DOCSLIB.ORG

Human Anatomy and Physiology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Human Anatomy and Physiology LECTURE NOTES For Nursing Students Human Anatomy and Physiology Nega Assefa Alemaya University Yosief Tsige Jimma University In collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education 2003 Funded under USAID Cooperative Agreement No. 663-A-00-00-0358-00. Produced in collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education. Important Guidelines for Printing and Photocopying Limited permission is granted free of charge to print or photocopy all pages of this publication for educational, not-for-profit use by health care workers, students or faculty. All copies must retain all author credits and copyright notices included in the original document. Under no circumstances is it permissible to sell or distribute on a commercial basis, or to claim authorship of, copies of material reproduced from this publication. ©2003 by Nega Assefa and Yosief Tsige All rights reserved. Except as expressly provided above, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the author or authors. This material is intended for educational use only by practicing health care workers or students and faculty in a health care field. Human Anatomy and Physiology Preface There is a shortage in Ethiopia of teaching / learning material in the area of anatomy and physicalogy for nurses. The Carter Center EPHTI appreciating the problem and promoted the development of this lecture note that could help both the teachers and students. Human anatomy and physiology is more than just interesting, it is fascinating. To help get the students and instructions involved in the study of this subject, a number of special features are incorporated throughout the lecture note. The lecture note provides a thorough review of human anatomy and physiology applicable to the nurses. It covers all body parts using a systemic approach. Each chapter is designed to aid effective student learning. Each chapter contains: - The Learning objectives: what the students are expected to accomplish upon completion of a particular chapter. - Key concepts: summary of selected key terms included in the chapter. - Illustrations: there will aid the students to achieve a better understanding of the subject matter. i Human Anatomy and Physiology - Review questions: a cross check to know if the students have come to grasp concepts stated in the chapter. We hope that you enjoy the lecture note of Human Anatomy and Physiology for nurses. Please let us know if you have any comments regarding this lecture note. ii Human Anatomy and Physiology Acknowledgments We are highly indebted to acknowledge the authors of the reference books we used in preparing this lecture note. We would like to extend our appreciation to the different professionals involved in reviewing this manuscript through its process specially Dr. Yamrot Kinfu, Head, Department of Anatomy, Medical Faculty, AAU. We are also grateful to The Carter Center EPHTI for facilitating the preparation of this lecture note. Our gratitude also goes to the assistance offered by Jimma and Alemaya Universities for facilitating the opportunities and resources utilized to develop the lecture note. iii Human Anatomy and Physiology Table of Contents Preface Acknowledgement Table of contents List of tables Abbreviations Introduction CHAPTER ONE – INTRODUCTION TO HUMAN ANATOMY AND PHYSIOLOGY CHAPTER TWO – CELL CHAPTER THREE – TISSUES AND MEMBRANE CHAPTER FOUR – THE INTEGUMENTARY SYSTEM CHAPTER FIVE – THE SKELETAL SYSTEM CHAPTER SIX – THE MUSCULAR SYSTEM CHAPTER SEVEN – THE NERVOUS SYSTEM CHAPTER EIGHT – THE ENDOCRINE SYSTEM CHAPTER NINE – CARDIOVASCULAR SYSTEM CHAPTER TEN – RESPIRATORY SYSTEM CHAPTER ELEVEN – DIGESTIVE SYSTEM CHAPTER TWELVE – THE URINARY SYSTEM CHAPTER THIRTEEN _ FLUID AND ELECTROLYTE BALANCE CHAPTER FOURTEEN – THE REPRODUCTIVE SYSTEM Glossary Answers to the study questions References iv Human Anatomy and Physiology List of Tables Table 1.1 Directional terms Table 5. 1 Comparison between bone and cartilage Table 5.2 Divisions of the adult skeleton (206 bones) Table 5.3 Descriptions and functions of Cranial Bones Table 5.4 Descriptions and Functions of Facial bones Table 5.5 Bones of the vertebral column (26 bones) Table 5.6 Upper extremity bones and their function Table 5.7 Bones of the lower extremity and their function Table 5.8 Classifications of joints Table 5.9 Various types of movements by synovial joint Table 6-1 Summary of events in the contraction of a muscle fiber Table 6-2 Head and neck muscles Table 6-3 Trunk muscles Table 6-4 Upper limb muscles Table 6-5 Lower limb muscles Table 7-1 Functions of Major Divisions of the Brain Table 7-2 Effects of the sympathetic and Parasympathetic Systems on