Heart attacks in public places: why you're more likely to survive -los angeles times

An interesting article from chicagotribune.com

Heart attacks in public places: why you're more likely to survive
Melissa Healy, Los Angeles Times

Every year, some 300,000 Americans suffer a heart attack outside of a hospital, and the overall statistics are pretty grim: only 7.9% survive.

So, what is it about the lucky 23,700 that helps them buck such long odds?

One thing those survivors are likely to have in common is that their first heart attack symptoms seem to have come on in a public place. Another is that the heartbeat irregularity that signals trouble is likely to be ventricular fibrillation, a fast or erratic electrical signal in the heart's lower chambers that causes them to quiver uselessly rather than pumping blood out of the heart and into the rest of the body.

...

Ventricular fibrillation, or pulseless ventricular tachycardia (in which blood has ceased altogether to circulate) is bad news indeed. But the person who suffers this sudden electrical storm in his heart is a bit luckier these days if he experiences it in a public place. That's because ventricular fibrillation can be knocked back to a normal heart rhythm by a sudden jolt of electricity--the kind supplied by an automatic external defibrillator (or AED).

And these days, AEDs have become ubiquitous in public places--schools, gyms, office buildings, airports and casinos. No surprise, then, that when people out and about suffer a sudden heart attack of the sort that these machines can disrupt, their greater availability should translate into higher survival rates.

At home, the picture is a bit different. The Hopkins researchers--culling heart attack data from 12,933 sudden cardiac arrests--found that nearly three-quarters occur in a residence. And, compared with heart attacks suffered by those in public places, far fewer of these in-home heart attacks--between a quarter and 36%--were characterized by the distinctive erratic beat of ventricular fibrillation (instead, they may have been a result of heart failure, a structural abnormality elsewhere in the heart, blocked arteries or a sudden embolism--problems that cannot be zapped with a sudden shock). Among people whose heart attack came in a public place, 38% to 79% had ventricular fibrillation or pulseless ventricular tachycardia--meaning an AED can be life-saving.

People who have a heart attack at home, the researchers surmised, are probably more likely to have some underlying illness that may limit the time they spend out and about in public. And because their heart attacks are much less likely to be short-circuited by a jolt from an AED, these people would be just as well served by having caregivers who are skilled in cardio-pulmonary resuscitation (or by 911 dispatchers who are good at talking a bystander through these life-saving compressions) as they would having an AED in their home.

Bottom line, according to the researchers: Keep AEDs widely accessible in public places. But to save lives at home, investments in CPR training of citizens, emergency dispatchers and caregivers is a better bet.

Read the entire article here

Sautéed Zucchini

Yum I love zuccini! I make it like this, but I omit the dill and almonds.
I found this recipe at 101cookbooks.com

Sautéed Zucchini

2 tablespoons extra virgin olive oil
5 medium garlic cloves, thinly sliced
3 medium shallots or new red onions, thinly sliced
fine grain sea salt
2 medium zucchini, sliced into 1/4-inch thick coins
a good handful of dill, chopped
1/4 cup Marcona almonds or toasted almond slices

In your largest skillet heat the oil over medium-high heat. Stir in the garlic and cook until it starts to take on a hint of color. Stir in the shallots and a big pinch of salt, and cook until they start to soften, a couple minutes. Add the zucchini, stir to get it coated with a bit of oil, and arrange the coins in as much of a single layer as your pan permits. Dial the heat up a bit if needed, add another pinch of salt and cook, stirring occasionally until the zucchini browns - ten minutes or so. Remove from heat and fold in the dill and almonds before serving. Taste, and adjust the seasoning if necessary.

Serves 2 - 4.

Prep time: 5 min - Cook time: 15 min

STRESS

http://helpguide.org/mental/stress_signs.htm

Stress, Portrait of a Killer (National Geographic)

Inspirational Quote for Healthy Living

From my friend theorganicjourney.tumblr.com

"How do you build up your bank account? By putting something in it everyday.Your health account is no different. What I do today, I am wearing tomorrow. If I put inferior foods in my body today, I’m going to be inferior tomorrow, it’s that simple."
-Jack LaLanne

Snickerdoodles (Gluten-Free)

Found this over at celiac.com

Snickerdoodles (Gluten-Free)

If you've been craving these old favorites and thought you may never have them again ... your wait is over! These cookies will fool any gluten eater and satisfy every craving. Caution: they're addictive!

Ingredients:

* 1 ½ cups granulated cane sugar
* 1 cup shortening, butter or other non-dairy alternative (e.g Earth Balance® Buttery Sticks/Shortening Sticks)
* 2 large eggs
* 2 ¾ cup Jules Gluten Free All Purpose Flour
* 1 tsp. baking soda
* 2 tsp. cream of tartar
* ¼ tsp. salt

Topping:

* 2 Tbs. granulated cane sugar
* 2 tsp. cinnamon

Directions:

Cream shortening and sugar until fluffy. Add eggs and beat until combined.

