Integrative Medicine | Chambers Center for Well Being …

Atlantic Integrative Medical Associates, part of Atlantic Health System and the Chambers Center for Well Being, offers the best of both traditional and Eastern medical philosophies. Our board-certified health care professionals use functional medicine in their approach to treating patients. We are proud to have Mimi Guarneri, MD, serve as the senior integrative medicine advisor.

Our medical team's philosophy is that health is not simply the absence of disease, but a positive energy coming from each of our individual physiologies. We believe, if given the chance, our bodies have remarkable healing capacities, and we simply need to give ourselves a chance to be well. We treat the whole person and create a therapeutic partnership between the patient and the practitioner.

There are a variety of integrative approaches to treat both adult and pediatric health care matters. We often recommend massage, acupuncture, supplements, exercise, mindfulness-based stress reduction and many more, depending on the condition.

Adult patients with any of the following conditions can benefit from working with the team at Atlantic Integrative Medical Associates:

We also offer integrative pediatric care, for conditions including:

Giovanni Campanile, MD Integrative Physician and Cardiologist Director of Nutrition

Annette Cartaxo, MD Integrative Medicine Pediatrician Ken Cartaxo, MD, IBHMIntegrative Family Physician

Hendrieka (Hennie) A. Fitzpatrick, MD Integrative Family Physician

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Integrative Medicine | Chambers Center for Well Being ...

Agnosticism – Victorian Web

[Disponible en espaol]

his word, which has in the twentieth century come to signify little more than passive disbelief, was invented by Thomas Henry Huxley at Cambridge in the 1860s. According to Charles Blinderman, Professor Emeritus at Clark University, "The word seems to have been invented by him towards the end of the '60s, at an early meeting of the Metaphysical Society. He did not use the term until post-1870." Huxley, Darwin's great advocate, coined the term, he says, because everyone else was an "-ist" of one kind or another, and he had no label to apply to his own beliefs. He meant to distinguish himself from those whose faith provided answers to the most profound questions:

Does God exist? How can we know Him? (Why isn't He revealed more unambiguously in the scriptures?) Why would He create evil, and why would He allow the good to suffer and the wicked to flourish? Does He intervene miraculously in this world?

Thomas Henry Huxley. Portrait bust in Natural History Museum, London. Photograph by GPL.

He found that he could not answer those questions. Furthermore, he came to believe that no one could, without resorting to a knowledge (or gnosis) which goes beyond reason. Huxley, we must remember, was one of the first scientists to think of science as his profession; before the Victorian period, most scientific data was collected by vicars with time on their hands. As a professional scientist, Huxley insisted on reason and the empirical method as the only properly scientific way of knowing this world. For him faith meant believing what is literally incredible (i.e., unreasonable), and thus was impossible for a scientist. In dealing logically with the unknown, one may infer only phenomena like those he already understands. At first he believed that any faith involved bad logic (see Jean-Paul Sartre on "Bad Faith"), but later retreated from this position. Other agnostics (like Leslie Stephen, George Eliot, and W.K. Clifford) have been very willing to take up this position, however. Huxley always insisted that there was no such thing as organized Agnosticism, that as far as he was concerned the term described only his own beliefs. But to a large extent this child outgrew its parent.

The distinguishing characteristic of Victorian unbelief was the degree to which it became an alternative to traditional religion, and when men like Leslie Stephen and W.K. Clifford began calling themselves Agnostics, Agnosticism achieved the kind of success which Comte had tried to create for Positivism (which Huxley had dismissed as "Catholicism minus Christianity"). For the first time, men and women who could not accept the dogmas required by religions could avail themselves of a body of logical argument. By 1884, they even had their own journal, the Agnostic Annual.

Those who attacked Huxley and agnosticism tended to ignore the careful distinctions which he made, lumping agnostics in with atheists, materialists, and other "infidels." Taken in addition to the very traditional and conservative morals of the first Agnostics, who were careful to comport themselves like model middle-class Victorians, the distinctions are important to an explanation of the movement's influence. Where the atheist says that God does not exist, the agnostic says that reason can never be used to prove the existence of a being who transcends reason, and whether or not He exists, He does not intervene in human affairs, making speculation about His existence moot. We are on our own.

Twentieth-century thinkers, especially existentialists, have used agnosticism as a jumping-off point for their own philosophies, and the imprecision with which the term is used these days is a measure of its success. Much of that success is due to Huxley's creation of the name. "Agnosticism" has a cachet which neither "rational nonbelief" nor any other phrase could approximate.

Charles Blinderman, private letter, 1 July 2001. [In his letter Dr. Blindermin also points out that some "historians claim that Lady Burton used 'agosticism' before Huxley." Whether Huxley borrowed the term from her, or more likely independently coined it, his influence made the term current.]

Victorian Web

Religion

Created 1987; last modified 1 July 2001

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Agnosticism - Victorian Web

Rutgers-Newark Chemistry

Postdoctoral Associate Search (main group organometallic chemistry) [read more] DEPARTMENTAL NEWS

N-H-- Interactions Stabilize Azaborine Oligomer and Polymer Conformations

Isoxazole Chemistry Review Wins High Praise

Pietrangelo Group Research Makes the Cover of Polymer Chemistry

Award Competition: Herbert C. Cheung Scholarships, Anna and Bernard Senkowski Scholarships

Each spring, the Chemistry Department runs an award competition open to all chemistry majors currently enrolled at Rutgers-Newark. To be eligible, a student must be a declared chemistry major by June of this year. Award winners are selected based upon the evaluation of grade-point average, financial need, and two letters of recommendation. The deadline for submitting application forms is June 10.

Novel Tools in Computational Chemistry Coding Workshop

Pavanello Group Research Makes the Cover of JCP

BORAM XIV at Rutgers University-Newark in June

Frieder Jkle Joins the Organometallics Advisory Board

Prof. Jkle has been appointed to the Editorial Advisory Board of the journal Organometallics, published by the American Chemical Society.

New Luminescent Triaryl Borane Polymers As Dual Responsive Fluoride Ion Sensors

Recent Graduate Student Awards

For the 2012-2013 academic year, Hetalaben Patel won a Graduate Student Excellence Award from the Graduate School Government, and Fei Cheng won the Graduate School Dean's Doctoral Dissertation Award. Ms. Patel is studying for a Ph.D. in Prof. Jordan's research group; Dr. Cheng recently completed his degree working in Prof. Jkle's group.

Intermediates Detected in TDP-dependent Enzymes Point to Catalytic Mechanisms

Recent Faculty Awards to Profs. Mendelsohn, Jkle, Piotrowiak, and Jordan

Chemistry faculty winning recent awards include Prof. Mendelsohn who won the 2012 Gold Medal from the NY Section of the Society for Applied Spectroscopy, and Prof. Jkle who won the Boron in the Americas Award along with the 2012 Akron ACS Section Award. Additionally, Prof. Piotrowiak was awarded the Donald H. Jacobs Chair in Applied Physics and Prof. Jordan won the Chancellor's Excellence in Research Award.

Efficient New Procedure for Highly Conductive Graphene

Fluorescence Enhancement from Constrained Spaces

more news

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Rutgers-Newark Chemistry

Department of Genetic Medicine (Research) | – | Weill …

The Department of Genetic Medicine at Weill Cornell Medicine is a highly specialized form of personalized medicine that involves the introduction of genetic material into a patients cells to fight or prevent disease. This experimental approach requires the use of information and data from an individual's genotype or specific DNA signature, to challenge a disease, select a medication or its dosage, provide a specific therapy, or initiate preventative measures specifically suited to the patient. While this technology is still in its infancy, gene therapy has been used with some success and offers the promise of regenerative cures.

As none of New York's premier healthcare networks, Weill Cornell Medicine's genetic research program includes close collaborations with fellow laboratories such as Memorial Sloan Kettering Cancer Center for stem cell projects, Weill Cornell Medical College in Qatar and Hamad Medical Corporation in Doha, Qatar and Bioinformatics and Biostatistical Genetics at Cornell-Ithaca.

Department of Genetic Medicine Services

Our translational research program includes many projects in the fields of genetic therapies and personalized medicine, and we arestudying gene therapy for a number of diseases, such as combined immuno-deficiencies, hemophilia, Parkinson's, cancer and even HIV using a number of different approaches.

Patients interested in gene therapy are invited to participate in our full range of services, including:

-diagnostic testing

-imaging

-laboratory analysis

-clinical informatics

-managed therapies

In addition, we offer genetic testing to provide options for individuals and families seeking per-emptive strategies for addressing the uncertainties surrounding inherited diseases.The Department of Genetic Medicine at Weill Cornell is a pioneer in the advancement of genetics for patients and their families. These are the strengths we draw upon as we collaborate with our integrated network of partners, including the #1 hospital in New York, New York Presbyterian, to make breakthroughs a reality for our patients.