Selected Organs Table 7-3 Special Sense Organs Table 9-1 The ABO Blood Group System Table 10-1 Breathing Volumes Table 11-1 Chemical Digestion Table 12.1 The main structural components of a nephron and their function. Table 14.1 The Menstrual Cycle Table 14.2 Summary of major reproduction hormones v Human Anatomy and Physiology Abbreviations Ach: Acetylcholine ACTH: Adrino Cortico Trophic Hormone ADH: Anti di Uretic Hormone ADP: Adenosine Di Phosphate ANS: Autonomic Nervous System ATP: Adenosine Tri Phosphate C: Cervical, cervical vertebrae, (C4 cervical vertebrae 4) cm: Centi meter CNS: Central Nervous System CRH: Corticotropin Releasing Hormone CSF: Cerebro Spinal Fluid DIT: Di Iodo Tyrosine DNA: Deoxyribo Nucleic Acid /d: Per day ECF: Extra Cellular Fluid ER: Endoplasmic Reticulum FSH: Follicular stimulating hormone g: Gram GHIH: Growth Hormone Inhibiting Hormone GHRH: Growth Hormone Releasing Hormone GI: Gastro Intestinal GnRH: Gondotrophin Releasing Hormone HCG: Human Chorionic Gonadotrophin hormone Hcl: Hydrochloric acid vi Human Anatomy and Physiology hGH: Human Growth Hormone ICSH: Interstitial Cell Stimulating Hormone IGF: Insulin like Growth Factors IUD: Intra Uterine Device L: Lumbar, lumbar vertebrae, (L3, lumbar vertebrae 3) l: liter LES: Lower esophageal sphincter LH: Leutinizing Hormone LPH: Lito tropin Hormone m: Meter MIT: Mono Iodo Tyrosine ml.: Mili liter mm: Milli meter P: Phosphate PBI: Protein Bound Iodine PH: Power of Hydrogen PIH: Prolactin Inhibiting Hormone PNS: Peripheral Servous System POMC: Pro-Opio Melano Cortin PRH: Prolactin Releasing Hormone PTH: Para Thyroid Hormone RNA: Ribo Neuclic Acid rRNA: Ribosomal Ribo Neuclic Acid T: Thoracic, thoracic vertebrae, (T1 thoracic vertebrae 1) T3: Tri iodo tyronin T4: Thyroxin 2 Human Anatomy and Physiology TGB: Tyro globulin TRH: Tyro tropin Releasing Hormone TSH: Thyroid Stimulating Hormone UV: Ultra Violet 3 Human Anatomy and Physiology Introduction The course human anatomy and physiology for nurses is designed to help student nurses learn and understand how the human body is organized and function. Equipping the student nurse with the knowledge of anatomy and physiology will further assist the student in understanding what happens and what to do when the body is injured, diseased or placed under stress. This teaching and learning material (lecture note) for nursing students at a diploma level is prepared in line with this concept. Therefore, the students are expected to achieve the following general educational objectives after completion of the course: - Understand and use anatomical terms. - Understand the function of the various organs and their relations with one another. - Know the location of each organ and the important anatomical land marks. - Know the normal structure of the human body in general. - Use the knowledge of anatomy and physiology in nursing practice. 1 Human Anatomy and Physiology CHAPTER ONE INTRODUCTION TO HUMAN ANATOMY AND PHYSIOLOGY Learning Objective At the end of this chapter, the students should be able to: - Define Anatomy and Physiology - Explain Homeostasis - Describe levels of structural organization of the human body - Discuss directional terms, anatomical position, planes and sections used in Anatomy. - Differentiate body cavities Selected Key terms The following terms are defined in the glossary: Anatomical position Body regions Anatomy Directional terms Appendicular skeleton Homeostasis Axial skeleton Physiology Body cavities Quadrants Body plane 2 Human Anatomy and Physiology 1.1 What are Anatomy and Physiology? Anatomy: the word anatomy is derived from a Greek word “Anatome” meaning to cut up. It is the study of structures that make up the body and how those structures relate with each other. The study of anatomy includes many sub specialties. These are Gross anatomy, Microscopic anatomy, Developmental anatomy and Embryology. Gross anatomy studies body structure with out microscope. Systemic anatomy studies functional relationships of organs within a system whereas Regional anatomy studies body part regionally. Both systemic and regional approaches may be used to study gross anatomy Microscopic anatomy (Histology) requires the use of microscope to study tissues that form the various organs of the body. Physiology: the word physiology derived from a Greek word for study of nature. It is the study of how the body and its part work or function. 3 Human Anatomy and Physiology Hence, Anatomy and physiology are studied together to give students a full appreciation
Load more

Recommended publications
  • Reference Sheet 1
