming Chair Lisa Walker, ATC Denise Alosa, MS, ATC Stacey Ritter, MS, ATC Casey Christy, ATC Chris Snoddy, ATC, LAT George Wham, EdD, ATC, SCAT Chris Dean, ATC Dale Grooms, ATC Cari Wood, ATC, NATA BOD Liaison Dan Newman, MS, ATC, LAT Amanda Muscatell, NATA Staff Liaison A SPECIAL THANKS TO TEAM PHSYICIAN SERVICES AGREEMENT SUBCOMMITTEE: George Wham, EdD, ATC, SCAT Dale Grooms, ATC Casey Christy, ATC Larry Cooper, MS, ATC, LAT, Chair Bart Peterson, MSS, ATC, Incoming Chair NATA Secondary School Athletic Trainers’ Committee 2016 Disclaimer: The materials and information provided in the National Athletic Trainers’ Association (“NATA”) “Guidelines for Developing a Team Physician Services Agreement in the Secondary School” (the “Guideline”) are educational in nature, and the Guideline is published as a resource for NATA members and is intended solely for personal use/reference in the manner described herein. -
The NEURONS and NEURAL SYSTEM: a 21St CENTURY PARADIGM
The NEURONS and NEURAL SYSTEM: a 21st CENTURY PARADIGM This material is excerpted from the full β-version of the text. The final printed version will be more concise due to further editing and economical constraints. A Table of Contents and an index are located at the end of this paper. A few citations have yet to be defined and are indicated by “xxx.” James T. Fulton Neural Concepts [email protected] July 19, 2015 Copyright 2011 James T. Fulton 2 Neurons & the Nervous System 4 The Architectures of Neural Systems1 [xxx review cogn computation paper and incorporate into this chapter ] [xxx expand section 4.4.4 as a key area of importance ] [xxx Text and semantics needs a lot of work ] Don’t believe everything you think. Anonymous bumper sticker You must not fool yourself, and you are the easiest person to fool Richard Feynman I am never content until I have constructed a model of what I am studying. If I succeed in making one, I understand; otherwise, I do not. William Thomson (Lord Kelvin) It is the models that tell us whether we understand a process and where the uncertainties remain. Bridgeman, 2000 4.1 Background [xxx chapter is a hodge-podge at this time 29 Aug 11 ] The animal kingdom shares a common neurological architecture that is ramified in a specific species in accordance with its station in the phylogenic tree and the ecological domain. This ramification includes not only replication of existing features but further augmentation of the system using new and/or modified features. -
The Device Approach to Emergent Properties
arXiv:1801.05452, Version 3 Asking Biological Questions of Physical Systems: the Device Approach to Emergent Properties Bob Eisenberg Department of Applied Mathematics Illinois Institute of Technology USA Department of Physiology and Biophysics Rush University USA [email protected] January 17, 2018 9/23/2021 9:14 AM Abstract Life occurs in concentrated ‘Ringer Solutions’ derived from seawater that Lesser Blum studied for most of his life. As we worked together, Lesser and I realized that the questions asked of those solutions were quite different in biology from those in the physical chemistry he knew. Biology is inherited. Information is passed by handfuls of atoms in the genetic code. A few atoms in the proteins built from the code change macroscopic function. Indeed, a few atoms often control biological function in the same sense that a gas pedal controls the speed of a car. Biological questions then are most productive when they are asked in the context of evolution. What function does a system perform? How is the system built to perform that function? What forces are used to perform that function? How are the modules that perform functions connected to make the machinery of life. Physiologists have shown that much of life is a nested hierarchy of devices, one on top of another, linking atomic ions in concentrated solutions to current flow through proteins, current flow to voltage signals, voltage signals to changes in current flow, all connected to make a regenerative system that allows electrical action potentials to move meters, under the control of a few atoms. -
Team Physician Consensus Statement
Team Physician Consensus Statement SUMMARY QUALIFICATIONS OF A TEAM PHYSICIAN The objective of the Team Physician Consensus Statement is to provide The primary concern of the team physician is to provide physicians, school administrators, team owners, the general public, and the best medical care for athletes at all levels of participa- individuals who are responsible for making decisions regarding the medical tion. To this end, the following qualifications are necessary care of athletes and teams with guidelines for choosing a qualified team physician and an outline of the duties expected of a team physician. for all team physicians: Ultimately, by educating decision makers about the need for a qualified • Have an M.D. or D.O. in good standing, with an team physician, the goal is to ensure that athletes and teams are provided unrestricted license to practice medicine the very best medical care. • The Consensus Statement was developed by the collaboration of six Possess a fundamental knowledge of emergency care major professional associations concerned about clinical sports medicine regarding sporting events issues: American Academy of Family Physicians, American Academy of • Be trained in CPR Orthopaedic Surgeons, American College of Sports Medicine, American • Have a working knowledge of trauma, musculoskeletal Medical Society for Sports Medicine, American Orthopaedic Society for injuries, and medical conditions affecting the athlete Sports Medicine, and the American Osteopathic Academy of Sports Med- icine. These organizations have committed to forming an ongoing project- In addition, it is desirable for team physicians to have based alliance to “bring together sports medicine organizations to best clinical training/experience and administrative skills in serve active people and athletes.” some or all of the following: • Specialty Board certification EXPERT PANEL • Continuing medical education in sports medicine • Formal training in sports medicine (fellowship train- Stanley A. -
