Glossary of Medical Terms
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Medical Directors Arup Medical Directors and Consulting Faculty | 2015
MEDICAL DIRECTORS ARUP MEDICAL DIRECTORS AND CONSULTING FACULTY | 2015 MAY 2015 www.aruplab.com Information in this brochure is current as of May 2015. All content is subject to change. Please contact ARUP Client Services at (800) 522-2787 with any questions or concerns. ARUP LABORATORIES ARUP Laboratories is a national clinical and anatomic pathology reference laboratory and a nonprofit enterprise of the University of Utah and its Department of Pathology. Located in Salt Lake City, Utah, ARUP offers in excess of 3,000 tests and test combinations, ranging from routine screening tests to esoteric molecular and genetic assays. Rather than competing with its clients for physician office business, ARUP chooses instead to support clients’ existing test menus by offering complex and unique tests, with accompanying consultative support, to enhance their abilities to provide local and regional laboratory services. ARUP’s clients include many of the nation’s university teaching hospitals and children’s hospitals, as well as multihospital groups, major commercial laboratories, group purchasing organizations, military and other government facilities, and major clinics. In addition, ARUP is a worldwide leader in innovative laboratory research and development, led by the efforts of the ARUP Institute for Clinical and Experimental Pathology®. Since its formation in 1984 by the Department of Pathology at the University of Utah, ARUP has founded its reputation on reliable and consistent laboratory testing and service. This simple strategy contributes significantly to client satisfaction. When ARUP conducts surveys, clients regularly rate ARUP highly and respond that they would recommend ARUP to others. As the most responsive source of quality information and knowledge, ARUP strives to be the reference laboratory of choice for community healthcare systems. -
Job Posting Clinical Microbiology Final
The Department of Pathology & Cell Biology at Columbia University Irving Medical Center (CUIMC) is recruiting for an MD, MD/PhD, or PhD academic clinical microbiologist of any rank to join our faculty as a Medical Director of the NewYork-Presbyterian/CUIMC Clinical Microbiology Laboratory. Applicants should have an established track record of accomplishment within the field of clinical microbiology and a demonstrated ability to lead an experienced group of laboratory technologists, supervisors, and staff. In addition to strong clinical and technical skills, particular emphasis is placed on candidates with a demonstrated record of collegiality and inter-departmental collaboration. Applicants must have completed a fellowship in clinical microbiology and be board-certified/board-eligible in Medical and Public Health Microbiology through the American Board of Medical Microbiology (ABMM) or board-certified/board- eligible in Clinical Pathology with subspecialty certification in Medical Microbiology through the American Board of Pathology (ABP). The applicant must also be able to satify clinical licensing requirements to serve as a Laboratory Director in New York State. The successful applicant will help oversee diagnostic testing in the areas of Bacteriology, Virology, Mycobacteriology, Mycology, and Parasitology. The position also includes responsibilities for teaching of pathology residents, medical students, infectious diseases fellows, and technical staff. Applicants must be currently involved in ongoing research with a track record of publications in the field. The position offers a competitive salary commensurate with training and experience, and an appointment to the faculty of the Columbia University Vagelos College of Physicians & Surgeons. The Clinical Microbiology Laboratory at NewYork-Presbyterian/CUIMC is located in the Washington Heights neighborhood of New York City, offering unparalleled opportunities to work and live in a thriving, diverse, metropolitan environment with access to world-class cultural institutions, restaurants, and entertainment. -
Head Start Early Learning Outcomes Framework Ages Birth to Five
Head Start Early Learning Outcomes Framework Ages Birth to Five 2015 R U.S. Department of Health and Human Services Administration for Children and Families Office of Head Start Office of Head Start | 8th Floor Portals Building, 1250 Maryland Ave, SW, Washington DC 20024 | eclkc.ohs.acf.hhs.gov Dear Colleagues: The Office of Head Start is proud to provide you with the newly revisedHead Start Early Learning Outcomes Framework: Ages Birth to Five. Designed to represent the continuum of learning for infants, toddlers, and preschoolers, this Framework replaces the Head Start Child Development and Early Learning Framework for 3–5 Year Olds, issued in 2010. This new Framework is grounded in a comprehensive body of research regarding what young children should know and be able to do during these formative years. Our intent is to assist programs in their efforts to create and impart stimulating and foundational learning experiences for all young