Course Syllabus
Barry University
College of Arts and Sciences
Course Syllabus
Spring, 2021
Course Number: BIO 240 05 (4 credits)
Course Title: Foundations in Human Physiology
Required Text: OpenStax
Day/Time/Location: MWThF 1:00AM – 1:50 AM Siena 101
Instructor: Laura Mudd, PhD.
Office: Siena 328
Office Telephone: (305) 899-3204 E-mail: lmudd@barry.edu
Office Hours: All office hours will be held remotely. Hours are available online through WebEx
(https://barryuniversity.webex.com/meet/lmudd). I will be available MW: 2-3 and Th:11-1, and F 12-1.
Course Description: Foundations of human physiology with laboratory, 4 hours lecture (4 cr.), 2 hours laboratory weekly (1cr), (co-requisite) (Special fee). Pre-requisite BIO 220 (Found.of Human Anatomy) or BIO 230 (Human Anatomy).
Relationship of Course to the University Mission:
BIO 240 course addresses the commitment to knowledge and truth by exposing students to important and current theories and applications in the biological sciences which will “support the intellectual life, emphasizing life-long learning, growth and development”. Also, by “pursuing scholarly and critical analysis of fundamental questions of the human experience” students learn an examination that is needed in order to become competent professionals in the biological and/or biomedical sciences.
Course Objectives: The student should have an understanding of the physiological principles that govern the human body with some appreciation of their interrelationships and functions. He or she should also be familiar with the technical vocabulary essential for understanding physiology. The instructor will assist in the accomplishment of these objectives by using methods including lectures, demonstrations, reading assignments, a writing assignment, videos, review sessions and supporting laboratory sessions.
Learning Methods: Lectures will be presented using PowerPoint® slides, discussion, and videos posted on Canvas (http://barry.Canvas.com/). Lecture delivery is thorough Webex, which can be accessed directly from Canvas, under the Cisco Webex tab or directly at https://barryuniversity.webex.com/. Canvas will be used for announcements, take examinations, complete homework, view grades, and other class materials. The student is responsible for checking Canvas announcements and his/her student e-mail account frequently
Reading Assignments: The required text for this course will be used primarily as an atlas for its photographs and illustrations. Studying these pictures is essential for learning physiology. Pictures from the text will be used for questions on exams. Additionally, students are encouraged to use the text as a supplement to lecture notes.
Methods of Evaluation: To assess “comprehension of concepts, observations, scientific methods, analytical thinking, and scientific literacy”, there will be five (5) written in-class exams given during the semester. The lowest exam grade will be dropped. The final exam will not be cumulative. Exams will consist of diagrams, multiple choice, matching, true or false, and completion questions which cover the lecture material. Exams will be online and will be timed. To exhibit the capacity to “employ the scientific method, make observations, and demonstrate scientific literacy”, students will complete the Course-Embedded Writing Assignment. Writing assignments MUST be submitted to the Writing Lab for review before submission in order to be accepted. Assignments will be submitted to plagiarism-analysis software; an assignment that has been over 33% plagiarized will receive a grade of zero ‘0’ and the student may be reported to his/her academic unit.
The writing assignment is intended to evaluate the student’s ability to critically read, interpret, and analyze scientific physiological published material to produce a 1-page paper (single spaced, 12-font) using appropriate scientific terminology. A draft may be submitted for review by the deadline (see attached schedule). No drafts will be accepted after this date. Assignment will be submitted to plagiarism-analysis software, an assignment that has been over 33% plagiarized will receive a grade of zero ‘0’ and the student may be reported to his/her academic unit, an assignment that has been plagiarized less than 33% can be resubmitted subject to the lateness penalty. Please see schedule, description and rubric pgs. 5-12, for more details.
Students with a cumulative average of 90% or greater on the first four exams plus the paper may opt to not take the final exam. There will be no extra credit.
Grading: Grades will be based on the following components:
Average of Four (4) exams 90% (22.4 points each)
Paper 10% (10 points)
100% (100 points)
Grading Scale: A = 90-100%
B = 80-89% * Note: 1) Exams are not curved.
C = 70-79% 2) Fractions > .5 are rounded up to the
D = 60-69% next whole number on exams and
F = 0-59% for final grade. (Ex. 79.4 = 79%; 89.5 = 90%)
Make-up policy: Make-up exams will be administered only with a documented and acceptable reason for an absence. Students are permitted to make up two (2) exams.. (Note: a missed final exam cannot be made up.)