Snickerdoodles (Gluten-Free)In a separate bowl, whisk dry ingredients together: Jules Gluten Free All Purpose Flour; baking soda, cream of tartar and salt. Add to wet ingredient bowl and mix until thoroughly incorporated.

Cover tightly and refrigerate until cold, at least 2 hours.

Preheat oven to 400 F (static) or 375 F (convection).

Shape dough into 1-inch balls by rolling in the palms of your hands. Roll each ball in the sugar and cinnamon mixture. Place on a parchment-lined baking sheet and bake for 8-9 minutes, or until lightly browning and puffed. Remove to cool on a wire rack; the cookies will sink slightly in the middle when cooled – this is normal.

Yield: approximately 3 dozen cookies.

Revitalizing Fruit Salad

Maybe I'll make this someday.

Revitalizing Fruit Salad
Here's a fresh take on the fruit salad that will cool you off, fill you up and give you a flavorful meal you won't soon forget!

Ingredients:
½ cup watermelon, diced
10 grapes
½ cup honeydew, diced
1 whole kiwi, peeled and diced
2/3 cup 1% cottage cheese
2 tbsp. almonds

Instructions:
Cut up watermelon, honeydew and kiwi. Place cottage cheese in center of serving plate. Arrange fruit around cheese. Serve with almonds.

Nutrition Facts
(Serves One):
Calories: 350
Total Fat: 12g
Saturated Fat: 2g
Trans Fat: 0g
Cholesterol: 5mg
Sodium: 630mg
Total Carbohydrates: 41g
Fiber: 6g
Protein: 24g

I got this from healthnews.ediets.com

Hawaiian Plantation Iced Tea

Yum!

Hawaiian Plantation Iced Tea
Try this sweet sipper to keep cool all summer long.

Ingredients:
2 cups water, barely boiling
2 orange pekoe tea bags
2 cups water, ice cold
1 cup pineapple juice

Instructions:
Pour the barely boiling hot water into a large pitcher and steep the tea 2 to 4 minutes. Remove the tea bags from the pitcher. Add the ice water and pineapple juice; stir to combine. Refrigerate until thoroughly chilled, about 1 1/2 hours. Pour the tea over ice and enjoy!

Nutrition Facts
(Serves One):
Calories: 140
Total Fat: 0 g
Saturated Fat: 0 g
Trans Fat: 0 g
Cholesterol: 0 mg
Sodium: 21 mg
Total Carbohydrates: 34 g
Fiber: 1 g
Protein: 1 g

I got this from healthnews.ediets.com

Healthier Peanut Butter Chocolate No-Bake Cookies

I found this yummy recipe at my friends blog theorganicjourney.tumblr.com. She is a darn good cook and can make some mean desserts!

Healthier Peanut Butter Chocolate No-Bake Cookies

Ingredients:
* 1 ripe banana, mashed well
* 1 cup sugar
* 1/4 cup cocoa powder
* 1/2 cup nonfat milk
* 1/2 cup peanut butter
* pinch of salt
* 1 tsp. pure vanilla extract
* 3 cups instant oats

Directions:
1. Place all ingredients except the vanilla and oats in a medium saucepan and bring to a boil over medium heat – stirring often.
2. Let the mixture boil for one minute, remove from heat and let the mixture cool for one minute.
3. Add the vanilla and oats and stir well to combine.
4. Drop by teaspoonfuls onto waxed paper and cool to room temperature

To Really Learn, Quit Studying and Take a Test - nytimes

This is a very student related article I found over at nytimes.com

Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.

The research, published online Thursday in the journal Science, found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.

One of those methods — repeatedly studying the material — is familiar to legions of students who cram before exams. The other — having students draw detailed diagrams documenting what they are learning — is prized by many teachers because it forces students to make connections among facts.

These other methods not only are popular, the researchers reported; they also seem to give students the illusion that they know material better than they do.

In the experiments, the students were asked to predict how much they would remember a week after using one of the methods to learn the material. Those who took the test after reading the passage predicted they would remember less than the other students predicted — but the results were just the opposite.

“I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”

Several cognitive scientists and education experts said the results were striking.

The students who took the recall tests may “recognize some gaps in their knowledge,” said Marcia Linn, an education professor at the University of California, Berkeley, “and they might revisit the ideas in the back of their mind or the front of their mind.”

When they are later asked what they have learned, she went on, they can more easily “retrieve it and organize the knowledge that they have in a way that makes sense to them.” ...

Why retrieval testing helps is still unknown. Perhaps it is because by remembering information we are organizing it and creating cues and connections that our brains later recognize.

“When you’re retrieving something out of a computer’s memory, you don’t change anything — it’s simple playback,” said Robert Bjork, a psychologist at the University of California, Los Angeles, who was not involved with the study.

But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”

It may also be that the struggle involved in recalling something helps reinforce it in our brains.

Maybe that is also why students who took retrieval practice tests were less confident about how they would perform a week later.