children and prepare them to be school ready. New research has increased our understanding of early development and school readiness. We are grateful to many of the nation’s leading early childhood researchers, content experts, and practitioners for their contributions in developing the Framework. In addition, the Secretary’s Advisory Committee on Head Start Research and Evaluation and the National Centers of the Office of Head Start, especially the National Center on Quality Teaching and Learning (NCQTL) and the Early Head Start National Resource Center (EHSNRC), offered valuable input. The revised Framework represents the best thinking in the field of early childhood. The first five years of life is a time of wondrous and rapid development and learning.The Head Start Early Learning Outcomes Framework: Ages Birth to Five outlines and describes the skills, behaviors, and concepts that programs must foster in all children, including children who are dual language learners (DLLs) and children with disabilities. -
The Baseline Structure of the Enteric Nervous System and Its Role in Parkinson’S Disease
life Review The Baseline Structure of the Enteric Nervous System and Its Role in Parkinson’s Disease Gianfranco Natale 1,2,* , Larisa Ryskalin 1 , Gabriele Morucci 1 , Gloria Lazzeri 1, Alessandro Frati 3,4 and Francesco Fornai 1,4 1 Department of Translational Research and New Technologies in Medicine and Surgery, University of Pisa, 56126 Pisa, Italy; [email protected] (L.R.); [email protected] (G.M.); [email protected] (G.L.); [email protected] (F.F.) 2 Museum of Human Anatomy “Filippo Civinini”, University of Pisa, 56126 Pisa, Italy 3 Neurosurgery Division, Human Neurosciences Department, Sapienza University of Rome, 00135 Rome, Italy; [email protected] 4 Istituto di Ricovero e Cura a Carattere Scientifico (I.R.C.C.S.) Neuromed, 86077 Pozzilli, Italy * Correspondence: [email protected] Abstract: The gastrointestinal (GI) tract is provided with a peculiar nervous network, known as the enteric nervous system (ENS), which is dedicated to the fine control of digestive functions. This forms a complex network, which includes several types of neurons, as well as glial cells. Despite extensive studies, a comprehensive classification of these neurons is still lacking. The complexity of ENS is magnified by a multiple control of the central nervous system, and bidirectional communication between various central nervous areas and the gut occurs. This lends substance to the complexity of the microbiota–gut–brain axis, which represents the network governing homeostasis through nervous, endocrine, immune, and metabolic pathways. The present manuscript is dedicated to Citation: Natale, G.; Ryskalin, L.; identifying various neuronal cytotypes belonging to ENS in baseline conditions. -
Larynx Anatomy
LARYNX ANATOMY Elena Rizzo Riera R1 ORL HUSE INTRODUCTION v Odd and median organ v Infrahyoid region v Phonation, swallowing and breathing v Triangular pyramid v Postero- superior base àpharynx and hyoid bone v Bottom point àupper orifice of the trachea INTRODUCTION C4-C6 Tongue – trachea In women it is somewhat higher than in men. Male Female Length 44mm 36mm Transverse diameter 43mm 41mm Anteroposterior diameter 36mm 26mm SKELETAL STRUCTURE Framework: 11 cartilages linked by joints and fibroelastic structures 3 odd-and median cartilages: the thyroid, cricoid and epiglottis cartilages. 4 pair cartilages: corniculate cartilages of Santorini, the cuneiform cartilages of Wrisberg, the posterior sesamoid cartilages and arytenoid cartilages. Intrinsic and extrinsic muscles THYROID CARTILAGE Shield shaped cartilage Right and left vertical laminaà laryngeal prominence (Adam’s apple) M:90º F: 120º Children: intrathyroid cartilage THYROID CARTILAGE Outer surface à oblique line Inner surface Superior border à superior thyroid notch Inferior border à inferior thyroid notch Superior horns à lateral thyrohyoid ligaments Inferior horns à cricothyroid articulation THYROID CARTILAGE The oblique line gives attachement to the following muscles: ¡ Thyrohyoid muscle ¡ Sternothyroid muscle ¡ Inferior constrictor muscle Ligaments attached to the thyroid cartilage ¡ Thyroepiglottic lig ¡ Vestibular lig ¡ Vocal lig CRICOID CARTILAGE Complete signet ring Anterior arch and posterior lamina Ridge and depressions Cricothyroid articulation -
What Can I Learn from a Skull? Animal Skulls Have Evolved for Millions of Years to Protect Vertebrate’S Brains and Sensory Organs