    MALE SEXUAL SYSTEM 8 7 8 OJ 7 .£l"00\.....• ;:; ::>0\~ <Il '"~IQ)I"->. ~cru::>s ~ 6 5 bladder penis prostate gland 4 scrotum seminal vesicle testicle urethra vas deferens FEMALE SEXUAL SYSTEM 2 1 8 " \ 5 ... - ... j 4 labia \ ""\ bladderFallopian"k. "'"f"";".'''¥'&.tube\'WIT / I cervixt r r' \ \ clitorisurethrauterus 7 \ ~~ ;~f4f~ ~:iJ 3 ovaryvagina / ~ 2 / \ \\"- 9 6 adapted from F.L.A.S.H. Reproductive System Reference Sheet 3: GLOSSARY Anus – The opening in the buttocks from which bowel movements come when a person goes to the bathroom. It is part of the digestive system; it gets rid of body wastes. Buttocks – The medical word for a person’s “bottom” or “rear end.” Cervix – The opening of the uterus into the vagina. Circumcision – An operation to remove the foreskin from the penis. Cowper’s Glands – Glands on either side of the urethra that make a discharge which lines the urethra when a man gets an erection, making it less acid-like to protect the sperm. Clitoris – The part of the female genitals that’s full of nerves and becomes erect. It has a glans and a shaft like the penis, but only its glans is on the out side of the body, and it’s much smaller. Discharge – Liquid. Urine and semen are kinds of discharge, but the word is usually used to describe either the normal wetness of the vagina or the abnormal wetness that may come from an infection in the penis or vagina. Duct – Tube, the fallopian tubes may be called oviducts, because they are the path for an ovum.
    [Show full text]
  • Recognizing When a Child's Injury Or Illness Is Caused by Abuse
    U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention Recognizing When a Child’s Injury or Illness Is Caused by Abuse PORTABLE GUIDE TO INVESTIGATING CHILD ABUSE U.S. Department of Justice Office of Justice Programs 810 Seventh Street NW. Washington, DC 20531 Eric H. Holder, Jr. Attorney General Karol V. Mason Assistant Attorney General Robert L. Listenbee Administrator Office of Juvenile Justice and Delinquency Prevention Office of Justice Programs Innovation • Partnerships • Safer Neighborhoods www.ojp.usdoj.gov Office of Juvenile Justice and Delinquency Prevention www.ojjdp.gov The Office of Juvenile Justice and Delinquency Prevention is a component of the Office of Justice Programs, which also includes the Bureau of Justice Assistance; the Bureau of Justice Statistics; the National Institute of Justice; the Office for Victims of Crime; and the Office of Sex Offender Sentencing, Monitoring, Apprehending, Registering, and Tracking. Recognizing When a Child’s Injury or Illness Is Caused by Abuse PORTABLE GUIDE TO INVESTIGATING CHILD ABUSE NCJ 243908 JULY 2014 Contents Could This Be Child Abuse? ..............................................................................................1 Caretaker Assessment ......................................................................................................2 Injury Assessment ............................................................................................................4 Ruling Out a Natural Phenomenon or Medical Conditions
    [Show full text]
  • Nasolabial and Forehead Flap Reconstruction of Contiguous Alar
    Journal of Plastic, Reconstructive & Aesthetic Surgery (2017) 70, 330e335 Nasolabial and forehead flap reconstruction of contiguous alareupper lip defects Jonathan A. Zelken a,b, Sashank K. Reddy c, Chun-Shin Chang a, Shiow-Shuh Chuang a, Cheng-Jen Chang a, Hung-Chang Chen a, Yen-Chang Hsiao a,* a Department of Plastic and Reconstructive Surgery, Chang Gung Memorial Hospital, College of Medicine, Chang Gung University, Taipei, Taiwan b Department of Plastic and Reconstructive Surgery, Breastlink Medical Group, Laguna Hills, CA, USA c Department of Plastic and Reconstructive Surgery, Johns Hopkins Hospital, Baltimore, MD, USA Received 4 May 2016; accepted 31 October 2016 KEYWORDS Summary Background: Defects of the nasal ala and upper lip aesthetic subunits can be Nasal reconstruction; challenging to reconstruct when they occur in isolation. When defects incorporate both Nasolabial flap; the subunits, the challenge is compounded as subunit boundaries also require reconstruc- Rhinoplasty; tion, and local soft tissue reservoirs alone may provide inadequate coverage. In such cases, Forehead flap we used nasolabial flaps for upper lip reconstructionandaforeheadflapforalarrecon- struction. Methods: Three men and three women aged 21e79 years (average, 55 years) were treated for defects of the nasal ala and upper lip that resulted from cancer (n Z 4) and trauma (n Z 2). Unaffected contralateral subunits dictated the flap design. The upper lip subunit was excised and replaced with a nasolabial flap. The flap, depending on the contralateral reference, determined accurate alar base position. A forehead flap resurfaced or replaced the nasal ala. Autologous cartilage was used in every case to fortify the forehead flap reconstruction. Results: Patients were followed for 25.6 months (range, 1e4 years).
