Choosing Success 2nd Edition

Atkinson Solutions Manual

Visit to download the full and correct content document:
https://testbankdeal.com/download/choosing-success-2nd-edition-atkinson-solutions-
manual/
Choosing Success 2nd Edition Atkinson Solutions Manual

CHOOSING SUCCESS
INSTRUCTOR MANUAL
CHAPTER 2: INTERACTING WITH YOUR COLLEGE COMMUNITY

The key to assimilation for students—and retention for the college—occurs when students feel like they’ve become a part of
the campus. Although the college makes the first move in providing services and resources for students, the students must
make the next move by making use of those services and resources. This chapter provides you the opportunity to highlight
the specific resources and people on your campus that students need to know. It also provides opportunities for students to
learn more ways to interact with campus resources and people effectively.

LEARNING OUTCOMES TEACHING SUGGESTIONS BY MODULE

In this chapter students will learn:
● how to use their college catalog and website
● how to access resources and services on campus
● who is who in their college community
● how to identify which organizations at the college
fit their needs
● how to communicate effectively with your faculty
● how to communicate more effectively with others
and resolve conflicts when they occur
VIDEO(S)
“Clown” (diversity training) Time 21 minutes preview
www.youtube.com/watch?v=PXfwUMAzpts
Focus: Addresses key diversity issues without offense.
Your college library or HR department might also have or III. Experiencing campus diversity
be able to purchase a copy.
“A Class Divided” Time 56 minutes
https://www.youtube.com/watch?v=D0qKDiq1fNw
Focus: Iowa schoolteacher who, the day after Martin
Luther King Jr. was murdered in 1968, gave her third-grade
students a first-hand experience in the meaning of
discrimination. Discuss the story of what she taught the
children and the impact that lesson had on their lives.
What impact does it have on students in your class?
ANSWERS
Because Choosing Success teaches students to
make wise decisions, answers to exercises
vary. Use Socratic Questioning (separate folder) for
assistance.
I. Understanding the language of your school: catalog and
website content.
● If possible, complete Activity 1 in a campus computer
lab. If a computer lab is not available, you can display
online website content in class for discussion and
provide students with copies of your college’s catalog
to complete Part 2 of the Activity. Ask students to
provide their answers to the group application. List
these on the board and define as a class.
II. Campus offices, resources, and services
● Activity 2 helps students identify more generic
resources on your college campus. Use Passport
Activity. Ask students to identify what other places
they have found useful. Next, ask what these offices
do and where they are located.
● Use Activity 3 as a community building activity.
Activity 3 has 3 parts. Ask students to identify one
person from each group to discuss the most
interesting story they heard. Follow-up with one of the
following:
a. Video: A Class Divided
b. Video: Clown
c. In the Cards Activity
IV. Getting involved: joining campus groups
● Before completing Activity 4, ask someone from the
student services staff or from the student government
association to come talk to students about specific
organizations and opportunities on your campus.
Debrief using the Group Application.
V. Working with faculty
● Role play interaction with faculty and staff.
VI. Conflict resolution
● Role play interactions that involve conflict.

4|Page

© 2016 by McGraw-Hill Education. This proprietary material solely for authorized instructor use.
Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
Visit TestBankDeal.com to in get
distributed, or posted on a website, whole orcomplete
part. for all chapters
 ACTIVITIES

Icebreaker Before watching the video “Diversity”, ask each person to complete the following phrase in writing: on this
campus, diversity is… Collect and share anonymous responses with the class. After watching the video, repeat the activity
with the following prompt: Based on what I saw in the video, my ideas about diversity on this campus are…

Campus Jeopardy Create a list of topics (e.g., Catalog, Organizations, Campus Resources, Campus Offices, Campus
Services) with 4-5 “answers” for each (e.g., name of organization for students interested in health careers; Building that
houses the learning center; Where to go for math assistance). Students can form teams and play for points.