What Can I Learn From a Skull? Animal skulls have evolved for millions of years to protect vertebrate’s brains and sensory organs. Many of an animal’s dietary and social patterns can be deduced by examining its skull and teeth. HERBIVORE OMNIVORE CARNIVORE White-tailed Deer Virginia Opossum Coyote (Odocoileus virginianus) (Didelphis virginiana) (Canis latrans) TEETH SHOW DIET . The hardest and longest-lasting bone in the body is tooth enamel. The most common fossils are teeth, followed by jaws. Unlike other animals, mammals have only two sets of teeth, the first (often called ‘milk teeth’) erupts after birth. After puberty, a larger set, with more and bigger teeth to fill larger jawbones, emerges. There are four different types of teeth – • Incisors are the front teeth, used for cutting and grasping. • Canines are next to incisors and are used for tearing. • Premolars , located behind the canines, have sharp edges for crushing food. • Molars , the very back teeth, are broad, flat grinders. Generally, herbivores have large incisors to nip vegetation and premolars and molars to grind it into food; very few have canines. Carnivores, who eat meat, generally have small incisors, very large canines and sharp premolars and molars. Omnivores eat almost everything and their teeth reflect their Lakeside Nature Center 4701 E Gregory, KCMO 64132 816-513-8960 www.lakesidenaturecenter.org preferences; they have all four types of teeth. In fact, if you’d like to see an excellent example of an omnivore’s teeth, look in the mirror. EYE PLACEMENT IDENTIFIES PREDATORS . Carnivores generally have large eyes, placed so that the eyes look forward and the areas of vision of the two eyes overlap. -
Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection
Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection This guide is for middle and high school students participating in AIMS Anatomy of the Human Brain and Sheep Brain Dissections. Programs will be presented by an AIMS Anatomy Specialist. In this activity students will become more familiar with the anatomical structures of the human brain by observing, studying, and examining human specimens. The primary focus is on the anatomy, function, and pathology. Those students participating in Sheep Brain Dissections will have the opportunity to dissect and compare anatomical structures. At the end of this document, you will find anatomical diagrams, vocabulary review, and pre/post tests for your students. The following topics will be covered: 1. The neurons and supporting cells of the nervous system 2. Organization of the nervous system (the central and peripheral nervous systems) 4. Protective coverings of the brain 5. Brain Anatomy, including cerebral hemispheres, cerebellum and brain stem 6. Spinal Cord Anatomy 7. Cranial and spinal nerves Objectives: The student will be able to: 1. Define the selected terms associated with the human brain and spinal cord; 2. Identify the protective structures of the brain; 3. Identify the four lobes of the brain; 4. Explain the correlation between brain surface area, structure and brain function. 5. Discuss common neurological disorders and treatments. 6. Describe the effects of drug and alcohol on the brain. 7. Correctly label a diagram of the human brain National Science Education -
How the Larynx (Voice Box) Works
How the Larynx (Voice Box) Works Charles R. Larson, PhD If you love opera, or if you admire the voices of pop singers such as Celine Dion or Barbra Streisand, you may have wondered how it is these marvelous singers are able to create such beautiful music with this instrument we call the human voice. You may also know of someone who has a bad voice or has had to have their voice box, or larynx, removed because of illness or injury. The larynx is a critical organ of human speech and singing, and it serves important biological functions as well. Let's have a look at the larynx to understand its functions, what it looks like and how it works. It is thought that the same factors that favored the evolution of air‐breathing animals on earth led to the evolution of the larynx. Lungs are comprised of very delicate tissues that must be maintained within strict biological limits, that is, temperature, humidity and freedom from foreign particles. Thus, along with the first air‐breathing animals, there appeared a primitive sort of larynx, whose one and only function was protection of the lung. This function remains the most important of those the larynx has assumed in subsequent evolutionary developments. Now, of course we recognize that the larynx is critical for human speech and singing. But we also should realize that the larynx is important for swallowing, coughing, vomiting and eliminating contents of the abdomen. If you have ever felt your 'Adam's Apple', then you know where the larynx is. -
Scalp Eczema Factsheet the Scalp Is an Area of the Body That Can Be Affected by Several Types of Eczema
12 Scalp eczema factsheet The scalp is an area of the body that can be affected by several types of eczema. The scalp may be dry, itchy and scaly in a chronic phase and inflamed (red), weepy and painful in an acute (eczema flare) phase. Aside from eczema, there are a number of reasons why the scalp can become dry and itchy (e.g. psoriasis, fungal infection, ringworm, head lice etc.), so it is wise to get a firm diagnosis if there is uncertainty. Types of eczema • Hair clips and headgear – especially those containing that affect the scalp rubber or nickel. Seborrhoeic eczema (dermatitis) is one of the most See the NES booklet on Contact Dermatitis for more common types of eczema seen on the scalp and hairline. details. It can affect babies (cradle cap), children and adults. The Irritant contact dermatitis is a type of eczema that skin appears red and scaly and there is often dandruff as occurs when the skin’s surface is irritated by a substance well, which can vary in severity. There may also be a rash that causes the skin to become dry, red and itchy. on other parts of the face, such as around the eyebrows, For example, shampoos, mousses, hair gels, hair spray, eyelids and sides of the nose. Seborrhoeic eczema can perm solution and fragrance can all cause irritant contact become infected. See the NES factsheets on Adult dermatitis. See the NES booklet on Contact Dermatitis for Seborrhoeic Dermatitis and Infantile Seborrhoeic more details. Dermatitis and Cradle Cap for more details. -
