Anatomy and Physiology is a dynamic textbook for the two-semester human anatomy and physiology course for life science and allied health majors. The book is organized by body system and covers standard scope and sequence requirements. Its lucid text, strategically constructed art, career features, and links to external learning tools address the critical teaching and learning challenges in the course. The web-based version of Anatomy and Physiology also features links to surgical videos, histology, and interactive diagrams.

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:

"Mosquito-borne illness kills more than 700,000 people per year. Often these pathogens reside in the mosquito gut, where they may be impacted by their diet and gut microbiome. But there are gaps in the research into these impacts. Specifically, most studies into mosquito sugar metabolism focused on blood diets, but only female mosquitos drink blood, while both sexes eat plant sugars like nectar and sap. Similarly, most mosquito microbiome research focused on bacteria, largely missing the potential role of gut fungi, or the mycobiome. To narrow these gaps, researchers examined fructose metabolism in Asian tiger mosquitoes using 13C-metabolomics and stable isotope probing. While female and male mosquitos had distinct metabolic pathways, the active fungal groups in both sexes after fructose ingestion had a mix of competitive and synergistic interactions. There was also evidence of cross-feeding interactions, where one microbial species produces metabolites that other microbes use..."

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

This course focuses on novels and films from the last twenty-five years (nominally 1985–2010) marked by their relationship to extreme violence and transgression. Our texts will focus on serial killers, torture, rape, and brutality, but they also explore notions of American history, gender and sexuality, and reality television—sometimes, they delve into love or time or the redemptive role of art in late modernity. Our works are a motley assortment, with origins in the U.S., France, Spain, Belgium, Austria, Japan and South Korea. The broad global era marked by this period is one of acceleration, fragmentation, and late capitalism; however, we will also consider national specificities of violent representation, including particulars like the history of racism in the United States, the role of politeness in bourgeois Austrian culture, and the effect of Japanese manga on vividly graphic contemporary Asian cinema.
We will explore the politics and aesthetics of the extreme; affective questions about sensation, fear, disgust, and shock; and problems of torture, pain, and the unrepresentable. We will ask whether these texts help us understand violence, or whether they frame violence as something that resists comprehension; we will consider whether form mitigates or colludes with violence. Finally, we will continually press on the central term in the title of this course: what, specifically, is violence? (Can we only speak of plural “violences”?) Is violence the same as force? Do we know violence when we see it? Is it something knowable or does it resist or even destroy knowledge? Is violence a matter for a text’s content—who does what, how, and to whom—or is it a problem of form: shock, boredom, repetition, indeterminacy, blankness? Can we speak of an aesthetic of violence? A politics or ethics of violence? Note the question that titles our last week: Is it the case that we are what we see? If so, what does our obsession with ultraviolence mean, and how does contemporary representation turn an accusing gaze back at us?

This multidisciplinary seminar addresses fundamental issues in global health faced by community-based healthcare programs in developing countries. Students will broadly explore topics with expert lecturers and guided readings. Topics will be further illuminated with case studies from healthcare programs in urban centers of Zambia. Multidisciplinary teams will be formed to develop feasible solutions to specific health challenges posed in the case studies and encouraged to pursue their ideas beyond the seminar. Possible global health topics include community-based AIDS/HIV management, maternity care, health diagnostics, and information technology in patient management and tracking. Students from Medicine, Public Health, Engineering, Management, and Social Sciences are encouraged to enroll. No specific background experience is expected, but students should have some relevant skills or experiences.

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:

"Coronary heart disease is a serious condition, and its prognosis is largely determined by the degree of myocardial ischemia/reperfusion (MI/R) injury. MI/R injury occurs when blood returns to cardiac tissues and is partly a function of calcium overload and endoplasmic reticulum (ER) stress. There is growing evidence that estrogen is protective against MI/R injury and a recent study examined the potential mechanisms of this protective effect in rats and cultured cells. Reducing estrogen levels by removing both ovaries exacerbated MI/R injury and reduced levels of SERCA2a, a critical calcium ion pump, but SERCA2a could be increased to nearly normal levels by estrogen supplementation (17β-estradiol). Both supplemental estrogen and exogenous SERCA2a overexpression decreased signs of ER stress and alleviated myocardial damage. Conversely, reducing SERCA2a expression exacerbated ER stress and myocardial damage, and adding estrogen after that reduction could not protect against the damage or ER stress..."

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

This product contains final experimental estimates of the Aboriginal and Torres Strait Islander (Indigenous), non-Indigenous and total populations of Australia at 30 June 2006, for various geographies.

This course analyzes theories of gender and politics, especially ideologies of gender and their construction. Also discussed are definitions of public and private spheres, gender issues in citizenship, the development of the welfare state, experiences of war and revolution, class formation, and the politics of sexuality.
Graduate students are expected to pursue the subject in greater depth through reading and individual research.