In the Cards Materials: deck of playing cards. Prior to class pull out as many cards as you have students in a class.
About 1/3 of the cards should be an A, K or Q. About 1/3 should be 2, 3 or 4. About 1/3 should be 8, 9 or 10. Place the
cards you withdrew on a desk in the classroom. Put a small piece of double stick tape on the back of each card. Stick one
card on each student’s forehead (yes, everyone will look silly together). Do NOT allow the student who is wearing a card
see what it is. Tell students that “high cards” represent people you want to “be with”. When they see someone with a high
card, they should do or say anything (e.g., I like what you are wearing. Want to study together? Etc) to try to be with that
person. If a person has a “low card,” the student should avoid that person, pay no attention, ignore them, and walk off and
so on. If a person has a “middle card,” they are people that you don’t necessarily want to be with or want to avoid. Do not
verbally identify an Ace as a high or low card. Let students make that decision for themselves. Allow students to “interact”
for several minutes. Stop the students and debrief. Ask students if they “knew” what kind of card they were. For some
students, this represents their only opportunity to “be” the person everyone wants to “be” with or the person everyone
ignores.

Passport Activity Create a “passport” activity where students get their passports “stamped” at each location they visit. Be
sure to let someone in each location you use know that students may be coming by for information. This can be an
opportunity for them to highlight and “sell” students their services.

5C Application Ask students to think of a specific example of a conflict situation. Divide class into small groups. Each
group should choose one of the situations to role play. Suggest that they use the 5C approach to determine two other
another communication choices they could have made as well as the consequences of those choices. Role play each
approach and consequence. Which is the best choice? How would a person check the outcome of that choice?

Billy Joel DVD Activity: We Didn’t Start the Fire What exists in our world, state, community, campus that divides us?
Why? Although this activity is designed to illuminate concepts involved with the Cold War. But, you can use this activity
and song to introduce our role in starting… and ending conflicts of all kind. Play Billy Joel’s “We Didn’t Start the Fire”
(http://www.azlyrics.com/lyrics/billyjoel/wedidntstartthefire.html) and provide students with the lyrics (below). Ask students
to create a list of concepts that relate to a type of conflict in their experience.
Classroom Assessment Technique As a class ending, ask students briefly respond to one or more of the following writing
prompts: I was surprised to learn…; As the result of this chapter/class content, I plan to…; I learned…

5|Page

© 2016 by McGraw-Hill Education. This proprietary material solely for authorized instructor use.
Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 "We Didn't Start The Fire"

Harry Truman, Doris Day, Red China, Johnnie Ray

South Pacific, Walter Winchell, Joe DiMaggio
Joe McCarthy, Richard Nixon, Studebaker, Television
North Korea, South Korea, Marilyn Monroe

Rosenbergs, H-Bomb, Sugar Ray, Panmunjom

Brando, The King And I, and The Catcher In The Rye
Eisenhower, Vaccine, England's got a new queen
Marciano, Liberace, Santayana goodbye

We didn't start the fire

It was always burning
Since the world's been turning
We didn't start the fire
No we didn't light it
But we tried to fight it

Joseph Stalin, Malenkov, Nasser and Prokofiev

Rockefeller, Campanella, Communist Bloc
Roy Cohn, Juan Peron, Toscanini, Dacron
Dien Bien Phu Falls, Rock Around the Clock
Einstein, James Dean, Brooklyn's got a winning team
Davy Crockett, Peter Pan, Elvis Presley, Disneyland
Bardot, Budapest, Alabama, Khrushchev
Princess Grace, Peyton Place, Trouble in the Suez

We didn't start the fire

It was always burning
Since the world's been turning
We didn't start the fire
No we didn't light it
But we tried to fight it

Little Rock, Pasternak, Mickey Mantle, Kerouac

Sputnik, Chou En-Lai, Bridge On The River Kwai
Lebanon, Charles de Gaulle, California baseball
Starkweather, Homicide, Children of Thalidomide...

Buddy Holly, Ben-Hur, Space Monkey, Mafia

Hula Hoops, Castro, Edsel is a no-go
U-2, Syngman Rhee, payola and Kennedy
Chubby Checker, Psycho, Belgians in the Congo

We didn't start the fire

It was always burning
Since the world's been turning
We didn't start the fire
No we didn't light it
But we tried to fight it

Hemingway, Eichmann, Stranger in a Strange Land

Dylan, Berlin, Bay of Pigs invasion
Lawrence of Arabia, British Beatlemania
Ole Miss, John Glenn, Liston beats Patterson

Pope Paul, Malcolm X, British Politician Sex

J.F.K. blown away, what else do I have to say

We didn't start the fire

It was always burning
Since the world's been turning
We didn't start the fire
No we didn't light it
But we tried to fight it

Birth control, Ho Chi Minh, Richard Nixon back again

Moonshot, Woodstock, Watergate, punk rock
Begin, Reagan, Palestine, Terror on the airline

6|Page

© 2016 by McGraw-Hill Education. This proprietary material solely for authorized instructor use.
Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
Another random document with
no related content on Scribd:
F . 26.—Structures of the eye and
nasal passage.