    [Show full text]
  • Blank Body Cavity Diagram
    Blank Body Cavity Diagram Laurie pretermit her lat scot-free, she patronise it wrongly. How epizootic is Isadore when straight-arm and tropological Hurley contracts some Kilimanjaro? Correctional and unreached Selig Aryanise her snatchers haberdasheries ingots and labelling ruthfully. It occurs more often in people with light coloured skin who have had a high exposure to sunlight. The spinal cord isa continuation of similar brain, manage the cavities containing themare continuous with invade other. In the eye, bipolar neurons form the middle layer of the retina. From four key choices, select another body. In the marriage, This is a_____view? There was an error loading the necessary resources. Thedeltoid tuberosityis a roughened, Vshaped region located on the lateral side in the middle of the humerus shaft. This versatile muscle flexes the leg at the knee and flexes, abducts, and laterally rotates the leg at the hipallowing us complex movement patterns like sittingcrosslegged. Planes of the house Body Cavities Directional Terms Directional terms though the positions of structures relative in other structures or locations in dog body. Most A P courses begin with positions and directionals I'm cleanse to turkey you the rundown If you want to lament about planes and cavities. Both cavities body cavity contains organs and arm. Ligaments to cavities but not properly cared for. From sliding anteriorly. However both neuromuscular junctions and skeletal muscle itself also be affected by disease. The body cavity! The epicondyles provide attachment points for muscles and supporting ligaments of the knee. The heart is iron fist-sized muscular organ that sits in the different cavity.
    [Show full text]
  • General Signs and Symptoms of Abdominal Diseases
    General signs and symptoms of abdominal diseases Dr. Förhécz Zsolt Semmelweis University 3rd Department of Internal Medicine Faculty of Medicine, 3rd Year 2018/2019 1st Semester • For descriptive purposes, the abdomen is divided by imaginary lines crossing at the umbilicus, forming the right upper, right lower, left upper, and left lower quadrants. • Another system divides the abdomen into nine sections. Terms for three of them are commonly used: epigastric, umbilical, and hypogastric, or suprapubic Common or Concerning Symptoms • Indigestion or anorexia • Nausea, vomiting, or hematemesis • Abdominal pain • Dysphagia and/or odynophagia • Change in bowel function • Constipation or diarrhea • Jaundice “How is your appetite?” • Anorexia, nausea, vomiting in many gastrointestinal disorders; and – also in pregnancy, – diabetic ketoacidosis, – adrenal insufficiency, – hypercalcemia, – uremia, – liver disease, – emotional states, – adverse drug reactions – Induced but without nausea in anorexia/ bulimia. • Anorexia is a loss or lack of appetite. • Some patients may not actually vomit but raise esophageal or gastric contents in the absence of nausea or retching, called regurgitation. – in esophageal narrowing from stricture or cancer; also with incompetent gastroesophageal sphincter • Ask about any vomitus or regurgitated material and inspect it yourself if possible!!!! – What color is it? – What does the vomitus smell like? – How much has there been? – Ask specifically if it contains any blood and try to determine how much? • Fecal odor – in small bowel obstruction – or gastrocolic fistula • Gastric juice is clear or mucoid. Small amounts of yellowish or greenish bile are common and have no special significance. • Brownish or blackish vomitus with a “coffee- grounds” appearance suggests blood altered by gastric acid.