Late Papers: Papers are due on Canvas at the beginning of class. Late papers will automatically be docked 10% for each calendar day of delay. It is suggested that students complete the paper and submit to the Writing Lab well in advance of the deadline to prevent a delay. Plagiarized papers will receive a grade of zero (0).
Academic Dishonesty: Cheating on exams in any form will not be tolerated. Students found giving or
receiving information during an exam will receive a grade of zero (0) for that exam. A grade of zero cannot be dropped or made up and will be used when determining the student’s final grade. A student caught cheating on a second exam will receive a grade of F for the course and will be referred to his/her Dean for disciplinary action.
Cheating and Plagiarism
- Cheating is defined as the attempt, successful or not, to give
or obtain aid and/or information by illicit means in meeting any academic requirements, including examinations.
- Plagiarism is defined as the use, without proper acknowledgement, of the ideas, phrases, sentences, or
larger units of discourse from another writer or speaker.
Students are expected to know and abide by the policy as stated
in the University Catalogue and Student Handbook.
Student Behavior: All Barry University students are expected to behave according to accepted norms that ensure a climate wherein all can exercise their right to learn. Such norms are set forth in the undergraduate catalogue, under College of Arts & Sciences, Guidelines for Student Conduct and Academic Responsibility. Please be sure that you have read and understood that section. No faculty member will tolerate classroom behavior that violates these norms. Such behavior will be grounds for withdrawal from the class, judicial proceedings, or failure of the course. If warranted, students engaging in such behavior will be removed from class by security personnel and may be required to undergo counseling.
E-mail Rules and Etiquette: Start your email with either “Professor _____” or “Dr. ______”, and make sure to indicate the e-mail topic in the subject line as well as your course and section.
Technical Assistance and Support Barry University has prepared a Student Support Resource Guide for Remote Learning to assist you with issues that you might have regarding your online learning experience.
Here are some common issues that students may experience: Having trouble logging in? Please contact the Barry IT Support Desk at 1-305-899-3604 (Office Hours - Monday – Friday 7:30 am – 6:30 pm. You can also submit a help desk ticket at https://barryit.teamdynamix.com/TDClient/Requests/ServiceDet?ID=2704
If you have problems with Canvas, there are multiple ways to get support for Canvas-related issues or questions .If you are having problems within Canvas such as course navigation, assignment submissions, discussion posts or other issues with Canvas there are several ways to get assistance.
- Student support for Canvas is available 24x7, 365 days a year by calling our toll free number at 1-855-976-8669 2. Chat Live with the Canvas Support Hotline: https://cases.canvaslms.com/liveagentchat?chattype
- Call Barry’s IT Support Desk at 1-305-899-3604 (Office Hours - Monday – Friday 8:30 am – 6:30 pm).
- If you are logged into Canvas click on the Help icon at the bottom left corner, under the global menu for additional options.
You should always feel comfortable in contacting your instructor if your problems are not quickly resolved by contacting Canvas
FlexLearning: In response to the current health crisis, Barry University has implemented a FlexLearning model for Spring 2021. This means that students attending in-person and remotely can engage in the same class at the same time, via videoconferencing. Some students have opted for “fully remote” participation in this class, some may encounter quarantine or other health-related circumstances that require them to participate remotely for certain periods, and depending on the size of the class, some students will have to alternate between in-person and remote attendance as per social distancing standards.
In some cases, the instructor will be teaching remotely. In-person attendance may be offered when the remote instructor is assisted by a classroom facilitator.
Regardless of the reason, students participating remotely should attend all sessions at the scheduled times or as directed by the instructor, via videoconference. The course Canvas site includes all information and links to scheduled meetings, needed devices/technology, assignment due dates, and all other requirements for remote student learning.
In person Attendance and Physical Distancing: In order to maintain a safe number of persons present in each classroom at any given time, and depending on the number of students in your class, the instructor may divide students into groups and establish a schedule outlining which group should attend class in person on which days, and who should attend remotely. This schedule will be posted on the Canvas site.
Students participating remotely, whether due to scheduling or personal health concerns, should keep up-to-date with the course schedule for “remote” students each class session, and complete the activities outlined. All needed instructions and information will be posted on Canvas. Students should connect to each class session at the scheduled time, using the Webex or Zoom link provided on Canvas.