A. 1, The anterior turbinated bone.

2, The posterior turbinated bones. 3,
Orbital gland. 4, Ophthalmic
division of the fifth pair of cranial
nerves. 5, Section through the
cerebrum. 6, Section through the
skull showing the air spaces. 7,
Section through the comb. 8,
Anterior portion of the upper beak.
9, Edge of the hard palate.

B. The intrinsic muscles of the

eyeball. 1, Superior rectus. 2,
Internal rectus. 3, Inferior rectus. 4,
External rectus. 5, Superior oblique.
6, Inferior oblique. 7, Quadratus. 8,
Pyramidalis. 9, Optic nerve. 10, Edge
of membrana nictitans.

C. Posterior part of the eye showing

at the inferior portion of the ball the
pyramidalis muscle at 1, and at 2,
the quadratus. 3, Optic nerve.

D. Inner view of the posterior part of

the vitreous chamber. 1, Sclerotic
coat. 2, Choroid coat. 3, Retina. 4,
Pecten.

E. Longitudinal section through the

eye of a hen. 1, Cornea. 2, Anterior
 chamber. 3, Scleral ring. 4,
Crystalline lense. 5, Iris. 6, Retina. 7,
Sclerotic. 8, Choroid. 9, Pecten. 10,
Optic nerve. 11, Vitreous chamber.

F. An edge view of the crystalline

lense of a hen showing it to be
asymmetrical biconvex. 1, The
anterior side. 2, The posterior side.

G. The upper section through the

anterior portion of the anterior
turbinated bone showing one
complete circle and the lower a
section through the middle
turbinated showing one and one-
half turns.

Origin.—From the orbital septum just back of the inner canthus,

the fibers passing backward and forward.
Insertion.—Into the sclera, anterior to the sclerotic plates.
Shape.—Small, thin, fan-shaped.
Relations.—With the eyeball, superiorly; at its extremities with the
superior rectus, interiorly.
Action.—Rotates the eyeball.
Obliquus Inferior (Fig. 26, No. B, 6). (Synonym.—Obliquus
ventralis.)
Location.—Inferior to the eyeball.
Origin.—From the interorbital septum near the inner canthus of
the eye.
Insertion.—By a broad expansion to the inferior portion of the
eyeball.
Shape.—Tendinous at its insertions; fan-shaped as it passes
downward and outward.
Relations.—Internally, with the eyeball; and externally, with the
bony orbital wall, with the inferior rectus muscle, inferiorly.
Action.—Aids in rotating the eye; opposes the obliquus superior.
Rectus Superior (Fig. 26, No. B, 1). (Synonym.—Rectus
dorsalis.)
 Location.—Superior to the eyeball.
Origin.—Along the supero-posterior border of the optic foramen.
Insertion.—To the sclera just within the margin of the bony circle
of the eye.
Shape.—Flat, thin.
Relations.—Internally, with the obliquus superior; superiorly, with
the bony wall of the orbit.
Action.—To pull the eyeball upward.
Rectus Inferior (Fig. 26, No. B, 3). (Synonym.—Rectus
ventralis.)
Location.—Inferior to the eyeball.
Origin.—From the inferior border of the optic foramen.
Insertion.—To the lower portion of the eyeball within the margin
of the bony circle of the eye.
Shape.—Thin, fan-shaped.
Relations.—Superiorly, with the eyeball; inferiorly, with the bony
wall of the orbit.
Action.—Pulls the eyeball downward.
Rectus Externus (Fig. 26, No. B, 4). (Synonym.—Rectus
lateralis.)
Location.—External to the eyeball.
Origin.—By two heads infero-laterally to the optic foramen.
Insertion.—To the postero-external side of the eyeball.
Shape.—Short, fan-shaped.
Relations.—Internally, with the eyeball; externally, with the bony
wall of the orbit.
Action.—Pulls the eyeball outward.
Rectus Internus (Fig. 26, No. B, 2). (Synonym.—Rectus
medialis.)
Location.—Inner side of the eyeball.
Origin.—From the supero-anterior border of the optic foramen.
Insertion.—To the sclera on the anterior portion of the eyeball.
Shape.—Thin, fan-shaped.
 Relations.—Internally, with the eyeball and with the pyramidalis;
externally, with the bony wall of the orbit.
Action.—Pulls the eyeball inward.