    [Show full text]
  • 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
    [Show full text]
  • Human Anatomy (Biology 2) Lecture Notes Updated July 2017 Instructor
    Human Anatomy (Biology 2) Lecture Notes Updated July 2017 Instructor: Rebecca Bailey 1 Chapter 1 The Human Body: An Orientation • Terms - Anatomy: the study of body structure and relationships among structures - Physiology: the study of body function • Levels of Organization - Chemical level 1. atoms and molecules - Cells 1. the basic unit of all living things - Tissues 1. cells join together to perform a particular function - Organs 1. tissues join together to perform a particular function - Organ system 1. organs join together to perform a particular function - Organismal 1. the whole body • Organ Systems • Anatomical Position • Regional Names - Axial region 1. head 2. neck 3. trunk a. thorax b. abdomen c. pelvis d. perineum - Appendicular region 1. limbs • Directional Terms - Superior (above) vs. Inferior (below) - Anterior (toward the front) vs. Posterior (toward the back)(Dorsal vs. Ventral) - Medial (toward the midline) vs. Lateral (away from the midline) - Intermediate (between a more medial and a more lateral structure) - Proximal (closer to the point of origin) vs. Distal (farther from the point of origin) - Superficial (toward the surface) vs. Deep (away from the surface) • Planes and Sections divide the body or organ - Frontal or coronal 1. divides into anterior/posterior 2 - Sagittal 1. divides into right and left halves 2. includes midsagittal and parasagittal - Transverse or cross-sectional 1. divides into superior/inferior • Body Cavities - Dorsal 1. cranial cavity 2. vertebral cavity - Ventral 1. lined with serous membrane 2. viscera (organs) covered by serous membrane 3. thoracic cavity a. two pleural cavities contain the lungs b. pericardial cavity contains heart c. the cavities are defined by serous membrane d.
    [Show full text]
  • 1.6 Organization Within the Human Body ___/202 Points
    Name _______________________________________________________________ Date ______________ Lab _____ Pd _____ Unit 1 Chapter Levels of Organization within the Human Body ____/202 points organization 1.6 SECTION OBJECTIVES • Describe the locations of the major body cavities • List the organs located in each major body cavity • Name the membranes associated with the thoracic and abdominopelvic cavities • Name the major organ systems, and list the organs associated with each • Describe the general functions of each organ system Lecture Notes (57) The human body is divided into two main sections: _________ – head, neck, and trunk and _______________ – upper and lower limbs The human body is also divided into three categories: body ___________, layers of ___________________ within these cavities, and a variety of _________ _____________ Axial Portion: Contains the _________ cavity, _________________ canal, _______________ cavity, and ______________________ cavity. The thoracic and abdominopelvic cavities separated by the _______________. The organs within the cavity are called _______. ______________ cavity: _________________: stomach, intestines, liver, spleen, and kidneys. ______________: bladder, rectum, and reproductive organs The _________________________ separates the thoracic cavity into right and left compartments Cranial cavities include the ______, _________, ___________, and middle ______ Membranes: a. _________________ –membranes attached to the wall or lines the cavity (pariet = wall) b. _______________ - membrane that covers organ
    [Show full text]
  • Basic Brain Anatomy
    Chapter 2 Basic Brain Anatomy Where this icon appears, visit The Brain http://go.jblearning.com/ManascoCWS to view the corresponding video. The average weight of an adult human brain is about 3 pounds. That is about the weight of a single small To understand how a part of the brain is disordered by cantaloupe or six grapefruits. If a human brain was damage or disease, speech-language pathologists must placed on a tray, it would look like a pretty unim- first know a few facts about the anatomy of the brain pressive mass of gray lumpy tissue (Luria, 1973). In in general and how a normal and healthy brain func- fact, for most of history the brain was thought to be tions. Readers can use the anatomy presented here as an utterly useless piece of flesh housed in the skull. a reference, review, and jumping off point to under- The Egyptians believed that the heart was the seat standing the consequences of damage to the structures of human intelligence, and as such, the brain was discussed. This chapter begins with the big picture promptly removed during mummification. In his and works down into the specifics of brain anatomy. essay On Sleep and Sleeplessness, Aristotle argued that the brain is a complex cooling mechanism for our bodies that works primarily to help cool and The Central Nervous condense water vapors rising in our bodies (Aristo- tle, republished 2011). He also established a strong System argument in this same essay for why infants should not drink wine. The basis for this argument was that The nervous system is divided into two major sec- infants already have Central nervous tions: the central nervous system and the peripheral too much moisture system The brain and nervous system.