Attendance Policy: Students should not attend in-person instruction at any University campus or location when they feel sick, have flu-like or cold symptoms, or are engaging in self-quarantine due to contact with someone diagnosed COVID-19 positive or with possible exposure to COVID-19. Students should self-report COVID-19 symptoms, flu-like or cold symptoms via the COVID-19 Initial Notification Form.
Students are expected to familiarize themselves with the syllabus for each course to and understand the instructor’s expectations for attendance, participation, and submission of assignments. Depending on the learning format, absences may take the form of failure to attend or join scheduled synchronous remote class sessions; failure to participate in remote class activities, whether synchronous or asynchronous; or failure to meet the deadlines for the submission of an assignment or assessment.
Absences relating to COVID-19 will be excused by the course instructor. Students must contact the course instructor and/or the Dean of Students for accommodations and assistance. Students, if they are able, should keep up with classwork and submit assignments through Canvas or though other methods as indicated by course instructors. Students should make diligent attempts to stay in regular communication with their instructors. In partnership with instructors, students should reschedule exams, lab and studio work, and other critical assignments in a timely manner.
Course instructors will not require students to provide any documentation of illness that has led to absences or missing deadline dates for assignments/tests. Documentation may be required for other types of absences such as: death in the immediate family, scheduled participation in varsity sports activities or academic conferences, and court appearances. Instructors will work with the student in a collaborative manner to support the flexible learning environment that is required to deal with the current crisis.
Disability Statement: Students with documented special learning needs may want to contact the Barry University Office of Accessibility Services 305-899-3489. Accommodations might include: Adaptive technology, enlargers, textbook scanning, e-book adaptation.
Acknowledgement of Class Recording Virtual/remote courses may be recorded audio-visually for students to refer back to and for enrolled students who are unable to attend live. Students who participate with their camera turned on or who utilize a profile image are agreeing to have their video or image recorded. Students who un-mute during class and participate orally are agreeing to have their voices recorded. Students who do wish not to be recorded should not use a profile and should keep their camera off and/or their mute button activated throughout the duration of class. The “chat” button feature may be used during the live class to interact with the faculty member and other enrolled students and to type questions or comments. Presence in class may be known and documented through use of name, University email addresses or electronic identifier. I understand that my consent here is independent of and separate from any other directive or consent I may have given to the University with regard to the release of my voice or likeness (such as for the release of Directory Information).
FERPA Students are expressly prohibited from recording any part of this course. Meetings of this course might be recorded by the University. Any recordings will be available to students registered for this class as they are intended to supplement the classroom experience. Students are expected to follow appropriate University policies and maintain the security of passwords used to access recorded lectures. Recordings may not be reproduced, shared with those not in the class, or uploaded to other online environments. If the instructor or a Barry University officer plans any other uses for the recordings, beyond this class, students identifiable in the recordings will be notified to request consent prior to such use.
Tentative Lecture Schedule
M Jan 11 Foundations of course (Chapter 1)
W Jan 13 End of “Add/Drop” period; Human Physiology (Chapter 1)
Th Jan 14 Chemistry overview (Chapter 2)
F Jan 15 Chemistry (continued)
M Jan 18 Martin Luther King Day- No Class
W Jan 20 Overview of cells and organelles (Chapter 3)
Th Jan 21 Chapter 3- continued
F Jan 22 Chapter 3- continued
M Jan 25 Principles of Mendelian Genetics (Chapter 28)
W Jan 27 Chapter 28- continued
Th Jan 28 review for exam
F Jan 29 EXAM I
M Feb 1 Cell membranes (Chapter 3)
W Feb 3 Osmolarity and Tonicity (Chapter 3)
Th Feb 4 Bone physiology (Chapter 6)
F Feb 5 Membranes and bone physiology continued
M Feb 8 Calcium and phosphate regulation (Chapters 4, 6)
W Feb 10 Muscle physiology (Chapter 10)
Th Feb 11 Myocytes and muscle organs (Chapter 4, 10)
F Feb 12 Muscle histology (Chapter 4)