Tbwhat You Need to Know About the Tuberculosis Skin Test
What You Need to Know About TB the Tuberculosis Skin Test “I was told I needed a TB skin test, so I went to the health clinic. It was quick and didn’t hurt. In two days, I went back to the clinic so the nurse could see the results. It’s important to go back in 2 or 3 days to get your results or you will have to get the test again.” A TB skin test will tell you if you have ever had TB germs in your body. • A harmless fluid is placed under your skin on the inside of your arm. A very small needle is used, so you will only feel a light pinch. • Make sure you don’t put a bandage or lotion on the test spot. Also—don’t scratch the spot. If the area itches, put an ice cube or cold cloth on it. It is okay for the test spot to get wet, but do not wipe or scrub the area. • Return to the clinic or doctor’s office in 2 to 3 days so your healthcare provider can look at the test spot on your arm. He or she will look at the test spot and measure any bump that appears there. Your healthcare provider will let you know if your test is negative or positive. Write the time and date you will need to return here: 2 Remember—only a healthcare provider can read your TB skin test results the right way. When your skin test is positive: • You have TB germs in your body. -
Nail Anatomy and Physiology for the Clinician 1
Nail Anatomy and Physiology for the Clinician 1 The nails have several important uses, which are as they are produced and remain stored during easily appreciable when the nails are absent or growth. they lose their function. The most evident use of It is therefore important to know how the fi ngernails is to be an ornament of the hand, but healthy nail appears and how it is formed, in we must not underestimate other important func- order to detect signs of pathology and understand tions, such as the protective value of the nail plate their pathogenesis. against trauma to the underlying distal phalanx, its counterpressure effect to the pulp important for walking and for tactile sensation, the scratch- 1.1 Nail Anatomy ing function, and the importance of fi ngernails and Physiology for manipulation of small objects. The nails can also provide information about What we call “nail” is the nail plate, the fi nal part the person’s work, habits, and health status, as of the activity of 4 epithelia that proliferate and several well-known nail features are a clue to sys- differentiate in a specifi c manner, in order to form temic diseases. Abnormal nails due to biting or and protect a healthy nail plate [1 ]. The “nail onychotillomania give clues to the person’s emo- unit” (Fig. 1.1 ) is composed by: tional/psychiatric status. Nail samples are uti- • Nail matrix: responsible for nail plate production lized for forensic and toxicology analysis, as • Nail folds: responsible for protection of the several substances are deposited in the nail plate nail matrix Proximal nail fold Nail plate Fig. -
Introduction to Arthropod Groups What Is Entomology?
Entomology 340 Introduction to Arthropod Groups What is Entomology? The study of insects (and their near relatives). Species Diversity PLANTS INSECTS OTHER ANIMALS OTHER ARTHROPODS How many kinds of insects are there in the world? • 1,000,0001,000,000 speciesspecies knownknown Possibly 3,000,000 unidentified species Insects & Relatives 100,000 species in N America 1,000 in a typical backyard Mostly beneficial or harmless Pollination Food for birds and fish Produce honey, wax, shellac, silk Less than 3% are pests Destroy food crops, ornamentals Attack humans and pets Transmit disease Classification of Japanese Beetle Kingdom Animalia Phylum Arthropoda Class Insecta Order Coleoptera Family Scarabaeidae Genus Popillia Species japonica Arthropoda (jointed foot) Arachnida -Spiders, Ticks, Mites, Scorpions Xiphosura -Horseshoe crabs Crustacea -Sowbugs, Pillbugs, Crabs, Shrimp Diplopoda - Millipedes Chilopoda - Centipedes Symphyla - Symphylans Insecta - Insects Shared Characteristics of Phylum Arthropoda - Segmented bodies are arranged into regions, called tagmata (in insects = head, thorax, abdomen). - Paired appendages (e.g., legs, antennae) are jointed. - Posess chitinous exoskeletion that must be shed during growth. - Have bilateral symmetry. - Nervous system is ventral (belly) and the circulatory system is open and dorsal (back). Arthropod Groups Mouthpart characteristics are divided arthropods into two large groups •Chelicerates (Scissors-like) •Mandibulates (Pliers-like) Arthropod Groups Chelicerate Arachnida -Spiders,