THE MUSCLES OF THE EAR

Circumconcha
Tensor tympani

Circumconcha (Fig. 7, No. 32). Location.—Surrounds the

external ear.
Origin and Insertion.—The circumconcha, surrounding the
periphery of the ear, is adherent to the skull and loosely to the skin,
and is attached to the outer terminus of the supra-occipital crest.
Relations.—Internally, with the skull; externally, with the skin.
Action.—Relaxes the tympanum.
Tensor Tympani (Fig. 7, No. 31). Location.—External to the
quadrate and to the external auditory meatus.
Origin and Insertion.—From the surface of the quadrate and the
inner end of the quadrato-jugal to the inner surface of the
tympanum.
Shape.—A few fibers.
Relations.—Internally, with the quadrate and the quadrato-jugal;
externally, the integumental duplicature.
Action.—Tenses the tympanum.

FUNCTIONS OF MUSCLES

To cause the feathers on the top of the head to lie flat:

Dermo-frontalis.
To raise the feathers along the superior part of the neck and along
the dorsal region:
Dermo-dorsalis.
To tense the patagial region:
Dermo-tensor patagii,
 Dermo-temporalis.
To cause the feathers to lie close to the body:
Dermo-humeralis,
Dermo-pectoralis.
To tense the lateral cervical integument:
Dermo-temporalis.
To support the lingual apparatus and superior larynx:
Platysma myoides.
To manipulate the feathers and skin of the inferior part of the
neck:
Cleido-trachealis.
To control the skin in the shoulder region:
Dermo-spinalis.
To cause the feathers of the back to lie close to the skin:
Dermo-iliacus.
To depress the humeral region:
Dermo-ulnaris.
To close the jaw:
Temporalis,
Pterygoideus internus,
Pterygoideus externus,
Masseter.
To open the jaw:
Biventer maxilla,
Entotympanic.
To raise the trachea and hyoid apparatus:
Digastricus.
To elevate the tongue:
Mylo-hyoideus.
To pull the tongue to one side:
Singly[5]—
Cerato-hyoideus,
Stylo-hyoideus.
Alone when the larynx is fixed—
Sterno-hyoideus.
Those which protrude the tongue from the mouth:
Together—
Cerato-hyoideus,
Genio-hyoideus.
To aid in deglutition:
When the base of the tongue is fixed—
Sterno-hyoideus.
To depress the tongue:
Together—
Sterno-hyoideus.
To depress the tip of the tongue and elevate the base:
Depressor glottis.
To elevate the hyoid arches:
Cerato-glossus.
To extend the head:
Complexus,
Rectus capitis anticus minor.
To flex the head upon the neck:
Flexor capitis inferior.
To extend the head on the neck and elevate the neck:
Biventer cervicis.
To raise the neck upward:
Longus colli posticus.
To flex each vertebra on the preceding or succeeding laterally:
Obliquus colli,
Intertransversales.
To pull the neck downward:
Longus colli anterior.
To pull the head downward:
Together—
Rectus capitis lateralis,
Trachelo-mastoideus.
To pull the head downward and to one side:
Singly—
Rectus capitis lateralis,
Trachelo-mastoideus.
To approximate the spinous processes of the vertebræ:
Interspinales.
To approximate the vertebræ in a supero-lateral direction:
Interarticulares.
To flex the vertebræ supero-laterally:
Obliquo-transversales.
To extend the neck:
 Together when the first rib is fixed—
Scalenus medius.
To close the glottis:
Constrictor glottidis.
To open the glottis:
Thyreo-arytenoideus.
To approximate the tracheal rings:
Tracheo-lateralis.
To tense the inferior larynx:
Broncho-trachealis posticus,
Broncho-trachealis anticus,
Broncho-trachealis brevis,
Bronchialis posticus,
Bronchialis anticus.
To relax the inferior larynx:
Sterno-trachealis.
To aid in respiration:
When the first rib is fixed—
Intercostales.
When wing is fixed—
Latissimus dorsi,
Dermo-cleido dorsalis.
When the scapula is fixed—
Serratus magnus anticus,
Serratus parvus anticus,
Thoraco-scapularis,
Levatores costarum,
Appendico-costales,
Triangularis sterni.
To flex the shoulder-joint:
Latissimus dorsi.
To elevate the humerus:
Latissimus dorsi.
To draw the scapula forward:
Trapezius,
