This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Much research on epilepsy treatment has focused on properly identifying the epileptogenic zone, the area of the brain where a seizure initiates. This zone, previous studies have found, can potentially be recognized by high-frequency activity, or “fast activity,” that occurs in a brain area right after seizure onset. However, this method does not accurately delineate the epileptogenic zone from other normal brain tissues. A new paper published in Human Brain Mapping examines how a different marker, or “fingerprint,” can be used to accurately identify the epileptogenic zone, whether this fingerprint can be seen in different types of brainwaves, and, finally, how the method compares to using fast activity. The study builds on a previous paper published by the authors, in which the fingerprint itself was identified as a specific pattern of brain activity observed in seizure patients..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Deglutition is the process of swallowing. Food is passed from the oral pharynx into the oesophageal/laryngeal pharynx whilst the epiglottis closes across the entrance of the trachea. It is an involuntary reflex preventing food from passing into the trachea and thus preventing choking and respiratory pneumonia.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"This tiny brain structure is known as the claustrum. For more than a hundred years, scientists have speculated about what exactly the claustrum does. But only recently has state-of-the-art biological technology allowed researchers to probe its anatomy and connections to the rest of the brain. Francis Crick—of DNA fame—and neuroscientist Christof Koch hypothesized the claustrum to be the seat of consciousness, a conductor of sorts, orchestrating the activity of neurons in charge of higher brain functions from deep within. Now, new research from the RIKEN Center for Brain Science in Japan appears to confirm that hypothesis. Only, instead of arousing neurons to action, the claustrum lulls them to sleep. The claustrum is both an appropriate and unfortunate name for this important part of the brain’s anatomy. Latin for “hidden or shut away,” the claustrum has long defied close examination due to its thin, irregular shape and placement deep within the brain..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Embryo, when applied to mammals, is the term given to the developing organism from fertilisation to birth. Developmental biology, or embryology, is the study of the embryo as it transforms from a unicellular zygote to a multicellular, mulitsystemed organism which in some cases is ready to function autonomously at birth. Developmental biology is of interest to vets in understanding why organs and systems are the way they are, but also in understanding genetic diseases and applying cell based therapies to treat loss or damage to tissues.

A diagram of cells changing shape from columnar to stratified, as they roughly may do as a transitional epithelium changes shape, as well as a diagrammatic explanation of why they must change shape to maintain a barrier.

The Diaphragm is a dome-shaped musculotendinous sheet separating the thoracic and abdominal cavities. It is convex on its cranial surface. In the neutral position between full inspiration and full expiration, the most cranial part of the diaphragm is in line with the 6th rib.

Gases or liquids can be unevenly distributed between two areas. If one area has a higher concentration than the other then the differance between these two areas is termed the concentration gradient. The equality is then corrected by the movement of the molecules down this so called gradient from the region of high concentration to that of low. This process is passive as the molecules do not have to be forced to do this and it is reffered to as diffusion.

To reinforce students' understanding of the human digestion process, the functions of several stomach and small intestine fluids are analyzed, and the concept of simulation is introduced through a short, introductory demonstration of how these fluids work. Students learn what simulation means and how it relates to the engineering process, particularly in biomedical engineering. The teacher demo requires vinegar, baking soda, water and aspirin.

The digestive system is investigated in this learning activity to help participants learn how food is broken down and prepared for absorption, and list the components of the digestive system as well as their functions. Organs investigated include the mouth, esophagus, stomach, small intestine, large intestine, rectum, and anus.

The digestive system is amazing: it takes the foods we eat and breaks them into smaller components that our body can use for energy, cell repair and growth. This lesson introduces students to the main parts of the digestive system and how they interact. In addition, students learn about some of the challenges astronauts face when trying to eat in outer space.

In this video we introduce the digestive system. We look at the two types of digestion: mechanical digestion and chemical digestion. We also look at the two subdivisions of the digestive system: the digestive tracts and the accessory structures.

Lesson 1 in our Digestive System series. This is part of our Anatomy and Physiology lecture series.