For more information or to schedule an appointment, call us toll-free at 1-855-WCM-WCMU.

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Department of Genetic Medicine (Research) | - | Weill ...

Nutritional Sciences Undergraduate Program at Rutgers SEBS

Program Goal

Through completion of the program in Nutritional Sciences, graduates will be prepared for supervised practice in dietetics, graduate school, or employment by focusing upon the biological, social science, and community principles of food and nutrition coursework.

Nutrition emphasizes the metabolic aspects of how organisms use food. It includes knowledge of how food is digested, absorbed and used for energy and growth as well as how and why nutrient requirements change over the live span and under stress. The field of nutritional sciences encompasses all aspects of an organism's interaction with food. It includes biochemical, physiologic, molecular, psychological, and cultural aspects of food choice and nutrient metabolism.

The Nutritional Sciences major includes the following options:

All students complete the core requirements in biology and chemistry and then pursue the specific course work pertinent to the option they have chosen. The largest number of students is enrolled in the Dietetics Option which was accredited in October, 2013 at the baccalaureate level for a period of 10 years.

The Dietetics Option of the Nutritional Sciences major is an accredited didactic program in dietetics (DPD) by the Accreditation Council for Education in Nutrition and Dietetics (ACEND) of the Academy of Nutrition and Dietetics, 120 South Riverside Drive, Chicago, IL 60606, (800) 877-1600; (312) 899-0040 ext. 5400, email: education@eatright.org

The Dietetics option emphasizes nutrition and food service and prepares students for careers as clinical dietitians and nutritionists, educators, health promotion facilitators, and consumer specialists in food and nutrition.

After students have satisfied the core requirements, they can proceed to the dietetics option. Advanced courses stress human nutrition and its application to diet and health. Students take organic chemistry, biochemistry, anatomy, physiology, economics, and statistics. Upon completing the option, students normally apply for a dietetic internship or AP-4 program to prepare for the examination to become a Registered Dietitian (RD). Students are encouraged to download the Student Manual for the Didactic Program in Dietetics.

Upon completion of a dietetic internship, candidates may take the CDR registration examination and, upon passing, use the professional designation, "Registered Dietitian." Dietetics students are encouraged to see their academic advisor regularly, for assistance in course selection and to discuss academic progress toward their goals. In addition, the dietetics program regularly holds group sessions to inform all dietetics students about changes in ACEND requirements, important dates for submitting applications to internships, computer matching, the Graduate Record Exam (GRE) and any SEBS curriculum changes that may affect the student. Students are informed about these sessions via email and announcements posted in Davison Hall.

The option in Nutrition provides sound training for those intending to go to graduate school in any of the life sciences, conduct biomedical research, or pursue preprofessional (medical, dental) studies. The nutrition option also prepares for entry-level jobs in biomedical research fields in industry and academia.

After completing the core requirements, students who choose the Nutrition option take advanced courses in molecular and cell biology, biochemistry, and physiology, in addition to nutrition courses (e.g., nutritional aspects of energy metabolism; nutritional aspects of protein, vitamin and mineral metabolism).

Course list for Nutrition Option

The option in Food Service Administration is for students who want careers in food service marketing or in managing food service in schools, hotels, restaurants, cafeterias, corporations, hospitals, and long-term care facilities. Students complete the basic core requirements and take advanced courses in quantity food production, managing food-service systems, and institutional organization and management. They supplement this concentration with elective courses in business, agribusiness, and food science.

Course list for Food Service Administration Option

This option prepares professionals to work in food and food related industries at the interface of nutrition, food, and business. The fundamentals of nutrition, the science of food, and business prepare students for positions in test kitchens of food companies, product development in the food industry, public relations, pharmaceutical companies, the supermarket industry, and in research.

Course list for Nutrition, Food and Business

This option addresses the growing need for nutrition professionals to work with youth in structured organizations at the local, state, and national level such as WIC, Head Start, 4-H, cooperative extension, after school care, day care, environmental education, and programs for homeless children and families.

Course list for Community Nutrition

The Professional Youth Work certificate program addresses the growing need for educated professionals to work with youth in structured organizations. The program includes academic and experiential learning and draws upon educational pedagogy, sociology, and psychology to prepare students to address complex problems in youth, family, and community services.

For more information, please seehttp://catalogs.rutgers.edu/generated/nb-ug_current/pg855.html.

All students are encouraged to pursue independent research projects with faculty members.

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Nutritional Sciences Undergraduate Program at Rutgers SEBS

Home | Microbiology

Microbiology Faculty in MCB

David Benson -- Molecular ecology and diversity of bacteria, plant symbionts, molecular adaptations of psychrophilic bacteria, microbial diversity and ecology in traditional cheeses.

Kenneth Campellone -- Cellular microbiology,E.coliO157, host-pathogen interactions, toxin trafficking, type 3 effector proteins

Kathleen Feldman -- Environmental microbiology, indoor air quality, fungal contamination of indoor environments, history of microbiology, microbiology education

Daniel Gage -- Plant-microbe interactions, microbial genetics and physiology of infection in the Rhizobium-legume symbiosis.

J. Peter Gogarten -- Microbial evolution and phylogeny; comparative genome analyses; horizontal gene transfer; early evolution of life.

Joerg Graf -- Animal-microbe interactions, digestive-tract symbiosis, pathogenic microbes, microbial evolution, high-throughput DNA sequencing, and the use of 16S rRNA genes in the classification of bacteria.

Jonathan Klassen -- Microbial community ecology, especially using the fungus-growing ant symbiosis as a model system to study the evolution of microbial interaction networks; microbial natural product genomics, evolution and chemical ecology.

Kenneth Noll -- Microbial genetics and biochemical physiology of hyperthermophilic bacteria, carbohydrate transport and the regulation of gene expression in hyperthermophiles.

Spencer Nyholm -- Host-microbe interactions, squid / Vibrio fischeri symbiosis (colonization, interactions with the innate immune system), functional genomics of hydrothermal vent symbioses.

Thane Papke -- Evolution and biogeography of extremophiles using population genetics, genomics and metagenomics to understand the impact of sex on species and speciation.

Mary Rumpho-Kennedy -- Endosymbiotic association between algal (Vaucheria litorea) chloroplasts and a marine mollusc (Elysia chlorotica), resulting in photosynthetic sea slugs.

Carolyn Teschke -- Bacteriophage assembly in vivo and in vitro; structural, biochemical, mutational analysis of bacteriophage capsids; macromolecular protein assembly

Steven Geary (Pathobiology) -- 1. Mycoplasma genomics, microarray (expression) analysis, proteomics. 2. Pathogenic mechanisms of mycoplasmas. Mechanisms of attachment; cytadherence molecules and host cell receptors. Investigation of variably expressed cell surface proteins. 3. Vaccine Development. Immunologic and genetic means of analysis for the detection and speciation of mycoplasmas.

Pieter Visscher (Marine Sciences) -- Biogeochemical processes in oceanic environments, the fate of methanethiol, dimethylsulfide, methylbromide and methylchloride in oceanic waters.

See the Center for Microbial Systems, Ecology and Evolution (CMSEE) for a listing of other microbiologists at UConn.

Susanne Beck von Bodman (Plant Science) -- Molecular biology of host-microbe interactions. Quorum-sensing-mediated control of bacterial virulence factors. Plant genetic engineering for crop improvement and enhanced disease resistance.

Edward Leadbetter -- Microbial ecology, physiology, and diversity; biochemistry and physiology of gliding motility in gliding bacteria, and of sulfur and sulfonate metabolism.

Thomas Terry -- Microbiology education, developing new approaches and materials for microbiology educators, Web-based teaching.

Robert Vinopal -- Microbial physiology and genetics applied to biotechnology and environmental microbiology, antimicrobial and biocidal agents, synthetic biodegradable polymers, biodegradation.

Antonio Romano -- Microbial physiology, sugar transport and general microbiology.

