75
3
Learning Outcomes
After reading this chapter, you will be able to:
3.1 Describe the processes and organs involved in
digestion.
3.2 Explain how food is propelled through the gas-
trointestinal tract.
3.3 Identify the role of enzymes and other secre-
tions in chemical digestion.
3.4 Describe how digested nutrients are absorbed.
3.5 Explain how hormones and the nervous sys-
tem regulate digestion.
3.6 Explain how absorbed nutrients are trans-
ported throughout the body.
3.7 Discuss the most common digestive disorders.
True or False?
1. Saliva can alter the taste of food. T/F
2. Without mucus, the stomach would digest itself. T/F
3. The major function of bile is to emulsify fats. T/F
4. Acid reflux is caused by gas in the stom-ach. T/F
5. The primary function of the large intes-tine is to absorb water. T/F
6. Feces contain a high amount of bacteria. T/F
7. The lymphatic system transports all nutrients through the body once they’ve been absorbed. T/F
8. Hormones play an important role in digestion. T/F
9. Diarrhea is always caused by bacterial infection. T/F
10. Irritable bowel syndrome is caused by an allergy to gluten. T/F
See page 110 for the answers.
Digestion,
Absorption,
and Transport
M03_BLAK8260_04_SE_C03.indd 75 12/1/17 11:28 PM
76 Chapter 3 | Digestion, Absorption, and Transport
The digestion of food begins even before you take that first bite. Just the sight and smell of homemade apple pie stimulates the release of saliva in
the mouth. The secretion of saliva and other digestive juices starts a cascade of
events that prepares the body for digestion, the chemical and mechanical
processes by which the body breaks food down into individual nutrient
molecules ready for absorption. Food components that aren’t absorbed are
excreted as waste (feces) by elimination. Although these are complex
processes, they go largely unnoticed. You consciously chew and swallow the
pie, but you don’t feel the release of chemicals or the muscular contractions
that cause it to be digested or the absorption of nutrient molecules through
the intestinal lining cells. In fact, you may be unaware of the entire process
until about 48 hours after eating, when the body is ready to eliminate waste.
In this chapter, we explore the processes of digestion, absorption, and
elimination, the organs involved, and the other biological mechanisms that
regulate our bodies’ processing of food and nutrients. We also discuss the causes
and treatments of some common gastrointestinal conditions and disorders.
What Are the Processes and Organs
Involved in Digestion?
LO 3.1 Describe the processes and organs involved in digestion.
Digestion, absorption, and elimination occur in the gastrointestinal (GI) tract, a mus-
cular tube approximately 20–24 feet long in an adult. Stretched vertically, the tube would
be about as high as a two-story building. It provides a barrier between the food within the
lumen (the hollow .
The digestive system of the human body comprises a group of organs working together to convert food into energy for the body. Human Digestive System and Nutrition involve the intake of food by an organism and its utilization for energy. This is a vital process which helps living beings to obtain their energy from various sources. The food which we eat undergoes much processing before the nutrients present in them are utilized to generate energy. This processing is known as digestion. The digestion process involves the alimentary canal along with various accessory organs and organ systems. In humans, the process is quite simple due to our monogastric nature. This means that we have a one-chambered stomach, unlike other animals such as cows, which have four chambers.
Science Grade 8- The Digestive System.pptxnairamarano
The Digestive System- Science (Biology)Grade 8
The food that we eat plays a central role in the survival of species. It provides the energy that enables us to carry out the many activities that we do each day such as breathing, walking, studying and cooking. Food also provides the substances needed for growth and repair of body parts.
1
Activity Analysis of Coloring
Mariah Stump
Therapeutic Recreation: Professional Practicum I
2
Activity Analysis: Coloring
Description:
Coloring is a leisure activity that involves creativity and imagination. Coloring can be an
individual or group activity. In order to color, the participant must have a coloring sheet, coloring
utensils, sharpener, and a hard surface. The coloring utensils can be crayons, colored pencils, or
markers. The goal of coloring is to bring color to the objects on the coloring sheets by shading
them with the coloring utensils. After choosing a coloring sheet, the participant must choose the
colors they feel will look best on the picture. If the coloring utensil is not sharp, they can use a
sharpener. Then the participant chooses a section to start and which color to use for that section.
They should start by coloring the inside edge of the section to help them stay in the lines. After
coloring the edge, they can color the center. They should continue to choose a section, choose a
color, shade the inside edge, and shade the center until the picture is fully colored (How).
Precautions/ Safety Issues:
Some people may want to take precaution if they are allergic to some of the chemicals in
crayons, colored pencils, or markers. They must avoid ingesting any of these coloring utensils.
Participants also need to avoid inhaling the smell of the markers. This could cause damage to the
brain, lungs, heart, liver, kidney, and peripheral nerves if it becomes a habit (Inhalants).
Special Considerations:
This activity is for people age 4 and up. Children younger than four have a hard time
staying in the lines, and may not benefit from the activity (Eye). Also, people that are blind may
be unable to do this activity unless adaptations are made.
Demands:
Although coloring is mainly a cognitive activity, it also has some physical, social, and
emotional demands. Some of the cognitive demands include deciding what picture to color and
which colors to use. Coloring is physically demanding, because the participant must have hand-
eye coordination in order to color in the lines. Sitting is the primary body position during
coloring, so the participant must also have sitting endurance. The dominant arm, wrist, hand, and
fingers are also involved, so the person must have the arm strength and stability needed to finish
the coloring page. Coloring is normally an individual activity, however, more than one person
3
can participate at one time. Coloring in a group could make the activity socially demanding, if
the people choose to interact with one another. Coloring could make a person feel joyful,
relaxed, or frustrated. Joy or happiness could come from completing the coloring page. Coloring
has been shown to relieve stress, so participants may feel relaxed or laid back while participating
in this activity. Coloring can als.
0 Choose one of the organizations described in the Four Case Studie.docxpoulterbarbara
0 Choose one of the organizations described in the “Four Case Studies on Corporate Social Responsibility” article; analyze the information about the organization; and write a 4-page case study paper (2 pages of content). Include in-text citations from at least 2 peer reviewed sources. The case study paper should include the following sections: A. Introduction B. Description of the organization’s original corporate social responsibility (CSR) policies and reporting C. Description of the conflicts D. Description of resultant changes in the CSR policies and reporting E. Conclusion
.
More Related Content
Similar to 753 Learning OutcomesAfter reading this chapter, .docx
The digestive system of the human body comprises a group of organs working together to convert food into energy for the body. Human Digestive System and Nutrition involve the intake of food by an organism and its utilization for energy. This is a vital process which helps living beings to obtain their energy from various sources. The food which we eat undergoes much processing before the nutrients present in them are utilized to generate energy. This processing is known as digestion. The digestion process involves the alimentary canal along with various accessory organs and organ systems. In humans, the process is quite simple due to our monogastric nature. This means that we have a one-chambered stomach, unlike other animals such as cows, which have four chambers.
Science Grade 8- The Digestive System.pptxnairamarano
The Digestive System- Science (Biology)Grade 8
The food that we eat plays a central role in the survival of species. It provides the energy that enables us to carry out the many activities that we do each day such as breathing, walking, studying and cooking. Food also provides the substances needed for growth and repair of body parts.
1
Activity Analysis of Coloring
Mariah Stump
Therapeutic Recreation: Professional Practicum I
2
Activity Analysis: Coloring
Description:
Coloring is a leisure activity that involves creativity and imagination. Coloring can be an
individual or group activity. In order to color, the participant must have a coloring sheet, coloring
utensils, sharpener, and a hard surface. The coloring utensils can be crayons, colored pencils, or
markers. The goal of coloring is to bring color to the objects on the coloring sheets by shading
them with the coloring utensils. After choosing a coloring sheet, the participant must choose the
colors they feel will look best on the picture. If the coloring utensil is not sharp, they can use a
sharpener. Then the participant chooses a section to start and which color to use for that section.
They should start by coloring the inside edge of the section to help them stay in the lines. After
coloring the edge, they can color the center. They should continue to choose a section, choose a
color, shade the inside edge, and shade the center until the picture is fully colored (How).
Precautions/ Safety Issues:
Some people may want to take precaution if they are allergic to some of the chemicals in
crayons, colored pencils, or markers. They must avoid ingesting any of these coloring utensils.
Participants also need to avoid inhaling the smell of the markers. This could cause damage to the
brain, lungs, heart, liver, kidney, and peripheral nerves if it becomes a habit (Inhalants).
Special Considerations:
This activity is for people age 4 and up. Children younger than four have a hard time
staying in the lines, and may not benefit from the activity (Eye). Also, people that are blind may
be unable to do this activity unless adaptations are made.
Demands:
Although coloring is mainly a cognitive activity, it also has some physical, social, and
emotional demands. Some of the cognitive demands include deciding what picture to color and
which colors to use. Coloring is physically demanding, because the participant must have hand-
eye coordination in order to color in the lines. Sitting is the primary body position during
coloring, so the participant must also have sitting endurance. The dominant arm, wrist, hand, and
fingers are also involved, so the person must have the arm strength and stability needed to finish
the coloring page. Coloring is normally an individual activity, however, more than one person
3
can participate at one time. Coloring in a group could make the activity socially demanding, if
the people choose to interact with one another. Coloring could make a person feel joyful,
relaxed, or frustrated. Joy or happiness could come from completing the coloring page. Coloring
has been shown to relieve stress, so participants may feel relaxed or laid back while participating
in this activity. Coloring can als.
0 Choose one of the organizations described in the Four Case Studie.docxpoulterbarbara
0 Choose one of the organizations described in the “Four Case Studies on Corporate Social Responsibility” article; analyze the information about the organization; and write a 4-page case study paper (2 pages of content). Include in-text citations from at least 2 peer reviewed sources. The case study paper should include the following sections: A. Introduction B. Description of the organization’s original corporate social responsibility (CSR) policies and reporting C. Description of the conflicts D. Description of resultant changes in the CSR policies and reporting E. Conclusion
.
1 Case Study #23 Is Yahoo!’s Business Model .docxpoulterbarbara
1
Case Study #23:
Is Yahoo!’s Business Model
Working in 2011 and Today?
BUS 189 - Prof. Larry Gee
Team # 5 - The A+ Students
Aimee Gohil - # 7260
Sean Luis - # 0283
PM - Karin Proven - # 7884
Krysta Sumabat - # 2199
Friday, December 4 2015
2
Table of Contents
Appendix 1: History, Development, and Growth ……….………………………………………. 3
Appendix 2: Internal Strengths and Weakness ….………………………………………………. 8
Appendix 3: Nature of External Environment …..……………………………………………... 11
Appendix 4: SWOT Analysis…………….………….…………………………………………. 12
Appendix 5: Corporate-Level Strategy ...………………………………………………………. 18
Appendix 6: Business- Level Strategy …………………………………………………………. 20
Appendix 7: Company Structure and Control Systems………...………………………………. 22
Appendix 8: Recommendations...………………………………………………………………. 24
Case Question 1 ……….………………………………………………………….…….……… 25
Case Question 2 ……….………………………………………………………………..……… 29
Case Question 3 ………………………………………………………………………..………. 32
Case Question 4 ……………………………………………………………………….….……. 36
Conclusion …………………………………………………………………………….….……. 38
Bibliography………………………………….………………….……………………….….…. 40
3
Appendix 1: The History, Development, and Growth
Yahoo! is a global technology company best known and recognized for their search
engine, web portals, email services, and similar technologies. Yahoo! is currently working hard
to stand out from competitors by executing several strategies, including corporate level strategies
such as acquisitions, horizontal and vertical integration. It is clear with the struggles Yahoo! has
faced over the past 7 years that they need to regain market share, expand their demographics,
improve innovation, and build brand loyalty to be profitable. The company’s past strategy of
acquisitions has been costly and has not produced the desired result.
Yahoo! was founded by David Filo and Jerry Yang and the company is based in the heart
of the Silicon Valley in Sunnyvale, California. (McCullough) In 1994, David and Jerry were
graduate students at Stanford University, studying to obtain their Ph.D. in Electrical
Engineering. The World Wide Web was a tool they used, but the user experience left them
extremely frustrated. Thousands of pages would appear which were random and unorganized,
making the tool overly cumbersome and difficult to use effectively. Realizing there was a better
way to organize the information, the pair found a way to manage all these websites by specific
content. What David and Jerry provided was a hierarchically organized index compared to an
index of pages. They named this organized hierarchy “David and Jerry’s Guide to The World
Wide Web” and published it in 1994.
Initially their site was used mainly by their friends and for their own personal
use. However, over time, more and more people came across the time saving website, spreading
the word about “David and .
06identifying exceptions and RECOGNIZING WINSWe can .docxpoulterbarbara
|06|identifying exceptions and
RECOGNIZING WINS
“We can always choose to
perceive things differently.
We can focus on what’s
wrong in our life, or we can
focus on what’s right.”
Marianne Williamson
RECOGNIZING WINS | 98
Where We Have Been
In the previous chapter, you learned the concept of neuroplasticity, the brain’s ability to be “plastic” or “changeable”
in nature by actually growing new neural pathways when tasked with creating new thinking patterns. You also
discovered that you cannot always trust your thoughts as they can get stuck in the habit of delivering faulty
information based on self-limiting and self-sabotaging beliefs. You were also introduced to the concept of cognitive
reframing, which highlights your ability to view the same information or experience through a different and more
productive frame of reference. And finally, we shared the narrative concept of externalizing problems; the concept
invited you to examine whether your self-concept was too closely defined by common problems like procrastination,
anxiety, or overwhelm. We further examined what steps to take to start to have a constructive relationship with
externalized problems by dialoguing with them as a way of escaping their impact.
Where We Are Going
In this chapter, we will dive deeply into the concept of finding exceptions to problem-saturated stories. Returning
again to Angela, we will use her story as a teaching tool as we bring into focus exactly how the narrative process is
engineered to discover these exceptions to problems. Highlighting her process will set the stage for you to highlight
your own as you begin inquiring into your own personal narrative in a way that draws on actual evidence from your
own life story thus far.
In this chapter, you will come to find that you, like us all, have unexamined exceptions to the problem-laden beliefs
that may be hard to abandon. Because of this, you will be taught how to explore the creative process of finding
exceptions—those times when despite all odds and the many neural pathways that have already been carved so
deeply to support the dominance of problems, something exceptional still occurred (Figure 1).
Gearing Up
» To develop a new relationship to your problem(s), now that you have learned to
externalize them
» To expand your non-cognitive vernacular (generate more words to convey the Big 7)
» To take cognitive reframing to the next level by learning how to find exceptions to your
problems (times the problem wasn’t in control)
» To understand the neuroscience behind asking the right questions and visualizing
yourself as successful in combating the effects of your problem(s)
» To see the importance of recognizing wins in your life
» To recognize that your wins are not context dependent, but “you” dependent
Figure 1. Exceptions can be found
anywhere, even in something as
simple as paying a bill on time
rather than letting the problem of
procrastination t.
08creating YOUR GAME PLANNothing will work unle.docxpoulterbarbara
|08|creating
YOUR GAME PLAN
“Nothing will work
unless you do.”
Maya Angelou
YOUR GAME PLAN | 135
Where Have We Been
In the previous chapter, we focused on the importance of cultivating courage as a necessary component in creating a
life that is aligned with your greatest gifts, values, and, of course, engaging in the exploratory process of uncovering
your personal “why.” You were encouraged to discover your “courage compass” and to use it as often as is helpful
and enjoyable, but particularly when fear comes knocking. You were also taught about the astonishing power of your
imagination and its ability to activate your unconscious mind’s internal GPS in helping you to move in the direction of
your desired future. Lastly, you learned how neuroscience relates to visualization, feeling and experiencing yourself
embody real or imagined moments in a sequence of events that aids the brain in believing them.