“The struggle helps you learn, but it makes you feel like you’re not learning,” said Nate Kornell, a psychologist at Williams College. “You feel like: ‘I don’t know it that well. This is hard and I’m having trouble coming up with this information.’ ”

By contrast, he said, when rereading texts and possibly even drawing diagrams, “you say: ‘Oh, this is easier. I read this already.’ ”

Read the full article at nytimes.com

Microbiology: The First Golden Age

This is the start of some of my microbiology notes. Hopefully by typing and carefully trying to format it all correctly will help to cement these facts into my memory.

The Scientific Method
Observation
Hypothesis
Experiments to test Hypothesis
Interpretation of test results
Conclusion to prove or disprove the hypothesis

Anton van Leeuwenhoek (1632-1723)
First to see "animalcules" or protozoa in 1674
Reported existence of bacteria in 1674
Made his own microscopes for inspecting the cloth he bought and traded. He created the first microscope able to see microbes. Unfortunately he did not teach anyone his trade, so the method to make these microscopes died with him.
No link was made between "animalcules" and illness

Spontaneous Generation
Doctrine that lifeless substances give rise to living organisms (see Controversy over Spontaneous Generation
Scientists Redi, Needham, Spallanzani and Pasteur all dealt with this phenomena
First observations:
   wheat bran + rags = mice
   meat + time = maggots

Redi (1670)
Created experiment that proved that flies were required for the formation of maggots on meat by using lace to cover a jar of meat.

Needham (1748)
Used two cork flasks, one slightly heated, one not. He observed that after sitting for some time both still had microorganisms in them.
Problem: He did not heat the one enough to kill anything, and he did not know how many bacteria he started with in the first place.

Spallanzani (1767)
Used FOUR flasks with mutton boiled infusion.
   One open to air
   One corked
   One heated slightly with cork
   One boiled longer, sealed by melting the glass
He revealed that the 4th, boiled and sealed flask did not grow microorganisms.

Needham countered that because Spallanzani had sealed the flask he had deprived it of it's "life force" or oxygen so therefore of course it didn't grow anything.

Louis Pasteur (1870)
1. Disproved Spontaneous Generation with his neck flask experiment. Allowed air in but gravity prevented microorganisms from getting into the broth. Once tipped so that the broth touched the dip in the neck, microorganisms grew.
2. Thought of the Germ Theory of Disease
3. Proved that yeast makes wine with grapes
4. Developed a vaccine for rabies
5. Developed immunization techiniques

Robert Koch (1875) pronounced "coke"
1. Proved the Germ Theory of Disease
Created Koch's Postulates: (to prove a microbe is the cause of a disease)
   1. Always observe organism in diseased animal
   2. Isolate organism in pure culture
   3. Inoculate healthy animal and re-create the disease
   4. Re-isolate the organism from the experimentally infected animal

2. Developed Pure Culture Technique
Because of Hess, he adapted Agar, used by Hess to make jelly, as his solid culture medium.
Agar is a powder from seaweed; solid at room temp, and it will not be degraded by bacteria.

Finally practices were being used to reduce the transmission of infectious disease:
   sterile practices in hospitals
   pasteurization of dairy products
   insect control
   care in preparation of food
   sanitation improvements
   personal hygiene

Enhance Memory with the Right Foods - Scientific American

Found an interesting article over at Scientific American:

Your Brain on Blueberries: Enhance Memory with the Right Foods

Chemical compounds common to berries, tofu, tea and other foods can shore up memory and boost brainpower

Emerging research suggests that compounds in blueberries known as flavonoids may improve memory, learning and general cognitive function, including reasoning skills, decision making, verbal comprehension and numerical ability. In addition, studies comparing dietary habits with cognitive function in adults hint that consuming flavonoids may help slow the decline in mental facility that is often seen with aging and might even provide protection against disorders such as Alzheimer’s and Parkinson’s.

Researchers once assumed that flavonoids worked in the brain as they do in the body—as antioxidants that protect cells from damage caused by ubiquitous unstable molecules known as free radicals. Now, however, new research demonstrates that the power of flavonoids to bolster cognition results mainly from interactions between flavonoids and proteins integral to brain-cell structure and function.

To date, scientists have identified more than 6,000 different flavonoids, which come in a variety of types. These compounds are widely distributed in fruits and vegetables, cereal grains, cocoa, soy foods, tea and wine. Thus, overdosing on blueberries alone is not necessary to keep your mind in good shape.

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Memorable Diets
As powerful antioxidants, flavonoids protect us from the cellular damage caused by free radicals, which are formed by our bodies during metabolism, and are also spawned by pollution, cigarette smoke and radiation. As a result, researchers have for decades investigated the potential of these compounds for boosting immunity, staving off cancer and reducing excess inflammation; flavonoids also appear to help regulate blood flow and blood pressure.

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Brain-Cell Snacks
How might flavonoids influence cognition? By examining brain tissue from rats that ingested flavonoid-containing foods, researchers have shown within the past decade that some classes of flavonoids cross into the brain from the blood. Once in the brain, the compounds could influence cognition by acting as antioxidants, but recently scientists have questioned this theory. Data suggest that flavonoids are present in the brain in much smaller quantities than other antioxidants, such as vitamin C. Thus, compounds other than flavonoids are likely to be doing the bulk of free-radical scavenging there. Instead scientists have found that flavonoids change the chemistry of neurons in other ways.