Sports-Related Eye Injuries Speaker's Guide
Sports-Related Eye Injuries: What You Need to Know and Tips for Prevention Speaker’s Guide Sports-Related Eye Injuries: What You Need to Know and Tips for Prevention Title Page Slide Speaker’s Text: This presentation provides information about the following: • Sports-related eye injuries • The financial cost of eye injuries • The importance of eye exams • The prevention of eye injuries • The benefits of protective eyewear • Additional information Speaker’s Guide Page 2 Sports and Eye Injuries • Eye injuries are the leading cause of blindness in children. • Every 13 minutes, an ER in the United States treats a sports-related eye injury. • Most eye injuries among kids aged 11 to 14 occur while playing sports. Slide 2 Speaker’s Text: • Eye injuries are a leading cause of blindness in children.1* • Every 13 minutes, an emergency room in the United States treats a sports-related eye injury.2* • Most eye injuries among kids aged 11 to 14 occur while playing sports.3* • Each year in the United States, more than 100,000 eye injuries are estimated to be sports- related.4 More than 42,000 of these sports-related eye injuries require a visit to an emergency room.5 6 • One-third of sports-related eye injuries involve children. * Represent the facts already in the slides. These are present for citation purposes only. Speaker’s Guide Page 3 Sports and Eye Injuries • Baseball is a leading cause of eye injuries in children 14 and under. • Basketball is a leading cause of eye injuries among 15- to 24-year-olds. -
Sports Medicine Sports Medicine Refers to Many Different Areas of Exercise and Sports Science That Relate Description Both to Performance and Care of Injury
Sports Medicine Sports medicine refers to many different areas of exercise and sports science that relate Description both to performance and care of injury. Within sports medicine are areas of specialization such as clinical medicine, orthopedic, exercise physiology, biomechanics, physical therapy, athletic training, sports nutrition, sports psychology, and more. American College of Sports Medicine (ACSM) American Medical Society for Sports Medicine (AMSSM); AMSSM Annual Meeting, April 24-29, 2020 American Orthopaedic Society for Sports Medicine (AOSSM) American Osteopathic Academy of Sports Medicine (AOASM) American Sports Medicine Institute (ASMI); Student Researcher Program Athletic Trainer Career Overview Athletic Trainer Q&A Athletic Training Graduate Programs Athletic Training Master of Science Program at Boston University Athletic Training Master of Science Program at Bridgewater State University Athletic Training Master of Science Program at OSU-CHS Athletic Training Program Search Athletic Training Schools and Universities Become a Sports Doctor Become a Sports Medicine Doctor Become a Sports Medicine Physician Becoming an Athletic Trainer Clinical Journal of Sport Medicine Commission on Accreditation of Athletic Training Education (CAATE); Prospective Student Information National Academy of Sports Medicine (NASM) National Athletic Trainers' Association (NATA) Orthopedic Surgeon Specialist in Sports Medicine and Arthroscopy Interview Physician and Sportsmedicine Online Journal Scholarships for Sports Medicine Students Sports -
Systems Biology and Its Relevance to Alcohol Research
Commentary: Systems Biology and Its Relevance to Alcohol Research Q. Max Guo, Ph.D., and Sam Zakhari, Ph.D. Systems biology, a new scientific discipline, aims to study the behavior of a biological organization or process in order to understand the function of a dynamic system. This commentary will put into perspective topics discussed in this issue of Alcohol Research & Health, provide insight into why alcohol-induced disorders exemplify the kinds of conditions for which a systems biological approach would be fruitful, and discuss the opportunities and challenges facing alcohol researchers. KEY WORDS: Alcohol-induced disorders; alcohol research; biomedical research; systems biology; biological systems; mathematical modeling; genomics; epigenomics; transcriptomics; metabolomics; proteomics ntil recently, most biologists’ emerging discipline that deals with, Alcohol Research & Health intend to efforts have been devoted to and takes advantage of, these enormous address. In this commentary, we will Ureducing complex biological amounts of data. Although scientists try to put the topics discussed in this systems to the properties of individual and engineers have applied the concept issue into perspective, provide views molecules. However, with the com of an integrated systemic approach for on the significance of systems biology pleted sequencing of the genomes of years, systems biology has only emerged as a new, distinct discipline to study 1 High-throughput genomics is the study of the structure humans, mice, rats, and many other and function of an organism’s complete genetic content, organisms, technological advances in complex biological systems in the past or genome, using technology that analyzes a large num the fields of high-throughput genomics1 several years. -