If this video helps you please be sure to LST -like subscribe and tell your friends. Your support helps us make more videos. For the complete series please visit http://mrfordsclass.net/

Other Free Videos in the Digestive System series:
-Introduction to the Digestive System (18:01): http://youtu.be/V71Ao98KePI
-The Mouth (18:02): http://youtu.be/-LWqhNaQjvk
-The Throat (18:03): http://youtu.be/guXIwvrUGM4

Nachos are delicious. And versatile because today they're also going to help us learn a thing or two about your digestive system. Nachos can provide us with energy and raw materials, by first ingesting something nutritious, propelling it through the alimentary canal where it will be mechanically broken down, and chemically digested by enzymes until my cells can absorb their monomers and use them to make whatever they need. And eventually, there will be pooping.

Chapters:
Introduction: Why We Eat Food
Digestive System: Your Body's Disassembly Line
Structure of the Digestive System
Ingestion
Propulsion
Mechanical Breakdown
Digestion
Absorption
Defecation
Review
Credits

Nearly 200 years ago, Alexis St. Martin was shot in the stomach. He was saved by local army doctor William Beaumont but had to live out his remaining years with a gaping hole in the stomach -- allowing Beaumont to learn a lot about how human digestion works. So today we're going to walk you through that process. We'll cover how mechanical and chemical digestion starts in the mouth and continues in the stomach, where it’s pummeled by acids and enzymes and turned into chyme. We will also go over the stomach’s cephalic, gastric, and intestinal phases of digestive regulation.

Chapters:
Introduction: Alexis St. Martin's Stomach Hole
Digestion Starts in the Mouth
The Stomach
Stomach Acid
Phases of Digestive Regulation: Cephalic, Gastric, and Intestinal
The Mind-Stomach Connection
Review
Credits

Nachos are great...if you are among the lucky ones whose bodies can digest them. When digestion goes according to plan, the small intestine performs most of your chemical digestion in the duodenum, while accessory organs including the liver, gallbladder, and pancreas contribute enzymes that all but finish the job. Then your large intestine, which is actually shorter than the small intestine, tries to extract the last bit of nutrition, including the occasional attempt to turn nachos into energy, which for most humans, ends in gassy failure.

Chapters:
Introduction: Lactose Intolerance
The Small Intestine
Parts of the Small Intestine: Duodenum, Jejunum, Ileum
The Duodenum
The Liver
The Gallbladder
The Pancreas
The Large Intestine
Why Nachos Might Make You Gassy
How Do We Poop?
Review
Credits

The mouth is our first stop in our digestive system. It is made of our cheeks, lips, tongue, and teeth. We take a look at the mouth as well as the components and how they help with the digestion of food.

Lesson 2 in our Digestive System series. This is part of our Anatomy and Physiology lecture series.

If this video helps you please be sure to LST -like subscribe and tell your friends. Your support helps us make more videos. For the complete series please visit http://mrfordsclass.net/

Other Free Videos in the Digestive System series:
-Introduction to the Digestive System (18:01): http://youtu.be/V71Ao98KePI
-The Mouth (18:02): http://youtu.be/-LWqhNaQjvk
-The Throat (18:03): http://youtu.be/guXIwvrUGM4

Moving down the digestive system we take a look at the throat. Specifically we examine the pharynx, and the esophagus. We also look at how we swallow, breaking it down into the two phases.

Lesson 3 in our Digestive System series. This is part of our Anatomy and Physiology lecture series.

If this video helps you please be sure to LST -like subscribe and tell your friends. Your support helps us make more videos. For the complete series please visit http://mrfordsclass.net/

Other Free Videos in the Digestive System series:
-Introduction to the Digestive System (18:01): http://youtu.be/V71Ao98KePI
-The Mouth (18:02): http://youtu.be/-LWqhNaQjvk
-The Throat (18:03): http://youtu.be/guXIwvrUGM4

This is a lesson using Digital Age Skills in High School Anatomy.

Original Author: Jamie O'Connor, Freeman

Short Description:
Visual depictions of the health care professions often do not include ethnoculturally diverse therapists and patients. Stock videos and photos can also be expensive, limiting access to high quality resources to those who can afford to pay. We developed an online library to house photos that depict therapists and patients from diverse backgrounds performing physiotherapy skills and engaging in healthcare-related activities. The Diversity Exchange is one way to enhance teaching and learning by integrating anti-racist and anti-oppressive pedagogy ensuring our culture and practices resist and dismantle institutional racism, rather than reproducing it.