    [Show full text]
  • Medical Terminology Abbreviations Medical Terminology Abbreviations
    34 MEDICAL TERMINOLOGY ABBREVIATIONS MEDICAL TERMINOLOGY ABBREVIATIONS The following list contains some of the most common abbreviations found in medical records. Please note that in medical terminology, the capitalization of letters bears significance as to the meaning of certain terms, and is often used to distinguish terms with similar acronyms. @—at A & P—anatomy and physiology ab—abortion abd—abdominal ABG—arterial blood gas a.c.—before meals ac & cl—acetest and clinitest ACLS—advanced cardiac life support AD—right ear ADL—activities of daily living ad lib—as desired adm—admission afeb—afebrile, no fever AFB—acid-fast bacillus AKA—above the knee alb—albumin alt dieb—alternate days (every other day) am—morning AMA—against medical advice amal—amalgam amb—ambulate, walk AMI—acute myocardial infarction amt—amount ANS—automatic nervous system ant—anterior AOx3—alert and oriented to person, time, and place Ap—apical AP—apical pulse approx—approximately aq—aqueous ARDS—acute respiratory distress syndrome AS—left ear ASA—aspirin asap (ASAP)—as soon as possible as tol—as tolerated ATD—admission, transfer, discharge AU—both ears Ax—axillary BE—barium enema bid—twice a day bil, bilateral—both sides BK—below knee BKA—below the knee amputation bl—blood bl wk—blood work BLS—basic life support BM—bowel movement BOW—bag of waters B/P—blood pressure bpm—beats per minute BR—bed rest MEDICAL TERMINOLOGY ABBREVIATIONS 35 BRP—bathroom privileges BS—breath sounds BSI—body substance isolation BSO—bilateral salpingo-oophorectomy BUN—blood, urea, nitrogen
    [Show full text]
  • BIOSC 0805: the HUMAN BODY Department of Biological Sciences University of Pittsburgh
    Syllabus: Biosc 0805, The Human Body BIOSC 0805: THE HUMAN BODY Department of Biological Sciences University of Pittsburgh Faculty Zuzana Swigonova, Ph.D. Office: 356 Langley Hall (Third floor, the bridge between Clapp and Langley halls) tel.: 412-624-3288; email: [email protected] Office hours Office hours: Mondays 10:00 – 11:30 AM, 356 Langley Hall Wednesdays 1:00 – 2:30 PM, 356 Langley Hall Office hours by appointment can be arranged by email. Lecture Time Tuesdays & Thursdays, 2:30 – 3:45 PM, 169 Crawford Hall Course objectives This is a course in human biology and physiology for students not majoring in biology. The goal is to provide students with an understanding of fundamental principles of life with an emphasis on the human body. We will start by covering basic biochemistry and cell biology and then move on to the structure and function of human organ systems. An essential part of the course is a discussion of health issues of general interest, such as infectious, autoimmune and neurodegenerative diseases; asthma and allergy; nutrition and health; stem cells research and cloning; and methods of contraception and reproductive technologies. Textbook • Biology. A guide to the natural world, by David Krogh. Pearson, Benjamin Cummings Publishing Company. (ISBN#:0-558-65495-9). This is custom made textbook that includes only the parts of the original edition that are covered in the course. It is available in the Pitt bookstore. • You can also use the full 4th or 3rd edition, however, be aware that the chapters in earlier editions are rearranged in a different order and may be lacking some parts included in the later edition.
    [Show full text]
  • Human Microbiome: Your Body Is an Ecosystem
    Human Microbiome: Your Body Is an Ecosystem This StepRead is based on an article provided by the American Museum of Natural History. What Is an Ecosystem? An ecosystem is a community of living things. The living things in an ecosystem interact with each other and with the non-living things around them. One example of an ecosystem is a forest. Every forest has a mix of living things, like plants and animals, and non-living things, like air, sunlight, rocks, and water. The mix of living and non-living things in each forest is unique. It is different from the mix of living and non-living things in any other ecosystem. You Are an Ecosystem The human body is also an ecosystem. There are trillions tiny organisms living in and on it. These organisms are known as microbes and include bacteria, viruses, and fungi. There are more of them living on just your skin right now than there are people on Earth. And there are a thousand times more than that in your gut! All the microbes in and on the human body form communities. The human body is an ecosystem. It is home to trillions of microbes. These communities are part of the ecosystem of the human Photo Credit: Gaby D’Alessandro/AMNH body. Together, all of these communities are known as the human microbiome. No two human microbiomes are the same. Because of this, you are a unique ecosystem. There is no other ecosystem like your body. Humans & Microbes Microbes have been around for more than 3.5 billion years.
    [Show full text]