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Home | Microbiology

Department of Neurology at Miller School of Medicine

Ralph L. Sacco, M.D., MS, FAAN, FAHA

Olemberg Family Chair in Neurological Diseases Stroke Miller Professor of Neurology, Public Health Sciences & Human Genetics Chairman, Department of Neurology

Administrative Office: (305) 243-7519 For Patient Appointments: (305) 243-3100 RSacco@med.miami.edu Hospital: UMH/JMH Clinics: PAC

Professor of Clinical Neurology Chief, General Neurology Division

Administrative Office: (305) 243-4049 For Patient Appointments: (305) 243-3100 DAdams2@med.miami.edu

Hospital: JMH Clinics: PAC

Assistant Professor of Clinical Neurology Neurology Spine Program

Administrative Office: (305) 243-4778 For Patient Appointments: (305) 243-4778 GAlameda@med.miami.edu

Hospital: UMH Clinics: UMH/UMHC

Assistant Professor Stroke Division

Administrative Office: (305) 243-6175 For Patient Appointments: (305) 243-3100 nasdaghi@med.miami.edu

Hospitals: UMH/JMH Clinics: PAC

Professor of Neurology Director of EMG Laboratory Director of Neuromuscular Medicine Fellowship Program Neuromuscular Division

Administrative Office: (305) 243-2422 For Patient Appointments: (305) 243-3100 DAyyar@med.miami.edu

Hospital: JMH Clinics: PAC

Assistant Professor of Clinical Neurology Neurocritical Care Division

Administrative Office: (305) 243-6175 mxa1234@med.miami.edu

Hospital: UMH/JMH

Assistant Professor of Clinical Neurology Physician, UHealth at Boca Raton

Administrative Office: (561) 455-3627 For Patient Appointments: (305) 243-3100 RBailyn@med.miami.edu

Professor of Neurology Neuromuscular Division Basic Science Division

Administrative Office: (305) 243-8683 ABarrientos@med.miami.edu

Voluntary Assistant Professor of Neurology Cognitive Disorder Division Director Memory Disorders Clinical Trials

Administrative Office: 305-243-1664 For Patient Appointments: (305) 243-3100 B.Baumel@med.miami.edu

Clinics: PAC

Professor of Neurology Chief, Neuromuscular Division

Administrative Office: (305) 243-4015 For Patient Appointments: (305) 243-3100 MBenatar@med.miami.edu

Hospitals: JMH Clinics: PAC

Professor & Chairman Emeritus Neuromuscular Division

Administrative Office: (305) 243-7400 WBradley@med.miami.edu

Professor of Clinical Neurology Vice Chair Neurology Programs Miami VA Medical Center Stroke Divison

Administrative Office: (305) 575-3151 SChaturvedi@med.miami.edu

Hospital: VA

Research Associate Professor Basic Science Division

Administrative Office: (305) 243-1745 KDave@med.miami.edu

Associate Professor of Clinical Neurology Multiple Sclerosis Division

Administrative Office: (305) 243-2279 For Patient Appointments: (305) 243-3100 SDelgado1@med.miami.edu

Hospital: UMH/JMH

Research Associate Professor Basic Science Division

Administrative Office: (305) 243-1745 FDiaz1@med.miami.edu

Assistant Professor of Clinical Neurology University of Miami Hospital Neurology Chief Associate Director, Neurology Education and Training Sleep Medicine/General Neurology Division

Administrative Office: (305) 243-5927 For Patient Appointments: (305) 243-3100 SDib@med.miami.edu

Hospital: UMH/JMH/VA

Research Associate Professor Basic Science Division

Administrative Office: (305) 243-9274 CDong@med.miami.edu

Assistant Professor of NeuroOncology NeuroOncology Division

Administrative Office: (305) 243-4951 For Patient Appointments: (305) 243-5302 Mdelafuente@med.miami.edu

Hospital: UMH/JMH

Scheinberg Professor of Neurology Cerebral Vascular Disease Research Center Stroke Division

Administrative Office: (305) 243-6449 MGinsberg@med.miami.edu

Hospital: JMH

Associate Professor of Clinical Neurology and NeuroOncology NeuroOncology and General Neurology Divisions

Administrative Office: (305) 243-4951 For Patient Appointments: (305) 243-5302 DHeros@med.miami.edu

Hospital: UMH/JMH

Assistant Professor of Ophthalmology and Neurology General Neurology Division

Administrative Office: (305) 326-4069 For Patient Appointments: (305) 243-3100 HJiang@med.miami.edu

Hospital: UMH/JMH/BPEI

Administrative Office: (305) 243-2421 For Patient Appointments: (305) 243-3100 PKalika@med.miami.edu

Hospital: UMH/JMH

Professor of Clinical Neurology Chief, Epilepsy Division

Administrative Office: (305) 243-4015 For Patient Appointments: (305) 243-3100 a.kanner@med.miami.edu

Hospital: UMH/JMH/VA

Professor of Clinical Neurology Director, Patrick Cesarano Neurovascular Laboratory Stroke Division

Administrative Office: (305) 243-6175 For Patient Appointments: (305) 243-3100 SKoch@med.miami.edu

Hospital: UMH/ JMH

Assistant Professor of Clinical Neurology Neurocritical Care Division

Administrative Office: (305) 243-6175 mkottapally@med.miami.edu

Hospital: UMH/JMH

Schonnger Professor of Neurology Chief, Neuropsychology Division

Administrative Office: (305) 243-7529 For Patient Appointments: (305) 243-3100 BLevin@med.miami.edu

Hospital: UMH/JMH

Research Assistant Professor Cerebral Vascular Disease Research Center Basic Science Division

Administrative Office: (305) 243-1745 hwlin@med.miami.edu

Website: http://www.kevinlinlab.org

Assistant Professor of Clinical Neurology General Neurology Division VA/Epilepsy Division

Administrative Office: (305) 243-2421 For Patient Appointments: (305) 243-3100 MRLopez@med.miami.edu

Hospital: UMH/JMH

Associate Professor of Clinical Neurology & Pediatrics Chief, Pediatric Neurology Division

Administrative Office: (305) 243-2421 For Patient Appointments: (305) 243-3100 RLopez@med.miami.edu

Hospital: JMH

Assistant Professor of Clinical Neurology Director, IOM Program Epilepsy Division

Administrative Office: (305) 243-4015 For Patient Appointments: (305) 243-3100 MLowe@med.miami.edu

Hospital: UMH/JMH/VA

Assistant Professor of Clinical Neurology Director, DBS Program Movement Disorders Division

Administrative Office: (305) 243-7099 For Patient Appointments: (305) 243-3100 CLuca@med.miami.edu

Hospital: UMH/JMH

Research

Assistant Professor of Clinical Neurology Neurology Clerkship Director MS/General Neurology Division

Administrative Office: (305) 243-2279 For Patient Appointments: (305) 243-3100 JMaldonado@med.miami.edu

Hospital: UMH/JMH

Assistant Professor of Clinical Neurology Stroke Division

Administrative Office: (305) 243-6175 For Patient Appointments: (305) 243-3100 amalik@med.miami.edu

Hospital: UMH/JMH

Professor of Neurology and Molecular and Cellular Pharmacology Jeanne C. Levey Professor Basic Science Division

Administrative Office: (305) 243-5888 Fax: (305) 243-3649 DMash@med.miami.edu

Associate Professor of Clinical Neurology Neurology Spinal Cord Program

Administrative Office: (305) 243-4778 For Patient Appointments: (305) 243-4778 AMartine@med.miami.edu

Hospital: UMH/JMH/VA

Professor of Neurology Neurology Staff Physician Miami VA Medical Center VA Neuroimmunology Division

Administrative Office: (305) 575-3151 MMcCarth@med.miami.edu

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Department of Neurology at Miller School of Medicine

The #1 Human Anatomy and Physiology Course | Learn …

Dear Friend,

A re you looking to learn anatomy and physiology?

You're about to discover the most spectacular gold mine of human anatomy & physiology materials and diagrams ever created for commercial sale.

I'm about to share with you everything you'll ever need to know about human anatomy, physiology and drug therapy, complete with diagrams, courses, lesson plans, quizzes and solutions. I'll provide an effective and painless way to learn or review anatomy and physiology, from the chemical level through the entire organism

No matter whether you're a

My name is Dr. James Ross and I've been teaching human anatomy and physiology for more than 18 years. I hold a Ph.D. in Integrative Physiology, which I completed in 1992, and started writing for popular magazines and journals.

I was recently a nominee in the poster prize at the British Neuroendocrine Society annual conference held on 15th and 16th September 2008 at the University of Briston. In 2004, I founded the "InnerHealth" training school for paramedics and nurses in Pennsylvania.

But more importantly, since 1996, I've helped thousands of students, practitioners and junior doctors learn and master the complex topics of anatomy quickly and easily.

You see, once an expert explains to you how to actually do it...in language you can easily understand...this is almost as easy as...eating lunch.

The secret is in following proven lessons, mastering the subject one step at a time - At your own speed with detailed illustrations. This is closest thing to joining a full time medical course that will cost you over thousands of dollars. Sounds good? Then read on ..

Cover Hundreds of Medical Topics Spanning Over 3000+ Pages

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Take a fascinating journey inside the mysterious hidden wonders of the body via pages of structural information and beautifully detailed anatomical images to find answers to questions.

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This is honestly the most complete ultimate home study course in human anatomy and physiology course you'll ever find on the Internet. With over 3000+ pages coupled with detailed illustrations and diagrams, it blows other similar courses away.

If you are a student, you'll save yourself YEARS of research. Pursuing a career as a healthcare professional? No problem - this hands on course gets you up to speed in anatomy and physiology facts in a focused step by step manner. And thats not all!