Where We Are Going
Well, you’ve made it to the end. This final chapter of the re:MIND methodology culminates into a process of
synthesizing all that you have learned in the previous chapters into very personalized “game plan” (Figure 1). We say
personalized because as we lead you through this process of creating a trustworthy game plan that can weather all the
storms of your life, we will focus on proactively anticipating and forecasting any challenges that might arise, so that they
do not derail your progress. You see, you will want to be at-the-ready and prepared when problems surface because, as
you learned in Chapter 7, your life and your legacy are too important to leave in the hands of self-doubt, or problems
like fear, guilt, or anxiety. But first, we’re going to look back on your journey. Without further ado, let’s get started.
Gearing Up
» To review all that you’ve learned in order to prepare you for the final step
» To re-visit the structure of positive self-talk
» To create your personal game plan
» To help you plan against multiple mindset problems
» To prepare you for future mindset problems outside your plan
Figure 1. Your game plan will prepare
you for what is to come.
YOUR GAME PLAN | 136
Remembering Your Journey
Every step of this process has been leading you to this final outcome. The opportunity here lies in combining the
material in a way that makes the most sense for you given the challenges that you currently face, or that you anticipate
facing in the near future. By having a game plan, you will be armed with a coping strategy that is comprehensive,
reliable, and fully committed to your success. Before we dive into the game plan, let’s take a brief journey and review
what you’ve learned as a way of refreshing your mind and preparing you for this final step.
Self-Talk, Self-Doubt, and Your Personal Narrative
When you first started, you may not have had a clear sense as to where this journey was taking you. The process
started with three students tripping over both a l.
1 2Week 4 Evidence and Standards ACC49142020Week .docxpoulterbarbara
1
2
Week 4 Evidence and Standards ACC/491
4/20/20Week 4 Evidence and Standards
Comparison of Audit, Scientific and Legal Evidence Standards.
According to "Investopedia" (2020), generally accepted auditing standards (GAAS) are a set of systematic guidelines used by auditors when conducting audits on companies' financial records. GAAS helps to ensure the accuracy, consistency, and verifiability of auditors' actions and reports. The Auditing Standards Board (ASB) of the American Institute of Certified Public Accountants (AICPA) created GAAS. (para 1).
Scientific evidence is information gathered from scientific research, which takes a lot of time to conduct. But there are a few things that all this research needs to have in common to make it possible for businesses to accept it as "evidence" ("The Conversation," 2020).
Legal evidence is represented by what is lawful to be proven by law to be valid or invalid, true or untrue.
Consideration of Sample Sizes and Methods (random, haphazard, monetary unit sample, judgmental) and how sampling affects evidence.
Evidence gathered should be representative of the population. The chances that the sample taken is not representative of the population is sampling risk, which should be controlled by using proper sample size and appropriate selection. (Arens, Elder, & Beasley, 2014, p. 476)
The selection of a sample is made using the following methods: random, haphazard, monetary unit, and judgmental.
Random sample selection is made by giving all items in a population the same chance of being selected. Sample selection is used when there is no need to emphasize some items in the population. (Arens, Elder, & Beasley, 2014, p. 478)
Haphazard sample selection is made without any distinguishing characteristics such as size or source. (Arens, Elder, & Beasley, 2014, p. 480)
Monetary unit sampling is a statistical method used for testing details of balances. Samples are selected based on the probability proportional to size sample selection. (Arens, Elder, & Beasley, 2014, pp. 566-567)
Judgmental sampling is based on the auditor's decision on which items from the population to review. It's based on auditor's knowledge of the business and industry, as well as their experience in auditing.
Relevance, Reliability and Sufficiency of Evidence.
Our company's control over financial reporting is a process that's designed to assure the reliability of financial reporting and the preparation of financial statements for external purposes under generally accepted accounting principles. Management is responsible for establishing and maintaining internal control over financial reporting (as defined in Rule 13a-15(f) under the Exchange Act). They assess the effectiveness of the internal control over financial reporting based on the criteria that were set forth in the Internal Control-Integrated Framework that was issued by the Committee of Sponsoring Organizations of the Treadway Commission (2013 framework). Managem.
.,Discuss power, authority, and violenceDifferentiate between .docxpoulterbarbara
.,Discuss power, authority, and violence
Differentiate between the different types of governments around the world
A response to the initial question(s) below
Responses to at least two other students' posts
Step 1
Conduct research on the Internet.
Pick three countries from around the world that have different political systems than the United States. Explore their characteristics in terms of power and authority.
Step 2
Write a post answering following questions.
How does the political system work in each of these countries?
Who are the power holders? Are they elected?
Do they have governments?
Answer the questions in paragraphs and please add sociology references to each paragraph.
.
. Why is understanding the fundamentals of persuasion and argume.docxpoulterbarbara
. Why is understanding the fundamentals of persuasion and argumentation necessary in technical writing?
2. In analyzing the audience for a persuasive document, what broader goals is the write hoping to achieve?
3. In planning a persuasive document, what constraints must the writer consider? Please be precise.
4. What are the elements of a persuasive argument? Briefly explain each.
5. A successful persuasive document must avoid logical fallacies, name them.
6. What is persona? What characteristics would help a writer to demonstrate, as well as establish, an attractive persona to his or her audience when preparing a persuasive document?
7. What are the elements of a coherent paragraph?
.
09-15 PRACTICAL EXERCISE PE 4-04-1 TITL.docxpoulterbarbara
09-15
PRACTICAL EXERCISE: PE 4-04-1
TITLE: Project PRT
INTRODUCTION:
Many situations will occur during your tours, which test your ability to solve complex problems.
When we are faced with solving a problem the first and most critical step is identifying the
problem. Often times we try to fix symptoms of the problem instead of the problem itself.
INFORMATION:
Upon graduating the SEA, you report to your new squadron. During your check-in brief with the
Command Master Chief, you discover the collateral duty of Command Fitness Leader (CFL) is
vacant. You have the training and interest in this program and willingly volunteer. Your
Commanding Officer’s welcome aboard interview goes well and he appears very satisfied of
your eagerness to accept duties as CFL. During the interview he mentions the number one
complaint from the crew is their inability to perform PT during the workday. His concern is the
high number of failures among the younger members of the crew during the previous PFA cycle
(13 percent of Sailors fewer than 24 years old failed the run portion and seven percent of the
command failed the body composition portion of the previous cycle’s PFA). The current
command instruction requires personnel to PT after normal working hours. The Captain wants
to make the PT program a part of the workday and asks you to develop a schedule where
everyone will have an opportunity to meet the CNO’s directives (one hour per day/three times
per week).
When you meet the Maintenance Master Chief, you mention the concern of the Captain over the
Command PT program. The Master Chief is aware of the crew’s complaints regarding the
requirement to PT after normal working hours. He doesn’t see the importance of the program
when weighed against the amount of daily mission-essential maintenance required on “his”
aircraft. Three of the six department heads seem satisfied with the current program and do not
see a need for change. You find the CPOs are not happy with the current program (because of
the high failure rate on the previous PFA) and fully support a change. They are unwilling to defy
the Maintenance Master Chief. The Command Master Chief pledges his full support of any
reasonable plan you and the Chiefs develop as long as each department maintains no less than a
supervisor, collateral duty inspector (supervisor can dual hat as CDI), and three workers. Your
plan must have PT for everyone.
ASSIGNMENT- Post your answer on the discussion board:
1. Identify the problem.
2. Write a problem statement.
3. Explain why you believe the problem you identified is the root cause and not a symptom.
Assignment 3: Project Proposal – Execution, Control, and Closure
Due Week 10 and worth 150 points
Note: This is the third of three assignments which, as a whole, will cover all aspects of the project life cycle relevant to your selected project. THIS ASSIGNMENT IS BASED .
0Running Head NON-VERBAL COMMUNICATIONS 10NON-VERBAL C.docxpoulterbarbara
0
Running Head: NON-VERBAL COMMUNICATIONS 1
0
NON-VERBAL COMMUNICATION
Contributor, N. T. (2019, December 23). Communication skills 3: non-verbal communication. Retrieved from https://www.nursingtimes.net/clinical-archive/assessment-skills/communication-skills-3-non-verbal-communication-15-01-2018/
Non-verbal communication is primarily about body language, but other factors such as the layout or decoration of a room, or someone’s clothing or appearance, can also communicate messages. Non-verbal communication can be a supplemental for verbal communication and can reinforce or substitute a spoken message. The non-verbal communication can be different in each situation and each encounter. It is affected by the patient’s sensitivities, how one is regarded and the situation itself. it is very important to facilitate the positive non-verbal interactions in the health care settings. Body language can be crucial as it aids in communication and also helps to decode and react appropriately to other people’s visual and cues. Also, the cultural differences can affect the non-verbal communication as some non-verbal communication can be considered appropriate in some cultures. Thus, it is required to have some knowledge regarding cultural differences and cultural competence.
Liu, Calvo, A., R., Lim, & Renee. (2016, June 7). Improving Medical Students' Awareness of Their Non-Verbal Communication through Automated Non-Verbal Behavior Feedback. Retrieved from https://www.frontiersin.org/articles/10.3389/fict.2016.00011/full
The non-verbal communication of clinicians has an impact on patients’ satisfaction and health outcomes. Yet medical students are not receiving enough training on the appropriate non-verbal behaviors in clinical consultations. Computer vision techniques have been used for detecting different kinds of non-verbal behaviors, and they can be incorporated in educational systems that help medical students to develop communication skills. We describe EQClinic, a system that combines a tele-health platform with automated non-verbal behavior recognition. The system aims to help medical students improve their communication skills through a combination of human and automatically generated feedback. EQClinic provides fully automated calendaring and video conferencing features for doctors or medical students to interview patients. We describe a pilot (18 dyadic interactions) in which standardized patients (SPs) (i.e., someone acting as a real patient) were interviewed by medical students and provided assessments and comments about their performance. After the interview, computer vision and audio processing algorithms were used to recognize students’ non-verbal behaviors known to influence the quality of a medical consultation: including turn taking, speaking ratio, sound volume, sound pitch, smiling, frowning, head leaning, head tilting, nodding, shaking, face-touch gestures and overall body movements. The results showed that students’ awareness.
... all men are created equal ... they are endowed by their Cre.docxpoulterbarbara
"... all men are created equal ... they are endowed by their Creator with certain unalienable Rights, ... among these are Life, Liberty, and the pursuit of Happiness." – Preamble to the Declaration of Independence (National Archives, 2020)
Imagine that you are Thomas Jefferson during the eventful days of 1776 (the year the Declaration of Independence was signed), when protest and revolt energized the air.
If Thomas Jefferson looked into the future, he might not have realized just how important and revered the Declaration of Independence would become. The Declaration is studied and admired all over the world, and its importance continues to grow.
Read more about the Declaration and its importance in this article
.
For your Discussion Board post complete the following:
Explain why you think the Declaration has become the revered document that it is.
Discuss whether you think the Declaration of Independence is relevant in your life today and why
.
-Extended definition of AI and contextual overview.-Detailed d.docxpoulterbarbara
-Extended definition of AI and contextual overview.
-Detailed discussion of two or three uses of AI – what it can do and reasons why it is likely to be beneficial.
-Analysis of any problems arising from these uses of AI.
Harvard references style
.
1 CDU APA 6th Referencing Style Guide (Febru.docxpoulterbarbara
1
CDU APA 6th
Referencing Style Guide
(February 2019 version)
2
Contents
APA Fundamentals .......................................................................................... 3
Reference List ................................................................................................... 3
Citing in the text ............................................................................................... 5
Paraphrase ................................................................................................... 5
Direct quotes................................................................................................. 5
Secondary source .......................................................................................... 6
Personal communications............................................................................. 6
Examples .......................................................................................................... 7
Book .............................................................................................................. 7
eBook ............................................................................................................ 7
Journal article with doi ................................................................................ 7
Journal article without doi ........................................................................... 7
Web page ...................................................................................................... 7
Books - print and online ................................................................................... 8
Single author ................................................................................................ 8
eBook/electronic book ................................................................................ 11
Journal articles, Conference papers and Newspaper articles ........................ 13
Multimedia ..................................................................................................... 16
YouTube or Streaming video ..................................................................... 16
Online images ................................................................................................. 17
Web sources and online documents ................................................................ 20
Web page .................................................................................................... 20
Document from a website ........................................................................... 21
Legislation and cases ...................................................................................... 23
Common abbreviations .................................................................................. 24
Appendix 1: How to write an APA reference when information is missing .. 25
Appendix 2: Author layout.
1 How to Overcome Public Perception Issues on Potable R.docxpoulterbarbara
1
How to Overcome Public Perception Issues on Potable Reuse Projects
Michael R. Markus, P.E., Orange County Water District, Fountain Valley, CA
Eleanor Torres, Orange County Water District, Fountain Valley, CA
Abstract
The purpose of this paper is to provide an overview of how the Orange County Water District
(the District; OCWD) was able to insulate itself from public opposition to its potable reuse
project, the Groundwater Replenishment System (GWRS).
To understand what challenges the District would be facing it is important to first understand
what was happening with other projects that were being developed at the same time in
Southern California. Second, it is important to understand the process by which the outreach
program was developed and how it was executed. That program was ongoing and changed
with the project to help anticipate and react to various issues that developed. Finally, it will be
shown how important it is to continue the outreach efforts and outline the various steps the
District has taken to educate people on the benefits of reuse.
Introduction
The Orange County Water District manages a very large groundwater basin (basin) in central
and north Orange County in the state of California, U.S.A. It was created by the State
Legislature in 1933 for that purpose and is governed by a 10-member Board of Directors that
sets policy, establishes the amount of pumping out of the basin and sets tariffs. The District
currently has set the amount of groundwater that can be pumped out of the basin at 77% of the
total water demands for its 19 retail agencies which serve 2.5 million people. The remaining
23% of its water supply is dependent on water that is imported into the region.
The Southern California region has a semi-arid climate, which receives approximately 355 mm
of rainfall per year. Most of its water is imported from two primary outside sources, the
Colorado River and the Sacramento-San Joaquin Delta (the Delta) in Northern California. The
Metropolitan Water District of Southern California (MWD) built a 320 km aqueduct in the
1930’s bringing water from the Colorado River into Southern California and then participated in
the building of a 640 km aqueduct in the 1960’s from Northern California to bring water from
the Delta to Southern California. These supplies are enough to meet the water demands in
most years, but they are variable and the amount of water through these systems is dependent
on hydrology and certainly in the future, climate change.
Groundwater basins provide an important source of supplemental supply to the imported water
provided by MWD. A sustainably managed basin can provide a reliable source of low-cost
water, with groundwater costing half as much as imported water. The Orange County Water
District relies on rainfall, stormwater capture, Santa Ana River flows, untreated imported water
and recycled water for refilling its basin. This amount of water.
. Thoroughly complete each part of the prewriting process.. .docxpoulterbarbara
. Thoroughly complete each part of the prewriting process.
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Remember that the purpose of researched information is to prove your own point--not to make that point for
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8.) Have I removed any previous comments I got from tutors?
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. Research Paper Give a behaviorists response to the charge t.docxpoulterbarbara
. Research Paper
Give a behaviorist's response to the charge that:
a. Behavior therapists ignore the past.
b. Behavior therapy is coercive.
c. Rewarding behavior causes children to refuse to do anything unless a reward follows.
d. If one child is reinforced, another child might increase his negative behavior to get a reward.
