Anatomical Directional Terms and Body Planes

Anatomical directional terms are like the directions on a compass rose of a map. Like the directions, North, South, East and West, they can be used to describe the locations of structures in relation to other structures or locations in the body. This is particularly useful when studying anatomy as it provides a common method of communication that helps to avoid confusion when identifying structures. Also as with a compass rose, each directional term often has a counterpart with converse or opposite meaning. These terms are very useful when describing the locations of structures to be studied in dissections. Anatomical directional terms can also be applied to the planes of the body. Body planes are used to describe specific sections or regions of the body. Below are examples of some commonly used anatomical directional terms and planes of the body. Anatomical Directional Terms Anterior: In front of, frontPosterior: After, behind, following, toward the rearDistal: Away from, farther from the originProximal: Near, closer to the originDorsal: Near the upper surface, toward the backVentral: Toward the bottom, toward the bellySuperior: Above, overInferior: Below, underLateral: Toward the side, away from the mid-lineMedial: Toward the mid-line, middle, away from the sideRostral: Toward the frontCaudal: Toward the back, toward the tailBilateral: Involving both sides of the bodyUnilateral: Involving one side of the bodyIpsilateral: On the same side of the bodyContralateral: On opposite sides of the bodyParietal: Relating to a body cavity wallVisceral: Relating to organs within body cavitiesAxial: Around a central axisIntermediate: Between two structures Anatomical Body Planes Imagine a person standing in an upright position. Now imagine dissecting this person with imaginary vertical and horizontal planes. This is the best way to describe anatomical planes. Anatomical planes can be used to describe any body part or an entire body. (View a detailed body plane image.) Lateral Plane or Sagittal Plane: Imagine a vertical plane that runs through your body from front to back or back to front. This plane divides the body into right and left regions. Median or Midsagittal Plane: Sagittal plane that divides the body into equal right and left regions.Parasagittal Plane: Sagittal plane that divides the body into unequal right and left regions. Frontal Plane or Coronal Plane: Imagine a vertical plane that runs through the center of your body from side to side. This plane divides the body into front (anterior) and back (posterior) regions. Transverse Plane: Imagine a horizontal plane that runs through the midsection of your body. This plane divides the body into upper (superior) and lower (inferior) regions. Anatomical Terms: Examples Some anatomical structures contain anatomical terms in their names that help identify their position in relation to other body structures or divisions within the same structure. Some examples include the anterior and posterior pituitary, superior and inferior venae cavae, the median cerebral artery, and the axial skeleton. Affixes (word parts that are attached to base words) are also useful in describing the position of anatomical structures. These prefixes and suffixes give us hints about the locations of body structures. For example, the prefix (para-) means near or within. The parathyroid glands are located on the posterior side of the thyroid. The prefix epi- means upper or outermost. The epidermis is the outermost skin layer. The prefix (ad-) means near, next to, or toward. The adrenal glands are located atop the kidneys. Anatomical Terms: Resources Understanding anatomical directional terms and body planes will make it easier to study anatomy. It will help you to be able to visualize positional and spatial locations of structures and navigate directionally from one area to another. Another strategy that can be employed to help you visualize anatomical structures and their positions is to use study aids such as anatomy coloring books and flashcards. It may seem a bit juvenile, but coloring books and review cards actually help you to visually comprehend the information.

Cyber Bullying Should The United States Crack Down And...

Cyber bullying is an on-going issue that is terrorizing kids in almost every school district in the United States. Most of the states are trying to enforce it with a couple laws and restrictions but it won’t be that easy to get rid of something as big as cyber bullying has become. Should the United States crack down and enforce cyber bullying more? This issue has caused suicide and many other mental and physical problems with teens and even kids throughout the United States. People who are involved in this or have started a conflict with someone over the internet are called cyber bullies. Cyber bullies harass teens and kids online by saying rude or nasty things about them. Three out of four cyber bullies do this to feel powerful and the other one fourth say that they do it for fun. The bullies start rumors about their victims and if their victim posts a bad or inappropriate picture then the bully will pounce on the chance to make their life hell. Sometimes the bully will get other people or students to join in on the harassment, just making things two times worse. The bullies do not care how bad their victim’s life is. This has caused suicide and some of the bullies will still say that they do not care or that they â€Å"deserved it† . In the United States, 42% of teens and kids have been cyberbullied and one in every four have had it happen more than once in their lives. â€Å"21% of victims have received threatening e-mails or messages online or over text†(Scholastic).