Joseph and his colleagues discovered early on that four-month-old juvenile mice fed blueberry-enriched chow for eight months displayed higher levels of enzymes called kinases in their brain cells than did those who ate the standard chow. ­Although scientists do not know how flavonoids might spur kinase production, many types of kinases are essential to learning and memory; thus the additional enzyme could help boost cognition.

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Soy isoflavones may improve memory by acting like weak estrogens, binding to and stimulating estrogen receptors on neurons. Exciting these receptors is known to trigger changes in both neuronal shape and chemistry in the hippocampus, a structure involved in memory and whose function most likely diminishes with age. These changes may facilitate communication between neurons and thereby improve memory. Some flavonoids may even spur the growth of new nerve cells in the hippocampus.

Flavonoids may even defend neurons from damage and death and so combat neurodegenerative diseases such as Alzheimer’s and Parkinson’s. Animal and cell culture data suggest that flavonoids may ameliorate the effects of neurotoxins such as glutamate—a neurotransmitter that at high concentrations damages neurons—by preventing these toxins from binding to their receptors on neurons. Flavonoids also may oppose the action of enzymes called secretases that are involved in the destruction of nerve cells and that may be elevated in neurodegenerative disorders.

The science does not yet reveal which flavonoid-containing foods have the greatest potential for enhancing learning and memory. But eating flavonoid-rich foods is probably better than taking supplements. Processing may destroy or reduce the actual flavonoid content of supplements, and intact fruits and vegetables are likely to contain the amounts and combinations of these compounds that are most beneficial to the brain. Following the current USDA dietary guidelines—which call for eating two cups of fruit and two and a half cups of vegetables every day—will ensure that you get a generous variety of these health-bestowing compounds. Indeed, taking such advice just might help you remember.

What does this mean? They give the bottom line:

* Compounds in blueberries known as flavonoids may improve memory, learning and general cognitive function—and could slow age-related decline in mental function.

* Scientists have identified more than 6,000 different flavonoids. These chemicals are widely distributed in fruits and vegetables, cereal grains, cocoa, soy foods, tea and wine.

* Researchers now believe flavonoids affect cognition by interacting with proteins that are integral to brain-cell structure and function.

Want to know what flavonoids are? Check out myhealthguardian.com

Spinal Cord/Brain/Nervous System Facts

The four spinal nerve plexi and one nerve from each plexus are:

Cervical -	Phrenic nerve
Brachial -	Radial nerve
Lumbar -	Femoral nerve
Sacral -	Sciatic nerve

The lateral ventricles are connected to the third ventricle by the right and left interventricular foramina while the third ventricle is connected to the fourth ventricle by the cerebral aquaduct
The central sulcus divides the frontal/parietal lobes.
The longitudinal fissure divides left/right hemispheres of the cerebrum.
The parietiocciptal sulcus divides parietal/occipital lobes.
The lateral fissure divides the parietal/temporal lobes.
The transverse fissure divides parietal/occipital lobes.

Many spinal tracts undergo decussation to communicate across the mid-sagittal plane.

Rostral means towards the nose.

Spinal nerves are considered mixed nerves because they consist of bundles of axons carrying sensory information as well as bundles of axons carrying motor information.

The gray matter of the spinal cord is located in the deep layers of the spinal cord and deep to the white matter.

The medulla oblongata is the portion of the brainstem most involved in control of heart rate, blood pressure, and respiratory rate.

CSF (cerebrospinal fluid) is produced in areas known as choroid plexi.

Can You Build a Better Brain? - Newsweek

Interesting article: Can You Build a Better Brain? - Newsweek
A sample of the findings:

The holy grail of brain training is something that does transfer, and here there are three good candidates. The first is physical exercise. Simple aerobic exercise, such as walking 45 minutes a day three times a week, improves episodic memory and executive-control functions by about 20 percent, finds Art Kramer of the University of Illinois at Urbana-Champaign. His studies have mostly been done in older adults, so it’s possible the results apply only to people whose brain physiology has begun to deteriorate—except that that happens starting in our 20s. Exercise gooses the creation of new neurons in the region of the hippocampus that files away experiences and new knowledge. It also stimulates the production of neuron fertilizers such as BDNF, as well as of the neurotransmitters that carry brain signals, and of gray matter in the prefrontal cortex. Exercise stimulates the production of new synapses, the connections that constitute functional circuits and whose capacity and efficiency underlie superior intelligence. Kramer finds that a year of exercise can give a 70-year-old the connectivity of a 30-year-old, improving memory, planning, dealing with ambiguity, and multitasking. “You can think of fitness training as changing the molecular and cellular building blocks that underlie many cognitive skills,” he says. “It thus provides more generalizable benefits than specifically training memory or decision making.”