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Learn about Human Anatomy or Physiology without spending giant amounts of money on expensive courses. This easy to follow primer with quick study guides helps you understand the intricacies of the body and how all its system work together. So what does this mean for you?

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Modules are clearly presented, easy to follow and thorough in content

Learn MORE in less time with the most enjoyable human anatomy course

But that's just part of the story. Lets take a closer look at the main components in this course:

System Component #1:

System Component #2:

System Component #3:

It is simply impossible to list everything down since it is too big but here is brief overview at some of the contents. This is just ONE of the many modules in this component

Note: Click On Each Image To View Larger Illustration:

Click On Each Image To Zoom In

Lesson 1: Introduction to Basic Human Physiology

Lesson 2: Physiology of Cells and Miscellaneous Tissues

Lesson 3: Envelopes of the Body

Lesson 4: The Skeletal System

Lesson 5: Physiology and Actions of Muscles

Lesson 6: The Human Digestive System

Lesson 7: The Human Respiratory System and Breathing

Lesson 8: The Human Urinary System

Lesson 9: The Human Reproductive (Genital) System

Click On Each Image To Zoom In

Lesson 10: Cardiovascular and Other Circulatory Systems of the Human Body

Lesson 11: The Human Endocrine System

Lesson 12: The Human Nervous System

Lesson 13: The Special Senses

Lesson 14: Some Elementary Human Genetics

Ear-Eyes-Nose Injuries

Musculoskeletal System

Nursing Care Related to the Musculoskeletal System

Anatomy and Physiology Related to Clinical Pathology

AND MANY MORE! (over 3000+ PAGES with full illustrations)

What this boils down to is that you're getting the most comprehensive human anatomy & physiology course available. This leaves no stone unturned.

Remember, this is just ONE module out of the hundreds in this component. It is simply too huge to list them all.

Pharmacology continues to be among the most dynamic of the biomedical sciences and as such, it included as a component in this amazing home study course.

Drug Dosage and Therapy

Oral and Maxillofactal pathology

Pharmacology I

Pharmacology II

Principles of Epidemiology and Microbiology

AND MANY MORE! (over 3000+ PAGES with full illustrations

Frankly, I didn't even delve into the details of every single module as I do not want to overwhlem you.

You'll find out about drugs affecting the central nervous system, autonomic and cardiovascular drugs, drugs used to prevent and treat infections, lymphatic systems, cardiac and vasodilator drugs and so much more.

Let me tell you, though, that what I've shown here is VERY conservative in number. The actual contents of this course is jam packed with a gargantuan amount of knowledge that has been scrupulously researched.

This tome of knowledge is right there...just waiting for you to open ...

LIST OF ILLUSTRATIONS

1-1 Regions of the human body 1-2 Anatomical position and medial-lateral relationships 1-3A The sagittal plane 1-3B The horizontal plane. 1-3C The frontal plane . 1-4 A "typical" animal cell (as seen in an electron microscope) 1-5 Planes of the body (exercise 14) 1-6 Directions (exercise 15). 1-7 Directions upon members (exercise 16). 1-8 A "typical" animal cell (exercise 18). 2-1 Epithelial cells. 2-2 Types of epithelial tissues 2-3 Types of muscle tissue 2-4 A neuron. 2-5 A synapse 3-1 The integument and related structures. 3-2 The integumentary derivatives (appendages) 3-3 A bursa--the simplest serous cavity 4-1 A mature long bone (femur) 4-2 A "typical synovial joint"--diagrammatic 4-3A Anterior view of the human skeleton 4-3B Posterior view of the human skeleton 4-4 A typical vertebra (superior and side views) 4-5 The human thorax with bones of the shoulder region 4-6 The human skull (front and side views) 4-7 A general pattern of the upper and lower members 4-8 The human scapula and clavicle (pectoral girdle) 4-9 The humerus, radius, and ulna 4-10 The human hand 4-11 The bony pelvis (two pelvic bones and sacrum). 4-12 The femur, tibia, and fibula (anterior views) 4-13 The human foot 5-1 Skeletal and facial muscles, anterior view. 5-2 Skeletal and facial muscles, posterior view 5-3 Types of lever systems 5-4 A simple pulley (the human knee mechanism)

5-5 The skeleto-muscular unit (arm-forearm flexion (3rd class lever system)) 6-1 The human digestive system 6-2 Anatomy of the oral complex. 6-3 Section of a tooth and jaw. 7-1 The human respiratory system 7-2 Supralaryngeal structures. 7-3 The larynx. 7-4 Infralaryngeal structures ("respiratory tree") 8-1 The human urinary system. 8-2 A section of a human kidney 8-3 A "typical" nephron 8-4 The human female genital system 8-5 The human male genital system (continued) . 9-1 Scheme of blood vessels 9-2 The human heart.. 9-3 Scheme of heart valves. 9-4 Cardiovascular circulatory patterns 9-5 Main arteries of the human body 9-6 Main veins of the human body 9-7 The human lymphatic system 10-1 The endocrine glands of the human body and their locations.. 11-1 A "typical" neuron . 11-2 A synapse 11-3 A neuromuscular junction. 11-4 The human central nervous system (CNS) . 11-5A Human brain (side view). 11-5B Human brain (bottom view) 11-6 A cross section of the spinal cord. 11-7 A schematic diagram of the meninges, as seen in side view of the CNS 11-8 A "typical" spinal nerve, with a cross section of the spinal cord 11-9 The general reflex arc 11-10 A horizontal section of the eyeball 11-11 Cellular detail of the retina. 11-12 A frontal section of the human ear 11-13 The labyrinths of the internal ear. 11-14 Diagram of the scalae 11-15 Diagram of semicircular duct orientation ..

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If you're a student or researcher, these diagrams would be a lifesaver.

The good news is, you pretty much don't have to do any work at all. All the hardwork has been extensively done for you. These comprehensive illustrations are all detailed and labelled.

This is like having your own walking human encyclopedia.

Cells and Tissues | Skeletal | Muscular | Digestive | System | Respiratory | Urinary | Reproductive | Cardiovascular | Endocrine and Nerves | Human Genetics and Senses

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Drug Dosage and Therapy | Oral and Maxillofactal Pathology |Pharmacology | Epidemiology | Microbiology

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"Nursing & Paramedics Masterclass" is an exclusive course that covers all the fundamental materials ways to get started in the industry, even if you're new to this. As always, it contains detailed images and illustrations to guide you step by step along the way.

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Plant Pathology Graduate Program: Home

The Graduate Program of Plant Pathology at the University of California, Riverside aims at conducting research on the basic biology of plant pathogens; developing methods for the management of plant diseases; providing a quality education to its students; and, providing expert advice on plant diseases to the citizens of California and the world.

Plant pathology is a multidisciplinary field and consequently represented among our faculty are experts in the fields of genetics, molecular biology, biochemistry, and chemistry, as well as the more traditional aspects of disease control. Thus, some of our faculty are exploiting novel genomics-based approaches to the study of plant pathology. World-class, federally to regionally and statewide-funded research is being conducted by our faculty with research subjects ranging from gene identification, function, and manipulation to proteomics and biochemistry. Research programs range from those based primarily in the laboratory to those with both laboratory and substantial field programs. Many faculty also have close interactions with growers and farm advisors throughout California and the world. This is critical to applied research for identifying new and common plant diseases and developing innovative management programs based on ecological and epidemiological approaches including molecular epidemiology.

The Plant Pathology Graduate Programs is a key component to the Department of Plant Pathology and Microbiology. Many graduate students have been attracted to Riverside by the international reputation of our Department. The Department is large enough to provide graduate students with the experience and skills needed to make them successful in scientific endeavors, but small enough for them to form close, personal relationships with their professors and colleagues. As a consequence of the multidisciplinary approaches used for this goal, graduate students in the Department have the opportunity to learn about a broad range of disciplines including molecular and classical genetics, biochemistry, botany, and disease diagnosis. Graduates may find themselves working for large agribusiness firms developing new fungicides, biotechnology firms creating disease-resistant plants through genetic engineering, universities developing tomorrow's agricultural technology or studying how microorganisms cause diseases, or at governmental agencies or private organizations providing practical advice on controlling disease.

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Plant Pathology Graduate Program: Home

Mechanics of Breathing – Breathing in Joy

Mechanics of Breathing

This explanation of the physiology of breathing shows how our health improves through the conscious connected breathing that we do in Transformation Breathwork.

Humans need a continuous supply of oxygen for cellular respiration, and they must get rid of excess carbon dioxide, the poisonous waste product of this process. Gas exchange supports this cellular respiration by constantly supplying oxygen and removing carbon dioxide. The oxygen we need is derived from the Earth's atmosphere, which is 21% oxygen. This oxygen in the air is exchanged in the body by the respiratory surface. In humans, the alveoli in the lungs serve as the surface for gas exchange.