Address each one of these charges separately, and give research evidence to support your statements and arguments. the doc must have 5 minimum page length.
.
-QuestionsDiscuss how Adam vision was formedHow did he deve.docxpoulterbarbara
-Questions:
Discuss how Adam vision was formed
How did he develop compassion for the outsider and marginalized?
Is compassion inborn or learned?
How does humor fit into health care delivery?
Why aren’t there more people like Adams?
Explain how Sr Adams fits into either an opt group or in group
Format:
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
753 Learning OutcomesAfter reading this chapter, .docx
1. 75
3
Learning Outcomes
After reading this chapter, you will be able to:
3.1 Describe the processes and organs involved in
digestion.
3.2 Explain how food is propelled through the gas-
trointestinal tract.
3.3 Identify the role of enzymes and other secre-
tions in chemical digestion.
3.4 Describe how digested nutrients are absorbed.
3.5 Explain how hormones and the nervous sys-
tem regulate digestion.
3.6 Explain how absorbed nutrients are trans-
ported throughout the body.
3.7 Discuss the most common digestive disorders.
True or False?
1. Saliva can alter the taste of food. T/F
2. Without mucus, the stomach would digest itself. T/F
3. The major function of bile is to emulsify fats. T/F
4. Acid reflux is caused by gas in the stom-ach. T/F
5. The primary function of the large intes-tine is to absorb
2. water. T/F
6. Feces contain a high amount of bacteria. T/F
7. The lymphatic system transports all nutrients through the
body once they’ve been absorbed. T/F
8. Hormones play an important role in digestion. T/F
9. Diarrhea is always caused by bacterial infection. T/F
10. Irritable bowel syndrome is caused by an allergy to gluten.
T/F
See page 110 for the answers.
Digestion,
Absorption,
and Transport
M03_BLAK8260_04_SE_C03.indd 75 12/1/17 11:28 PM
76 Chapter 3 | Digestion, Absorption, and Transport
The digestion of food begins even before you take that first
bite. Just the sight and smell of homemade apple pie stimulates
the release of saliva in
the mouth. The secretion of saliva and other digestive juices
starts a cascade of
events that prepares the body for digestion, the chemical and
mechanical
processes by which the body breaks food down into individual
nutrient
molecules ready for absorption. Food components that aren’t
absorbed are
3. excreted as waste (feces) by elimination. Although these are
complex
processes, they go largely unnoticed. You consciously chew and
swallow the
pie, but you don’t feel the release of chemicals or the muscular
contractions
that cause it to be digested or the absorption of nutrient
molecules through
the intestinal lining cells. In fact, you may be unaware of the
entire process
until about 48 hours after eating, when the body is ready to
eliminate waste.
In this chapter, we explore the processes of digestion,
absorption, and
elimination, the organs involved, and the other biological
mechanisms that
regulate our bodies’ processing of food and nutrients. We also
discuss the causes
and treatments of some common gastrointestinal conditions and
disorders.
What Are the Processes and Organs
Involved in Digestion?
LO 3.1 Describe the processes and organs involved in digestion.
Digestion, absorption, and elimination occur in the
4. gastrointestinal (GI) tract, a mus-
cular tube approximately 20–24 feet long in an adult. Stretched
vertically, the tube would
be about as high as a two-story building. It provides a barrier
between the food within the
lumen (the hollow interior of the tract), which is technically
external, and our body cells,
which are internal.
Although the prefix gastro- means “stomach,” the GI tract
actually extends from the
mouth to the anus. Its six organs are the mouth, pharynx,
esophagus, stomach, small
intestine, and large intestine. Food moves from one organ to the
next by propulsion. Various
sphincters along the way allow food to pass. These muscular
rings act like one-way doors,
allowing the mixture of food and digestive juices to flow into
the next organ but not to
flow back. Focus Figure 3.1 illustrates the organs and processes
of the digestive system.
Digestion Begins in the Mouth
The body digests food chemically, by the actions of digestive
secretions, and mechanically, by
the actions of the teeth and the powerful muscles of the GI tract.
Both chemical digestion
and mechanical digestion begin in the mouth. During
mastication, the teeth, powered
by strong jaw muscles, mechanically cut and grind food into
smaller pieces as the tongue
mixes it with saliva. Saliva dissolves small food particles,
which allows them to react with
the taste buds so we can savor food. About 99 percent water,
saliva moistens and binds
food to lubricate it for comfortable swallowing and traveling
5. down the esophagus. Saliva
also contains enzymes, compounds that help accelerate the rate
of chemical reactions.
Enzymes are discussed in detail later in this chapter. The
primary enzyme in saliva is sali-
vary amylase, which begins to break down carbohydrates. (You
can taste this enzyme
working when you eat a starch-containing food such as a
cracker; as the enzyme breaks
down starch into sugars, the flavor becomes sweeter.)
digestion Process that breaks down food
into individual molecules small enough to be
absorbed through the intestinal wall.
absorption Process of moving nutrients from
the GI tract into the circulatory system.
elimination Excretion of undigested and
unabsorbed food through the feces.
gastrointestinal (GI) tract Tubular organ
system including the mouth, pharynx, esopha-
gus, stomach, and small and large intestines,
by means of which food is digested, nutrients
absorbed, and wastes expelled.
lumen Channel or inside space of a vessel
such as the intestine or artery.
propulsion Process that moves food along
the GI tract during digestion.
sphincters Circular rings of muscle that open
and close in response to nerve input.
6. chemical digestion Breaking down food
through enzymatic reactions.
mechanical digestion Breaking down food
by chewing, grinding, squeezing, and mov-
ing it through the GI tract by peristalsis and
segmentation.
mastication Chewing food.
saliva Secretion from the salivary glands that
softens and lubricates food and begins the
chemical breakdown of starch.
Whole foods must first be broken down into
individual nutrients that can be used by the
body’s cells.
M03_BLAK8260_04_SE_C03.indd 76 12/1/17 11:28 PM
What Are the Processes and Organs Involved in Digestion? 77
Head to Mastering Nutrition and watch a narrated
video tour of this figure by author Joan Salge Blake.
Figure 3.1 The Digestive SystemFOCUS
PANCREAS
GALLBLADDER
LIVER
Produces bile to
digest fats.
7. Stores bile before release
into the small intestine
through the bile duct.
Produce saliva, a mixture of water,
mucus, enzymes, and other chemicals
SALIVARY GLANDS
MOUTH
PHARYNX AND ESOPHAGUS
STOMACH
SMALL INTESTINE
LARGE INTESTINE
RECTUM
The human digestive system consists of the organs of the
gastrointestinal (GI) tract and associated accessory organs.
The processing of food in the GI tract involves ingestion,
mechanical digestion, chemical digestion,
propulsion, absorption, and elimination.
Ingestion Food enters the GI tract via the mouth.
Mechanical digestion Mastication tears, shreds, and
mixes food with saliva, forming a bolus.
Chemical digestion Salivary amylase begins
carbohydrate breakdown.
8. Produces digestive
enzymes and bicarbonate
ions that are released into
the small intestine via the
pancreatic duct.
Mechanical digestion This process
mixes and churns the bolus with acid,
enzymes, and gastric fluid into a liquid
called chyme.
Chemical digestion Pepsin begins
digestion of proteins.
Absorption A few fat-soluble
substances are absorbed through the
stomach wall.
Mechanical digestion and Propulsion
Segmentation mixes chyme with digestive
juices; peristaltic waves move it along the tract.
Chemical digestion Digestive enzymes from
the pancreas and brush border digest most
classes of food.
Absorption Nutrients are absorbed into blood
and lymph through enterocytes.
Chemical digestion Some remaining food
residues are digested by bacteria.
Absorption Salts, water, and some vitamins
are reabsorbed.
Propulsion Compacts waste into feces.
9. Elimination Feces are temporarily stored before
voluntary release through the anus.
Propulsion Swallowing and peristalsis
move the bolus from mouth to stomach.
ORGANS OF THE GI TRACT ACCESSORY ORGANS
M03_BLAK8260_04_SE_C03.indd 77 12/1/17 11:28 PM
78 Chapter 3 | Digestion, Absorption, and Transport
Once food has been adequately chewed and moistened, the
tongue rolls it into a
bolus and thrusts it into the pharynx to be swallowed. The
pharynx is the gateway to the
esophagus, as well as to the trachea (or windpipe, the tube that
connects to the lungs).
Normally, a flap of cartilage called the epiglottis closes off the
trachea during swallowing,
so that food doesn’t accidentally “go down the wrong pipe” (see
Figure 3.2). When the
epiglottis doesn’t work properly, food can get lodged in the
trachea and potentially cause
choking.
The esophagus has only one function—to transport food and
fluids from the mouth
to the stomach. As food passes through the pharynx, the upper
esophageal sphincter
opens, allowing the bolus to enter the esophagus. After
swallowing, rhythmic muscular
contractions, with the help of gravity, move the bolus toward
10. the stomach. The esophagus
narrows at the bottom (just above the stomach) and ends at the
lower esophageal
sphincter (LES) (Figure 3.3). Under normal conditions, when
the bolus reaches the
stomach, the LES relaxes and allows food to pass into the
stomach. The stomach also
relaxes to comfortably receive the bolus. After food enters the
stomach, the LES closes
to prevent the stomach contents from regurgitating backward
into the esophagus.
The Stomach Stores, Mixes, and Prepares Food
for Digestion
The primary function of the stomach is to mix food with various
gastric juices to chemi-
cally break it down into smaller and smaller pieces (Figure 3.4).
The stomach lining
includes four layers. The innermost layer contains goblet cells
and gastric pits or ducts,
which contain gastric glands that secrete a variety of critical
digestive juices. Various other
cells in the stomach lining, among them parietal (puh-RAHY-i-
tl ) cells, chief cells, and
mucous neck cells, secrete other gastric juices and mucus. The
gastric juices are discussed
later in this chapter.
Mechanical digestion in the stomach occurs as the longitudinal,
circular, and diagonal
muscles that surround the organ forcefully push, churn, and mix
the contents of the
stomach with the gastric juices. These powerful muscles can
also stretch to accom-
modate different volumes of food. An empty stomach can hold a
little less than a cup,
11. but the numerous folds of the stomach lining can stretch out
after a large meal to hold
up to 1 gallon (4 liters).1 For several hours, food is
continuously churned and mixed in
the stomach.
bolus Soft mass of chewed food.
pharynx Area of the GI tract between the
mouth and the esophagus; also called the
throat.
esophagus Tube that connects the mouth to
the stomach.
epiglottis Cartilage at the back of the tongue
that closes off the trachea during swallowing.
upper esophageal sphincter Muscular ring
located at the top of the esophagus.
lower esophageal sphincter (LES) Mus-
cular ring located between the base of the
esophagus and the stomach.
stomach J-shaped muscular organ that
mixes and churns food with digestive juices
and acid to form chyme.
goblet cells Cells throughout the GI tract that
secrete mucus.
gastric pits Indentations or small pits in the
stomach lining where the gastric glands are
located; gastric glands produce gastric juices.
12. parietal cells Specialized cells in the stomach
that secrete the gastric juices hydrochloric acid
and intrinsic factor.
chief cells Specialized cells in the stomach
that secrete pepsinogen, an inactive form of
the protein-digesting enzyme pepsin.
mucus Secretion produced throughout the
GI tract that moistens and lubricates food and
protects membranes.
▲ Figure 3.2 The Role of the Epiglottis
The epiglottis prevents food from entering the
trachea during swallowing.
Esophagus
Trachea
(open)
Esophagus
Trachea
(closed)
Bolus
Tongue
Epiglottis
(up)
Bolus
Tongue
13. Epiglottis
(down)
▲ Figure 3.3 Sphincters at Work
Sphincters control the passage of food by contracting or
relaxing.
The LES (lower esophageal sphincter)
relaxes after swallowing to allow the bolus
to enter the stomach.
1 The LES contracts to prevent stomach
contents from returning to the
esophagus.
2
Esophagus
Bolus
LES relaxes
Stomach
Esophagus
LES contracts
Stomach
M03_BLAK8260_04_SE_C03.indd 78 12/1/17 11:28 PM
What Are the Processes and Organs Involved in Digestion? 79
14. Once food has been adequately chewed and moistened, the
tongue rolls it into a
bolus and thrusts it into the pharynx to be swallowed. The
pharynx is the gateway to the
esophagus, as well as to the trachea (or windpipe, the tube that
connects to the lungs).
Normally, a flap of cartilage called the epiglottis closes off the
trachea during swallowing,
so that food doesn’t accidentally “go down the wrong pipe” (see
Figure 3.2). When the
epiglottis doesn’t work properly, food can get lodged in the
trachea and potentially cause
choking.
The esophagus has only one function—to transport food and
fluids from the mouth
to the stomach. As food passes through the pharynx, the upper
esophageal sphincter
opens, allowing the bolus to enter the esophagus. After
swallowing, rhythmic muscular
contractions, with the help of gravity, move the bolus toward
the stomach. The esophagus
narrows at the bottom (just above the stomach) and ends at the
lower esophageal
sphincter (LES) (Figure 3.3). Under normal conditions, when
the bolus reaches the
stomach, the LES relaxes and allows food to pass into the
stomach. The stomach also
relaxes to comfortably receive the bolus. After food enters the
stomach, the LES closes
to prevent the stomach contents from regurgitating backward
into the esophagus.
The Stomach Stores, Mixes, and Prepares Food
for Digestion
15. The primary function of the stomach is to mix food with various
gastric juices to chemi-
cally break it down into smaller and smaller pieces (Figure 3.4).
The stomach lining
includes four layers. The innermost layer contains goblet cells
and gastric pits or ducts,
which contain gastric glands that secrete a variety of critical
digestive juices. Various other
cells in the stomach lining, among them parietal (puh-RAHY-i-
tl ) cells, chief cells, and
mucous neck cells, secrete other gastric juices and mucus. The
gastric juices are discussed
later in this chapter.
Mechanical digestion in the stomach occurs as the longitudinal,
circular, and diagonal
muscles that surround the organ forcefully push, churn, and mix
the contents of the
stomach with the gastric juices. These powerful muscles can
also stretch to accom-
modate different volumes of food. An empty stomach can hold a
little less than a cup,
but the numerous folds of the stomach lining can stretch out
after a large meal to hold
up to 1 gallon (4 liters).1 For several hours, food is
continuously churned and mixed in
the stomach.
bolus Soft mass of chewed food.
pharynx Area of the GI tract between the
mouth and the esophagus; also called the
throat.
esophagus Tube that connects the mouth to
the stomach.
16. epiglottis Cartilage at the back of the tongue
that closes off the trachea during swallowing.
upper esophageal sphincter Muscular ring
located at the top of the esophagus.
lower esophageal sphincter (LES) Mus-
cular ring located between the base of the
esophagus and the stomach.
stomach J-shaped muscular organ that
mixes and churns food with digestive juices
and acid to form chyme.
goblet cells Cells throughout the GI tract that
secrete mucus.
gastric pits Indentations or small pits in the
stomach lining where the gastric glands are
located; gastric glands produce gastric juices.
parietal cells Specialized cells in the stomach
that secrete the gastric juices hydrochloric acid
and intrinsic factor.
chief cells Specialized cells in the stomach
that secrete pepsinogen, an inactive form of
the protein-digesting enzyme pepsin.
mucus Secretion produced throughout the
GI tract that moistens and lubricates food and
protects membranes.