Rhomboideus.
To close the wing:
Teres et infraspinatus.
To extend the humerus:
 Coraco-humeralis,
Scapulo-humeralis.
To pull the humerus upward and backward:
When the scapula is fixed—
Supraspinatus.
To pull the coracoid outward:
Subclavius.
To depress the wing:
Coraco-brachialis.
To depress the scapula:
When the ribs are fixed—
Thoraco-scapularis.
To rotate the humerus:
Subscapularis.
To flex the forearm:
Pronator brevis,
Biceps,
Brachialis anticus,
Anconeus,
Tensor patagii longus,
Tensor patagii brevis.
To extend the arm:
Deltoid.
To extend the antibrachial region:
Triceps.
To raise and to draw the hand forward:
Extensor metacarpi radialis longior.
To extend the digit:
Extensor indicis longus,
Extensor digitorum communis,
Extensor proprius pollicis,
Interosseous dorsalis.
To supinate the radial region:
Supinator brevis.
To flex the hand:
Flexor metacarpi radialis.
To pronate the forearm:
Pronator brevis,
Pronator longus.
To extend the hand on the forearm:
Extensor ossis metacarpi pollicis.
To flex the digit:
Flexor minimi digiti,
Flexor digitorum sublimis,
Flexor brevis pollicis,
Flexor digitorum profundus,
Interosseous palmaris.
To flex the hand upon the forearm:
Flexor carpi ulnaris,
Flexor carpi ulnaris brevior.
To rotate the hand toward the body:
Flexor carpi ulnaris brevior.
To abduct the digits:
Abductor minimi digiti.
To flex the metacarpus:
Flexor metacarpi brevis.
To extend the leg:
Sartorius.
To adduct the thigh:
Sartorius,
Adductor longus,
Adductor magnus.
To abduct the thigh:
Gluteus primus,
Gluteus medius,
Gluteus minimus.
To pull the thigh forward:
Gluteus minimus,
Gluteus medius.
To extend the leg upon the thigh:
Extensor femoris,
Vastus internus.
To extend the leg upon the knee:
Vastus internus.
To flex the leg upon the thigh:
Biceps flexor cruris,
Semitendinosus,
Semitendinosus accessorius,
 Semimembranosus.
To pull the tail down and to one side:
Femoro-caudal.
To pull the head of the femur backward:
Obturator externus.
To act as a posterior stay to the head of the femur:
Obturator internus.
To pull the pelvis forward and to steady it on the head of the
femur:
Gemellus,
Obturator internus,
Obturator externus.
To extend the metatarsus on the tibia:
Gastrocnemius,
Soleus,
Tibialis posticus.
To flex the toes:
Peroneus longus,
Flexor perforatus medius primus pedis,
Flexor perforatus indicis secundus pedis,
Flexor perforatus medius secundus pedis,
Flexor perforatus indicis primus pedis,
Flexor perforans digitorum profundus,
Flexor longus hallucis,
Flexor perforatus annularis primus pedis.
To flex the metatarsus on the tibia:
Tibialis anticus.
To extend the toes:
Extensor longus digitorum,
Extensor hallucis brevis.
To flex the back laterally and to aid in raising the body.
Sacro-lumbalis,
Longissimus dorsi.
To elevate the tail:
Levator coccygis,
Levator caudæ.
To depress the tail:
Depressor caudæ,
Infracoccygis.
 Together—
Depressor coccygis,
Lateralis caudæ.
To pull the tail downward and to one side:
Singly—
Lateralis coccygis.
Depressor coccygis,
Lateralis caudæ.
To close the eyelids:
Orbicularis palpebrarum.
To raise the superior eyelid:
Levator palpebræ superioris.
To pull the lower eyelid downward:
Depressor palpebræ inferioris.
To pull the membrana nictitans over the eyeball:
Quadratus nictitans,
Pyramidalis nictitans.
To rotate the eyeball:
Obliquus superior,
Obliquus inferior.
To pull the eyeball upward:
Rectus superior.
To pull the eyeball downward:
Rectus inferior.
To pull the eyeball outward:
Rectus externus.
To pull the eyeball inward:
Rectus internus.
To tense the ear drum:
Tensor tympani.
To relax the ear drum:
Circumconcha.
To depress the humerus:
Pectoralis major.
To raise the humerus:
Pectoralis secundus,
Pectoralis tertius.
 5. Muscles are arranged in pairs. Singly means one muscle acting alone, i.e., without its
fellow; together means acting both at the same time.
 SPLANCHNOLOGY