Word Count: 4666

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
NewParaThis textbook is a project under development by our Biology faculty to ultimately provide students with all the factual information they need to succeed in the BIOL 1103 and BIOL 1109 courses at Douglas College in BC, Canada. If you have technical difficulty downloading this textbook, copy & paste the following direct link into your browser's address bar to allow you download the print .pdf version: https://pressbooks.bccampus.ca/dcbiol110311092nded/open/download?type=print-pdfNewParaNote: This open textbook has been imported into Pressbooks to make it easier for instructors to edit, build upon, and remix the content. There may be formatting errors in the book that need attention. We therefore recommend you review and edit this book before using it in your own classroom. For information about how to get your own copy of this book to work on, see the Clone a Book chapter in the Pressbooks Guide. You can access the original OpenStax version of this textbook on which this version is based here: Anatomy and Physiology

Long Description:
This textbook is a project under development by our Biology faculty to ultimately provide students with all the factual information they need to succeed in the BIOL 1103 and BIOL 1109 courses at Douglas College in BC, Canada. Readers should be aware that the information herein is subject to change at any time as corrections, additions, or other important modifications are made. Current students at Douglas College should be aware that only the most recent version of this textbook will be considered by their instructors to be complete and correct. The most recent version of this second edition will remain accessible online at https://pressbooks.bccampus.ca/dcbiol110311092nded/, and the most recent version of the second edition of the companion textbook (developed for Douglas College’s BIOL 1203 and BIOL 1209 courses) will also remain accessible online at https://pressbooks.bccampus.ca/dcbiol120312092nded/.

This textbook was developed initially as an adaptation of the OpenStax Anatomy & Physiology textbook, freely and perpetually available online at http://cnx.org/content/col11496/latest/. The original adaptations of that OpenStax textbook for Douglas College are accessible online at https://pressbooks.bccampus.ca/dcbiol11031109/ and https://pressbooks.bccampus.ca/dcbiol12031209/ In the first edition of the Douglas College adaptations the chapter and section numbers were left as they were in the version of the OpenStax A&P textbook, from which they were largely drawn. However, this second edition has been more extensively edited and rearranged to correspond with the curriculum used at Douglas College, so chapter and section numbers are no longer aligned specifically with the OpenStax A&P textbook.

Word Count: 114229

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
NewParaThis textbook is part of a project under development by our Biology faculty to ultimately provide students with all the factual information they need to succeed in the BIOL 1203 and BIOL 1209 courses at Douglas College in BC, Canada. A newer edition is currently in use and is available at: https://pressbooks.bccampus.ca/dcbiol120312094thed/NewParaIf you have technical difficulty downloading the current version of this textbook, copy & paste the following direct link into your browser's address bar to allow you download the print .pdf version: https://pressbooks.bccampus.ca/dcbiol120312094thed/open/download?type=print_pdfNewParaNote: This open textbook has been imported into Pressbooks to make it easier for instructors to edit, build upon, and remix the content. There may be formatting errors in the book that need attention. We therefore recommend you review and edit this book before using it in your own classroom. For information about how to get your own copy of this book to work on, see the Clone a Book chapter in the Pressbooks Guide. You can access the original OpenStax version of this textbook on which this version is based here: Anatomy and Physiology

Long Description:
This textbook is a project under development by our Biology faculty to ultimately provide students with all the factual information they need to succeed in the BIOL 1103 and BIOL 1109 courses at Douglas College in BC, Canada. Readers should be aware that the information herein is subject to change at any time as corrections, additions, or other important modifications are made. Current students at Douglas College should be aware that only the most recent version of this textbook will be considered by their instructors to be complete and correct.

This textbook was developed initially as an adaptation of the OpenStax Anatomy & Physiology textbook, freely and perpetually available online at http://cnx.org/content/col11496/latest/. Note that the Douglas College edition of this textbook has been extensively edited and rearranged to correspond with the curriculum used at Douglas College, so chapter and section numbers are not necessarily aligned specifically with those in the OpenStax A&P textbook.

Word Count: 118754

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)