M Feb 15 Neuromuscular junction (Chapter 10)
W Feb 17 Chapter 10- continued
Th Feb 18 review for exam
F Feb 19 Exam II
M Feb 22 CNS- cognition (Chapter 14)
W Feb 24 CNS-brain function (Chapter 14)
Th Feb 25 CNS- brain lesions (Chapter 14)
F Feb 26 Sensory and motor neural pathways (Chapter 14)
M Mar 1 Spring Break-No Class
W Mar 3 Spring Break-No Class
Th Mar 4 Spring Break-No Class
F Mar 5 Spring Break-No Class
M Mar 8 Cardiovascular physiology-pacemaker, myocytes (Chapter 19)
W Mar 10 EKG, Cardiac cycle (Chapter 19)
Th Mar 11 Heart rate and stroke volume (Chapter 19)
F Mar 12 Chapter 19-continued
M Mar 15 EEG (Chapter 14)
W Mar 17 Sleep and awake states and brain (Chapter 14)
Th Mar 18 review for exam- LAST DAY FOR DRAFT
F Mar 19 Exam III
M Mar 22 Erythrocytes (Chapter 18)
W Mar 24 Hemoglobin (Chapter 18)
Th Mar 25 Respiratory physiology (Chapter 22)
F Mar 26 Respiratory physiology-continued
M Mar 29 Respiratory volumes and capacities (Chapter 22)
W Mar 31 Gas Exchange- venous and arterial blood gases (Chapter 22)
Th Apr 1 No Class-Easter break
F Apr 2 No Class-Easter break
M Apr 5 Urinary physiology (Chapter 23)
W Apr 7 Renal filtration, absorption, and secretion (Chapter 23)
Th Apr 8 Renal hormones, urine volume and blood pressure (Chapter 23)
F Apr 9 Exam IV
M Apr 12 Digestive physiology (Chapter 25)
W Apr 14 Physical and chemical digestion (chapter 25)
Th Apr 15 Control of Digestion and appetite (Chapter 25)
F Apr 16 Chapter 25 –continued; PAPER DUE
M Apr 19 Hormone chemistry and classification (Chapter 17)
W Apr 21 Hormone mechanisms (Chapter 17)
Th Apr 22 Hypothalamus- Pituitary axis hormones (Chapter 17)
F Apr 23 Pituitary-thyroid-adrenal axis hormones (Chapter 17)
M Apr 26 Pancreatic hormones (Chapter 17)
W Apr 28 Male and female hormones of reproduction (Chapters 27-28)
Th Apr 29 Spermatogenesis and oogenesis (Chapters 27-28)
F Apr 30 Endocrine regulation of female, reproductive cycle Review for Final exam
M May 3 Final Exam, section 01 (1:00-2:00 pm)
BIO 240 Section 05 Spring 2021-Dr. Mudd
Name: _____________________________________________________ Date: _______________
Grading Criteria for Course Embedded Assessment for Foundations to Human Physiology
A paper that is plagiarized 33% or higher will receive a grade of zero and the student will be reported to the appropriate academic unit.
This assignment prepares the student:
- to demonstrate analytical thinking and scientific literacy by including a description of a normal physiological system including detail at least as what is described in the textbook.
5 (Very appropriate) – description of system is detailed at the molecular, cellular, organ and system levels.
4 (Appropriate) – description of system is detailed at 3 of the four levels listed above.
3 (Satisfactory/Adequate) – description of system is detailed at 2 of the four levels listed above.
2 (Somewhat appropriate) – description of system is detailed at 1 of the four levels listed above.
1 (Not appropriate) – there is no description or the description is of a system unrelated to the pathology described
- to demonstrate analytical thinking and scientific literacy by including a description of a specific aspect of a pathology related to physiology in the detail at least as what is described in the textbook.
5 (Very appropriate) – pathological condition is described at the molecular, cellular, organ, and system levels.
4 (Appropriate) – pathological condition is described at 3 of the four levels described above.
3 (Satisfactory/Adequate) – pathological condition is described at 2 of the four levels described above.
2 (Somewhat appropriate) – pathological condition is described at 1 of the four levels described above. 1 (Not appropriate) – no description of pathological condition.
- to demonstrate analytical thinking and understanding by including a description of the relationship between the normal physiology and the disease by relating the mechanisms of pathology to normal physiology. Is there a connection between the normal physiology described and the pathological condition?
5 (Very appropriate) – appropriate systems are described, there is a correlation in the description of the normal and pathological condition at every level described.
3 (Satisfactory/Adequate) – Either the appropriate system is described or there is a correlation between the normal condition and pathological condition at some level.
1 (Not appropriate) – Neither the appropriate system is described, nor is there a correlation between normal and pathological condition made.
- to demonstrate scientific observation, scientific methods and scientific literacy by including a diagnostic tool or criteria is included with a short description in sufficient detail at least as what is described in the textbook, with a normal range and correct units. Is the diagnostic tool appropriate for the condition? Is it described in sufficient detail?