The second form of overall mental training is meditation, which can increase the thickness of regions that control attention and process sensory signals from the outside world. In a program that neuroscientist Amishi Jha of the University of Miami calls mindfulness-based mind-fitness training, participants build concentration by focusing on one object, such as a particular body sensation. The training, she says, has shown success in enhancing mental agility and attention “by changing brain structure and function so that brain processes are more efficient,” the quality associated with higher intelligence.

Finally, some videogames might improve general mental agility. Stern has trained older adults to play a complex computer-based action game called Space Fortress, which requires players to shoot missiles and destroy the fortress while protecting their spaceship against missiles and mines. “It requires motor control, visual search, working memory, long-term memory, and decision making,” he says. It also requires that elixir of neuroplasticity: attention, specifically the ability to control and switch attention among different tasks. “People get better on tests of memory, motor speed, visual-spatial skills, and tasks requiring cognitive flexibility,” says Stern. Kramer, too, finds that the strategy-heavy videogame Rise of Nations improves executive-control functions such as task switching, working memory, visual short-term memory, and reasoning in older adults.

Blood Vessels

Arteries - blood away from heart
Capillaries - exchange vessels
Viens - blood to the heart

The vessel wall
Tunica interna
    Simple squamous epithelium or endothelium
    Loose connective tissue
Tunica media - muscle layer
    Smooth muscle and collagen fibers, some elastic fibers in arteries
    Provides vasoconstriction and vasodilation
Tunica externa - gives the vessel it's round shape
    Loose connective tissues that anchors vessel in placeArteries
Resistance vessels - maintain shape when empty or cut
Conducting or elastic arteries - large
    Tunica media has many elastic fibers
Distributing or muscular arteries
    Distribute blood to specific organ
    Mostly smooth muscle
    Usually have individual names
Resistance vessels
    Smallest are called arterioles
    Some end in metarterioles or precapillary sphincters (gate)

Arterial Sense Organs
Monitor blood pressure and blood chemistry and transmit to the brainstem to regulate heartrate, vasomotion, and respiration.

Carotid sinuses - baroreceptors in carotid artery and innervated by glossopharyngeal nerve to help adjust heartrate and blood pressure (monitors bp)

Carotid bodies - chemoreceptors in carotid artery that monitor carbon dioxide, oxygen and pH levels of blood, send signal via vagus and glossopharyngeal nerves to adjust respiration and kidney function

Aortic bodies - same as chemoreceptors in carotid bodies, but located in the aortic arch

Capillaries
Exchange vessels
Consist of only tunica interna
In every tissue except: tendons, ligaments, cartilage, epithelia, and the cornea and lens of the eye

Types of capillaries: (based on cellular junctions and permeability)
    Continuous capillaries - BBB (Blood Brain Barrier), stomach lining
    Fenestrated capillaries - most common, skeletal muscles
    Sinusoids - more holes than cells, in hypothalamus and liver

Capillary beds
    Thoroughfare channels - capillaries to arterioles

Tendons and ligaments are avascular so there is little blood supply to give nutrients and allow them to heal. This is why it takes less time for bones to mend than sprains or strains.

Also, the crazy German scientist who created Body Worlds that travels around the globe used a process called Plastination to keep the bodies the way they are. This works at an intercellular level allowing only blood vessels or muscles for example to be kept in place while all the other bodily tissues go away.Veins
Capacitance vessels - large capacity
Postcapillary venules - mostly tunica interna, somewhat permeable
Muscular veins - 1 to 2 layers of tunica media
Medium veins - have individual names and all tissue layers
    Venous layers - many femoral valves (to prevent varicose veins)
Venous sinuses - normal varicose veins where blood is SUPPOSED to pool
Large veins
    Mostly tunica externa

60% of our blood is in our veins @ all times because it is more difficult and takes longer for the blood to go against gravity back up to the heart from our limps.

Circulatory Routes
Typical route:
heart - arteries - capillaries - veins - heart

Exceptions to the typical route:
Portal systems
Anastomosis
    Arteriovenule anastomosis - arteriole to venule
    Arterial anastomosis - two arteries to one capillary bed
    Venous anastomosis - more than one vein draining capillary beds

Blood Vessel Facts

The three major branches from the aortic arch are the right brachiocephalic trunk, left common carotid artery, and the left subclavian artery.

The medial cubital vein is a connection of the radial, ulnar, basilic and brachial veins, is found on the anterior portion of the elbow and is a common site for blood draws.

The renal artery supplies the kidneys with blood while the hepatic artery supplies the liver with blood.

The hole in the diagram that major blood vessels pass through is the aortic hiatus.

The longest blood vessel in the body is the great saphenous vien.

The portion of the descending aorta which is superior to the diaphragm is the thoracic aorta.

Blood Flow Through the Heart

Blood goes in this order starting with the systemic circuit:

1. Systemic circuit 2. Vena cava (superior and inferior) 3. Right atrium 4. Tricuspid valve 5. Right ventricle 6. Pulmonary semilunar valve 7. Pulmonary arteries (deoxygenated) 8. Pulmonary circuit (lungs)	9. Pulmonary veins (oxygenated) 10. Left atrium 11. Bicuspid (Mitral) valve 12. Left ventricle 13. Aortic semilunar valve 14. Aorta 15. Systemic circuit again

The Heart!

