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Anatomy and Physiology of Speech and Hearing 1st Edition, (Ebook PDF) full chapter instant download
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Preface
Anatomy and Physiology of Speech and Hearing serves an important need in
the training of students in the field of communication sciences and disorders.
The Council for Clinical Certification in Audiology and Speech-Language
Pathology (CFCC) is a semi-autonomous credentialing body of the
American-Speech-Language-Hearing Association. The CFCC establishes
standards for obtaining the Certificate of Clinical Competence (CCC) in
Audiology and Speech-Language Pathology. CFCC certification standards
require that applicants for the CCC have knowledge of the biological and
physical sciences. This includes biology, human anatomy and physiology,
neuroanatomy, neurophysiology, human genetics, physics, and chemistry.
Students should also have knowledge of basic human communication and
swallowing, including the underlying biological, neurological, and
developmental bases of speech, language, swallowing, hearing and balance
disorders. Anatomy and Physiology of Speech and Hearing is the most
contemporary title on the market, unrivaled in its coverage of anatomy and
physiology, including recent advances in the understanding of basic cell
functions, biological control systems, and coordinated body functions.
Careful attention is given to detail and in the consistency and presentation
of information throughout the title to maximize learning. Anatomy and
Physiology of Speech and Hearing contains expertly written chapters that
make anatomical and physiological concepts readily accessible to even the
novice reader. Illustrations are beautifully prepared, and each contributor
ensures that the subject matter is accessible, straightforward, and easy to
understand. This book incorporates the latest developments in the biological
underpinnings of respiration, phonation, articulation, hearing, swallowing,
and balance function and dismisses many common misconceptions that have
permeated the field of communication sciences and disorders over the years,
replacing them with the most accurate and contemporary account available in
the literature. This book sets the standard for what future titles that teach
communication sciences and disorders students will look like.
FEATURES: The following features make the content of each chapter
readily accessible to students.
Structures of larynx (posterior view). From Gilroy A, MacPherson BR, Atlas of Anatomy.
Thieme 2012. Illustration by Markus Voll.
Acknowledgments
The authors of each chapter are owed a debt of gratitude. Not simply for
creating an invaluable resource for the field, but also for displaying
collegiality and an esprit de corps throughout all stages of manuscript
preparation. The editors also wish to thank Thieme Medical Publishers, Inc.
for believing in this project from the beginning, and allowing us to create a
one-of-a-kind resource that will be used to prepare communication sciences
and disorders trainees for many years to come.
Contributors
Elizabeth Meztista Adams, PhD
Department Chair and Associate Professor
Department of Speech Pathology and Audiology
University of South Alabama
Mobile, Alabama, USA
Steven L. Goudy, MD
Associate Professor
Director of Pediatric Otolaryngology
Department of Otolaryngology
Emory University
Atlanta, Georgia, USA
Christen Lennon, MD
Department of Otolaryngology–Head and Neck Surgery
Vanderbilt University Medical Center
Nashville, Tennessee, USA
■ Learning Objectives
• Define and differentiate common terms used in the study of anatomy and
physiology
• Understand the functions of the basic tissue and joint types in the human
body
• Describe the general functions of the body systems supporting speech,
language, swallowing, hearing, balance, and related functions
■ Introduction
The study of human anatomy and physiology provides an important
foundation for the speech-language pathologist and audiologist. The basic
concepts of anatomy and physiology serve as the essential framework upon
which to build an understanding of a variety of human activities. Students
approaching the study of anatomy and physiology for the first time are often
overwhelmed by the new terminology. Students will encounter many prefixes
and suffixes that are used throughout the practice of medicine and related
healthcare fields. Many of these roots are Latin or Greek in origin. For
example, the prefix “a-” or “an-” is from a Greek word meaning “not” or
“without.” You may have encountered this prefix in the words atypical
(meaning not typical) or anaerobic (meaning without oxygen). An
understanding of prefixes and suffixes will facilitate your learning of the
material and increase the relevance of these terms to the practice of speech-
language pathology and audiology.
A strong foundation in anatomy also provides important information
about how the body works. Take the stylohyoid muscle as an example. Its
name can be broken down into its component parts: stylo- (referencing the
styloid process of the temporal bone) and hyoid (referencing the U-shaped
bone above the larynx). The stylohyoid muscle spans the distance between
the two structures. Knowing that striated skeletal muscles contract when
stimulated, you can deduce that stimulation of this muscle draws the hyoid
bone closer to the styloid process. An understanding of where the structures
are located then provides information about function, which is to move the
hyoid backward (posteriorly) toward the styloid. Although some exceptions
to this general rule exist, a basic understanding of the general principles that
underlie physiological function will provide a solid foundation upon which to
build a conceptual framework.