▲ Figure 3.4 Anatomy of the Stomach
The cross section of the stomach illustrates the gastric cells that
18. By the time the mixture reaches the lower portion of the
stomach, it is a semiliquid
mass called chyme, which contains digestive secretions plus the
original food. As the
chyme accumulates near the pyloric sphincter, between the
stomach and the small
intestine, the sphincter relaxes and the chyme gradually enters
the small intestine. You
eat much faster than you can digest and absorb food, so the
stomach also acts as a
holding tank for chyme until it can be released into the small
intestine. Approximately
1–5 milliliters (1 teaspoon) of chyme is released into the small
intestine every 30 seconds.2
The pyloric sphincter prevents chyme from exiting the stomach
too soon and blocks
the intestinal contents from returning to the stomach.
Most Digestion Occurs in the Small Intestine
As chyme passes through the pyloric sphincter, it enters the
long, coiled small
intestine. This organ consists of three segments—the duodenum,
jejunum, and ileum—
and extends from the pyloric sphincter to the ileocecal valve at
the beginning of the large
intestine (Figure 3.5). The first segment, the duodenum, is
approximately 10 inches long.
The second, the jejunum, measures about 8 feet long, and the
third, the ileum, is about 12 feet long. The “small” in “small
intestine” refers to its diameter (about 1 inch), not its extended
length.
As in the stomach, both mechanical and chemical diges-
tion occur in the small intestine. Muscular contractions
squeeze chyme forward while digestive secretions from the
pancreas, gallbladder, and intestinal lining chemically break
19. down the nutrients.
Numerous fingerlike projections, called villi, line the
small intestine. They increase the surface area to maximize
absorption and help mix the partially digested chyme with
intestinal secretions (Focus Figure 3.6). Each villus contains
capillaries and lymphatic vessels called lacteals that pick up
digested nutrients during absorption. The villi extend about
1 millimeter into the lumen, creating a velvety appearance,
and are arranged into hundreds of overlapping, circular folds.
The circular folds cause chyme to spiral forward through the
small intestine, further increasing its exposure to the villi.
chyme Semiliquid, partially digested food
mass that leaves the stomach and enters the
small intestine.
small intestine Long coiled chamber that is
the major site of food digestion and nutrient
absorption.
villi Small, fingerlike projections that line the
lumen of the small intestine.
▲ Figure 3.5 Anatomy of the Small Intestine
The small intestine is highly adapted for absorbing nutrients. Its
length—
about 20 feet—provides a huge surface area, and its wall has
three
structural features—circular folds, villi, and microvilli—that
increase its
surface area by a factor of more than 600.
Duodenum
Ileum
20. Jejunum
M03_BLAK8260_04_SE_C03.indd 79 12/1/17 11:28 PM
80 Chapter 3 | Digestion, Absorption, and Transport
Head to Mastering Nutrition and watch a narrated
video tour of this figure by author Joan Salge Blake.
Figure 3.6 Structures of the Small Intestinal WallFOCUS
The lining of the small
intestine is heavily folded,
resulting in increased surface
area for the absorption of
nutrients.
CIRCULAR FOLDS
The folds are covered with
villi, thousands of fingerlike
projections that increase the
surface area even further.
Each villus contains
capillaries and a lacteal for
picking up nutrients
absorbed through the
enterocytes and transporting
them throughout the body.
VILLI
The cells on the surface of
21. the villi, enterocytes, end in
hairlike projections called
microvilli that together form
the brush border through
which nutrients are absorbed.
MICROVILLI
The small intestine is highly adapted for absorbing nutrients. Its
length—about 20 feet—provides a huge surface area, and its
wall
has three structural features—circular folds, villi, and
microvilli—
that increase its surface area by a factor of more than 600.
Crypt
Goblet cell
Enterocyte
Microvilli (brush border)
Lacteal
Enterocyte
Capillaries
Small Intestine
Villi
M03_BLAK8260_04_SE_C03.indd 80 12/1/17 11:28 PM
22. What Are the Processes and Organs Involved in Digestion? 81
Epithelial cells called enterocytes cover
the villi. They have smaller projections called
microvilli, referred to collectively as the brush
border, which trap nutrients and absorb them
into the enterocyte interior. There, the nutrients
enter blood and lymphatic vessels that transport
them throughout the body. Enterocytes also
secrete several enzymes that help digest specific
nutrients. We discuss these secretions in more
detail later in the chapter.
Goblet cells scattered along the villi secrete
lubricating mucus into the intestine. Between
the villi lie glands called crypts that secrete
intestinal juices. Within the crypts, stem cells
continually divide, producing younger cells
that travel up the villi to replace mature cells
when they die. A constant source of nutrients
is needed to replace these cells and maintain a
healthy absorptive surface. Without the proper
nutrients, the villi deteriorate and flatten, result-
ing in malabsorption.
Depending on the amount and type of
food eaten, the contact time in the small intes-
tine is between 3 and 10 hours. Usually, by the time you sit
down to dinner, your breakfast
is just about reaching the end of the small intestine.
The Large Intestine Absorbs Water and Some Nutrients
The large intestine is only about 5 feet long—much shorter than
the small intestine—
but its lumen is larger, about 2.5 inches in diameter. It has three
23. segments: the cecum,
colon, and rectum (Figure 3.7). The cecum (SEE-kum) marks
the beginning of the large
intestine. Chyme from the small intestine passes through the
ileocecal valve into the
cecum before entering the colon. The colon is the largest
portion of the large intes-
tine, and it is further subdivided into the ascending, transverse,
descending, and sigmoid
regions. These regions are relatively long and straight. Note that
though the terms colon
and large intestine are often used interchangeably, technically
they’re not the same thing.
By the time chyme enters the large intestine, the majority of the
nutrients, except
water and the electrolytes sodium, potassium, and chloride,
have been absorbed. The cells
of the large intestine absorb water and these electrolytes much
more efficiently than the
cells of the small intestine. The large intestine also produces
mucus that protects the cells
and acts as a lubricant for fecal matter.
Helpful bacteria that colonize the colon are collectively known
as the GI flora or
microflora. These GI flora produce some vitamins, including
vitamin K, thiamin, ribo-
flavin, biotin, and vitamin B12. Only biotin and vitamin K can
be absorbed in the colon,
however. Bacteria also ferment some of the undigested and
unabsorbed dietary carbohy-
drates into simpler compounds, methane gas, carbon dioxide,
and hydrogen. This fermen-
tation process is the major source of intestinal gas. Similarly,
some of the colon’s bacteria
24. break down undigested fiber and produce various short-chain
fatty acids. Amino acids
that reach the colon are converted to hydrogen, sulfide, some
fatty acids, and other chemi-
cal compounds. Given the importance of bacteria in the healthy
functioning of the colon,
it isn’t surprising that foods containing such beneficial living
microorganisms, called pro-
biotics, have become popular in recent years. The Examining
the Evidence feature evalu-
ates the claims of health benefits associated with consumption
of probiotic foods.
enterocytes Absorptive epithelial cells that
line the lumen of the small intestine.
microvilli Tiny projections on the villi in the
small intestine.
crypts Glands at the base of the villi; they
contain stem cells that manufacture young
cells to replace the cells of the villi when they
die.
large intestine Lowest portion of the GI tract,
where water and electrolytes are absorbed and
waste is eliminated.
cecum Pouch at the beginning of the large
intestine that receives waste from the small
intestine.
ileocecal valve Sphincter that separates the
small intestine from the large intestine.
colon Another name for the large intestine.
25. GI flora Microorganisms that live in the GI
tract of humans and animals.
ferment To metabolize sugar into carbon
dioxide and other gases.
▲ Figure 3.7 Anatomy of the Large Intestine
By the time chyme reaches the large intestine, most of its
nutrients have been absorbed.
However, water and some electrolytes are absorbed in the colon.
The final waste products
of digestion pass out of the body through the anus.
Rectum
Anal sphincter
Cecum
Appendix
Ileocecal
valve
Ileum
Ascending
colon
Transverse
colon
Descending
colon
26. Sigmoid
colon
M03_BLAK8260_04_SE_C03.indd 81 12/1/17 11:28 PM
82 Chapter 3 | Digestion, Absorption, and Transport
EXAMINING THE
EVIDENCE
If you’re like most people, the thought of eating food that
contains living microorgan-
isms is not appealing. But did
you know that consuming certain
microbes, called probiotics,
might improve your health? Pro-
biotics (pro = for, bios = life) are
“live microorganisms, which, when
administered in adequate amounts,
confer a health benefit on the host.”1
They are similar to the more than
10 trillion beneficial microbes, mostly
strains of bacteria, that colonize your GI
tract. Medications, stress, a poor diet,
and illness can disrupt the balance of
friendly GI flora, and consuming them
in probiotic foods can help restore
their numbers. In the United States,
sales of probiotic supplements and
foods reached $1.14 billion in 2014, and
sales are expected to nearly double by
2019.2 Why?
27. Research Supports the Health
Benefits of Probiotics
Probiotics function in the same
way that the native bacteria in your
GI tract do. For example, they pro-
duce organic acids that inhibit the
growth of disease-causing micro-
organisms. They also compete with
these pathogens for nutrients and
receptor sites, keeping the popula-
tion of harmful microbes in check.
Other proposed benefits of probiotics
include:3–9
• May reduce constipation, in part by
reducing transit time of chyme through
the GI tract.
• May prevent or reduce the symp-
toms of diarrhea and the cramping
and bloating associated with lactose
intolerance.
• May reduce inflammation.
• May play a role in preventing food
allergies.
• May shorten the duration and reduce
the severity of the symptoms of the
common cold, especially in academi-
cally stressed students.
• May reduce signs of colic in infants.
Prebiotics and Synbiotics Support
28. the GI Flora
Prebiotics, which are present in thou-
sands of plant-based foods, are nondi-
gestible resistant starches—a form of
dietary fiber—that support the growth
and health of your GI flora. Because the
body can’t digest them, they reach the
large bowel intact. There, the GI flora
digest them. Eating foods rich in pre-
biotics thus helps build and maintain a
healthy population of GI flora. The two
most common prebiotics are fructo-
oligosaccharides (FOS) and inulin.
Products called synbiotics are
processed foods and supplements
that contain both probiotic bacteria
and prebiotic starches. For example,
yogurts to which inulin has been added
qualify as synbiotics. Such products
both supplement your native GI flora
and support their growth and activity.
Where Can You Find Probiotics,
Prebiotics, and Synbiotics?
Probiotics are found primarily in fer-
mented dairy and soy products and in
dietary supplements (see the accom-
panying table). For example, eating
Activia yogurt is one way to increase
probiotics through diet. The food label
should identify the strain of the bac-
teria used, when the product expires,
the suggested serving size, and how
to store the product to make sure the
29. bacteria are still alive when you eat it.
A serving should contain at least one
billion CFUs (a measure of live bacteria
called colony-forming units) to provide
the level of probiotics found to deliver
health benefits.1 When choosing yogurt,
look for brands low in saturated fat and
added sugars. Plain Greek-style yogurt
is a healthful and satisfying choice.
The food richest in prebiotics is
bananas. Other foods containing prebi-
otics include garlic, onions, asparagus,
leeks, squash, jicama, beets, carrots, tur-
nips, parsnips, sweet potatoes, and arti-
chokes. Oats, barley, and certain other
whole grains also provide prebiotics.
Some yogurt producers add inulin,
producing a synbiotic. You can also
create your own synbiotics by eating
foods rich in probiotics and prebiotics
together. Consider, for example, yogurt
with oatmeal and bananas, or tempeh
(fermented soy) in a stir-fry with aspara-
gus, garlic, and onions.
There’s no downside to increasing
your consumption of foods rich in
probiotics, prebiotics, and synbiotics.
Although there is a great deal we still
don’t know about their impact on our
health, we do know that the dairy and
plant-based foods providing them are
nutrient dense and delicious.
30. Do Probiotics, Prebiotics, and Synbiotics Improve Your Health?
M03_BLAK8260_04_SE_C03.indd 82 12/1/17 11:28 PM
5. Spaiser, S. J., et al. 2015. Lactobacillus gas-
seri KS-13, Bifidobacterium bifidum G9-1,
and Bifidobacterium longum MM-2 Inges-
tion Induces a Less Inflammatory Cytokine
Profile and a Potentially Beneficial Shift in
Gut Microbiota in Older Adults: A Random-
ized, Double-Blind, Placebo-Controlled,
Crossover Study. Journal of the American
College of Nutrition 34(6):459–469. doi:
10.1080/07315724.2014.983249.
6. Savaiano, D. A., A. J. Ritter, et al. 2013.
Improving Lactose Digestion and Symptoms
of Lactose Intolerance with a Novel Galacto-
Oligosaccharide (RP-G28): A Randomized,
Double-Blind Clinical Trial. Nutrition Journal
12:160. doi: 10.1186/1475-2891-12-160.
7. Ritz, B. W. 2011. Probiotics for the Prevention of
Childhood Eczema. Available at http://natu-
ralmedicinejournal.com. Accessed January
2017.
8. Langkamp-Henken, B., et al. 2015. Bifidobac-
terium bifidum R0071 Results in a Greater
Proportion of Healthy Days and a Lower
Percentage of Academically Stressed Students
Reporting a Day of Cold/Flu: A Ran-
domised, Double-blind, Placebo-controlled
31. Study. British Journal of Nutrition 113(3):426–
434. doi: 10.1017/S0007114514003997.
9. Anabrees, J., F. Indrio, et al. 2013.
Probiotics for Infantile Colic: A Sys-
tematic Review. BMC Pediatrics 13:186.
doi:10.1186/1471-2431-13-186.
References
1. Kechagia, M. D., S. Basoulis, et al. 2013.
Health Benefits of Probiotics: A Review. ISRN
Nutrition, Article ID 481651, doi:10.5402/
2013/481651. Accessed January 2017.
2. Statista: The Statistics Portal. 2016. Dollar
Sales of Probiotic Supplements in the United
States in 2015, By Channel (in million U.S.
dollars). Available at https://www.statista.
com/statistics/493536/dollar-sales-of-
probiotic-supplement-in-the-us-by-channel.
Accessed January 2017.
3. Ritchie, M. L., and T. N. Romanuk. 2012.
A Meta-Analysis of Probiotic Efficacy
for Gastrointestinal Diseases. PLoS
ONE 7(4):e34938. doi:10.1371/journal.
pone.0034938.
4. Beserra, B. T., et al. 2014. A Systematic
Review and Meta-analysis of the Prebiotics
and Synbiotics Effects on Glycaemia, Insulin
Concentrations, and Lipid Parameters in
Adult Patients with Overweight or Obe-
sity. Clinical Nutrition 34(5):845–858. doi:
10.1016/j.clnu.2014.10.004.
32. probiotics Live microorganisms that, when
consumed in adequate amounts, confer a
health benefit on the host.
Beneficial Bacteria
If You Have This Problem Try This Probiotic
Found in These Foods and Dietary
Supplements
Diarrhea ■■ Lactobacillus reuteri 55730
■■ Saccharomyces boulardii yeast
■■ BioGai tablets, drops, and lozenges
■■ Florastor dietary supplement
Constipation, irritable bowel syndrome,
and overall digestion problems
■■ Bifidobacterium animalis DN-173 010
■■ Bifidobacterium infantis 35624
■■ Dannon Activia yogurt
■■ Align supplement
Poor immune system ■■ Bifidobacterium lactis Bb-12
■■ Lactobacillus casei Shirota
■■ Lactobacillus casei DN-114 001
■■ Yo-Plus Yogurt
■■ Yakult fermented dairy drink
■■ Dannon’s DanActive dairy drink
Vaginal infections ■■ Lactobacillus rhamnosus GR-1 combined
with Lactobacillus reuteri
33. ■■ Fem Dophilus dietary supplement
About l liter of fluid material—consisting of water, undigested
or unabsorbed food
particles, indigestible residue, and electrolytes—passes into the
colon each day. Gradually,
the material is reduced to about 200 grams of brown fecal
matter (also called stool, or
feces). Stool consists of the undigested food residue, as well as
sloughed-off cells from the
GI tract and a large quantity of bacteria. The brown color is due
to unabsorbed iron mix-
ing with a yellowish-orange substance called bilirubin. The
greater the iron content, the
darker the feces. The intestinal matter passes through the colon
within 12–70 hours,
depending on a person’s age, health, diet, and fiber intake.
