The Human Body in Health and Disease PDF
Preview The Human Body in Health and Disease
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ANATOMICAL DIRECTIONS DIRECTIONAL TERMS DEFINITION EXAMPLE OF USAGE Left To the left of body (not your left, the subject’s) The stomach is to the left of the liver. Right To the right of the body or structure being studied The right kidney is damaged. Lateral Toward the side; away from the midsagittal plane The eyes are lateral to the nose. Medial Toward the midsagittal plane; away from the side The eyes are medial to the ears. Anterior Toward the front of the body The nose is on the anterior of the head. Posterior Toward the back (rear) The heel is posterior to the head. Superior Toward the top of the body The shoulders are superior to the hips. Inferior Toward the bottom of the body The stomach is inferior to the heart. Dorsal Along (or toward) the vertebral surface of the body Her scar is along the dorsal surface. Ventral Along (toward) the belly surface of the body The navel is on the ventral surface. Proximal Toward the trunk (describes relative position in a The joint is proximal to the toenail. limb or other appendage) Distal Away from the trunk or point of attachment The hand is distal to the elbow. Visceral Toward an internal organ; away from the outer This organ is covered with the visceral layer of the wall (describes positions inside a body cavity) membrane. Parietal Toward the wall; away from the internal structures The abdominal cavity is lined with the parietal peritoneal membrane. Deep Toward the inside of a part; away from the surface The thigh muscles are deep to the skin. Superficial Toward the surface of a part; away from the inside The skin is a superficial organ. Medullary Refers to an inner region, or medulla The medullary portion contains nerve tissue. Cortical Refers to an outer region, or cortex The cortical area produces hormones. Superior To make the reading of anatomical figures a little easier, an anatomical compass is used throughout this book. On many figures, you will notice a small compass ro- sette similar to those on geographical maps. Rather than being labeled N, S, E, and W, the anatomical rosette is Posterior Anterior labeled with abbreviated anatomical directions. Proximal S Transverse plane R L I Distal Lateral A 5 Anterior P (opposite A) 5 Posterior D 5 Distal P (opposite D) 5 Proximal Lateral I 5 Inferior S 5 Superior Proximal L (opposite M) 5 Lateral M 5 Medial L (opposite R) 5 Left R 5 Right P S ADistal Frpolnatnael Spalagnitetal S M e dial I Inferior M e dial R L I This page intentionally left blank KEVIN T. PATTON, PhD Professor of Life Science St. Charles Community College Cottleville, Missouri Professor of Human Anatomy and Physiology Instruction New York Chiropractic College Seneca Falls, New York GARY A. THIBODEAU, PhD Chancellor Emeritus and Professor Emeritus of Biology University of Wisconsin—River Falls River Falls, Wisconsin 3251 Riverport Lane Maryland Heights, MO 63043 THE HUMAN BODY IN HEALTH & DISEASE Softcover ISBN: 978-0-323-10124-0 Hardcover ISBN: 978-0-323-10123-3 Copyright © 2014, by Mosby, an imprint of Elsevier Inc. Copyright © 2010, 2005, 2002, 1997, 1992 by Mosby, Inc., an affiliate of Elsevier Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher’s permissions policies, and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency can be found at our website: www.elsevier.com/permissions. This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein). Notices Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary. Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility. With respect to any drug or pharmaceutical products identified, readers are advised to check the most current information provided (i) on procedures featured or (ii) by the manufacturer of each product to be administered, to verify the recommended dose or formula, the method and duration of administration, and contraindications. It is the responsibility of practitioners, relying on their own experience and knowledge of their patients, to make diagnoses, to determine dosages and the best treatment for each individual patient, and to take all appropriate safety precautions. To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein. Library of Congress Cataloging-in-Publication Data Patton, Kevin T. The human body in health & disease / Kevin T. Patton, Gary A. Thibodeau. — 6th ed. p. ; cm. Human body in health and disease Rev. ed. of: The human body in health & disease / Gary A. Thibodeau, Kevin T. Patton. 5th ed. c2010. Includes bibliographical references and index. ISBN 978-0-323-10123-3 (hardcover : alk. paper) — ISBN 978-0-323-10124-0 (pbk. : alk. paper) I. Thibodeau, Gary A., 1938- II. Thibodeau, Gary A., 1938- Human body in health & disease. III. Title. IV. Title: Human body in health and disease. [DNLM: 1. Physiological Phenomena. 2. Anatomy. 