To facilitate learning, students are encouraged to read assigned materials
prior to class and to make purposeful notes in the margins of this text or on
study cards. This preparation will allow you to more fully engage in lectures
and acquire a deeper understanding of the concepts discussed during class.
Consider incorporating a variety of cognitive and physical modalities in your
learning. Practice drawing and labeling structures or manipulating them
mentally to visualize them from different angles. Recite unfamiliar words
aloud and practice their pronunciation. Explore topics of interest by accessing
the supplemental materials referenced at the end of each chapter. Use the
study questions at the end of each chapter to prepare for exams. These
techniques will actively involve and engage aspects of your working memory
and help you to organize and store information in your long-term memory for
later retrieval (e.g., on an exam or when working with a patient). Mnemonic
memory aids (e.g., acronyms or clever phrases) may also be helpful.
This text utilizes a variety of techniques to teach students keys to
anatomical exploration and related physiology. The major anatomical
systems are presented to familiarize students with the entire body. Glossary
terms are bolded throughout the text, and definitions can be found within
each chapter and at the end of the book. In addition, each chapter includes
clinically relevant text boxes to increase the relevance of key concepts to
clinical practice. Finally, a list of suggested readings in each chapter will
guide the interested student to more information on the topics in the chapter.
Now that we have set the stage for your exploration of anatomy and
physiology, let’s begin. Simply stated, anatomy is the study of the structure
of an organism. Gross anatomy consists of what can be inspected with the
naked eye, such as what might occur in a cadaver lab. Physiology explores
the functions of structures in a living organism. Together, the study of
anatomy and physiology explores the structure and function of a living
organism in terms of its parts and the organism as a whole. Pathology is the
study of diseases and the structural and functional changes that affect an
organism. This text provides a solid foundation in anatomy and physiology
relevant to the practice of speech-language pathology and audiology.
Terms of Orientation
Used as a reference to describe various body parts relative to one another, the
standard posture when in the anatomic position is with your full body
standing straight, with the face directed forward, the arms hanging down at
your sides with your palms facing forward, fingers pointing straight down,
and the knees facing forward with the feet slightly apart and pointed forward.
Anatomic position is important as it is the assumed position of reference
when using directional terms to describe position or direction of body
structures. Anatomic position is shown in Fig. 1.1.
Fig. 1.1 Anatomic position. Anterior view. From Schünke M, Schulte E, Schumacher U,
THIEME Atlas of Anatomy, General Anatomy and Musculoskeletal System. Thieme 2014.
Illustration by Markus Voll.
Just as the directional terms north, east, south, and west serve as a
reference on a compass (or GPS system), directional terms are commonly
used to orient to a specific area of the body. Perhaps the most commonly used
terms are superior, inferior, anterior, and posterior. These terms tell you the
position of a point of interest in the body relative to some other body part.
When something is superior, it is above or higher than another structure;
when inferior, it is below or under; when anterior, it is in front; and when
posterior, it is behind or in back of another structure (see Fig. 1.1). For
example, the head is superior to the neck, the ankle is inferior to the knee, the
spine is posterior to the heart, and the sternum (breastbone) is anterior to the
spine.
Other commonly used directional terms include dorsal, ventral, rostral,
caudal, superficial, and deep. Dorsal refers to the posterior surface (as in a
dolphin’s dorsal fin) and ventral refers to the anterior surface (toward the
belly). Rostral means toward the nose, while caudal indicates toward the
tail. (A speaker’s platform is called a rostrum after the Rostra in the ancient
Roman Forum, which was decorated with the rams from the bow ends of
captured warships.) The term superficial indicates toward the surface, while
deep references away from a surface. Putting it into practice, you could say
that the heart is deep to the rib cage and your skin is superficial to your
bones.
The terms proximal, distal, medial, and lateral are used to describe the
position of a structure relative to the central part of the body (Fig. 1.1). When
something is proximal to another structure, it is nearer to the trunk (the
shoulder is proximal to the elbow). Conversely, distal indicates that
something is further from the trunk (the elbow is distal to the shoulder). The
term medial indicates that a structure is toward the middle, whereas lateral is
used to indicate toward the side. For example, the lungs are lateral to the
heart and the heart is medial to the lungs.