Gas exchange in humans can be divided into five steps:

Other factors involved with respiration are:

Structure of the Human Respiratory System

The Nose - Usually air will enter the respiratory system through the nostrils. The nostrils then lead to open spaces in the nose called the nasal passages. The nasal passages serve as a moistener, a filter, and to warm upthe air before it reaches the lungs. The hairs existing within the nostrils prevents various foreign particles from entering.Different air passageways and the nasal passages are covered with a mucous membrane. Many of the cells which produce the cells that make up the membrane contain cilia. Others secrete a type a sticky fluid called mucus. The mucus and cilia collect dust, bacteria, and other particles in the air. The mucus also helps in moistening the air. Under the mucous membrane there are a large number of capillaries. The blood within these capillaries helps to warm the air as it passes through the nose. The nose serves three purposes. It warms, filters, and moistens the air before it reaches the lungs. You will obviously lose these special advantages if you breath through your mouth.

Pharynx and Larynx - Air travels from the nasal passages to the pharynx, or more commonly known as the throat. When the air leaves the pharynx it passes into the larynx, or the voice box. The voice box is constructed mainly of cartilage, which is a flexible connective tissue. The vocal chords are two pairs of membranes that are stretched across the inside of the larynx. As the air is expired, the vocal chords vibrate. Humans can control the vibrations of the vocal chords, which enables us to make sounds. Food and liquids are blocked from entering the opening of the larynx by the epiglottis to prevent people from choking during swallowing.

Trachea - The larynx goes directly into the trachea or the windpipe. The trachea is a tube approximately 12 centimeters in length and 2.5 centimeters wide. The trachea is kept open by rings of cartilage within its walls. Similar to the nasal passages, the trachea is covered with a ciliated mucous membrane. Usually the cilia move mucus and trapped foreign matter to the pharynx. After that, they leave the air passages and are normally swallowed. The respiratory system cannot deal with tobacco smoke very keenly. Smoking stops the cilia from moving. Just one cigarette slows their motion for about 20 minutes. Thetobacco smokeincreases the amount of mucus in the air passages. When smokers cough, their body is attempting to dispose of the extra mucus.

Bronchi - Around the center of the chest, the trachea divides into two cartilage-ringed tubes called bronchi. Also, this section of the respiratory system is lined with ciliated cells. The bronchi enter the lungs and spread into a treelike fashion into smaller tubes calle bronchial tubes.

Bronchioles - The bronchial tubes divide and then subdivide. By doing this their walls become thinner and have less and less cartilage. Eventually, they become a tiny group of tubes called bronchioles.

Alveoli - Each bronchiole ends in a tiny air chamber that looks like a bunch of grapes. Each chamber contains many cup-shaped cavities known as alveoli. The walls of the alveoli, which are only about one cell thick, are the respiratory surface. They are thin, moist, and are surrounded by several numbers of capillaries. The exchange of oxygen and carbon dioxide between blood and air occurs through these walls. The estimation is that lungs contain about 300 million alveoli. Their total surface area would be about 70 square meters. That is 40 times the surface area of the skin. Smoking makes it difficult for oxygen to be taken through the alveoli. When the cigarette smoke is inhaled, about one-third of the particles will remain within the alveoli. There are too many particles from smoking or from other sources of air pollution which can damage the walls in the alveoli. This causes a certain tissue to form. This tissue reduces the working area of the respiratory surface and leads to the disease called emphysema.

Breathing

Breathing consists of two phases, inspiration and expiration. During inspiration, the diaphragm and the intercostal muscles contract. The diaphragm moves downwards increasing the volume of the thoracic (chest) cavity, and the intercostal muscles pull the ribs up expanding the rib cage and further increasing this volume. This increase of volume lowers the air pressure in the alveoli to below atmospheric pressure. Because air always flows from a region of high pressure to a region of lower pressure, it rushes in through the respiratory tract and into the alveoli. This is called negative pressure breathing, changing the pressure inside the lungs relative to the pressure of the outside atmosphere. In contrast to inspiration, during expiration the diaphragm and intercostal muscles relax. This returns the thoracic cavity to it's original volume, increasing the air pressure in the lungs, and forcing the air out.

External Respiration

When a breath is taken, air passes in through the nostrils, through the nasal passages, into the pharynx, through the larynx, down the trachea, into one of the main bronchi, then into smaller bronchial tubules, through even smaller bronchioles, and into a microscopic air sac called an alveolus. It is here that external respiration occurs. Simply put, it is the exchange of oxygen and carbon dioxide between the air and the blood in the lungs. Blood enters the lungs via the pulmonary arteries. It then proceeds through arterioles and into the alveolar capillaries. Oxygen and carbon dioxide are exchanged between blood and the air. This blood then flows out of the alveolar capillaries, through venuoles, and back to the heart via the pulmonary veins. For an explanation as to why gasses are exchanged here, see partial pressure.

Gas Transport

If 100mL of plasma is exposed to an atmosphere with a pO2 of 100mm Hg, only 0.3mL of oxygen would be absorbed. However, if 100mL of bloodis exposed to the same atmosphere, about 19mL of oxygen would be absorbed. This is due to the presence of haemoglobin, the main means of oxygen transport in the body. The respiratory pigment haemoglobin is made up of an iron-containing porphyron, haem, combined with the protein globin. Each iron atom in haem is attached to four pyrole groups by covalent bonds. A fifth covalent bond of the iron is attached to the globin part of the molecule and the sixth covalent bond is available for combination with oxygen. There are four iron atoms in each hemoglobin molecule and therefore four heam groups.

Oxygen Transport -

In the loading and unloading of oxygen, there is a cooperation between these four haem groups. When oxygen binds to one of the groups, the others change shape slightly and their attraction to oxygen increases. The loading of the first oxygen, results in the rapid loading of the next three (forming oxyhemoglobin). At the other end, when one group unloads it's oxygen, the other three rapidly unload as their groups change shape again having less attraction for oxygen. This method of cooperative binding and release can be seen in the dissociation curve for hemoglobin. Over the range of oxygen concentrations where the curve has a steep slope, the slightest change in concentration will cause hemoglobin to load or unload a substantial amount of oxygen. Notice that the steep part of the curve corresponds to the range of oxygen concentrations found in the tissues. When the cells in a particular location begin to work harder, e.g. during exercise, oxygen concentration dips in that location, as the oxygen is used in cellular respiration. Because of the cooperation between the haem groups, this slight change in concentration is enough to cause a large increase in the amount of oxygen unloaded.

As with all proteins, hemoglobin's shape shift is sensitive to a variety of environmental conditions. A drop in pH lowers the attraction of hemoglobin to oxygen, an effect known as the Bohr shift. Because carbon dioxide reacts with water to produce carbonic acid, an active tissue will lower the pH of it's surroundings and encourage hemoglobin to give up extra oxygen, to be used in cellular respiration. Hemoglobin is a notable molecule for it's ability to transport oxygen from regions of supply to regions of demand.

Carbon Dioxide Transport - Out of the carbon dioxide released from respiring cells, 7% dissolves into the plasma, 23% binds to the multiple amino groups of hemoglobin (Caroxyhemoglobin), and 70% is carried as bicarbonate ions. Carbon dioxide created by respiring cells diffuses into the blood plasma and then into the red blood cells, where most of it is converted to bicarbonate ions. It first reacts with water forming carbonic acid, which then breaks down into H+ and CO3-. Most of the hydrogen ions that are produced attach to hemoglobin or other proteins.

Internal Respiration

The body tissues need the oxygen and have to get rid of the carbon dioxide, so the blood carried throughout the body exchanges oxygen and carbon dioxide with the body's tissues. Internal respiration is basically the exchange of gasses between the blood in the capillaries and the body's cells.

The respiratory center is gray matter in the pons and the upper Medulla, which is responsible for rhythmic respiration. This center can be divided into an inspiratory center and an expiratory center in the Medulla, an apneustic center in the lower and midpons and a pneumotaxic center in the rostral-most part of the pons. This respiratory center is very sensitive to the pCO2 in the arteries and to the pH level of the blood.The CO2 can be brought back to the lungs in three different ways; dissolved in plasma, as carboxyhemoglobin, or as carbonic acid. That particular form of acid is almost broken down immediately by carbonic hydrase into bicarbonate and hydrogen ions. This process is then reversed in the lungs so that water and carbon dioxide are exhaled. The Medulla Oblongata reacts to both CO2 and pH levels which triggers the breathing process so that more oxygen can enter the body to replace the oxygen that has been utilized. The Medulla Oblongata sends neural impulses down through the spinal chord and into the diaphragm. The impulse contracts down to the floor of the chest cavity, and at the same time there is a message sent to the chest muscles to expand causing a partial vacuum to be formed in the lungs. The partial vacuum will draw air into the lungs.