Stool is propelled through the large intestine until it reaches the
final 8-inch portion
called the rectum. The anus is connected to the rectum and
controlled by an internal and
an external sphincter. Under normal conditions, the anal
sphincters are closed. When stool
distends the rectum, the action stimulates stretch receptors that
in turn stimulate the
internal anal sphincters to relax, allowing the stool to enter the
anal canal. This causes
nerve impulses of the rectum to communicate with the rectum’s
muscles, resulting in
defecation. The final stage of defecation is under voluntary
control and influenced by age,
diet, prescription medicines, health, and abdominal muscle tone.
stool Waste produced in the large intestine;
34. also called feces.
prebiotics Nondigestible starch found in plant
foods that promotes the growth and health of
your GI flora.
rectum Final 8-inch portion of the large
intestine.
anus Opening of the rectum, or end of the GI
tract.
What Are the Processes and Organs Involved in Digestion? 83
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84 Chapter 3 | Digestion, Absorption, and Transport
The Accessory Organs Secrete Digestive Juices
The salivary glands, liver, gallbladder, and pancreas are
considered accessory organs
because food does not pass through them (Figure 3.8). These
organs are still key to
the digestive process, however. They contribute digestive
secretions such as saliva,
bile, and enzymes that help with breakdown and transport of
nutrients.
The salivary glands, located beneath the jaw and under and
behind the tongue,
produce about 1 quart of saliva per day.3 In addition to water
and electrolytes, saliva
contains several enzymes, including salivary amylase and
35. lysozyme, an enzyme that
destroys certain oral bacteria. It also contains mucus, which
helps lubricate food,
helps it stick together, and protects the inside of the mouth.
Weighing in at about 3 pounds, the liver is the largest organ in
the
body. It is located just beneath the rib cage and functions as a
major player
in the digestion of food and the absorption and transport of
nutrients.
The liver plays an essential role in carbohydrate metabolism,
produces
proteins, and manufactures bile salts, which contribute to the
break-
down of fats. The bile produced by the liver is secreted into the
gall-
bladder for storage. The liver also metabolizes alcohol and
removes
and degrades toxins and excess hormones from the circulation.
The gallbladder is located beneath the right side of the liver.
This pear-shaped organ receives bile from the liver through the
common hepatic duct, concentrates it, and secretes bile into the
small
intestine through the common bile duct.
The pancreas is a flat organ about 10–15 centimeters long that
rests behind the stomach in the bend of the duodenum. The
function of the pan-
creas is both endocrine (endo = inside) and exocrine (exo =
outside). As an endocrine
organ, the pancreas releases into the bloodstream hormones that
36. help regulate blood
glucose levels. As an exocrine organ, the pancreas produces and
secretes digestive
enzymes through the pancreatic duct into the small intestine.
salivary glands Cluster of glands located
underneath and behind the tongue that release
saliva in response to the sight, smell, and taste
of food.
liver Accessory organ of digestion located in
the upper abdomen and responsible for the
synthesis of bile, the processing of nutrients,
the metabolism of alcohol, and other functions.
gallbladder Pear-shaped organ that stores
and concentrates bile produced by the liver
and secretes it through the common bile duct
into the small intestine.
pancreas Large gland located behind the
stomach that releases digestive enzymes and
bicarbonate after a meal. Also secretes the
hormones insulin and glucagon, which control
blood glucose.
Duodenum
Liver
Salivary
glands
Gallbladder
Pancreas
37. Common
bile duct
▲ Figure 3.8 The Accessory Organs
The salivary glands, liver, gallbladder, and
pancreas produce digestive secretions that
flow into the GI tract through various ducts.
LO 3.1: THE TAKE-HOME MESSAGE Digestion takes place
in the GI tract.
Chemicals break the molecular bonds in food so that nutrients
can be
absorbed and transported throughout the body. Saliva mixes
with and moist-
ens food in the mouth, making it easier to swallow. Once a
bolus of food mixes
with gastric juices in the stomach, it becomes chyme. Maximum
digestion and
absorption occur in the small intestine. Undigested residue
enters the large
intestine, where water is removed from the chyme as it is
prepared for elimina-
tion. Eventually, the remnants of digestion reach the anus and
exit the body in
the feces. The salivary glands, liver, gallbladder, and pancreas
are important
accessory organs. The salivary glands produce saliva. The liver
produces bile,
which the gallbladder concentrates and stores. The pancreas
produces diges-
tive enzymes and hormones.
How Is Food Propelled through
the GI Tract?
LO 3.2 Explain how food is propelled through the
38. gastrointestinal tract.
Wavelike movements of the muscles throughout the GI tract
propel food and liquid for-
ward. These contractions, which depend on coordination
between the muscles, nerves,
and hormones in the GI tract, help mechanically digest the food
by mixing and pushing
M03_BLAK8260_04_SE_C03.indd 84 12/1/17 11:28 PM
How Is Food Propelled through the GI Tract? 85
it at just the right pace through each organ. The two primary
types of contractions are
called peristalsis and segmentation (Figure 3.9).
Peristalsis begins in the esophagus, as contractions of circular
muscles prevent food
from moving backward. Repeated waves of contractions follow
as the circular muscles
relax and the longitudinal muscles constrict and push the food
forward.
In the stomach, circular, longitudinal, and diagonal muscles
move the food from the
top of the stomach toward the pyloric sphincter at the base of
the stomach. The waves of
contractions in the stomach are slower than in other GI organs,
as peristalsis mixes and
churns the stomach contents with gastric juices until the food is
liquefied.
As the partially digested food leaves the stomach, the second
39. form of mechanical
digestion, called segmentation, begins. Segmentation moves the
food back and forth,
helping to break it down into smaller pieces while mixing it
with the chemical secretions
of the intestine. Segmentation differs from peristalsis in that
food is shifted (rather than
squeezed) back and forth along the intestinal walls. This
shifting action increases the time
food is in contact with the intestinal lining, moving food
through the small intestine at a
rate of 1 centimeter per minute.4
Mass movement, also known as mass peristalsis, is a series of
strong, slow contrac-
tions in the large intestine that move the chyme through the
colon. Three or four times a
day, these slow but powerful muscular contractions force the
waste products toward the
rectum. Meanwhile, segmentation within the colon helps dry out
the feces, allowing for
the maximum amount of water to be absorbed. These
contractions often occur shortly
after eating and are stronger when the diet contains more fiber.
peristalsis Forward, rhythmic muscular con-
tractions that move food through the GI tract.
segmentation Muscular contractions of the
small intestine that move food back and forth,
breaking the mixture into smaller and smaller
pieces and combining it with digestive juices.
mass movement (mass peristalsis) Strong,
slow peristaltic movements, occurring only
three or four times a day within the colon, that
40. force waste toward the rectum.
▲ Figure 3.9 Peristalsis and Segmentation
Longitudinal, circular,
and diagonal muscles
constrict in wavelike
motions to propel food
through the GI tract.
1
Longitudinal and
circular muscles in
the small intestine mix
and squeeze food back
and forth along the
intestinal wall.
2
Stomach
Small intestine Segmentation
Peristalsis
Longitudinal
Circular
Longitudinal
Circular
Diagonal
41. LO 3.2: THE TAKE-HOME MESSAGE Food is propelled
through the GI tract by
strong muscular contractions. Peristalsis in the esophagus,
stomach, and small
intestine squeezes the food and propels it forward, while
segmentation in the
small and large intestines shifts food back and forth along the
intestinal walls.
Mass movement moves waste slowly and powerfully toward the
rectum.
M03_BLAK8260_04_SE_C03.indd 85 12/1/17 11:28 PM
86 Chapter 3 | Digestion, Absorption, and Transport
How Is Food Chemically Digested?
LO 3.3 Identify the role of enzymes and other secretions in
chemical digestion.
While food travels through the organs of the GI tract, digestive
enzymes and other
chemicals break it down into nutrients. How do these chemicals
work?
Enzymes Drive the Process of Digestion
Enzymes are compounds, most of which are proteins, that
catalyze or speed up chemi-
cal reactions. One of the most important roles of enzymes is to
accelerate hydrolysis
(hydro = water, lysis = break) reactions, in which water breaks
the bonds of digestible
carbohydrates, fats, proteins, and alcohol. Hydrolysis produces
single molecules small
42. enough to be absorbed by the intestines. During hydrolysis, the
hydroxyl (OH) group from
water joins one of the molecules, while the hydrogen ion (H)
joins the other molecule,
forming two new molecules. This is illustrated in the Chemistry
Boost. Enzymes aren’t
changed in the reaction and can thus be used over and over
again.
enzymes Substances, mostly proteins, that
increase the rate of chemical reactions; also
called biological catalysts.
hydrolysis Chemical reaction that breaks the
bond between two molecules with water. A
hydroxyl group is added to one molecule and a
hydrogen ion is added to the other molecule.
Once food enters the mouth, enzymes begin
to chemically break the bonds that bind the
nutrients.
Hydrolysis
The process known as
hydrolysis digests most food
molecules, in which the addition
of water and a specific enzyme
breaks down the corresponding
molecule. In the figure below, a
molecule of sucrose (sugar) is
digested by the enzyme sucrase
when it breaks the bond with
the addition of water by adding
a hydroxyl group (OH) to form
glucose and hydrogen (H) to form
45. OH H
HOCH2 CH2OH
C
C C
C
OH
H
O
H
OH H
HOCH2 CH2OH
C
C C
C
In order for enzymes to catalyze hydrolytic reactions, three
conditions must be
present.
1. The compatible enzyme and nutrient must both be present.
Enzymes are
compatible only with a specific compound or nutrient, referred
to as a substrate.
46. Each enzyme has a binding site that only fits certain substrates,
much like a key
fits a specific lock. When the substrate binds to the active site
of the enzyme, the
bond is hydrolyzed. This reaction is illustrated in Figure 3.10.
Enzymes are often
named according to the type of substrate they act upon, plus the
suffix -ase. So,
sucrase hydrolyzes the sugar sucrose, and maltase hydrolyzes
maltose. Some
enzymes, such as pepsin, were named before this new
nomenclature was devel-
oped and don’t follow these naming rules.
substrate Substance or compound that is
altered by an enzyme.
M03_BLAK8260_04_SE_C03.indd 86 12/1/17 11:28 PM
How Is Food Chemically Digested? 87
2. The pH of the environment must fall in the appropriate range.
Enzymes
are most effective when the fluid environment falls within a
certain pH range, a
range of acidity or alkalinity (see the Chemistry Boost). When
the pH falls outside
of that range, the activity of the enzyme is decreased or even
halted. For example,
saliva contains bicarbonate, which neutralizes acids in foods. It
has a pH of about
6.4, which is optimal for the effective action of salivary
amylase. When the bolus
containing the salivary enzymes reaches the stomach, where the
47. pH is closer to 1,
salivary amylase activity is stopped. However, another enzyme,
pepsin, becomes
activated in this acidic environment. As chyme continues to
travel through the
GI tract, various organs secrete digestive juices that produce the
optimal range
of pH for the enzymes to function.
3. The temperature of the environment must fall within the
appropriate
range. As temperature falls below optimal levels, enzyme
activity slows. If the
temperature becomes too high, the enzyme is inactivated. In the
body, the opti-
mal temperature for enzymatic activity is 98.6°F (35.7°C),
which is considered
normal body temperature. Temperature also influences enzyme
activity in foods.
Cooling food in a refrigerator slows enzyme activity, and
cooking food com-
pletely inactivates any enzymes it contains.
Digestive enzymes are secreted all along the GI tract, but most
are produced in
the pancreas. The pancreas secretes digestive enzymes into the
duodenum through the
pancreatic duct. The brush border of the small intestine releases
the last of the digestive
enzymes. Table 3.1 summarizes the digestive enzymes, the
organs that secrete them, and
their actions.
pH Measure of the acidity or alkalinity of a
solution.
48. ▲ Figure 3.10 An Enzyme in Action
Enzymes increase the rate of digestion without altering their
shape.
Enzyme
Substrate
Bond
H2O
The substrate binds
to the active site of the
enzyme.
1 The individual products
are released and the enzyme
is ready to take action again.
3 The bond is broken
between the two molecules
by hydrolysis.
2
Organ or Gland Enzyme Action Nutrient
Salivary glands Salivary amylase Begins the digestion of starch
Carbohydrates
Stomach Pepsinogen S Pepsin Begins the hydrolysis of
polypeptides Protein
Gastric lipase Begins digestion of lipids Lipids
TABLE 3.1 Digestive Enzymes and Their Actions
49. (continued)
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88 Chapter 3 | Digestion, Absorption, and Transport
pH Scale
Acids and bases describe the chemical
properties of a substance. Acidity level is
expressed using a pH scale that measures
the hydrogen ion concentration. The range
of a pH scale is 0–14, with 7—the pH of
pure water—considered neutral. A solution
that has a pH lower than 7 is considered
acidic (0 is the most acidic); one higher
than 7 is basic (14 is the most basic).
The lower the number on the pH scale,
the greater the concentration of hydro-
gen ions (H+) in a solution. The more H+
in a solution, the stronger the acid. For
example, gastric juice, with a pH of 1, has
a higher concentration of H+ and is much
more acidic than pancreatic juice, which
has a pH of 8.
Bases—alkaline compounds—contain
more hydroxide ions (OH-) and have a
low concentration of H+. The more OH-
in a solution, the stronger the base. For
example, sodium hydroxide, an acid, has a
pH of 1, whereas bile, which is a base, has
50. a pH of 6.8 to 8.5.
Each pH unit below 7 is 10 times more
acidic than the next pH unit. For example,
tomato juice, with a pH of 4, contains 10
times more H+ than coffee, with a pH of 5,
and over 100 times more H+ than saliva,
with a pH of 6.4. Each pH unit above 7 is
10 times more basic than the next pH unit.
Chemistry Boost
14
pH of Common Substances
(numbers are approximate)
Basic
Acidic
13
12
11
10
9
8
7
6
51. 5
4
3
2
1
0
Concentrated lye
Low concentration
of hydrogen ions
High concentration
of hydrogen ions
Oven cleaner
Chlorine bleach
Household ammonia
Baking soda
Toothpaste
Bile (6.8 to 8.5)
Pancreatic juice (7 to 8)
Blood
WaterpH neutral
52. Saliva (6.4)
Urine
Coˆee
Tomato juice
Lemon juice
Gastric juice (1 to 1.5)
Orange juice
Soda
Battery acid
Organ or Gland Enzyme Action Nutrient
Pancreas Pancreatic amylase Digests starch Carbohydrates
Trypsinogen S Trypsin Catalyzes the hydrolysis of proteins in
the small
intestine to form smaller polypeptides
Protein
Chymotrypsinogen S
Chymotrypsin
Catalyzes the hydrolysis of proteins in the small
intestine into polypeptides and amino acids
Protein
53. Procarboxypeptidase S
Carboxypeptidase
Hydrolyzes the carboxyl end of a peptide, releas-
ing the last amino acid in the peptide chain
Protein
Pancreatic lipase Digests triglycerides Lipids
Small Intestine Sucrase Digests sucrose Carbohydrates
Maltase Digests maltose Carbohydrates
Lactase Digests lactose Carbohydrates
Dipeptidase Digests dipeptides Protein
Tripeptidase Digests tripeptides Protein
Lipase Digests monoglycerides Lipids
TABLE 3.1 Digestive Enzymes and Their Actions (continued)
M03_BLAK8260_04_SE_C03.indd 88 12/1/17 11:28 PM
How Is Food Chemically Digested? 89
Certain Secretions Are Essential for Digestion
Enzymes and other essential compounds are often contained in
fluids that are secreted
throughout the digestion process. These secretions include
saliva, which has already been
discussed, as well as gastric juices, bile, and bicarbonate ions,
54. each of which contributes to
optimal conditions for digestion to occur.