You should also become familiar with the terms ipsilateral and
contralateral. You just learned that lateral (the root word in both terms)
means side. Considering that ipsi- means same, ipsilateral means “on the
same side.” For example, the left arm and left leg are ipsilateral to one
another; they are on the same side of the body. The prefix contra- means
against or in opposition to. When contra- is paired with lateral, they give the
meaning opposite side for the word contralateral. Your ears are on
contralateral sides of your head. Combining these ideas and putting them into
practice, we might say that the right arm is ipsilateral to the right leg and
contralateral to the left arm. See Table 1.2 for a summary of directional
terms.
Anatomic Planes
A body part, such as the brain, may be imaged or dissected for many reasons,
including the need to make a diagnosis (e.g., stroke), to observe changes
during and/or after treatment, or to increase our knowledge of its internal
structure. When referring to the sectioned body part, medical professionals
use terms to orient observers to the surface or plane being viewed (Fig. 1.2).
In human anatomy, the three basic planes are sagittal, coronal, and transverse.
A sagittal plane divides the body or structure into left and right parts. If it
divides the body equally into left and right parts, it may be called a
midsagittal plane; else it is parasagittal. A coronal (or frontal) plane
divides the body into front and back (anterior and posterior) parts. A
transverse (also called horizontal, axial, or transaxial) plane divides the
body into top and bottom (superior and inferior) parts.
Fig. 1.2 Cardinal planes and axes: neutral position, left anterolateral view. From Schünke M,
Schulte E, Schumacher U, THIEME Atlas of Anatomy, General Anatomy and Musculoskeletal
System. Thieme 2014. Illustration by Markus Voll.
Skull
Composed of 22 bones, the human skull serves several important purposes,
including housing and protecting the brain and organs of equilibrium,
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BOOK XXII.
A.D. 1686-1688.
This was not the only ominous circumstance which preceded the
meeting of parliament. Another took place at the same time, which
bore more immediately upon the grand question that was to come
under their consideration, and for which they had especially been
called together—the recantation of Sir Robert Sibbald, M.D. This
celebrated antiquarian, who lived in a course of philosophical virtue,
but in great doubts of revealed religion, had been prevailed upon by
the Earl of Perth to turn papist, in order to find that certainty which he
could not find upon his own principles. But he was ashamed of his
conduct almost as soon as he had made his compliance, went to
London, and for some months retired from all company. There, after
close application to study, he came to be so convinced of the errors
of popery, that he returned to Scotland some weeks before the
parliament met, and could not be easy in his own mind till he made a
public recantation. The Bishop of Edinburgh was so much a courtier,
that, apprehending many might go to hear it, and that it might be
offensive to the court, he sent him to do it in a church in the country;
but the recantation of so learned a man, after so much studious
inquiry, had a powerful effect.
Fining, that lucrative branch of persecution, though still a favourite,
began now to descend to the humbler classes of consistent
Presbyterians; for the chief gentlemen and heritors among them
were either dead, forfeited, or in exile; yet the gleanings were by no
means despicable, and far from being so regarded by some of the
under-hirelings of government. In the parish of Calder, John
Donaldson, portioner, was fined £200 for a prayer-meeting held at
his house on a Lord’s day; John Baxter, £40; Walter Donaldson, for
his wife being present, £36; with several others in smaller sums,
making in all £816. 16s. Scots. William Stirling, bailie-depute of the
regality of Glasgow, who imposed these fines, received a gift of them
for his zeal and exertions.[165]
165. While the rulers were plundering the best in the land, solely because they
were the best, they were no less anxious to protect those who were at least
not the most worthy; but they were their own minions. The universal
profligacy of manners which had been introduced at the Restoration, appears
to have been followed by its natural consequence, an almost universal
bankruptcy; for, when those who had wasted their substance in riotous living
could no longer supply their waste by the plunder of the persecuted
Presbyterians, they supported themselves for a while by the scarcely less
dishonourable shift of living upon their creditors; then failing, and throwing
themselves upon the crown. Fountainhall notices some such circumstances
as mere matters of course:—“Provost George Drummond,” says he, “turnes
bankrupt, as alsoe George Drummond, town-treasurer, [and] Drummond of
Carlourie; and the Chancellor gets protections to them all, and to Skene of
Hallyards in Louthian, and John Johnstoun of Poltoun;” and he adds, in the
same business-like style, “William Seaton, in the life-guards, gets a gift of
5000 merks he had discovered resting to Argyle.”