Some information regarding The Heart (doo doo doooooo!):

There should always be 5-6 liters of blood in the human body

Gross anatomy
The heart wall consists of 3 different tissues:
Epicardium - the surface of the heart
Myocardium - contractile muscles of the heart
    Cardiocytes
Endocardium - internal lining, simple squamous epithelium

Heart valves
Ensure one-way flow of blood
Consist of 2 or 3 cusps

Tricuspid valve - between right atrium and right ventricle
Bicuspid (Mitral) valve - between left atrium and left ventricle
    Chordae tendineae - 'cords of tendon'
    Papillary muscles - stabilize heart valves
Pulmonary semilunar valve - between systemic circuit and right atrium
Aortic semilunar valve - between left ventricle and aorta
Cardiac Conduction System
75 bpm on average in a resting adult
Myogenic - muscle cell, generates electricity
Autorhythmic - creates electricity while ignoring brain

Conduction system consists of modified cardiocytes

Sinoatrial (SA) node - group of myogenic cells
Atrioventricular (AV) node
AV bundles
    Left and right bundle branches
    Moderator band of R. ventricle
Purkinje fibers - fingerlike projections into ventricles

Cardiac muscle
Striated, but short, thick and branched
Fibers contain only one centrally placed nucleus
Cardiocytes are joined end to end by intercalated discs - allows cells to communicate

I liked this picture lol

Brain Dominance

Okay so for anatomy our assignment is to take some online tests and find out which side of the brain we use the most, print it out and write some about it. That's not a big deal, it was kind of fun. I found out I am pretty right side dominant so I read up some more on it. Come to find out that people who have right side dominant brains have deep feelings, learn by using their hands and are good with people. This is some information from About.com specifically for students.

Characteristics of Right-Brain Students

* You take notes but lose them. You may have a hard time keeping track of your research
* You might have a hard time making up your mind
* You are good with people
* You don't fall for practical jokes as easily as some
* You seem dreamy, but you're really deep in thought
* People may have told you you're psychic
* You like to write fiction, draw, or play music
* You might be athletic
* You like mystery stories
* You take time to ponder and you think there are two sides to every story
* You may lose track of time
* You are spontaneous
* You’re fun and witty
* You may find it hard to follow verbal directions
* You are unpredictable
* You get lost
* You are emotional
* You don't like reading directions
* You may listen to music while studying
* You read lying down
* You may be interested in “the unexplained”
* You are philosophical

Your Classes

* In history class, you enjoy the social aspects most. You like to explore the effects of things that happened in history. You like the essays, too.
* You can do well in math class if you apply yourself, but you get bored doing long problems.
* Science? Boring.
* You do well in English class, especially when it comes to reading literature and writing essays about books. You also do well in creative writing assignments.

Advice for Right Brain Students

* Choose to do personal essays
* Watch your daydreaming—keep it under control
* Let your imagination work for you in the arts
* Let your intuition work for you in social situations
* Let your deep thinking work for you during essay tests—but don’t ponder too long
* Be creative with essays. You can use colorful language well
* Use images and charts when you study
* Write down directions
* Try to be more organized!
* Don’t be overly suspicious of others
* Make outlines to organize your thoughts.
* Choose fiction in reading assignments
* Try to avoid teachers who lecture a lot; choose teachers who use activities
* You tell stories well, so write some!
* Put information into categories for better understanding
* Avoid getting bogged down by thinking of all possibilities when answering questions
* Finish things! You have so much talent, but you don’t always complete things.

You have great instincts and survival skills. If you study hard, you might be a finalist on Survivor one day!

Characteristics of Left Brain Students

* You probably work with a To-Do list
* You like to be the critic in class
* You're good at math or science
* You are rational and logical
* Your research is precise and well-documented
* You set goals for yourself
* You can interpret information well
* Your room is orderly
* You can answer questions spontaneously
* You follow directions and you do read directions (unlike some people)
* You aren't touchy-feely
* You can listen to a long lecture without losing patience
* You don’t let feelings get in your way
* You like action movies
* You read sitting up
* Your words are precise

Your Classes

* In history class, you are able to remember dates and processes.
* In math class, you enjoy going through a long calculation.
* You like the order of science.
* In English class, you have a good understanding of grammar and sentence structure.

Advice for Left Brain Students

* Study in a quiet room
* You can do math but get impatient trying to explain it to someone who struggles—so don’t volunteer to be a tutor unless you know you have the patience
* You like to lead in a study group, so go ahead and volunteer
* Join a debate team or academic competition
* Try to excel at the science fair. You can be a winner
* Take advantage of your skills in math and science
* Choose non-fiction reading
* You prefer factual questions and assignments, as opposed to open-ended questions
* You can organize your notes well, so you should
* Keep your room organized
* Don’t argue with the teacher too much
* Choose to do analytical essays
* Work alone when you have a choice. You get frustrated with others who “clown around”
* Avoid “free thinking” teachers if they confuse you
* Take more risks. Don’t be afraid to be creative

Check out the Left Right Brain Quiz

I have been taking anatomy this summer so that I will have a better chance of getting into nursing school. After reading this though, it seems that right sided people are doomed to be artsy while left sided people are going to achieve what I want a lot easier. Oy! I just want to help people people! Enough of this, I'm off to try and learn concepts that left sided people will learn easier than me...

