The human skeleton is the internal framework of the human body. It is composed of around 270 bones at birth – this total decreases to around 206 bones by adulthood after some bones get fused together. The bone mass in the skeleton makes up about 14% of the total body weight and reaches maximum density around age 21
Skeletal system
Divisions of skeletal system,
types of bone,
salient features and functions
of bones of axial and appendicular skeletal system Organization of skeletal muscle,
physiology of muscle contraction,
neuromuscular junction.
Presentation used to introduce anatomy and physiology students to the urinary system anatomy and physiology. Glomerular filtration, tubular secretion and tubular reabsorption are shown.
The human skeleton is the internal framework of the human body. It is composed of around 270 bones at birth – this total decreases to around 206 bones by adulthood after some bones get fused together. The bone mass in the skeleton makes up about 14% of the total body weight and reaches maximum density around age 21
Skeletal system
Divisions of skeletal system,
types of bone,
salient features and functions
of bones of axial and appendicular skeletal system Organization of skeletal muscle,
physiology of muscle contraction,
neuromuscular junction.
Presentation used to introduce anatomy and physiology students to the urinary system anatomy and physiology. Glomerular filtration, tubular secretion and tubular reabsorption are shown.
Used to (re)ntroduce high school anatomy and physiology students to the process of meiosis / gametogenesis. More specifically, this presentation focuses on spermatogenesis and the male reproductive system anatomy.
Nervous system 3; Synapses and NeurotransmittersJames H. Workman
Lecture notes and diagrams for Anatomy and Physiology students describing / showing the connections between nerve cells (synapses) and how neurotransmitters work. Video of animation that shows how drugs affect neurotransmitters is included, although it will not show in slideshare.
Lecture notes and diagrams to help high school anatomy and physiology students learn the general functions of the nervous system and types of glial support nerve cells, types of neurons and anatomy of typical neurons.
Types of muscle and functional characteristics of muscle. Levels of organization of muscle, fascicles, myofibrils, and myofibers. Microanatomy and functional unit of contraction, the sarcomere. Used as basis for lecture to high school science students
Describes and shows the bones and features of the bones of the pectoral girdle and upper arm; the clavicle, scapula and humerus. Used for high school anatomy and physiology students
Inferior (mandible removed) and superior view (top of cranium removed - cranial floor / sphenoid view) skull anatomy warm-up for Anatomy and Physiology students. Bones, features and markings are shown
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Human skeleton bone name and numbers warm up
1. Human skeleton bone names and numbers warm-up
1. Two divisions of the skeleton
• Axial (80) and Appendicular (126)
2. The number of carpals
• 8 in each hand: scaphoid (2); lunate (2); triquetral (2); pisiform (2) // trapezium (2);
trapezoid (2); capitate (2); hamate (2) = (16)
3. The number of tarsals
• 7 in each foot; Cunieforms (6); cuboid (2;) navicular (2); talus (2); calcaneal (2) = (14)
4. Bone that doesn’t articulate with any other bone
• Hyoid (1)
5. Number of auditory ossicles
• Malleus (2); incus (2); stapes (2) = (6)
6. Number of cranial bones
• Frontal (1); Occipital (1); Ethmoid (1); Sphenoid (1); Parietal (2); Temporal (2) = (8)
7. Number of facial bones
• Vomer (1); Mandible (1); Maxillae (2); Zygomatic (2); Nasal (2); Nasal Concha (2);
Lacrimal (2); Palatine (2) = (14)