Gastric Juices
The specialized parietal and chief cells introduced earlier in the
chapter produce the gas-
tric juices secreted by the stomach. When food enters the
stomach, the parietal cells
produce hydrochloric acid (HCl) and a protein called intrinsic
factor, which is important
for the absorption of vitamin B12 in the ileum.
Hydrochloric acid is unique in that it can impair the activity of
some proteins while
activating others. It is essential for digestion because of its
ability to lower the pH of gastric
juice close to 1. This acidic pH denatures proteins, which means
it inactivates the protein
by uncoiling its strands. Once the protein is denatured,
proteases, or protein-digesting
enzymes, hydrolyze the bonds, breaking the proteins into
shorter chains. Denaturing
applies to all proteins, including hormones, and to bacteria
found in food, which are
destroyed before they can be absorbed intact.
Hydrochloric acid can also activate proteins, such as
pepsinogen, a protein-digesting
enzyme secreted from the chief cells lining the gastric glands.
In the presence of HCl,
pepsinogen is converted to its active form, pepsin, which begins
the digestion of protein.
HCl also enhances the absorption of certain minerals, such as
calcium. In addition to
pepsinogen, the chief cells also secrete gastric lipase, which
begins to digest fats, although
55. this enzyme is not particularly active in adults.
You might think that an acid as strong as HCl would “digest”
the stomach itself,
but mucus secreted by the goblet cells acts as a barrier between
the HCl and the stomach
lining, protecting the lining from irritation or damage. This
slippery secretion is also
produced in the mucous membranes lining the esophagus to
lubricate food as it passes
down the GI tract.
Bile
Bile, the yellowish-green substance synthesized in the liver,
helps break apart dietary fats.
This dilute, alkaline liquid is stored in concentrated form—up
to five times its original
composition—in the gallbladder. Bile, which is composed of
water, bile salts, bile pig-
ments, fat, and cholesterol, emulsifies fat by breaking down
large fat globules into smaller
globules, much like dishwashing detergent breaks up the grease
in a frying pan.
Emulsification increases the surface area of the fat globule,
making it far more accessible
to pancreatic lipase, the fat-digesting enzyme secreted by the
pancreas. Pancreatic lipase
is water-soluble and only works on the surface of the fat
globule.
In addition to dietary fat, bile also increases the absorption of
the fat-soluble vitamins
A, D, E, and K. Because bile has a slightly acidic to alkaline pH
(between 6.8 and 8.5), it
helps neutralize excess HCl. Finally, bile salts exhibit
antibacterial properties.
56. Unlike other digestive secretions, bile can be reused. From the
large intestine, bile is
recycled back to the liver through enterohepatic (entero =
intestine, hepatic = liver)
circulation. This recycling allows bile to be reused up to 20
times.
Bicarbonate
Bicarbonate ions alter the pH of food at various points along the
GI tract. As noted
earlier, the salivary glands produce enough bicarbonate to
neutralize the food you eat and
produce a favorable pH for salivary enzymes to hydrolyze
starch. The pancreas secretes
bicarbonate ions that flow into the duodenum via the pancreatic
duct. The bicarbonate
helps neutralize chyme as it arrives in the small intestine. The
alkaline pH is critical to
hydrochloric acid (HCl) Strong acid pro-
duced in the stomach that aids in digestion.
proteases Classification of enzymes that
catalyze the hydrolysis of proteins.
pepsinogen Inactive protease secreted by
the chief cells in the stomach; it is converted
to the active enzyme pepsin in the presence
of HCl.
pepsin Active protease that begins the diges-
tion of proteins in the stomach.
bile Secretion produced by the liver, stored in
the gallbladder, and released into the duode-
57. num to emulsify dietary fat.
emulsify To break large fat globules into
smaller droplets.
enterohepatic circulation Process of recy-
cling bile from the large intestine back to the
liver to be reused during fat digestion.
bicarbonate Negatively charged alkali ion
produced from bicarbonate salts; during diges-
tion, bicarbonate ions released from the pan-
creas neutralize HCl in the duodenum.
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90 Chapter 3 | Digestion, Absorption, and Transport
protect the cells lining the duodenum, which are not resistant to
damage by HCl, and to
provide a favorable pH for the pancreatic enzymes and the brush
border enzymes sucrase,
maltase, and lactase.
Table 3.2 summarizes the important digestive compounds and
the organs that
secrete them.
Secretion Secretion Pathway Action(s)
Saliva Secreted by salivary glands into mouth Moistens food,
eases swallowing; contains the
enzyme salivary amylase
58. Hydrochloric acid (HCl) Secreted by parietal cells into stomach
Denatures protein; activates pepsinogen S pepsin
Intrinsic factor Secreted by parietal cells into stomach Needed
for vitamin B12 absorption
Mucus Secreted throughout the GI tract, including in the
stomach and intestinal glands
Lubricates and coats the internal mucosa to protect it
from chemical or mechanical damage
Intestinal juice Secreted by the crypts into small intestine
Contains enzymes that digest carbohydrate, protein,
and lipid
Bile Secreted by liver into gallbladder for storage;
released from gallbladder into small intestine via com-
mon bile duct
Emulsifies large globules of lipid into smaller droplets
Bicarbonate ions Secreted by pancreas through the pancreatic
duct
into the small intestine
Raise pH and neutralize stomach acid
TABLE 3.2 Secretions of the GI Tract and Their Actions
LO 3.3: THE TAKE-HOME MESSAGE Foods are chemically
digested by hydro-
lysis, which is catalyzed by enzymes. The three conditions that
govern
enzyme action are specific substrates (nutrients), pH, and
optimal tempera-
ture. Other secretions produced in the GI tract, such as saliva,
59. gastric juices,
bile, and bicarbonate, contribute to the optimal environment for
digestion
to occur.
How Are Digested Nutrients
Absorbed?
LO 3.4 Describe how digested nutrients are absorbed.
Although some absorption occurs in the stomach and large
intestine, the small intestine
absorbs most nutrients via the enterocytes lining its wall.
Nutrients that are digested by
the time they reach the duodenum are absorbed quickly.
Nutrients that need more time to
be disassembled are absorbed mainly in the jejunum. Absorption
is remarkably efficient.
Under normal conditions, you digest and absorb 92–97 percent
of the nutrients in food. In
some individuals, the tight junctions between cell membranes of
the enterocytes are dis-
rupted, inappropriately increasing the permeability of the GI
tract. Read the Examining
the Evidence box for more information.
There Are Four Mechanisms of Nutrient Absorption
The remarkable surface area provided by the folds and crevices
in the lining of the
small intestine allows for continuous, efficient absorption of
most nutrients. Recall
that the villi are covered with mature enterocytes—cells that
absorb digested nutri-
ents. These cells live only a few days before they are sloughed
off and themselves
digested.
60. M03_BLAK8260_04_SE_C03.indd 90 12/1/17 11:28 PM
Is Increased Intestinal Permeability (aka Leaky Gut Syndrome)
a Real Disorder? 91
In increased intestinal permeability, the tight junctions between
the entero-
cytes become inflamed, loosen, and allow large molecules,
including undi-
gested food particles, bacteria, and even toxins, to pass from the
lumen into
the bloodstream.
Undigested foods, bacteria, and allergens
Healthy junctionDisrupted junction
Blood
Have you ever heard the term leaky gut syndrome? This
proposed medical condition, clinically known
as increased intestinal permeability,
is characterized by a reduced ability of
the GI tract to regulate the
absorption of nutrients.
Some researchers theo-
rize that restoring normal
functioning of the lining of
the GI tract may be effec-
tive in curing many health
problems. In the past, there
has been little evidence to
support this theory; how-
ever, new research suggests
61. that increased intestinal
permeability may exist and
might contribute to a variety
of conditions from simple
intestinal gas and bloating,
to eczema, chronic fatigue
syndrome, and even cardio-
vascular disease and can-
cer. Before we explore why,
let’s take a closer look at how increased
intestinal permeability occurs.
Physiology of Increased Intestinal
Permeability
As you’ve learned in this chapter, the
healthy lining of the GI tract is a bar-
rier that only allows nutrients that
have been properly digested to pass
through the enterocyte cell membrane
and enter the bloodstream. This bar-
rier blocks the entry of allergens and
microorganisms, for example, into
the bloodstream.1 As illustrated in the
accompanying figure, when the tight
junctions between the enterocytes
become inflamed,2 they loosen and
allow large molecules to pass through
into the blood. These large molecules
include undigested food particles, bac-
teria, and even toxins. As they enter
the bloodstream, the immune system
releases antibodies and signaling mol-
ecules called cytokines that stimulate
white blood cells to fight the perceived
invaders. This response can trigger
62. inflammation throughout the body,
which is a risk factor for cardiovascular
disease,3 celiac disease, Crohn’s
disease,4, 5 diabetes,6 and other
disorders.7, 8, 9
Causes and Symptoms of
Increased Intestinal Permeability
Little is known about the causes of
increased intestinal permeability, and
tests often fail to uncover the problem.
The disruption of the intestinal barrier
may be caused by chronic stress,10
intestinal infections including bacterial
overgrowth,11 excessive use of alco-
hol,12 poor diet,13 or the use of certain
medications.14
The disruption of the intestinal
barrier may result in a variety of gas-
trointestinal symptoms, including
flatulence, indigestion, constipation,
bloating, and abdominal pain.15 These
symptoms aren’t unique, however,
and are often shared by other condi-
tions. Symptoms beyond the GI tract
have also been reported, including
difficulty breathing, chronic joint and
muscle pain, confusion, mood swings,
poor memory, and anxiety. Moreover,
asthma, recurrent infections, and
chronic fatigue syndrome may be
associated with increased intestinal
permeability.16, 17
63. Treatment for Intestinal
Permeability
Diet is often the first
approach to treating
increased intestinal per-
meability, especially the
elimination of processed
foods and sugars. How-
ever, no treatment is known
to restore the intestinal
barrier. Moreover, it is not
known whether restora-
tion will actually resolve
the patient’s symptoms.
Human and animal stud-
ies have not shown that
intestinal barrier loss alone
causes disease or that
repairing the loss improves
the disease state. Treat-
ments such as nutritional
supplements containing
pre- and probiotics, herbal remedies,
gluten-free foods, and a low-sugar diet
have not been shown to be beneficial.18
Additionally, most physicians don’t
know enough about the GI tract to
even begin to treat increased intestinal
permeability. Clearly, more research
evidence is needed before an effective
treatment can be found.
References
1. Brandtzaeg, P. 2011. The Gut as Communi-
64. cator Between Environment and Host:
Immunological Consequences. Eur J
Pharmacol 668(Suppl 1):S16–S32.
2. Al-Sadi, R., et al. 2014. Interleukin-6
Modulation of Intestinal Epithelial Tight
Junction Permeability is Mediated by JNK
Pathway Activation of Claudin-2 Gene.
PLoS One 9(3):e85345. doi: 10.1371/journal.
pone.0085345
3. Schicho, R., G. Marsche, et al. 2015. Car-
diovascular Complications in Inflammatory
intestinal permeability Condition in which
the junctions between enterocytes allow large
molecules to enter the bloodstream; also
called leaky gut syndrome.
Is Increased Intestinal Permeability (aka Leaky Gut Syndrome)
a Real Disorder?
EXAMINING THE
EVIDENCE
M03_BLAK8260_04_SE_C03.indd 91 12/1/17 11:28 PM
92 Chapter 3 | Digestion, Absorption, and Transport
Bowel Disease. Current Drug Targets
16(3):181–188.
65. 4. Bischof, S., et al. 2014. Intestinal Perme-
ability: A New Target for Disease Prevention
and Therapy. BMC Gastroenterolog y 14:189.
5. Sapone, A., et al. 2011. Divergence of Gut
Permeability and Mucosal Immune Gene
Expression in Two Gluten-associated
Conditions: Celiac Disease and Glu-
ten Sensitivity. BMC Medicine 9:23. doi:
10.1186/1741-7015-9-23.
6. Li, X., and M. A. Atkinson. 2015. The Role
of Gut Permeability in the Pathogenesis of
Type 1 Diabetes—A Solid or Leaky Con-
cept? Pediatric Diabetes 16(7):485–492. doi:
10.1111/pedi.12305
7. Schulberg, J., and P. DeCruz. 2016. Charac-
terisation and Therapeutic Manipulation of
the Gut Microbiome in Inflammatory Bowel
Disease. Internal Medicine Journal 46(3):266–
273. doi: 10.1111/imj.13003.
8. Johansson, M.E., et al. 2014. Bacteria Pen-
etrate the Normally Impenetrable Inner
Colon Mucus Layer in Both Murine Colitis
Models and Patients with Ulcerative Colitis.
Gut 63(2):281–291.
9. Campbell, A. W. 2016. The Gut, Intesti-
nal Permeabil ity, and Autoimmunity.
Alternative Therapy in Health and Medicine
21(1):6–7.
10. Yu, C., et al. 2016. Chronic Kidney Disease
Induced Intestinal Mucosal Barrier Damage
66. Associated with Intestinal Oxidative Stress
Injury. Gastroenterological Research and Practice.
doi: 10.1155/2016/6720575.
11. Sorobetea, D., et al. 2016. Acute Infection
with the Intestinal Parasite Trichuris Muris
Has Long-term Consequences on Musco-
sal Mast Cell Homeostasis and Epithelial
Integrity. European Journal of Immunolog y. doi:
10.1002/eji.201646738.
12. Swanson, G. R., et al. 2016. Night
Workers with Circadian Misalignment are
Susceptible to Alcohol-induced Intestinal
Hyperpermeability with Social Drinking.
American Journal of Physiolog y and Gatrointes-
tinal Liver Physiolog y 311(1):G192–201. doi:
10.1152/ajpgi.00087.2016.
13. Odenwald, M. A., and J. R. Turner. 2013.
Intestinal Permeability Defects: Is It
Time to Treat? Clinical Gatroenterolog y and
Hepatolog y 11(9):1075–1083. doi: 10.1016/j.
cgh.2013.07.001.
14. Pavlidis, P., and I. Bjarnason. 2015. Aspirin
Induced Adverse Effects on the Small and
Large Intestine. Current Pharmaceutical Design
21(35):5089–5093. Review.
15. Farré, R., and M. Vicario. 2016. Abnormal
Barrier Function in Gastrointestinal Disor-
ders. In Handbook of Experimental Pharmacol-
og y. doi: 10.1007/164_2016_107.
67. 16. Claesson, M. J., Jeffery, I. B., et al. 2012.
Gut Microbiota Composition Correlates
with Diet and Health in the Elderly. Nature
488:178–184.