Cranial Nerves

. # Name Class Foramen Function . NI Olfactory Sensory Olfactory foramen Sensory information for smell . NII Optic Sensory Optic canal Sensory information for sight . NIII Oculomotor Motor Superior orbital fissure Controls 4 of 6 extrinsic eye muscles . NIV Trochlear Motor Superior orbital fissure Controls superior oblique muscle of eye . NV Trigeminal Mixed Superior orbital fissure Sensory and motor for head and face . Sphenoid bone . Foramen ovale . NVI Adbucens Motor Superior orbital fissure Controls lateral rectus muscle of eye . NVII Facial Mixed Stylomastoid foramen Sensory for anterior tongue/motor to face . NVIII Vestibulocochlear Sensory Auditory meatus Vestibular branch for equilibrium . Cochlear branch for sense of hearing . NIX Glossopharyngeal Mixed Jugular foramen Sensory for taste of posterior tongue/pharynx/motor control of throat . NX Vagus Mixed Jugular foramen Sensory and motor to most major of organs . NXI Accessory Motor Jugular foramen Controls muscles of head and neck . NXII Hypoglossal Motor Hypoglossal canal Motor control of tongue

Cytology

Cytology is the study of cells

The Cell Theory:
All organisms are composed of cells
Cells are smallest physiological unit
Organism activity is based on cellular activity
Cells come only from preexisting cells
All cells have similar molecular characteristics

Cell Shapes and Sizes:
Squamous - fried egg shape
Cuboidal
Columnar
Polygonal
Stellate - star shaped
Spheroid/ovoid
Discoid
Fusiform
Fibrous

Basal - bottom, 'basement'
Apical - top, surface

Cells measured in micrometers - RBC's are 7-8 micrometers

The Outer-Cellular Components:
ICF - intracellular fluid
ECF - extracellular fluid

The Plasma Membrane:
Holds material in and out of cell
Many physiological functions
Fluid mosaic model - varied, nothing is solid
Phospholipid bilayer - fat w/ a phosphate attached
   Hydrophilic heads
   Hydrophilic tails
Cholesterol - makes hormones
Glycolipids - combination of sugar and fat

Membrane Proteins:
Integral proteins - pass all the way through membrane
Peripheral proteins - only found on either side
Functions:
   Receptors - allows chemicals in/out
   Enzymes - proteins, speed up cells
   Channels - passageway from ICF to ECF
   Cell identity markers - peripheral in ECF
   CAMS - cell adhesion molecules, keeps things in place
   Carriers - integral proteins (specific channels)
Membrane transport - how material gets back and forth through membrane

Outside the Cell Membrane:
The Glycocalyx - slim layer, ID's cell, keeps in place
   Glycolipids and glycolipids
   Functions - enables movement
Cellular Extensions:
Microvilli - smallest
Cilia
Flagellum - largest
Intercellular junctions:
keeps cells together
   Tight junctions - share a membrane (fence)
   Desmosomes - peripheral, snap connection/velcro
   Gap junctions - integral, direct communication

Cytoplasm:

Cytoskeleton - structure of cell, allows movement in cell
Micro filaments
Intermediate filaments
Microtubules

Organelles
The Nucleus - boss
   Nuclear envelope and pores, chromatin, nucleoplasm,
Endoplasmic Reticulum - production facilities
   Rough - produces proteins
   Smooth - produces lipids and carbohydrates
Ribosomes - make protein out of amino acids
   Free - mobile in ICF
   Fixed - attached
Golgi Complex - packaging, addresses proteins
Lysosomes - gets rid of waste, 'stomach of the cell'
Peroxisomes - gets rid of H2O2 and alcohol specifically
Mitochondria - powerplant, convert to ATP
   Crista (folds) - double membrane, inner, large surface area
   Matrix - fluid in mitochondria
Centrioles - expansion devices, makes new cells (divides)
Inclusions - storage sheds after product is made

Cytosol - ICF (potassium)
Fluid different in chemical composition than ECF (sodium)

Nervous Tissue

Ick, formatting did not work on this one.