The Digestive Apparatus.—This apparatus, apparatus

digestorius, consists of the organs directly concerned in the reception
of food, in its passage through the body, and in the expulsion of the
unabsorbed portion. For convenience, these organs are grouped as
follows: the alimentary canal and the accessory organs.
The alimentary canal is a tube which extends from the mouth to
the anus. It has a complete lining of mucous membrane, external to
which is an almost continuous muscular coat. The abdominal portion
of the tube is largely covered with a serous membrane, the visceral
peritoneum. The canal consists of the following consecutive
segments: mouth, pharynx, first portion of the esophagus, crop,
second portion of the esophagus, proventriculus, gizzard, small
intestine, large intestine, and cloaca.
The accessory organs are beak, tongue, salivary glands, liver, and
pancreas.
The Mouth (Fig. 27).—The distinctive character of the mouth of
the fowl consists, in the absence of lips and teeth and instead of jaw
bones of other animals, of a beak. The edge of the beak is covered by
a horn-like gum. The shape of the beak differs in the various classes
of birds. In the chicken the beak is short, strong, thick, and pointed;
in palmipeds it is flattened. The upper mandible extends out over the
lower mandible. The outer portion of the upper and the lower beaks
is covered by a horny sheath. There is no velum, and the mouth
cavity is extended rather continuously into the pharynx (Fig. 27, No.
4). The posterior cross bar of the hard palate (Fig. 27, No. 5), which
possesses a row of filiform papillæ projecting backward, marks the
upper boundary line of the mouth; while the posterior end of the
tongue (Fig. 27, No. 6), likewise with a row of filiform papillæ, marks
its lower boundary line.
Parts of the Mouth.—The mouth of fowls is divided into an upper
and a lower half. The upper half is divided into an anterior and a
posterior part.
The anterior part extends from the anterior tip of the beak to the
posterior nares. It is further divided into an outer hard part and an
inner soft part. The outer part is covered by epithelium which may be
considered as a continuation from the upper outer portion of the
beak. A portion of this is cornified. The inner part is covered by a
mucous membrane containing mucous glands, nerves, and blood-
vessels.
In the posterior part of the upper half of the mouth, are situated
the posterior nares (Fig. 27, No. 10) which appear as a longitudinal
slit in the center of the hard palate. There is also found in this part a
furrow which contains the opening of the Eustachian tubes, or tubæ
auditivæ. There are also two ridges near the same posterior part in
which are red and white papillæ, which may appear in rows, and
which contain mucous glands.

F . 27.—Mouth and pharynx of a

cock laid open. 1, Eye. 2, Edge of
beak covered with a horn-like gum.
3, Tongue. 4, Pharynx. 5, Posterior
cross bar of hard palate. 6, Posterior
end of tongue. 7, Anterior end of
esophagus. 8, Phrenum. 9, Palatal
papillaries. 10, Posterior nares.
 The lower half of the mouth lies between the lower jaw bones and
the walls of the mouth cavity. The tongue is attached here by means
of the phrenum (Fig. 27, No. 8). This half of the mouth forms a
pocket-like structure which aids in taking up the food.
The mouth cavity is lined with stratified squamous epithelium,
continuous with that of the pharynx and the esophagus. Taste buds
are located in the mucous membrane of the mouth.
 F . 28.—Various anatomical parts of the fowl.