Constitution Essay Introduction Example For Students

Constitution Essay Introduction A case for the connection of Americas colonial and revolutionaryreligious and political experiences to the basic principles of theConstitution can be readily made. One point in favor of this conclusionis the fact that most Americans at that time had little beside theirexperiences on which to base their political ideas. This is due to thelack of advanced schooling among common Americans at that time. Otherpoints also concur with the main idea and make the theory of theconnection plausible. Much evidence to support this claim can be found in the wording ofthe Constitution itself. Even the Preamble has an important idea thatarose from the Revolutionary period. The first line of the Preamblestates, We the People of the United States . This implies that thenew government that was being formed derived its sovereignty from thepeople, which would serve to prevent it from becoming corrupt anddisinterested in the people, as the framers believed Britains governmenthad become. If the Bill of Rights is considered, more supporting ideasbecome evident. The First Amendments guarantee of religious freedomcould have been influenced by the colonial tradition of relative religiousfreedom. This tradition was clear even in the early colonies, likePlymouth, which was formed by Puritan dissenters from England seekingreligious freedom. Roger Williams, the proprietor of Rhode Island,probably made an even larger contribution to this tradition by advocatingand allowing complete religious freedom . William Penn also contributed tothis idea in Pennsylvania, where the Quakers were tolerant of otherdenominations. In addition to the tradition of religious tolerance in thecolonies, there was a tradition of self-government and popular involvementin government. Nearly every colony had a government with electedrepresentatives in a legislature, which usually made laws largely withoutinterference from Parliament or the king.Jamestown, the earliest of thecolonies, had an assembly, the House of Burgesses, which was elected bythe property owners of the colony. Maryland developed a system ofgovernment much like Britains, with a representative assembly, the Houseof Delegates, and the governor sharing power. The Puritan colony inMassachusetts originally had a government similar to a corporate board ofdirectors with the first eight stockholders, called freemen holdingpower. Later, the definition of freemen grew to include all malecitizens, and the people were given a strong voice in their ow ngovernment. This tradition of religious and political autonomy continued intothe revolutionary period. In 1765, the colonists convened the Stamp ActCongress, which formed partly because the colonists believed that thegovernment was interfering too greatly with the colonies right toself-government. Nine colonies were represented in this assembly. TheSons of Liberty also protested what they perceived to be excessiveinterference in local affairs by Parliament, terrorizing British officialsin charge of selling the hated stamps. Events like these served tostrengthen the tradition of self-government that had become so deeplyembedded in American society. The from of government specified by the Constitution seems to be acontinuation of this tradition. First, the Constitution specifies afederal system of government, which gives each individual state the rightto a government. Second, it specifies that each state shall berepresented in both houses of Congress. The lower house, the House ofRepresentative, furthermore, is to be directly elected by the people. Ifthe Bill of Rights is considered, the religious aspect of the traditionbecomes apparent. The First Amendment states, Congress may make no lawrespecting an establishment of religion or prohibiting the free exercisethereof , showing that, unlike the British government, the new USgovernment had no intention of naming or supporting a state church orsuppressing any religious denominations. .u9e2155240064e914caa1a58ba3c95606 , .u9e2155240064e914caa1a58ba3c95606 .postImageUrl , .u9e2155240064e914caa1a58ba3c95606 .centered-text-area { min-height: 80px; position: relative; } .u9e2155240064e914caa1a58ba3c95606 , .u9e2155240064e914caa1a58ba3c95606:hover , .u9e2155240064e914caa1a58ba3c95606:visited , .u9e2155240064e914caa1a58ba3c95606:active { border:0!important; } .u9e2155240064e914caa1a58ba3c95606 .clearfix:after { content: ""; display: table; clear: both; } .u9e2155240064e914caa1a58ba3c95606 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9e2155240064e914caa1a58ba3c95606:active , .u9e2155240064e914caa1a58ba3c95606:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9e2155240064e914caa1a58ba3c95606 .centered-text-area { width: 100%; position: relative ; } .u9e2155240064e914caa1a58ba3c95606 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9e2155240064e914caa1a58ba3c95606 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9e2155240064e914caa1a58ba3c95606 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9e2155240064e914caa1a58ba3c95606:hover .ctaButton { background-color: #34495E!important; } .u9e2155240064e914caa1a58ba3c95606 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9e2155240064e914caa1a58ba3c95606 .u9e2155240064e914caa1a58ba3c95606-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9e2155240064e914caa1a58ba3c95606:after { content: ""; display: block; clear: both; } READ: Extreme Couponers EssayIn conclusion, the Constitutions basic principles are directlyrelated to the long tradition of self-rule and religious tolerance incolonial and revolutionary America. Category: History