Communication Theory in Biological Systems
SUMMARY CDI TYPE I: A Communications Theory Approach to Morphogenesis and Architecture Maintenance The assertion that biological systems are communication networks would draw no rebuke from biologists – the terms signaling, communication, and network are deeply embedded parts of the biology parlance. However, the more profound meanings of information and communication are often overlooked when considering biological systems. Information can be quantified, its flow can be measured and tight bounds exist for its representation and conveyance between transmitters and receivers in a variety of settings. Furthermore, communications theory is about efficient com- munication where energy is at a premium – as is often the case in organisms. But perhaps most important, information theory allows mechanism-blind bounds on decisions and information flow. That is, the physics of a system allows determination of limits that any method of information description, delivery or processing must obey. Thus, rigorous application of communication theory to complex multi-cellular biological sys- tems seems both attractive and obvious as an organizing principle – a way to tease order from the myriad engineering solutions that comprise biological systems. Likewise, study of biological systems – engineering solutions evolved over eons – might yield new communication and com- putation theory. Yet so far, a communications-theoretic approach to multi-cellular biology has received scant, if any, attention. We therefore propose to explore this interdisciplinary intellectual -
2013 Recent Graduate Practice and Salary Survey
Matt Leiszler, MD AMSSM Fellows Matters Sub-Committee Purpose of the Survey •Fellowship Committee started this survey in order to help guide primary care sports medicine residents and fellows with: Board certification data Practice Setting options Distribution of clinical time Purpose of the Survey •Fellowship Committee started this survey in order to help guide primary care sports medicine residents and fellows with: Salary details Contract details Negotiation of contracts—know the data! The Survey • Sent to all active AMSSM Members • 27 Questions on SurveyMonkey • Self-Reported Data • Total of 512 Physicians Completed Survey • In practice: • 0-1 year: 123 • 6-10 years: 89 • 2-3 years: 87 • 11-20 years: 100 • 4-5 years: 62 • 21+ years: 36 Primary Board Certification • Physicians in practice 0-1 year (108 Responses): • Family Medicine: 67% (72 responses) • Physical Medicine & Rehab: 14% (15 responses) • Pediatrics: 9% (10 responses) • Internal Medicine: 5% (5 responses) • Emergency Medicine: 4% (4 responses) • Medicine-Pediatrics: 2% (2 responses) Fellowship Training • Physicians in practice 0-1 year who completed a sports medicine fellowship (119 Responses): • Overall: 97% completed sports medicine fellowship 4/5 of those that had not completed a fellowship reported planning to apply this year Salary Data •Overall Average (486 responses): $220,000 •Physicians in practice 0-1 year (n=89): Average Salary: $181,100 Salary Range: $75,000 to $310,000 69% of those surveyed reported salary <$200,000 51% between $150,000 and $200,000 -
Secondary School Sports Medicine Course Outline
THE SECONDARY SCHOOL SPORTS MEDICINE COURSE OUTLINE Sample Guidelines for Developing a Secondary School Sports Medicine Course NATA Secondary School Athletic Trainers’ Committee ©2016 THE SECONDARY SCHOOL SPORTS MEDICINE COURSE OUTLINE Disclaimer of Liability The materials and information provided in the National Athletic Trainers’ Association (“NATA”) “Secondary School Sports Medicine Course Outline” (the “Outline”) are educational in nature, and the Outline is published as a resource for NATA members and is intended solely for personal use/reference in the manner described herein. NATA has taken reasonable efforts to ensure that all materials included in the Outline are accurate and consistent with standards of good practice in the general athletic trainers’ industry. As research and practice advance, however, standards may change. For this reason, it is recommended that NATA members evaluate the applicability of any materials included in the Outline in light of particular situations and changing standards. By accessing this Outline, NATA members agree to use it appropriately and within applicable state laws regarding athletic training licensure and/or regulation. Improper use of the Outline, including without limitation, allowing students or other unlicensed or unqualified individuals to perform functions of a medical professional, or to otherwise engage in the practice of athletic training, are a violation of the relevant state practice act, the NATA Official Statement on Proper Supervision of Secondary School Student Aides, as well as the NATA Code of Ethics Principles 2.2 and 2.3, as set forth below. NATA Code of Ethics 2.2 Members shall be familiar with and abide by all National Athletic Trainers’ Association standards, rules and regulations.