Overview of the Nervous System

* Body must communicate on a cellular level
o Nervous system and endocrine system

Functions of the Nervous System

* Receive information about changes inside and outside the body
* Process this information and determine appropriate response
* Issue commands to cells to carry out the response

Hierarchical Organization of the Nervous System

* Central Nervous System
o Brain
o Spinal cord
* Peripheral Nervous System
o Sensory (afferent) division
+ Visceral sensory division
+ Somatic sensory division
o Motor (efferent) division
+ Visceral motor division (autonomic nervous system)
# Sympathetic division
# Parasympathetic division
+ Somatic motor division

Neurons

* Functional unit of the nervous system
* Properties
o Excitability
o Conductivity
o Secretion of neurotransmitters
* Functional classes of neurons
o Sensory (afferent) neurons
o Interneurons (association neurons)
o Motor (efferent) neurons

Structure of a Typical Neuron

* Soma
o Organelles
o Neurofibrils
o Nissl bodies
o Inclusions (lipofuscin)
* Dendrites
* Axon
o Axon hillock
o Collaterals
o Axoplasm and axolemma
o Terminal arborization
+ Synpatic knobs

The Muscular System

Myology is the study of the muscles

There are 3 different types of muscles

Skeletal Muscle -

Voluntary

Striated

Skeletal muscle fiber is also a skeletal muscle cell

85% is fiber, 15% striated

Cardiac Muscle -

Only in heart (duh)

Involuntary

Striated

Made of cardiocytes - fusiform shaped

Smooth Muscle -

Involuntary

Nonstriated - cytoskeletal is not striped

Made of fusiform cells called myocytes

Functions of Muscle:
Movement - can contract and change
Stability - keeps the bones together
Communication - facial expressions (smile, speak)
Control of body openings - voluntary
Heat production - keep body 98.6 degrees, muscle contractions (shiver - skeletal muscle)

Properties of Muscle:
Excitability - can work with electrical signals
Conductivity - can conduct electricity
Contractibility - ability to shorten
Extensibility - some ability to stretch
Elasticity - ability to return to original state

General Anatomy of Skeletal Muscles:
Made of muscle fibers, connective tissue, nervous tissue, and blood vessels.
Connective tissues:
Endomysium - single layer collagen that surrounds the inside like a cell wall
Perimysium and fascicles - end of each muscle cell, divided by perimysium
Epimysium - holds all the fascicles together in a muscle
Deep fascia
Superficial fascia - hypodermis

Fascicles and Muscle Shapes:
Determines strength and direction of tension

Fusiform muscles - fascicles nonparallel
-Biceps brachii
-Gastrocnemious

Parallel muscles
-Rectus abdominus
-Sartorius (allows us to cross our legs)

Convergent muscles
-Pectoralis major

Pennate muscles
-Unipennate (semimembraneous)
-Bipennate (rectus femoris)
-Multipennate (deltoid)

Circular muscles
-Orbicularis oris

Joints/Articulations

Articulations - any place two bones 'meet'
Arthrology is the study of articulations

Classification of Joints:
Joints are named for bones involved
Classification based on anatomical arrangement of two bones and range of motion

3 Physiological Classes:
Immovable
Slightly movable
Freely movable

4 Anatomical Classes:
Bony
Also called synostoses
Immovable
Two bones ossified together ex: epiphyseal line in an adult

Fibrous
Also called synarthroses
Two bones bound by collagen fibers
3 subclasses:
   Sutures - collagen fibers are short (between flat bones and skull)
   Gomphoses - immovable collagen fibers (between teeth and mandible, maxilla)
     Peridontal ligament
   Syndesmoses - slightly movable, joined by long fibers (tibia to fibula, radius to ulna)
     Interosseous membrane

Cartilaginous
Also called ampirthroses
Two bones bound by cartilage
All semi-movable
2 subclasses:
   Synchondroses - bound by hyaline cartilage (epiphyseal plate in child)
   Synphysis - bound by fibrocartilage (intervertebral discs)

Synovial
Also called diarthroses
Mostly freely movable

General Anatomy:
Articular cartilage (line capsule)
Articular cavity and synovial fluid (knee, shoulder)
Articulate capsule (surround epiphyses of bones)

Accessory Structure:
   Menisci - pad of fibrocartilage
   Tendons - muscle to bone
   Ligaments - bone to bone, extrinsic or intrinsic
   Bursae - packet of synovial fluid

Classes of Synovial Joints:
Based on patterns of movement
   Monaxial
   Biaxial
   Multiaxial

Hinge joints - monaxial - two flat surfaces (elbow)

Gliding joints - limited monaxial - both faces smooth (carpals)

Pivot joints - monaxial - rotational (C1-C2)

Saddle joints - biaxial - linear angular (twiddle thumb)

Condyloid joints - biaxial - (carpals)

Ball and Socket joints - multiaxial (shoulders, hips)

What limits ROM?
Structure and action of muscles
Structure of articular surface of bones
Strength and tautness of ligaments, tendons, and joint capsules

Anatomy notes

Found a link to help study for Anatomy this summer.-->Learn bones!
Muscles are the part that I don't get though. If anyone has any ideas about muscle studying please share.

Oh man look at that sarcomere! Isn't it a beauty?

Why The Anatomy of Health?

With this blog I intend to post information I find dealing with healthy living and medical anatomy. Because I am taking classes for nursing school eventually I might have notes dealing with my classes like physiology and microbiology. I have another blog, callmekris.blogspot.com, that I was posting these things to but I want to have a more focused blog. So here it goes!