There are two other ways the Medulla Oblongata can be stimulated. The first type is when there is an oxygen debt (lack of oxygen reaching the muscles), andthis produces lactic acid which lowers the pH level.The Medulla Oblongata is then stimulated. If the pH rises it begins a process known as the Bohr shift. The Bohr shift is affected when there are extremely high oxygen and carbon dioxide pressures present in the human body. This factor causes difficulty for the oxygen and carbon dioxide to attach to hemoglobin. When the body is exposed to higher altitudes the oxygen will not attach to the hemoglobin properly, causing the oxygen level to drop and the person will black out. This theory also applies to divers who go to great depths, and the pressure of the oxygen becomes poisonous. These pressures are known as pO2 and pCO2, or partial pressures. The second type occurswhen the major arteries in the body called theaortic and carotid bodies, sense a lack of oxygen within the blood and they send messages to the Medulla Oblongata.

Various marine mammals have been found to have adapted special abilities which help in their respiratory processes, enabling them to remain down at great depths for long periods of time. The Weddell seal possesses some amazing abilities. It only stores 5% of its oxygen in its lungs, and keeps the remaining 70% of its oxygen circulating throughout the blood stream. Humans are only able to keep a small 51% of their oxygen circulating throughout the blood stream, while 36% of the oxygen is stored in the lungs. The explanation for this is that the Weddell seal has approximately twice the volume of blood per kilogram as humans. As well, the Weddell seal's spleen has the ability to store up to 24L of blood. It is believed that when the seal dives the spleen contracts causing the stored oxygen enriched blood to enter the blood stream. Also, these seals have a higher concentration of a certain protein found within the muscles known as myoglobin, which stores oxygen. The Weddell seal contains 25% of its oxygen in the muscles, while humans only keep about 12% of their oxygen within the muscles.

Not only does the Weddell seal store oxygen for long dives, but they consume it wisely as well. A diving reflex slows the pulse, and an overall reduction in oxygen consumption occurs due to this reduced heart rate. Regulatory mechamisms reroute blood to where it is needed most (brain, spinal cord, eyes, adrenal glands, and in some cases placenta) by constricting blood flow where it is not needed (mainly in the digestive system). Blood flow is restricted to muscles during long dives and they rely on oxygen stored in their myoglobin and make their ATP from fermentation rather then from respiration.

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Mechanics of Breathing - Breathing in Joy

Department of Chemistry

As some of our most beloved faculty and staff retired this summer, YSU STEM wants to take the time to acknowledge those who have been exceptional. This is the second part of this two-part series, where we highlight two of our faculty as they continue on to the next chapter of their lives.

This summer, professor of physical chemistry Howard Mettee retired after 47 years of service to the YSU community.

I came in the fall of 1968, one year after the private Youngstown University became Youngstown State University, Dr. Mettee said. I came because there was a move at the same time to start a graduate Masters Program. For scientists like chemists, this meant educating students not only in the facts and theories of chemistry, but now conducting publishable experiments with student participation, and attempting to contribute to the growing knowledge bank of a vital science.

After being on staff for about two years, faculty size doubled, with the added faculty all being required to have a Ph.D. For existing faculty, the opportunity was there for them to hone their research skills.

This meant that as the newest addition to the State of Ohios network of 11 research universities, we could add a 12th one, YSU, and this opened the door to our faculty and students to operate in a more competitive league with our sister universities, Mettee said. At that time I figured wed have a Ph.D. program or two in the next 10 years or so. This was opportunity knocking.

Soon, Mettee and his students began research programs in as many directions they could handle.

I was able to get a Research Corporation grant to measure absolute fluorescence yields, something I started in on a 2 year postdoc at UT in Austin with W. Albert Noyes, one of the fathers of photochemistry, Mettee said. I also started a program measuring the intensity of chemiluminescence of NaCl flames as a way of seeing how vibrational energy might be transferred between hot molecules produced, because chemistry begins with energy transfer. We also started following some rates of chlorination experiments of alcohols by infrared spectroscopy, a field I grew up in in graduate school in Calgary, Alberta. We managed to publish some papers in the SO2 fluorescence and phosphorescence field, and in the hot molecule area of the NaCl chemiluminescent flames, which followed some of Michael Polanyis work and that of Kitigawa, Lee and Herschfeld at Harvard. These were exciting experiments for me, a delicious combination of thermodynamics, kinetics and spectroscopy, the three pillars of physical chemistry which tries to explain why chemistry happens at all.

As a tenured professor, Mettee climbed the academic ranks at YSU, although he was turned down the first time he tried to go from an associate to a full professor.

If youre tenured you get more chances to advance over these hurdles, so that part is more critical. You have to show some kind of promise that you can do something, both to yourself and your colleagues, in the three areas of teaching, research and university service, Mettee said. In the end, you define yourself professionally in these avenues, and I was most proud of really two things one, which combined both service and research, and the other, one that opened up the world of international science to me through working with professional colleagues in Russia under a Fulbright Scholarship.

In 1979 Dr. Mettee took his family to Cal Berkeley, where he worked with Nobel Laureate Melvin Calvin for a year.

Not only was this combining service and scholarship, but the papers produced with Melvin probably had a lot to do with my getting promoted to Full Professor a year or two later, Mettee said. Those were all proud days for me.

In 1990, Dr. Mettee started his international work with Russia, and in 1997 he taught biotechnology at St. Petersburg Forest Technical University for a year. Later, he received a joint grant from the US Civilian Research and Development and Russian Federation Bureau of Research to study pyrolitic oils as a biofuel. In 2010, this university honored his service by giving him an Honorary Doctorate.

It is very hard for me to pick which one of these moments getting and taking a great sabbatical, and having Melvin come to YSU, or, working with my Russian colleagues and being honored by them for our joint efforts I see them as intertwined and core accomplishments that made my professional life at YSU which by the way, I hope isnt over yet.

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Department of Chemistry

Anti-aging Clinics | MD Longevity | San Francisco and New York

Ann J Peters, M.D.

Diplomat, International Hormone Society

Member, American Academy of Anti-Aging Medicine

MD Longevity is a leader in age management medicine. Our anti-aging clinics provide individualized, state-of-the-art diagnostics and treatment. With two offices conveniently located in New York and San Francisco, we see clients from all over the world.

The practice was founded by Dr Ann J. Peters, a leading anti-aging specialist, who helps men and women recapture the vitality and good health of their youth.

Men, Women and Speed. 2 Words: Got Testosterone?

The New York Times- Health

For a variety of intrinsic biological reasons, the best women can never run as fast as the best men. To a large extent, its a matter of testosterone, said Dr. Benjamin Levine, of the Institute for Exercise and Environmental Medicine. The hormone affects everything from muscle size and strength to the size of the heart to the amount of oxygen-carrying blood cells in the body to the percentage of fat on an athletes body. Every one of those effects gives men a performance advantage. Read full post.

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MD Longevity offers a wide variety of anti-aging treatments to reduce both the visible and the invisible signs of aging in men and women. These signs include:

Our anti-aging treatments include growth hormone therapy and bioidentical hormone therapy for men and women. Growth hormone therapy slows down - or even reverses - the visible signs of aging. Bioidentical hormone therapy stops the symptoms of menopause in women and andropause in men.

In addition to anti-aging hormone replacement therapy, MD Longevity offers private physician consulting to assess and recommend specific nutrition, exercise and stress reduction therapies clinically proven to slow - or even reverse - the signs of aging. These therapies help men and women of all ages look and feel their best.

Anti-aging medicine turns back the hands of time to restore youthful vitality, vigor, and zest for life. The anti-aging treatments provided by MD Longevity help men and women slow down or stop the signs or aging, have more energy, enjoy a renewed interest in sex, lose weight and sleep better. MD Longevity provides anti-aging treatments to everyone in the greater New York, San Francisco, and Palm Beach areas.

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Anti-aging Clinics | MD Longevity | San Francisco and New York

Applied Behavioral Science – Ashford University

Direct your education toward success with your Bachelor of Arts in Applied Behavioral Science degree from Ashford University.

Dr. Maura Pilotti is Chair of Ashford University's Applied Behavioral Science program. She holds a Doctor of Philosophy in Experimental Cognition from the Graduate Center of CUNY and a Laurea in Clinical Psychology from l'Universita' degli Studi di Padova in Italy. Read her full bio.

The Bachelor of Arts in Applied Behavioral Science degree program allows you to study ways to build community and maintain relationships. Learn about individual, family, and community problems and their solutions. Build a broad foundation of skills from the disciplines of logic, law, psychology, and sociology. This online degree program demonstrates your ability to understand behavior and solve social problems.