5 (Very appropriate) – list one tool/criteria, description of appropriate clinically accepted tool or criteria to diagnose pathological condition in the US, normal and abnormal clinical ranges, all abbreviations are spelled-out.
4 (Appropriate) – includes 3 of the items listed above.
3 (Satisfactory/Adequate) – includes 2 of the items listed above.
2 (Somewhat appropriate) – includes 1 of the items listed above.
1 (Not appropriate) – does not include a diagnostic tool or criteria.
- to demonstrate scientific literacy the length should be 1 page, single spaced, well-written (grammar), spelled-checked, include in-text references and a bibliography.
5 (Very appropriate) – format as sample, includes reference(s) in-text, reference list, correct spelling and proper use of terminology.
4 (Appropriate) – includes 2 of the items listed above and a reference list.
3 (Satisfactory/Adequate) – includes 1 of the items listed above and a reference list.
2 (Somewhat appropriate) – includes at least a reference list.
1 (Not appropriate) – does not include references regardless of how many other items are correct.
Grade (out of 5): ________ Grade (out of 25): ___________ Grade (out of 100): ___________________
Please refer to the following two examples; one represents an assignment that is not acceptable for a passing grade while the other example represents an assignment that would achieve a perfect score. As you look at both examples refer to the grading criteria and determine the components necessary for your own work to achieve a perfect score.
Example No. 1
Diabetes insipidus is a disease that spares no one. Anyone in the world can have this disease. It does not matter your age, gender, race or ethnicity, if you get into a car accident and hit your head, you can have this disease. Beware and wear your seat belt! I chose to talk about this disease because someone in my family just got into a car accident. According to the website, Don’t hit your head! at http/www.don’thityourhead.com ‘If you have a car accident and you are always going to the bathroom to pee, you may have damaged your hypothalamus’. This is scary. Antidiuretic hormone (ADH), a hypothalamic hormone synthesized by paraventricular neurons and secreted by the neurohypophysis during hypovolemetric hypernatremia is most often the cause of diabetes insipidus. The body is 60% water, that is why we have to drink water all the time. But when you have diabetis insipidus you have to drink even more water because you are always thirsty. It is estimated that 40% of accident victims may have head trauma in the US. Antidiuretic hormone works on the kidney but is made in the brain. The brain has 4 lobes, frontal, parietal, temporal and occipital. The brain is very large and is folded inside the skull to form fold called gyri. This condition is diagnosed from the patient’s history of possible head trauma and from symptoms, including diuresis, hypertension, possible edema and constant felling of thirst.
Example No. 2
John Jane Doe Diabetes Insipidus
BIO 240 Section 05 Spring 2021-Dr. Mudd
Diabetes insipidus results from abnormally low levels of antidiuretic hormone (ADH) which is normally secreted by hypothalamic neurons in response to dehydration or hypertonic body fluid. ADH functions on the kidney to prevent diureses and conserve body fluid to maintain balance in fluid compartments. Normally, 60% of body weight is fluid water, including forty percent of body weight compartamentalized inside cells as intracellular fluid (ICF), the remaining extracellular fluid (ECF) is further compartamentalized as interstitial fluid (IF) bathing all cells 15%, and 5% as blood plasma. Fluid remains compartmentalized in these proportions due to hydrostatic and osmotic pressures between fluid compartments1.