Through investigating cross-cultural case studies, this course introduces students to the anthropological study of the social institutions and symbolic meanings of family, gender, and sexuality. We will explores the myriad forms that families and households take and considers their social, emotional, and economic dynamics.

This course is part of the Global Health Studies Humanities Path at the University of Iowa. It focuses on health, illness, and healing through the perspectives of the humanities: history, literature, art, and culture. The goal of health humanities is to better understand the multiple meanings and impacts of illness and healing; health beliefs and practices in different communities; and health care disparities. Interdisciplinary inquiry through close reading of literature, interpretation of visual images, learning to ask good questions and listen deeply, as well as reflective and analytic writing, all encourage acceptance of ambiguity, adaptability and critical thinking. An orientation to appreciation of human factors such as sex, gender identity, race and class in personal and professional healthcare decision making are a central theme of the course. It is intended for students interested in the relationships between health, medicine and culture, whether they intend to pursue careers in the health professions and public health, or want to explore artistic, literary, and social scientific inquiries into health, illness and health care disparities.

This module discusses gender and its related concepts, including sex, gender roles, gender identity, sexual orientation, and sexism. In addition, this module includes a discussion of differences that exist between males and females and how these real gender differences compare to the stereotypes society holds about gender differences. In fact, there are significantly fewer real gender differences than one would expect relative to the large number of stereotypes about gender differences. This module then discusses theories of how gender roles develop and how they contribute to strong expectations for gender differences. Finally, the module concludes with a discussion of some of the consequences of relying on and expecting gender differences, such as gender discrimination, sexual harassment, and ambivalent sexism.

Does it matter in education whether or not you’ve got a Y chromosome? You bet it does. In this discussion-based seminar, we will explore why males vastly outrank females in math and science and career advancements (particularly in academia), and why girls get better grades and go to college more often than boys. Do the sexes have different learning styles? Are women denied advanced opportunities in academia and the workforce? How do family life and family decisions affect careers for both men and women?

This course seeks to examine how people experience gender - what it means to be a man or a woman - and sexuality in a variety of historical and cultural contexts. We will explore how gender and sexuality relate to other categories of social identity and difference, such as race and ethnicity, economic and social standing, urban or rural life, etc. One goal of the class is to learn how to critically assess media and other popular representations of gender roles and stereotypes. Another is to gain a greater sense of the diversity of human social practices and beliefs in the United States and around the world.

In this video collaboration from Khan Academy and 23andMe, you'll find out why women don't have a Y chromosome. Even with no Y, women can still learn about their paternal ancestry with genetic testing from services like 23andMe.

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:

"Many metabolic diseases show clear differences in how they manifest between males and females. While gonadal steroid hormones have been suggested as the underlying cause, the gut microbiome could also play a critical role. A new study investigated how the makeup and function of the gut microbiome is related to sex, menopausal status, and circulating gonadal steroids in humans. Important differences in gut microbiota composition and functionality were found between (a) pre-menopausal women and (b) men and post-menopausal women. But obesity overrode those differences. In addition, microbiome profiles were associated with certain gonadal steroids, particularly circulating testosterone and serum progesterone. Interestingly, microbiome signatures could be transferred from human donors to microbiome-depleted male mice, with the microbiome of mice 4 weeks after transplantation predicting donors’ testosterone levels..."

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

Sexting, like anything that's fun, runs its risks — but a serious violation of privacy shouldn't be one of them. Amy Adele Hasinoff looks at problematic responses to sexting in mass media, law and education, offering practical solutions for how individuals and tech companies can protect sensitive (and, ahem, potentially scandalous) digital files.

This course is designed to give the student a clear understanding of the pathophysiology of the menstrual cycle, fertilization, implantation, ovum growth development, differentiation and associated abnormalities. Disorders of fetal development including the principles of teratology and the mechanism of normal and abnormal parturition will be covered as well as the pathophysiology of the breast and disorders of lactation. Fetal asphyxia and its consequences will be reviewed with emphasis on the technology currently available for its detection. In addition the conclusion of the reproductive cycle, menopause, and the use of hormonal replacement will be covered.

International Women’s Voices has several objectives. It introduces students to a variety of works by contemporary women writers from Asia, Africa, the Middle East, Latin America and North America. The emphasis is on non-western writers. The readings are chosen to encourage students to think about how each author’s work reflects a distinct cultural heritage and to what extent, if any, we can identify a female voice that transcends national cultures. In lectures and readings distributed in class, students learn about the history and culture of each of the countries these authors represent. The way in which colonialism, religion, nation formation and language influence each writer is a major concern of this course. In addition, students examine the patterns of socialization of women in patriarchal cultures, and how, in the imaginary world, authors resolve or understand the relationship of the characters to love, work, identity, sex roles, marriage, and politics.

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.