3. Pathology. QT 104] 612—dc23 2012046273 Vice President and Content Strategy Director: Linda Duncan Executive Content Strategist: Kellie White Content Development Specialist: Joe Gramlich Content Coordinator: Nathan Wurm-Cutter Publishing Services Manager: Catherine Jackson Senior Project Manager: Carol O’Connell Design Direction: Brian Salisbury Printed in Canada Last digit is the print number: 9 8 7 6 5 4 3 2 1 Contributors Ed Calcaterra, BS, MEd Daniel J. Matusiak, Ed D Instructor Life Science Instructor DeSmet Jesuit High School St. Dominic High School Creve Coeur, Missouri O’Fallon, Missouri Adjunct Professor Rhonda J. Gamble, PhD St. Charles Community College Professor of Physiology and Life Sciences Cottleville, Missouri Mineral Area College Park Hills, Missouri Amy L. Way, PhD Professor of Health Science Jeff Kingsbury, MD Lock Haven University of Pennsylvania Professor, Life Sciences Clearfield, Pennsylvania Mohave Community College Associate Professor, Department of Biological Sciences Northern Arizona University Flagstaff, Arizona Scientific Review Panel Reviewers of Current Edition Natalie Greene Family Medicine Physician, GME Rachel Venn Beecham Mercy Hospital Associate Professor Saint Louis, Missouri Mississippi Valley State University Medical Director and Physician Itta Bena, Mississippi Macoupin County Health Department Carlinville, Illinois Deborah Cipale Coordinator, Nursing Resource Lab Brian H. Kipp Online Adjunct Professor Associate Professor Ankeny, Iowa Grand Valley State University Allendale, Michigan John Finnegan Faculty Member William Sproat Cortiva Institute Associate Professor of Biology Somerset, New Jersey Walters State Community College Morristown, Tennessee Beth A. Forshee Internal Medicine Resident Deborah Sulkowski Freeman Health System Department Chair, School of Health Joplin, Missouri Pittsburg Technical Institute Oakdale, Pennsylvania Patricia A. West Independent A&P and Massage Therapy Consultant Waterville, Ohio Reviewers of Previous Editions Christy Gee Medical Assisting Department Chair South College Bert Atsma Asheville, North Carolina Union County College Cranford, New Jersey Sharon Harris-Pelliccia, BS, RPA Instructor, Medical Assisting Department Janis A. Baker Mildred Elley College Director, Valley Baptist Medical Center Albany, New York School of Vocational Nursing Harlingen, Texas Beulah Hoffman Indiana Vocational Technical College Christi A. Blair Terre Haute, Indiana Nursing Faculty Holmes Community College Rita Hoots Goodman, Mississippi Yuba College Woodland, California Andrew Case Academic Transfer Program Marilyn Hunter Southeast Community College Daytona Beach Community College Lincoln, Nebraska Daytona Beach, Florida Erin Clason Jon-Phillippe Hyatt Health Sciences Faculty Assistant Professor, Human Science Spokane Community College Georgetown University Spokane, Washington Washington, DC Virginia Clevenger Pablo Irusta Mercer County Vocational School Assistant Professor, Human Science Trenton, New Jersey Georgetown University Washington, DC Mentor David Barton County Community College Tanys Gene James Great Bend, Kansas Instructor/Professor of Nursing North Central Texas College Leslie Day Gainesville, Texas Lecturer, Biology Northeastern University Michelle Kennedy Boston, Massachusetts Morgan County High School Madison, Georgia Judith Diehl Reid State Technical Campus Kathy Korona Atmore, Alabama Community College of Allegheny County West Mifflin, Pennsylvania Paul Ellis Professor, Health Studies Anne Lilly St. Louis College of Health Careers Santa Rosa Junior College Saint Louis, Missouri Santa Rosa, California Judy Fair Caleb Makukutu Sandusky School of Practical Nursing Kingwood Junior College Sandusky, Ohio Kingwood, Texas Linda Fulton Susan Caley Opsal North Hills School of Health Occupations Instructor, Natural Sciences Department Pittsburgh, Pennsylvania Illinois Valley Community College Oglesby, Illinois Darrell Pietarila Sharon Spalding Flint Hills Technical School Professor of Physical Education and Director of Emporia, Kansas Athletics and Wellness Mary Baldwin College Henry M. Seidel Staunton, Virginia Professor Emeritus of Pediatrics The Johns Hopkins University School of Medicine Karen Tvedten Baltimore, Maryland School of Radiologic Technology Madison, Wisconsin Donna Silsbee SUNY Institute of Technology Rebecca S. Wiggins Utica, New York Health Science Education Instructor West Florida High School of Advanced Technology Gerry Silverstein Pensacola, Florida Emeritus Lecturer in Health Sciences University of Vermont Shirley Yeargin Burlington, Vermont Rend Lake College Ina, Illinois Greg K. Sitorius Minden High School Nina Zanetti Minden, Nebraska Associate Professor Siena College Loudonville, New York Preface This book about the human body represents the latest chapter of the book the student is shown how organized and best information available. The Human Body in anatomical structures of a particular size, shape, form, Health & Disease is a guide for future health profession- or placement serve specific functions. Emphasis of this als who are just beginning their exploration of the com- principle encourages students to integrate otherwise plex human organism. It not only presents introductory isolated factual information into a cohesive and under- material on the elegance and efficiency of the healthy standable whole. The breakdown of normal integration human body but also shows what happens when things of form and function is identified as the basis for many go wrong. To truly understand the human body, one disease processes. must appreciate both normal and abnormal structure The integrating principle of homeostasis is used to and function. show how normal structure and function are maintained As we prepared this newest edition, each decision re- by dynamic counterbalancing of forces within the body. garding how concepts were to be presented in our book Failures of homeostasis are shown as basic mechanisms was evaluated by teachers actually working in the field— of disease—a concept that reinforces understanding of teachers currently helping students learn about human the regulatory systems of the human body. structure, function, and disease for the first time. We also The Human Body in Health & Disease is dominated by consulted closely with working health professionals and two unifying pedagogical themes: the language of science medical writers to ensure that our references to disease and medicine and a multisensory approach to learning. processes and related topics are current, accurate, and To successfully learn and apply the concepts of hu- clearly summarized. We also paid careful attention to man science, students must first master the complex what research tells us about how the brain reads and terminology and usage of scientific language. This edi- processes new information, enabling us to present infor- tion introduces the bold new approach of placing ex- mation in a way the promotes student success. The result panded word lists at the front of each chapter, encour- is a text that students will read with enthusiasm—one aging students to read and say new terms out loud designed to help the teacher teach and the student learn. before encountering them in the context of learning This book is particularly suited to introductory concepts—a proven reading strategy based on how we courses about the human body in relation to various naturally learn new language and process reading in the health professions. The Human Body in Health & Disease brain. Included pronunciation guides help students emphasizes concepts that are required knowledge for “get it right” without guessing and included transla- entry into more advanced courses, completion of pro- tions of word parts help students see how scientific fessional licensing examinations, and success in a prac- language is constructed. Online audio chapter summa- tical, work-related environment. ries and an audio glossary add an auditory dimension to the proper pronunciation and usage of essential sci- entific language, while the suggested “saying terms out Instructional Design loud” provides a helpful kinesthetic/motor experience. Our multisensory approach is further enhanced by Unifying Themes the many intriguing visual elements such as medical il- Anatomy, physiology, and introductory pathology en- lustrations, photographs, medical images, and flow compass a body of knowledge that, because of its sheer charts that help students “picture” the concepts de- magnitude, can easily discourage and overwhelm the scribed in the text. Unique “anatomical compass” ro- new student. There is no question, however, that com- settes help students develop a sense of anatomical direc- petency in these fields is essential for student success in tion. Expanded legends provide a “walkthrough” of key almost every health-related or science curriculum. If a diagrams that reinforce essential concepts of each chap- textbook is to be successful as a teaching tool in such a ter. The digital coloring activities on the Evolve website complex and important learning environment, it must reinforce visual learning with kinesthetic experiences. help unify information, stimulate critical thinking, and motivate students to master a new vocabulary as they Organization and Content learn about the beauty and “connectedness” of human structure and function and the “disjointedness” of hu- The 25 chapters of The Human Body in Health & Disease man disease. present the core material of anatomy, physiology, and The Human Body in Health & Disease is dominated by pathology most important for introductory students. two unifying conceptual themes: the complementarity of The sequence of chapters in the book follows that normal structure and function and homeostasis. In every most commonly used in courses taught at the under- viii
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