Intracellular fluid is separated from extracellular fluid, by the cell’s plasma membrane. The membrane’s hydrophobic core prevents water movement between its phospholipids; but almost all body cells have water channels called aquaporins1, embedded in their membrane that allow water to move between intracellular and extracellular compartments. In addition, blood plasma is separated from IF by the highly fenestrated endothelium of capillaries, allowing fluid exchange between these compartments. Fluid movement between compartments is bidirectional. Direction of net movement between fluid compartments is governed by Starling’s Law of diffusion, which takes into consideration hydrostatic and oncotic forces on each side of the barrier between fluid compartments1. Hydrostatic pressure is determined by the volume of water, while oncotic pressure (also known as osmotic pressure) is determined by the concentration of non-permeable substances. Most important, nonpermeating substances are the protein albumin in blood plasma, and the [Na+] which is higher in ECF than ICF. High oncotic pressure forces fluid to move toward the compartment with the higher solute content (hypertonic). In capillaries, the hydrostatic pressure (Pcap) is higher than the hydrostatic pressure in IF(PIF), forcing fluid out of the capillary1. But almost 90% of this fluid moves back into the capillaries because the osmotic pressure in the capillary (∏cap) is higher than in IF (∏IF). In order to maintain fluid balance, the remaining 10% of the fluid that moved from blood plasma to IF returns to the circulatory system via the lymphatics. The same forces govern fluid movement across the cell’s plasma membrane. Since cells are isotonic to extracellular fluid, normally oncotic pressure is minimal. The hydrostatic pressure due to fluid volume differences between ICF and ECF is also minimal, due to a transmembrane pump found in all cells that maintains [Na+] and [K+] across the cellular membrane; thereby preventing significant changes in fluid between these compartments. In the case of fluid loss, such as in hemorrhage or diarrhea, the body tries to compensate by conserving as much water as possible from renal filtration. Fluid and osmotic alterations are detected by the hypothalamus which secretes ADH into the blood stream stimulated by hypertonic IF or by IF volume below normal levels. ADH functions on prinicipal cells of the nephron’s distal tubule to increase the number of aquaporins inserted into the cellular membrane exposed to the filtrate, called the apical cell membrane. As more aquaporins are inserted into the apical membrane, more fluid is reabsorbed from the filtrate back into blood plasma preventing the loss of more fluid in the urine. Diabetes insipidus can result from head trauma that damages the hypothalamus and prevents the normal secretion of ADH. Abnormal, ADH levels result in less fluid being reabsorbed from filtrate in the nephron and body fluid being lost in urine. This process of fluid loss is called dieresis. The individual becomes dehydrated and is often thirsty.
Because fluid is lost from blood plasma in the process of filtration in the kidney while sodium is retained, hypernatremia (abnormally high [Na+] in ECF) develops and blood plasma becomes hypertonic1. Fluid is forced to move from IF into blood plasma; as IF becomes hypertonic additional fluid moves from ICF to IF. At equilibrium, this process results in cells that have lost too much fluid, edema which is the accumulation of fluid in IF, and high blood pressure (hypertension) due to increased fluid in blood plasma. This condition is usually diagnosed from the patient’s history of possible head trauma and from symptoms, including diuresis, hypertension, possible edema and constant thirst. Confirmation is done by measuring ADH levels in blood plasma drawn from venous blood, normal levels are 2.5 pg/mL, a lower value would indicate diabetes insipidus2.
References:
BIO 240 Course Embedded Assignment
Sample List of Pathologies Acceptable for Course Embedded Assignment
Instructions: Each student must choose one condition. No two students can write on the same topic for each section of BIO 240. Pathologies listed below are acceptable for this assignment and are covered to some degree in the assigned lecture text. Other conditions have to be approved by professor prior to submission. All conditions must be described from a physiological (functional) point of view. For example, fracture of a bone is an anatomical condition but repair from a fractured bone is a physiological approach to this condition.
- Hypercalcemia
- Hypocalcemia
- Achondroplastic Dwarfism – hormonal perspective
- Osteoporosis – cellular and hormonal perspective
- Muscular dystrophy
- Myasthenia Gravis
- Amyotropic Lateral Sclerosis
- Aphasia
- Agnosia
- Pituitary disorders
- Thyroid and parathyroid disorders
- Adrenal Disorders
- Diabetes mellitus
- Liver Disease
- Blood Clotting Diseases
- Cardiac Arrhythmia
- Cardiac Valvular Insufficiency
- Congestive Heart Failure
- Coronary Artery Disease
- Hypertension
- Hypotension
- Asthma
- Edema
- Ondine’s Curse (Apnea)
- Carbon monoxide poisoning
- Diving Decompression Sickness
- Renal Insufficiency
- Obesity
- Hepatitis/Cirrhosis
- Androgen Insensitivity Syndrome
- Reproductive Effects of pollution (Male)
- Anemias
- Thromboembolism
- Atherosclerosis
- Cardiomyopathies
- Obstructive Lung Diseases
- Pneumothorax
- Expulsion from GI tract conditions/disease
- Nutrient Malabsorption
- Renal Glomerular disorders
- Dehydration
- Water Intoxication
- Electrolyte Imbalance
- Amenorrhea
- Cerebrovascular Disorder
- Multiple Sclerosis
- Huntington’s Disease
Course Summary:
| Date | Details | Due |
|---|---|---|