17. Slyepchenko, A., et al. 2017. Gut Microbiota,
Bacterial Translocation, and Interactions with
Diet: Pathophysiological Links Between Major
Depressive Disorder and Non-Communicable
Medical Comorbidities. Psychotherapy and Psycho-
somantics 86(1):31–46. doi: 10.1159/000448957.
18. NHS Choices. 2015. Leaky Gut Syndrome.
Available at http://www.nhs.uk/conditions/
leaky-gut-syndrome/Pages/Introduction.
aspx. Accessed January 2017.
Nutrients move across cell membranes in the small intestine via
one of four mecha-
nisms: passive diffusion, facilitated diffusion, active transport,
or endocytosis. Figure 3.11
illustrates these four processes.
Passive Diffusion
Passive diffusion is a process in which nutrients are absorbed
along their concentration
gradient. When the concentration of a nutrient is greater in the
GI lumen than within
the enterocyte, the nutrient flows passively across the cell
membrane. Thus, the nutrient
passive diffusion Movement of substances
across a cell membrane along their concentra-
tion gradient.
▲ Figure 3.11 Four Methods of Nutrient Absorption in the
68. Small Intestine
Passive di�usion:
Nutrients pass through
the cell membrane.
Facilitated di�usion:
Requires a specific carrier
but no energy is needed to
cross the membrane.
Active transport: Requires
both a carrier protein and
energy to cross the cell
membrane.
Endocytosis: Whole molecules are
engulfed by the cell membrane.
Nutrient Nutrient
High concentration High concentration
Low concentration Low concentration
Low concentration
High concentration
Cell
membrane
Carrier
protein
Carrier
69. protein
Nutrient
ATP
Nutrient
a b c d
M03_BLAK8260_04_SE_C03.indd 92 12/1/17 11:28 PM
How Do Hormones and the Nervous System Regulate Digestion?
93
moves from a high concentration to a low concentration. This
simple process requires
neither energy nor a special carrier molecule. Water, small
lipids, a few minerals, and
vitamin C are examples of nutrients absorbed via passive
diffusion.
Facilitated Diffusion
The cell membrane of enterocytes has a lipid layer that is
impermeable to most nutrients.
Thus, most nutrients require an alternate method for absorption.
In facilitated
diffusion, nutrients are helped across the membrane by specific
carrier proteins. This
form of absorption is similar to passive diffusion in that it does
not require energy, and
nutrients flow from an area of higher to lower concentration.
Fructose is an example of a
nutrient that is absorbed with the help of a carrier protein.
70. Active Transport
In active transport, a carrier protein and energy in the form of
ATP shuttle nutrients
across the cell membrane from an area of lower to higher
concentration. This transport
mechanism allows absorption even when the concentration of
nutrients outside the
enterocyte is lower than the concentration inside the cell.
Glucose and amino acids are
examples of nutrients absorbed by active transport.
Endocytosis
Endocytosis occurs when molecules are too big to cross through
a membrane using
passive or active transport. This process occurs when a cell
membrane folds back on
itself to form a vesicle or pouch to surround and engulf the
nutrient and bring it inside the
cell using energy. Once inside the vesicle, the nutrient is
dissolved in water. The mem-
brane then disassembles and the contents are released on the
other side. This type of
absorption allows whole proteins, such as an immunoglobulin
from breast milk, to be
absorbed intact.
Fluid Absorption Occurs in the Large Intestine
By the time chyme enters the large intestine, the majority of the
nutrients have been
absorbed. The large intestine absorbs water and certain minerals
(mainly sodium) before
the remaining mass reaches the rectum for excretion. The water
is absorbed via passive
diffusion and sodium is absorbed via active transport.
71. facilitated diffusion Movement of sub-
stances across a cell membrane with the help
of a carrier protein along their concentration
gradient.
active transport Movement of substances
across a cell membrane against their con-
centration gradient with the help of a carrier
protein and energy expenditure.
endocytosis Type of active transport in
which the cell membrane forms an indentation,
engulfs the substance to be absorbed, and
releases it into the interior of the cell.
LO 3.4: THE TAKE-HOME MESSAGE The brush border of
the small intestine
is the major site of absorption for digested nutrients. Water and
minerals not
absorbed in the small intestine are absorbed in the large
intestine. Nutrients
are absorbed by passive diffusion, facilitated diffusion, active
transport, or
endocytosis.
How Do Hormones and the Nervous
System Regulate Digestion?
LO 3.5 Explain how hormones and the nervous system regulate
digestion.
The endocrine and nervous systems work together to control and
coordinate digestion,
absorption, and elimination of waste products. Endocrine
glands, which are found in the
stomach, small intestine, and pancreas, are specialized cells that
secrete hormones into
72. the bloodstream in response to a stimulus. For example, when
the food you eat reaches
your stomach, endocrine glands release gastric hormones to
signal the rest of the GI tract
M03_BLAK8260_04_SE_C03.indd 93 12/1/17 11:28 PM
94 Chapter 3 | Digestion, Absorption, and Transport
to prepare for digestion. When food is not present, these
hormones are not released.
Digestion, absorption, and elimination are also regulated by the
enteric nervous system, a
network of nerve fibers embedded in the layers of the GI tract.
Let’s take a closer look at
how these two systems communicate and ultimately control the
digestive process.
Hormones in the GI Tract Regulate Digestion
Hormones secreted throughout the GI tract regulate digestion by
controlling the release
of gastric and pancreatic secretions, peristalsis, and enzyme
activity. Enterogastrones, for
example, are hormones produced and secreted by the cells lining
the stomach and small
intestine. These hormones—including gastrin, secretin,
cholecystokinin, and gastric inhib-
itory peptide (GIP)—have a powerful influence on
gastrointestinal motility (the pace of
digestion), stomach emptying, gallbladder contraction,
intestinal absorption, and even
hunger.
Certain types of food passing through the GI tract stimulate the
73. release of hor-
mones. For example, when a protein-containing bolus passes
through the lower esoph-
ageal sphincter (LES), gastrin is secreted from the stomach.
This hormone triggers
the release of gastric secretions that contain gastric lipase and
stimulates the secretion
of HCl. Gastrin also increases gastric motility and emptying and
increases the tone of
the LES.
Cells of the duodenum release secretin when the acidic chyme
passes through
the pyloric sphincter. The release of secretin in turn stimulates
the pancreas to send
bicarbonate ions through the pancreatic duct to neutralize the
acid. Duodenal cells
also secrete cholecystokinin (CCK) (koli-sis-te-KI-nin) in
response to the entry of
partially digested protein and fat. This powerful hormone
stimulates the pancreas to
release lipase and the gallbladder to contract and release bile,
while it slows down
gastric motility and contributes to meal satisfaction. A third
hormone released by
duodenal cells is gastric inhibitory peptide (GIP). Triggered by
the presence of
fatty acids or glucose, GIP inhibits gastric activities, allowing
time for the digestive
process to proceed in the duodenum before it receives more
chyme. GIP also signals
the pancreas to increase its secretion of insulin, which
facilitates the uptake of blood
glucose by body cells.
This synchronized effort by the GI tract hormones ensures the
74. efficiency of digestion
and maintains homeostasis in the body. Refer to Table 3.3 for a
summary of the individual
hormones, the tissues that secrete them, and their actions.
enteric nervous system Section of the
peripheral nervous system that directly controls
the gastrointestinal system.
enterogastrones Group of GI tract hor-
mones, produced in the stomach and small
intestine, that controls gastric motility and
secretions.
gastrin Hormone released from the stomach
that stimulates the release of acid.
secretin A hormone secreted from the duo-
denum that stimulates the stomach to release
pepsin, the liver to make bile, and the pan-
creas to release digestive juices.
cholecystokinin (CCK) Hormone released
by the duodenum that stimulates the gallblad-
der to release bile.
gastric inhibitory peptide (GIP) Hormone
produced by the small intestine that slows the
release of chyme from the stomach.
Organ Hormone Stimulus Secreted from Action(s)
Stomach Ghrelin Empty stomach Gastric cells Stimulates gastric
motility; stimulates
hunger
75. Gastrin Food in the stomach Gastric cells Stimulates parietal
cells to release HCl
Small Intestine Secretin Acidic chyme in
duodenum
Duodenum Stimulates the pancreas to release bicar-
bonate ions
Cholecystokinin (CCK) Fats and proteins in
duodenum
Duodenum Stimulates the gallbladder to secrete bile
and the pancreas to secrete bicarbonate
ions and enzymes
Gastric inhibitory
peptide (GIP)
Nutrients in the small
intestine
Duodenum Stimulates secretions from the intestines
and pancreas; inhibits stomach motility
Peptide YY Nutrients in the small
intestine
Ileum Slows stomach motility
TABLE 3.3 Hormones of the GI Tract and Their Actions
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76. How Do Hormones and the Nervous System Regulate Digestion?
95
The Enteric Nervous System Communicates Within
and Beyond the GI Tract
The neurons in the enteric nervous system communicate with
one another to perform
certain GI functions autonomously. For example, within the
walls of the GI tract, recep-
tors of the enteric neurons sense cellular changes and trigger
motor responses, which
include stimulating and regulating contractions of the GI
smooth muscle, motility of the
GI tract, and gastrointestinal blood flow.
The enteric nervous system also works collaboratively with
other branches of the
nervous system, such as the central nervous system. For
example, together with hormones
secreted from the GI tract, enteric nerves generate signals about
the fullness or empti-
ness of the GI tract. These signals travel to the brain, which,
with the help of hormones,
communicates and interprets messages of hunger or satiation
and encourages you to seek
food or stop eating.
The hormones ghrelin and peptide YY communicate feelings of
hunger or fullness
to the brain (see Figure 3.12). Ghrelin, which is referred to as
the “hormone of hunger,”
is released from the gastric cells when the stomach is empty. It
travels to the brain, where
it prompts a desire to eat. Peptide YY is secreted by cells of the
ileum and colon in
response to the presence of food. It travels through the
77. bloodstream to the brain and
signals that you’ve eaten.
The central nervous system can also trigger enteric responses.
Imagine, for example,
that you walk by a bakery and smell freshly baked bread. Your
brain receives this sensory
data, signals the GI tract, and the enteric nerves interpret the
signal and respond by stimu-
lating the release of digestive juices.
In addition, the enteric nerves excite the muscles stimulating
peristalsis, pushing the
food and digestive juices through the GI tract. Once the stomach
has emptied, the release
of hormones and digestive juices ceases.
ghrelin Hormone produced in the stomach
that stimulates hunger.
peptide YY Hormone produced in the small
intestine that reduces hunger.
▲ Figure 3.12 Digestive Hormones
Digestive hormones from the stomach and small intestine
control and coordinate digestive pro-
cesses and hunger.
Ghrelin
Gastrin
hunger
secretions from stomach
stomach motility
78. Stomach
Secretin
CCK
GIP
Peptide YY
bicarbonate ions from pancreas
enzymes from pancreas
bile from gallbladder
secretions from pancreas and
small intestine
stomach motility
hunger
Small intestine
Key
Increases
Decreases
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96 Chapter 3 | Digestion, Absorption, and Transport
How Are Nutrients Transported
79. throughout the Body?
LO 3.6 Explain how absorbed nutrients are transported
throughout the body.
Once the nutrients have been absorbed through the lining of the
small intestine, they are
carried either through the cardiovascular or lymphatic system to
other parts of the body
(Figure 3.13). These two transportation systems consist of
varying levels of pathways.
The Cardiovascular System Distributes
Nutrients through Blood
The blood is the body’s primary transport system, shuttling
oxygen, nutrients, hormones,
and waste products throughout the body. The heart pumps blood
through this closed
system of vessels through the entire body and back to the heart.
LO 3.5: THE TAKE-HOME MESSAGE The enterogastrones
gastrin, secretin, cho-
lecystokinin, and gastric inhibitory peptide regulate digestion
by stimulating or
inhibiting the release of secretions from the stomach, small
intestine, pancreas,
and gallbladder. They also influence gastric motility, which
controls the pace of
digestion. The enteric nervous system is a network of nerves
embedded in the
wall of the GI tract. It functions both autonomously and in
collaboration with the
central nervous system and other nervous system branches to
achieve GI func-
tions. Two hormones, ghrelin and peptide YY, communicate
with the brain to
help you decide when to eat and when to stop eating.
80. ▶ Figure 3.13 The Cardiovascular
and Lymphatic Systems
Blood and lymph are fluids that circulate
throughout the body. They both pick up nutri-
ents absorbed by the villi of the small intes-
tine. Water-soluble nutrients travel through
the bloodstream via the hepatic portal vein to
the liver for processing. Fat-soluble nutrients
travel through lymphatic vessels until they are
released through the thoracic duct into the
bloodstream.
Villus
Blood
capillaries
Water-soluble
nutrients
Lymph
Liver
Heart
Hepatic
portal
vein
Fat-soluble nutrients
transported in the lymph
move through the thoracic
duct into the blood through
the left subclavian vein
81. Blood
Fat-soluble
nutrients
Lacteal
M03_BLAK8260_04_SE_C03.indd 96 12/1/17 11:28 PM
How Are Nutrients Transported throughout the Body? 97
The heart is divided into four chambers: two upper atria and two
lower ventricles.
The oxygen-poor blood the heart receives from the body flows
into the right atrium,
through the right ventricle, and into the lungs, where it is
replenished with oxygen. The
oxygen-rich blood flows from the lungs to the left atrium and
then into the left ventricle.
As the left ventricle contracts, blood is pumped through the
aorta and arteries to the
capillaries, where it exchanges a variety of substances—
including oxygen, water, glucose,
and amino acids—with the cells. Carbon dioxide and other
substances picked up by the
blood are eventually returned to the heart via the veins as the
blood completes its route.
Carbon dioxide, a metabolic waste, is taken to the lungs and
expelled.
Water-soluble nutrients, including carbohydrates, amino acids,
and water-soluble
vitamins, are absorbed into the enterocytes, cross into the
82. capillaries, and travel via the
hepatic portal vein to the liver. The portal vein branches out
into capillaries, supplying
all the liver cells with nutrient-rich blood. The liver further
breaks down the nutrients and
repackages them before releasing them into the blood. Blood
leaves the liver and contin-
ues on its journey through the hepatic vein back to the heart.
Thus, the liver plays a key
role in nutrition—it is the first organ to receive water-soluble
nutrients absorbed through
the intestines via the hepatic portal vein.
The Lymphatic System Distributes Some
Nutrients through the Lymph
The lymphatic system is a complex network of capillaries, small
vessels, valves, nodes,
and ducts that transport fat-soluble nutrients throughout the
body. Lacteals in the villi
collect fat-soluble vitamins, long-chain fatty acids, and some
proteins too large to be trans-
ported via the blood capillaries. The vessels of the lymph
system are different from those
of the circulatory system. The cells of the lymph capillary
overlap one another, allowing
the contents of the lymph vessels to seep out under pressure and
circulate between the
cells. The fat-soluble nutrients are transported from the lymph
capillaries through the
lymphatic vessels and eventually arrive at the thoracic duct. At
the junction of the thoracic
duct is a valve that allows the lymph fluid to flow into the
subclavian vein, where it finally
enters the blood. The nutrients can then be circulated by the
blood to be picked up and
used by cells.
83. The Excretory System Eliminates Waste
After the cells have gleaned the nutrients and other useful
metabolic components they
need from the blood, their waste must be eliminated through the
excretory system. For
instance, the breakdown of proteins releases a nitrogenous
waste called urea. The kidneys
filter urea from the blood, allowing it to be excreted in urine.