167. The methods of solicitation to obtain consent to this act were very strange
and extraordinary. The laying aside of men from their places, who could have
no interest but serving their consciences—commanding Mar, Ross, Kilsyth,
Sir John Dalziel, &c. to their charges, but they offered to give up their
commissions—the imprisoning my two servants, I being a member of
parliament—the importunities used by Sir William Paterson and others in
concussing members of parliament—their dealing with members not clear to
stay away or go home, and then prolonging the meeting to weary out the
poorer sort, who had exhausted both their money and credit—and lastly, the
letters were one post all broken up and searched, to see if any
correspondence or intelligence could be discovered between Scotland and
England.—Fountainhall’s Decis. vol. i. p. 419.—The burrows, because they
were obstinate against the court party, could justly expect no favour. They
never were so unanimous in any parliament as in this, but formerly
depending on noblemen: and therefore some called this an independent
parliament.—Ib. p. 418.
Defeated in parliament, contrary to all expectation, James
determined to carry through his favourite project by the power of his
prerogative. First, he re-modelled his privy council, turning out the
most stubborn opponents, as the Earls of Mar, Lothian, and
Dumfries, with other decided Protestants, and introducing the Duke
of Gordon, the Earls of Traquair and Seaforth, and other papists in
their room, dispensing, by his own absolute authority, with their
taking the test. To them he most undisguisedly communicated his
royal intentions in the plainest language of tyrannical assumption:
—“It was not any doubt We had of our power in putting a stop to the
unreasonable severities of the acts of parliament against those of the
Roman Catholic religion, that made us bring in Our designs to our
parliament, but to give our loyal subjects a new opportunity of
showing their duty to Us, in which we promised ourselves their
hearty and dutiful concurrence, as what was founded on that solid
justice we are resolved to distribute to all, and consequently to our
Catholic subjects. And to the end the Catholic worship may, with the
more decency and security, be exercised in Edinburgh, we have
thought fit to establish our chapel within our palace of Holyrood-
house, and to appoint a number of chaplains and others whom we
require you to have in your special protection and care. You are
likewise to take care that there be no preachers nor others suffered
to insinuate to the people any fears or jealousies, as if we intended
to make any violent alteration; and if any shall be so bold, you are to
punish them accordingly; for it is far from our thoughts to use any
violence in matters of conscience, consistent with our authority and
the peace of our ancient kingdom.”
Still Mr Renwick was the Mordecai in the gate. He kept the fields,
and continued to pursue his course steadfastly, notwithstanding the
calumnies to which he was exposed, and the opposition he met with
from several of the other persecuted ministers, and the dissensions
among some who attended his ministry. About the end of the year,
as he was preaching through Galloway, a protestation was
presented to him by William M’Hutchison, in the name of all the
professors between the rivers Dee and Cree, lamenting the woful
effects of their divisions, and the adherence of so many to him
without the consent and approbation of the remnant of godly and
faithful ministers, and referring and submitting themselves in all
these to an assembly of faithful ministers and elders. He retorted,
“The divisions had arisen from those Presbyterian ministers who
changed their commission and exercised their ministry under this
abjured antichristian prelacy: from others, who took a new holding of
their ministry from an arrogated headship over the church, by
accepting indulgences, warrants, and restrictions from the usurper of
their Master’s crown: from others, who have been unfaithful in not
applying their doctrine against the prevailing sins of our day: from
others, who have satisfied themselves to lie by from the exercise of
their ministry, and desisted from the work of the Lord, and that when
his vineyard stood most in need: and, he adds, from others, who
have carried on or countenanced hotch-potch confederacies with
malignants, and sectaries, and temporizing compilers.”[168] But he
was strengthened and comforted by the accession of two efficient
coadjutors in his work—Mr David Houston from Ireland, and
Alexander Shiels, who had escaped from the Bass, where he had
been a considerable time confined. On the 9th of December, a
proclamation was issued, offering a reward of £100 sterling to any
who should bring him in dead or alive. In the end of the month, David
Steil, in the parish of Lesmahago, was surprised in the fields by
Lieutenant Crichton; and after he had surrendered upon promise of
safety, was barbarously shot.
168. This last accusation seems rather strained, as at this time there were no
sectaries visible in Scotland, except Quakers or Gibbites, with neither of
whom did the indulged confederate. In England and upon the borders, it is
true, the good persecuted ministers united together, without much regard to
church government, which the state of the times did not permit being very
strictly observed among the sufferers, who appear to have practically
adopted the general principle of the people judging of the character and
qualifications of the ministers they heard, and of the consistent conduct of
those with whom they held communion.—vide Memoirs of Veitch and
Brysson.