Successful completion of the Bachelor of Arts in Applied Behavioral Science degree by itself does not lead to licensure or certification in any state, regardless of concentration or specialization. Further, Ashford University does not guarantee that any professional organization will accept a graduate's application to sit for any exam for the purpose of professional certification. Students seeking licensure or certification in a particular profession are strongly encouraged to carefully research the requirements prior to enrollment. Requirements may vary by state. Further, a criminal record may prevent an applicant from obtaining licensure, certification, or employment in this field of study.

If a behavioral science degree fits your personal goals, contact Ashford University at 866.711.1700 to learn more, or request additional information.

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Applied Behavioral Science - Ashford University

Behavioral Science Degree | Schools.com

Behavioral science is related to psychology in that it makes use of observations of human behavior data to construct conclusions, but it takes a slightly different approach than the inward-looking psychological modeling of mind and personality. This subject focuses more on the effects that human actions have on relationships, decision-making and other aspects of human choice.

Expertise in behavioral science can be valuable in several different industries, and trained professionals are in demand all over the country. Degrees in the subject can be earned in a variety of different ways, depending on the goals and available resources of a given institution. Some schools group them with degrees in psychology, sociology and other social science disciplines, while others classify behavioral science degrees under the same umbrella as business school training, thus preparing students to apply their skills in a commercial context.

There are also different sets of expectations for behavioral science study at each academic level, with higher-order degrees often employing deeper channels of inquiry to a narrower, more specialized subject focus. Let's take a quick look at what you might expect at each level of behavioral science training.

At the associate level, behavioral science degree programs tend to concentrate on the basics, including introductory courses in social science, research methods and scientific inquiry. One advantage of an associate degree in behavioral science is how well it can prepare you to enter a bachelor's program in the discipline, but it may also demonstrate dedication to employers and thereby help you land internships or entry-level jobs.

Professionals with behavioral science training can translate their knowledge into success in a variety of different careers. Here are just a few of the paths you might take in the workforce after graduating with a behavioral science degree:

Interested in one of these careers? Check out behavioral science schools near you, and start identifying your next career steps.

Community colleges are great places to look for behavioral science degrees. Some institutions, like Granite State College in New Hampshire, offer behavioral science associate degrees online.

Bachelor's degrees in behavioral science tend to delve deeper into concepts that are only touched on in associate degree programs. Hands-on application of research methods is often a part of the upper-division study at this level, and bachelor's degree coursework tends to address these more complex subjects in behavioral science, such as:

A behavioral science bachelor's degree can potentially open many doors career-wise, particularly in the business world. Market research, human resources, public relations and customer service management are only a few of the fields where behavioral science training can be valuable. Many universities, including Bellevue University, Ashford University and Wilmington University offer an online bachelor's degree in behavioral science.

If your goal in understanding human behavior is to construct beneficial social policy based on your knowledge, or to eventually teach others what you know, a master's degree in behavioral science might be the right choice for you. You'll typically need a master's degree if you plan to go all the way and earn your Ph.D. The degree can also lead to opportunities in industries you may not expect, such as criminal justice, public health and government.

The coursework content and admission prerequisites of a behavioral science master's degree program tend to vary based on the student's chosen concentration. Those focusing on general psychology may need experimental design courses, counseling-oriented degrees may require study of counseling theories and methods, and students of behavioral science for criminal justice may need criminology and ethics courses. Online master's degrees and post-master's certificates in behavioral science can be found at many institutions, including Capella University and Saint Joseph's University.

Because it has applications in so many professional disciplines, certain institutions may combine the knowledge and skills of behavioral science with one of their other departments. There are some of the related disciplines where the behavioral science courses might be hiding in your school:

It's possible that behavioral science courses offered through departments other than psychology and sociology may focus on concepts of behavior as they relate to that specific department, so talk to an adviser or a departmental representative if you want to make your best-informed decision about which courses to take. The fact remains that if you're interested in behavioral science but the school you've chosen doesn't have a degree with that exact name, you can still find a way to keep yourself on track.

Sources:

Online Bachelor of Arts in Applied Behavioral Science, Ashford University, http://www.ashford.edu/degrees/online/ba-applied-behavioral-science.htm

Behavioral Science Degree - Bachelor of Science, Bellevue University, http://www.bellevue.edu/degrees/undergraduate/behavioral-science-bs/major-requirements.aspx

Master of Science - Behavioral Science, Cameron University, http://cameron.edu/graduate/programs/ms/

Master of Public Health, Social and Behavioral Sciences Specialization, Capella University, http://www.capella.edu/online-degrees/mph-social-behavioral-sciences/courses

Associate of Science in Behavioral Science, Granite State College, http://www.granite.edu/pdf/curriculummaps/undergraduate/AssocSciBehSci.pdf

Post Master's in Behavior Analysis, Saint Joseph's University, http://www.sju.edu/int/academics/cas/grad/pmba/overview.html

Human Resource Specialists and Labor Relations Specialists, "Occupational Outlook Handbook, 2014-15 Edition," Bureau of Labor Statistics, U.S. Department of Labor Statistics, Jan. 8, 2014, http://www.bls.gov/ooh/business-and-financial/human-resources-specialists-and-labor-relations-specialists.htm

Market Research Analysts, "Occupational Outlook Handbook, 2014-15 Edition," Bureau of Labor Statistics, U.S. Department of Labor, Jan. 8, 2014, http://www.bls.gov/ooh/business-and-financial/market-research-analysts.htm

Rehabilitation Counselors, "Occupational Outlook Handbook, 2014-15 Edition," Bureau of Labor Statistics, U.S. Department of Labor Statistics, Jan. 8, 2014, http://www.bls.gov/ooh/community-and-social-service/rehabilitation-counselors.htm

Social Workers, "Occupational Outlook Handbook, 2014-15 Edition," Bureau of Labor Statistics, U.S. Department of Labor, Jan. 8, 2014, http://www.bls.gov/ooh/Community-and-Social-Service/Social-workers.htm

Substance Abuse and Behavioral Disorder Counselors, "Occupational Outlook Handbook, 2014-15 Edition," Bureau of Labor Statistics, U.S. Department of Labor, Jan. 8, 2014, http:// http://www.bls.gov/ooh/community-and-social-service/substance-abuse-and-behavioral-disorder-counselors.htm

Behavioral Science, Bachelor of Science, Wilmington University, http://www.wilmu.edu/behavioralscience/behavsci_curr.aspx

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Behavioral Science Degree | Schools.com

School of Social and Behavioral Sciences | New College of …

School of Social and Behavioral Sciences

Welcome to the New Colleges School of Social and Behavioral Sciences, a vibrant school that explores the intersection of human behavior and science.

Through challenging coursework that explores how the human mind works, students and faculty seek to understand how we communicate with one another, how and why we organize into cultural and political groups as it relates to vital causes and issues, and ultimately how we make sense of our world and the many places we occupy within it.

Students work with accomplished faculty who conduct cutting-edge research and are adept at translating knowledge to both undergraduate and graduate classrooms. Students work together to inspire and motivate one another along their journeys as they pursue their academic and career goals.

Graduates are prepared for work in marketing, public relations, behavioral health, politics, psychology, research and data analysis, consulting and sociology, or in any field where excellent communication and critical thinking skills are highly valued. Our graduates are also well prepared to seek advance degrees in a variety of disciplines including communication, psychology, and the law.

Led by Director Jeffrey Kassing, the School of Social and Behavioral Sciences offers five majors and one certificate. With an academically rigorous, career-focused, student-centered approach, the School of Social and Behavioral Sciences at the New College offers an unmatched educational experience. Programs offered include:

Bachelors degree programs:

Minors:

Certificate:

Labs / Spaces:

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School of Social and Behavioral Sciences | New College of ...

Behavioral Science Bachelor of Science – Wilmington University

Bachelor of Science About This Program Purpose

The purpose of the Bachelor of Science degree program in Behavioral Science is to provide students with an in-depth understanding of how social issues, social environments, and cultural influences impact individual and group behaviors. With a Wilmington University Behavioral Science degree, students will gain the knowledge and skills they need to succeed in careers working with adolescents and teens, families, the elderly, the homeless, the court systems, government agencies, addictions, crisis interventions, and more. Upon completion of the program, students seek careers in the human services, government, business, and industry. Students seeking graduate degree options may consider Masters degrees in social work, sociology, psychology, human services, public administration, criminology, counseling, or human resource management.

The program includes courses in psychology, sociology, and anthropology. Course work emphasizes normal and abnormal individual development, as well as family, group, and cultural dimensions of behavior. Ethical and professional issues are also addressed. Skill development in interpersonal relations, problem solving, and evaluation of programs and research is stressed. In addition, General Education courses required of all Wilmington University undergraduates provide a well-rounded academic foundation.