Men at forty analysis free essay sample

The poem basically pertains to me turning the age of forty, which can be interpreted as a mid-life crisis. The idea of a child being a father’s inspiration also comes into play. In the first stanza in lines 2-4 when the author states that â€Å"Men at forty learn to close softly the doors to rooms they will not be coming back to†, the author is referring to the thought of moving forward and the idea that the past must be left behind. In other words men at forty tend to have many regrets which now have no remedy, therefore they learn to simply live with that regret. In the following stanza, the author is speaking about the health issues that men face at forty, referring to them as â€Å"it†. On the other hand it could also mean pride and arrogance, which would be supported by the author using the word swell in line 8, which means to become filled with pride and arrogance. We will write a custom essay sample on Men at forty analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The fact that â€Å"it† is â€Å"moving beneath them now like the deck of a ship† could imply that the individual person is letting go of the pride and arrogance he displayed in his younger years. In the following stanza, lines 9-12, the author is speaking about a boy practicing to tie his father’s tie in secret. The author states that this is through a mirror, implying that the author is actually trying to state a memory that men might have when pondering about the past. Therefore the boy, is actually the man when he was younger. In the next stanza, the author is explaining a man can be reminded of their father. In line 15 â€Å"they are more fathers than sons themselves now† is referring to the fact that the son has grown to be a father. In line 16 â€Å"something is filling them, something†, something is referring to an older man’s will to continue working or his reason, which the majority of times tend to be their children. In the final stanza, the author is attempting to make a connection between the calm aspects of nature and how once a man turns forty the party is over. The final line emphasizes this idea because stating that the house is mortgaged, shows that the man no longer strives to have fun or party, but rather to support his family by paying for him home. Ultimately, â€Å"Men at Forty† is a poem about a time in life, which every man will have to face one day whether they want to or not. â€Å"The Horse† Philip Levine The Horse begins by stating that it was written for Ichiro Kawamoto, this implies that Kawamoto was either a very inspirational figure who had an impact on Levine, or someone of great influence who passed away. The Horse is a poem concerning the aftermath of Hiroshima. In the first stanza, the author clearly depicts a horse who has been affected by radiation, the only way that the reader could know that this was due to radiation is by knowing that Kawamoto was a survivor of Hiroshima. â€Å"They† in the first line are the rescuers or people who aided once the Hiroshima incident occurred. The first stanza is depicting the aftermath, by using phrases such as â€Å"bicycles turned like question marks†, the reader can tell what the bomb actually was capable of. In the next stanza, the author is depicting the imprint of the people on the walls, accordingly the heat waves were so immense that people were engraved in the walls when the explosion occurred. In lines 16-18 â€Å"shadow of a hand entered a leaf† exactly depicts what happened to the people who were living their daily lives. The following two stanzas are there to further emphasize the setting, in line 26 â€Å"fish caught above water† the author is referring the fact that radiation affected everything including the marine life, which either died or became highly irradiated. The following stanza is there to show how new life sprouted after everything was loss, representing a sign of hope. The last line in the stanza reminds the reader that the place is still uninhabitable. â€Å"Like hair from a deafened ear† shows that while many people went deaf from Hiroshima, hair growing doesn’t necessarily mean that they are going to hear again. The horse in the poem was used as a placeholder for a person. Those same attributes that the horse was given, where the attributes that those who survived Hiroshima might have suffered. A horse was used instead out of respect. They is those who died at Hiroshima, and enragement could have meant anything they were mad about at the time of the incident. The fact that the rage went out of their bones, emphasizes how many people died and how fast the tragedy actually occurred. Ultimately, after analyzing the poem, the survivor who this poem is directed towards, Ichiro Kawamoto, must have been greatly affected both physically and mentally by the event. Therefore, the author might be recalling events that Kawamoto lived, or his personal experience.