C. A section through the nasal region of the fowl. 1, Nasal passages

showing the turbinated bones dividing the nasal passage into the
superior, middle and inferior meati. 2, The infraorbital sinus. 3, The hard
palate.

D. Herbst’s touch corpuscle from the beak of a quail.

E. A vertical section through the ductus cochlearis of a pigeon. 1, A blood-

vessel. 2, The periosteum. 3, The bony structure. 4, The vascular
integument. 5. The scala vestibuli. 6, The inner hyaline cylindrical cells. 7,
The membrana tectoria. 8, The papilla acustica basilaris. 9, The
membrana basilaris. 10, The scala tympani. 11, The ganglion of the
cochlear nerve in the ramus basilaris. 12, The periosteum (Gadow).

F. A corpuscle of the soft papilla of a duck’s tongue.

J. A transverse section through a feather papilla. 1, The pulp. 2, The

malpighian layer. 3, The corium. 4, The stratum corneum of the papilla.
5, The malpighian cell group of the main shaft. 6, The horny sheath.

In many water fowls, as geese and ducks, the gum edge of the
mandible has grooves extending crosswise, in which are numerous
terminals of the trigeminus nerve arranged as taste organs (Fig. 29,
G and Fig. 28, D and F). In many birds of prey and in water birds,
e.g., the goose and the duck, there is found at the base of the beak, a
very thin, nervous or sensitive skin, waxy in appearance, called the
ceroma.
F . 29.—Various anatomical parts
of the fowl.

A. 1, The superior semicircular

canal. 2, The vestibular nerve. 3, The
meatus auditorius internus—the
entrance of the auditory nerve. 4,
The entrance of the cochlear nerve.
5, Posterior semicircular canal. 6,
The ampulla.

B. Side papilla of the tongue. 1 and

2, Papillæ showing a fibrous central
core supporting blood-vessels and
nerves. 3, The basement membrane
consisting of connective tissue.

G. Herbst’s corpuscle of the tongue

of a duck, showing the capsule,
lamella and around the nerve zone,
numerous round bodies arranged in
two rows.
 H. From the cristæ acoustica of the
ampulla of the dove. A, A vertical
section with isolated fiber cells. 1
and 2, The nerve fibers. 3, The hair
cells.

I. A longitudinal section through a

feather papilla showing a young
feather. 1, The developing feather. 2,
The horny sheath. 3, The epithelium.
4, Stratum corneum. 5, Stratum
malpighi. 6, Corium. 7, Malpighian
cell group of the follicle.

The Hard Palate.—The hard palate, palatum durum, forming the

roof of the mouth has for its boundaries the beak anteriorly, the
mandibular arches laterally, and the pharynx posteriorly. It has four
or five transverse bars, projecting posteriorly from each of which is a
row of filiform papillæ (Figs. 27 and 29).

F . 30.—A section through the wall

of the crop of a hen. 1, The outer
muscular layer showing longitudinal
fibers. 2, The inner muscular layer
showing the sectioned ends of the
bundles of muscle fibers. 3,
Stratified squamous epithelium. 4,
The outer surface or lumen of a fold.
5, The stroma, muscularis mucosa,
and submucosa.
 The beak (Fig. 4, No. 1) with little if any aid from the tongue, is the
prehensile organ.
The Tongue (Fig. 27, No. 3). Location.—The tongue (lingua) of
the fowl is situated in the floor of the mouth between the rami of the
lower mandible, and is slung to the cranium by the cerato-branchial
element of the os hyoideum (Fig. 18, No. 2).
Shape.—The tongue, is pointed in front and wide behind, shaped
like an Indian arrow-head, and is supported by the bony and
cartilaginous hyoid apparatus (Fig. 9, A).

F . 31.—The visceral organs of the

hen. 1, Tongue. 2, Larynx. 3, Glottis.
4, First portion of the esophagus. 5,
Crop. 6, Second portion of the
esophagus. 7, Proventriculus. 8,
Duodenum. 9, Free or floating
portion of the small intestine. 10,
Mesentery supporting the free
portion of the small intestine. 11,
Cæca. 12, Rectum or large intestine.
13, Cloaca. 14, Anus. 15, Liver. 16,
Gall-bladder. 17, Pancreas. 18,
Gizzard. 19, Trachea. 20, Lungs. 21,
Spleen.