Classroom courses provide a blend of theory and application. Students also have the option to explore internship opportunities throughout the community in a variety of settings which provide experiences in applying knowledge and skills. The program is offered statewide, with day and evening classes offered at New Castle, Dover, Brandywine and Georgetown. The program is also offered in New Jersey at Mt. Laurel and Cumberland. The program is also available online.

PSY 309 Interpersonal Communication Skills OR PSY 315 Group Dynamics

SOC 304 Ethnic Groups and Minorities

The Co-op option allows students to complete core courses in PSY 309 - Interpersonal Communications Skills or PSY 315 - Group Dynamics and SOC 304 - Ethnic Groups and Minorities in a supervised educational work setting related to the student's major field of study. If students select the Co-op option, both PSY 309 or PSY 315 and SOC 304 in Co-op format are required. Alternative core courses may also be available for Co-op depending on the field placement. Each Co-op assignment is one semester long and normally, the two Co-op assignments span two consecutive semesters with the same employer. In order to be eligible, students must have at least 60 credits, plus a GPA of 2.5 or higher. Students must inform the Director of the CAP/Co-op program and the Behavioral Science Program Chair one semester before they would like to begin a Co-op assignment.

For additional information on the CAP/Co-op program option, please see the website: http://www.wilmu.edu/coop/

The College of Social and Behavioral Sciences recommends that students who transfer in six or more core courses and all 18 credits of core electives use any remaining electives to increase their subject knowledge by taking upper level electives in their field. These will include the interdisciplinary electives identified from the other academic colleges.

The Behavioral Science program has set a minimum passing grade of "C-" for program core courses. Students receiving a grade lower than "C-" in any required core course must retake that course.

This information applies to students who enter this degree program during the 2015-2016 Academic Year. If you entered this degree program before the Fall2015 semester, please refer to the academiccatalog for the year you began your degree program.

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Behavioral Science Bachelor of Science - Wilmington University

Behavioral Science at Wilmington University

Bachelor of Science Curriculum General Education Requirements (33 credits)

CTA 206 Computer Operations for Business

ECO 105 Fundamentals of Economics

ENG 121 English Composition I

ENG 122 English Composition II

ENG 131 Public Speaking

Choose either: HUM 360 Human World Views: 3500 BCE 1650 AD Or HUM 361 Human World Views: 1650 AD Present

MAT 205 Introductory Survey of Mathematics

PHI 100 Introduction to Critical Thinking

PSY 101 Introduction to Psychology

SCI 335 Human Anatomy and Physiology

SOC 101 Introduction to Sociology

Humanities Electives (6 credits)

Choose two courses from the following: ART, COM 245, VMG 313, DRA, DSN 110, ENG 360, Foreign Language, HIS 230, HUM, LIT, MUS, PHI

Courses beginning with the prefix CRJ, PSY, ORG, or SOC may be used as Behavioral Science electives. In addition, the following courses may also be selected as Behavioral Science electives:

NOTE: Guided Practicum (SOC 290-291) as well as Internship (SOC 490) and Co-Op (SOC 450) experiences are available.

This information applies to students who enter this degree program during the 2015-2016 Academic Year. If you entered this degree program before the Fall2015 semester, please refer to the academiccatalog for the year you began your degree program.

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Behavioral Science at Wilmington University

Behavioral Science Degree, Applied Behavioral Science Degree

Behavioral Science may bring to mind the idea of criminal profiling that has been popularized by various Hollywood movies such as Silence of the Lambs. You see how agents and detectives try to solve crimes by analyzing human behavior; how people think, and why they act in a certain manner. This is pretty much what behavioral science entails; investigation of human behavior and relationship with society. However its a very broad field, with other dimensions to it as well.

If youre considering taking up behavioral science as a college major, there are several questions youll need to ask yourself.

The courses that are offered will generally vary depending on the level and university that you are enrolled in.

The following list of courses, even though intended to serve as a general guide will give you an idea of what youll study.

Besides the core courses, you may be allowed to tailor your program as you like by taking up some elective modules. This will enable you to focus specifically on your interest areas.

People who earned their undergraduate degrees in a field other than behavioral science may pursue continuing education certificates. The program that you opt for will essentially depend on your prior education, relevant experience and future career aspirations.

The duration of the degree will change according to the program that you take up. An associates and masters degree may be completed in one to two years whereas a bachelors program spreads over three to four years. Since a PhD is the most advanced degree, it usually takes around four to five years to complete. Students may be able to complete the program earlier depending upon the route they decide to take. An accelerated coursework option helps in completing the program in a shorter time period while a self paced degree usually takes longer to finish.

Its a very broad field and some of the relevant degrees may not be named as behavioral science. Youll typically be able to choose from one of the following two disciplines that fall under behavioral science:

As students are provided with a well rounded and interdisciplinary education, they may seek different opportunities that involve the application of critical thinking skills.

Some potential fields include:

Some positions that may require a behavioral science degree include:

Median Salary (2012): $57,420/year Growth Rate (2012-2022): 19% (Faster than average)

behavioral science degrees was rated

5 out of 10 based on 4 rating(s)

Q:What are the contents of course on Health Insurance Claims in the online Fire Science degrees??

A:The online Fire Science degrees have dedicated course on Health Insurance Claims. This course is of around 3 credits in total.It is structured to aptly provide understanding of the major programs of medical insurance and how diagnostic coding is performed on them. Students are highlighted on how to deal with health insurance claims.

Q:I am interested in obtaining a behavioral science degree, what is the usual curriculum?

A:Behavioral science degrees provide knowledge in a variety of disciplines. The coursework may cover areas such as ethics and statistics, families and societies, human conflict management, psychology of individuals, and personality theories. The exact coursework offered may vary between programs. The program may include an internship in behavioral science as well.

Q:Where can I find a List Of Behavioral Science Degrees?

A:The most convenient way to search for a List of Behavioral Science Degrees is online. All you have to do is click away and you'll come across a number of websites that offer degree related information about this field. You can also browse through our website and find out what major colleges are offering behavioral science degree programs online and campus based.

Q:Can you give me a little detail about behavioral science degree?

A:A behavioral science degree is an educational program that aims to teach students about human actions and interaction. The program will lay emphasis upon the cognitive theory and social psychology aspects of human behavior. Behavioral science can be studied at all levels of post-secondary education ranging from associate degrees to masters degree.

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Behavioral Science Degree, Applied Behavioral Science Degree

What Is Behavioral Science? – Learn.org

If you're interested in finding a field that takes an interdisciplinary approach to studying human behavior, read on. Behavioral science encompasses such fields as anthropology, psychology and sociology. Read on to learn more about behavioral science, including your education and career options. Schools offering Applied Behavioral Science degrees can also be found in these popular choices.

Often associated with the social sciences, behavioral science explores the activities and interactions among human beings. Your duties might include the investigation and analysis of human relationships through the behavioral aspects of such disciplines as biology, geography, law, psychiatry and political science. Though behavioral science is a broad field of study, you might choose to focus on a particular group of people, distinguished by race, age, nationality or gender.

Pursuing a bachelor's degree in behavioral science involves coursework in its primary fields, in addition to a general liberal arts education. Your liberal arts coursework might include topics such as art, ethics, philosophy and literature. You might also choose to include classes in behavioral deviance, social psychology and social justice in your studies, depending on your particular interests.

If you choose to earn a master's degree in behavioral science, your focus will likely be on various aspects of human behavior. However, some programs will also encourage you to explore religious studies, philosophy and archeology. Moreover, in addition to taking coursework in human development and cultural diversity, you might also be required to complete a research thesis to earn your degree.

You could choose to pursue a research career in any of the individual areas of behavioral science. You might also use your knowledge of human behavior to pursue a career in management, sales or human services. Your interests might lead to a career in law enforcement. Such options might include working in criminology, which studies the non-legal aspects of crime to determine the root cause of criminal activity, or criminal profiling, which studies crime trends and develops profiles of criminals in order to assist in their capture.

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What Is Behavioral Science? - Learn.org

Behavioral Sciences – UHCL

Program Overview

A degree in Behavioral Sciences provides a multidisciplinary approach to study human behavior and societal problems that are too complex to be fully understood by one academic discipline.

Undergraduate Program - Bachelor of Arts

The undergraduate degree in Behavioral Sciences enables you to combine courses from an array of disciplines including anthropology, criminology, geography, psychology, social work and sociology into one degree. You will learn theoretical coursework in behavioral sciences and receive a deeper knowledge of at least two of these disciplines

Student take the following courses for this degree:

Electives needed to complete number of hours to graduate (33 hours)

Graduate Program - Master of Arts

The graduate degree in Behavioral Sciences enables you to combine courses from an array of disciplines including anthropology, psychology and sociology into one degree. You and your faculty adviser will construct your own plan of study based on the type of knowledge you want to receive. This plan generally centers on a specific social problem you would want to pursue.Student take the following courses for this degree (36 hours total):

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Behavioral Sciences - UHCL