The nearby Table Tips
provide strategies for improving your digestion.
hepatic portal vein Large vein that connects
the GI tract to the liver and transports newly
absorbed water-soluble nutrients.
hepatic vein Vein that carries the blood
received from the hepatic portal vein away
from the liver.
lymphatic system System of interconnected
vessels that contains lymph fluid in which
fat-soluble nutrients are carried; also includes
bone marrow, lymph nodes, and other tissues
and organs that produce and store defensive
cells.
TABLE TIPS
Improve Your Digestion
Eat and drink slowly and thoroughly
chew your food. This will reduce the
amount of air you swallow and may
reduce the need for belching later on.
84. Drink plenty of fluids and add more
fiber to increase the bulk of feces and
prevent constipation.
Include probiotic bacteria, found in
yogurt, kefir, tempeh, kimchi, and
sauerkraut, in your diet to help maintain
your GI tract’s population of GI flora.
Practice mindful eating. Savor the
flavor of food and enjoy every bite to
allow the brain time to receive signals
from digestive hormones that you are
becoming full. This reduces overeating
and improves portion control.
Identify foods that cause irritation or
sensitivities. Reduce or eliminate these
foods if necessary to improve your
digestion.
LO 3.6: THE TAKE-HOME MESSAGE The cardiovascular
and lymphatic systems
pick up absorbed nutrients in the villi of the small intestine and
transport them
throughout the body. Water-soluble nutrients, including
carbohydrates, proteins
(amino acids), and the water-soluble vitamins, are transported
in the blood-
stream through the hepatic portal vein to the liver; fat-soluble
nutrients, includ-
ing the fat-soluble vitamins and long-chain fatty acids, are
transported via the
lymphatic system, which eventually drains into the subclavian
vein. The excre-
tory system filters the blood and eliminates waste.
85. M03_BLAK8260_04_SE_C03.indd 97 12/1/17 11:28 PM
98 Chapter 3 | Digestion, Absorption, and Transport
HEALTHCONNECTION
Treatments include surgery, radiation, and
chemotherapy.7
Disorders of the
Stomach
Stomach problems can range from the
trivial, such as belching or an occasional
stomachache, to life-threatening compli-
cations such as bleeding ulcers or stomach
cancer. Common causes of stomachache
include overeating or eating too fast.
Other possible causes include eating
foods that are high in fat or fiber, lactose
intolerance, or swallowing air while eating.
Belching
Swallowing air usually causes belching
(also called burping). Often, the air dis-
tends the stomach, and is then expelled
up through the esophagus, pharynx,
and mouth to relieve the discomfort.
Swallowing large amounts of air (called
aerophagia) is most often due to eating
or drinking too fast, consuming carbon-
ated beverages, or anxiety. However,
aerophagia can occur without any act of
swallowing, such as while chewing gum
or smoking.
86. Gastroenteritis and
Foodborne Illness
A stomachache can be due to a number
of causes, including gastroenteritis,
commonly known as the “stomach flu.”
Despite its name, stomach flu is not a
form of influenza. It can be caused by
a variety of bacteria and viruses, the
most common of which is the norovi-
rus. Infection causes an inflammation
of the stomach or intestines. Symptoms
include nausea and vomiting, diarrhea,
and abdominal cramping. Sometimes the
problem requires medical intervention,
but usually rest, oral rehydration therapy
to replace lost fluids and electrolytes, and
a soft-food diet will help with the symp-
toms of this type of illness.
Eating food or drinking fluid that is con-
taminated with a pathogenic microbe usu-
ally results in foodborne illnesses. Raw meat
and poultry, raw eggs, unpasteurized milk,
in allowing this backflow. Certain foods,
including chocolate, fried or fatty foods,
coffee, soda, onions, and garlic, seem to be
associated with this condition.6 Lifestyle
factors also play a role. For example, smok-
ing cigarettes, drinking alcohol, wearing
tight-fitting clothes, being overweight or
obese, eating large evening meals, and
reclining after eating tend to cause or
worsen the condition.
87. If dietary changes and behavior modifi-
cation are insufficient to relieve heartburn,
over-the-counter antacids or prescription
drugs may help. In rare circumstances, sur-
gical intervention is required to treat severe,
unrelenting GERD.
Esophageal Cancer
Esophageal cancer is another medical
condition that has serious consequences.
According to the National Cancer Insti-
tute, esophageal cancer is one of the most
common cancers of the GI tract, and the
seventh leading cause of cancer-related
deaths worldwide. In the United States,
this type of cancer is typically found
among individuals older than 50 years,
males, those who live in urban areas,
long-term smokers, and heavy drinkers.
gastroesophageal reflux disease
(GERD) Chronic condition characterized by
the backward flow of stomach contents into
the esophagus, resulting in heartburn.
gastroenteritis Inflammation of the lining of
the stomach and intestines; also known as
stomach flu.
ulcer Sore or erosion of the stomach or
intestinal lining.
What Are
Some Common
Digestive
Disorders?
88. LO 3.7 Discuss the most common
digestive disorders.
When the digestive system gets “off
track,” the resulting symptoms can
quickly catch your attention. Some of the
problems are minor, like occasional heart-
burn or indigestion; other problems such
as ulcers or colon cancer are very serious
and require medical treatment.
Esophageal Problems
Several minor esophageal problems
can lead to annoying symptoms such as
belching, hiccups, burning sensations, or
uncomfortable feelings of fullness. More
serious esophageal problems include can-
cer, obstruction from tumors, faulty nerve
impulses, severe inflammation, abnormal
sphincter function, and even death.
Gastroesophageal Reflux
Disease
One of the most common problems
involving the esophagus is the burn-
ing sensation in the middle of the chest
known as heartburn (also called indigestion
or acid reflux). About 60 million Ameri-
cans experience heartburn once a month;
about 15 million report daily heartburn.5
Heartburn generally occurs when the
lower esophageal sphincter (LES) doesn’t
close properly and acidic gastric juice
from the stomach flows back into the
89. esophagus and irritates its lining. Chronic
heartburn is the hallmark symptom of
gastroesophageal reflux disease
(GERD). A weak LES is often the culprit
Obesity increases the risk of GERD.
M03_BLAK8260_04_SE_C03.indd 98 12/1/17 11:28 PM
HEALTHCONNECTION (CONTINUED)
What Are Some Common Digestive Disorders? 99
Medical treatment for gallstones may
involve surgery to remove the gallbladder,
prescription medicine to dissolve the stones,
shock-wave therapy (a type of ultrasound
treatment) to break them up, or a combina-
tion of therapies. If surgery is required to
remove the gallbladder, patients typically
recover quickly. After gallbladder removal
surgery, the anatomy of the biliary tract
adapts. The liver continues to produce
the bile and secretes it directly into the
duodenum.
Celiac Disease
One of the more serious malabsorption
conditions to occur in the small intestine is
celiac disease. In a healthy small intestine,
millions of villi and microvilli efficiently
absorb nutrients from food. In celiac
disease, the lining of the small intestine
flattens out, and it can no longer absorb
90. nutrients (Figure 3.16). The flattening is
caused by an abnormal reaction to the pro-
tein gluten, found in wheat, rye, and barley.
Celiac disease is a genetic, autoimmune
disease that causes a person’s own immune
system to damage the small intestines when
gluten is consumed. Note that celiac disease
is not the same thing as gluten intolerance,
which does not involve the immune system
or damage the wall of the small intestine.
However, individuals with gluten intoler-
ance can experience similar symptoms such
as stomachaches, diarrhea, bloating, and
tiredness if gluten is consumed.
Celiac disease is most common among
genetically susceptible people of European
descent. The most recent estimates suggest
that 1 in 133 people (less than 1 percent)
have been diagnosed with celiac disease in
the United States. When an individual has
celiac disease, the incidence among close
family members is estimated to be as high
celiac disease Genetic disease in which a
hyperimmune response damages the villi of the
small intestine when gluten is consumed.
formations, although these factors may
not be directly involved.
Burning pain is the most common
symptom of an ulcer, along with vomiting,
fatigue, bleeding, and general weakness.
Medical treatments may consist of prescrip-
91. tion drugs and dietary changes, such as
limiting alcohol and caffeine-containing bev-
erages, and/or restricting spices and acidic
foods. Surgery is necessary only when an
ulcer does not respond to drug treatment.
Left untreated, ulcers can result in internal
bleeding and perforation of the stomach or
intestinal lining, causing peritonitis, or infec-
tion of the abdominal cavity. Scar tissue can
also form in the GI tract, obstructing food
and causing vomiting and weight loss. Peo-
ple who have ulcers caused by H. pylori have
a greater risk of developing stomach cancer.
Gallbladder Disease
The incidence of gallbladder disease is
high in the United States, especially in
women and older Americans. Obesity
is one of the major risk factors, and
this risk is even greater following rapid
weight loss.9
A common gallbladder disorder is the
presence of gallstones (Figure 3.15).
Most people with gallstones have abnor-
mally thick bile, and the bile is high in
cholesterol and low in bile acids. Over time,
the high-cholesterol bile forms crystals,
then sludge, and finally gallstones. Some
individuals with gallstones experience no
pain or mild pain. Others have severe pain
accompanied by fever, nausea and vomiting,
cramps, and obstruction of the bile duct.
gallstones Stones formed from cholesterol
in the gallbladder or bile duct.
92. and raw shellfish are the foods most likely
to be contaminated.8 The pathogen most
commonly involved is the norovirus. The
most common bacterial culprit is Salmonella.
Symptoms such as vomiting, abdominal
cramps, diarrhea, and fever occur when
enough of the pathogen has been ingested
to trigger the body’s immune response.
Most foodborne illnesses are self-limiting
and may require only fluids and rest. More
severe foodborne infections may require
medical intervention. (You will read more
about foodborne illness in Chapter 20.)
Ulcers
An ulcer is a sore or erosion in the lin-
ing of the lower region of the stomach
or the upper part of the duodenum
(Figure 3.14). Ulcers are named according
to their location, such as gastric ulcers,
duodenal ulcers, and esophageal ulcers.
Whereas spicy foods and stress were once
thought to cause most ulcers, researchers
have since discovered that a bacterium,
Helicobacter pylori, is often involved. The
use of nonsteroidal anti-inflammatory
drugs (NSAIDs), such as aspirin, ibu-
profen, naproxen, and ketoprofen, may
also cause or aggravate ulcers. These pain
relievers inhibit the hormonelike sub-
stances that protect the stomach lining
from HCl, which results in bleeding and
ulceration. Nicotine increases the produc-
tion of HCl, which increases the risk of
developing an ulcer and slows the heal-
93. ing process of ulcers that have already
developed. Both excess consumption of
alcohol and stress can contribute to ulcer
in allowing this backflow. Certain foods,
including chocolate, fried or fatty foods,
coffee, soda, onions, and garlic, seem to be
associated with this condition.6 Lifestyle
factors also play a role. For example, smok-
ing cigarettes, drinking alcohol, wearing
tight-fitting clothes, being overweight or
obese, eating large evening meals, and
reclining after eating tend to cause or
worsen the condition.
If dietary changes and behavior modifi-
cation are insufficient to relieve heartburn,
over-the-counter antacids or prescription
drugs may help. In rare circumstances, sur-
gical intervention is required to treat severe,
unrelenting GERD.
Esophageal Cancer
Esophageal cancer is another medical
condition that has serious consequences.
According to the National Cancer Insti-
tute, esophageal cancer is one of the most
common cancers of the GI tract, and the
seventh leading cause of cancer-related
deaths worldwide. In the United States,
this type of cancer is typically found
among individuals older than 50 years,
males, those who live in urban areas,
long-term smokers, and heavy drinkers.
gastroesophageal reflux disease
94. (GERD) Chronic condition characterized by
the backward flow of stomach contents into
the esophagus, resulting in heartburn.
gastroenteritis Inflammation of the lining of
the stomach and intestines; also known as
stomach flu.
ulcer Sore or erosion of the stomach or
intestinal lining.
▲ Figure 3.14 Ulcer
An ulcer is created when the mucosal lining of
the GI tract erodes.
▲ Figure 3.15 Gallstones
The size and composition of gallstones vary.
M03_BLAK8260_04_SE_C03.indd 99 12/1/17 11:28 PM
100 Chapter 3 | Digestion, Absorption, and Transport
HEALTHCONNECTION (CONTINUED)
wheat, rye, or barley must be eliminated.
Gluten-free grain products made with rice
flour, bean flours, corn, quinoa, amaranth,
and millet are fortunately widely available.
Whole foods such as meat, milk, eggs,
fruits, and vegetables are of course per-
missible. The Academy of Nutrition and
Dietetics maintains a comprehensive list of
diagnosis, the complications from celiac
95. disease can be serious. Celiac patients have
an increased incidence of osteoporosis
from poor calcium absorption, diminished
growth because of nutrient malabsorp-
tion, and even seizures due to inadequate
folate absorption. Although cancers associ-
ated with celiac disease are rare, a history
of celiac disease does increase the risk of
developing certain types of cancer, includ-
ing small intestinal adenocarcinoma, esoph-
ageal cancer, and melanoma. 12
Treatment of Celiac Disease
The only treatment for celiac disease is
a strict, lifelong gluten-free diet.13 This
should stop the symptoms from pro-
gressing, allow the intestine to heal, and
prevent further damage. The symptoms
often improve within a few days after
beginning the gluten-free diet. If the diet
is followed faithfully, the absorption area
of the GI tract often returns to normal
status within 3–6 months.
Avoiding all gluten-containing foods
can be challenging. All breads, pasta, cere-
als, and other grain products made with
as 4.5 percent.10 Because of this genetic
link, celiac disease is classified as a lifelong
disorder.
Diagnosis of Celiac Disease
The symptoms for celiac disease vary.
Classic symptoms include reoccurring
abdominal bloating, cramping, diarrhea,
96. gas, fatty and foul-smelling stools, weight
loss, anemia, fatigue, bone or joint pain,
and even a painful skin rash called derma-
titis herpetiformis. Some people develop
the symptoms of celiac disease in infancy
or childhood. Others are diagnosed later
in life, after being misdiagnosed with
irritable bowel syndrome or various food
intolerances.
In the past, diagnosing celiac disease was
sometimes difficult because it resembles
other similar malabsorption diseases. The
contemporary method of diagnosis begins
with a simple blood test measuring gluten-
reactive T cells. If the test is positive, the
next step is a tissue biopsy of the small
intestine to confirm the diagnosis. 11
Depending on the length of time
between symptom development and
▼ Figure 3.16 Celiac Disease
The autoimmune response in celiac disease
erodes and flattens the villi of the intestinal
lining.
Small intestine
Normal small intestinal wall
with healthy villi
Small intestinal wall with flattened
villi caused by celiac disease
TABLE TIPS
97. Gluten Free—What Can
I Eat?
Be a label reader to avoid products that
contain all forms of wheat, barley, rye,
triticale, or their hybrids.
Substitute whole-wheat bread with gluten-
free whole grains, such as quinoa, buck-
wheat, amaranth, sorghum, and millet.
If you like a hot cereal for breakfast, try
teff, a nutritious cereal grain from Ethio-
pia with a nutty, chewy texture.
Avoid packaged foods that contain
modified food starch, dextrin, malt, or
malt syrup, as they may be sources of
gluten-containing grains.
Enjoy coffee, tea, sodas, fruit juices,
and even fermented or distilled bever-
ages, such as wine, sake, and distilled
spirits on a gluten-free diet. But avoid
coffee flavorings or creamers.
Look for either the GFCO or CSA Seal
of Recognition marks on labels to en-
sure the product is gluten free.
Maintain a high fiber intake by in-
corporating gluten-free fresh fruits,
vegetables, beans, peas, and lentils in
your diet.