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My Courses --> HNC 310 --> EXAM SCHEDULE and GRADING print contact faculty contact tech |

Pathology - Module 1: Introduction to the course - Unit 1: Course Requirements - Item Number: 1

Lecture | Title: | EXAM SCHEDULE and GRADING |

Fall 2013 EXAM SCHEDULE Dates | | Percent of Grade | August 25, 2014 | Course begins | | September 18, 2014 | Exam 1 | 25% | October 16, 2014 | Exam 2 | 25% | November 13, 2014 | Exam 3 | 25% | December 11, 2014 | Exam 4 | 25% | A final average grade of C+ or better (a numerical grade of 74 or higher) is required to pass this course.

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My Courses --> HNC 310 --> CELL PATHOLOGY print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit Number: 1

Unit Title: CELL PATHOLOGY

Unit Objectives
After reading this chapter, viewing the PowerPoint presentation and the accompanying lecture notes, and completing the study activities, the student will be able to: 1. Describe the normal structure and function of the cell. 2. Discuss the adaptive structural and functional changes that occur in cells as a result of changes in homeostasis. 3. Explain the adaptive structural and functional changes associated with atrophy, hypertrophy, hyperplasia, metaplasia, and dysplasia. 4. Identify disease processes or pathologies that may result in cell atrophy, hypertrophy, hyperplasia, metaplasia, and dysplasia. 5. Cite three sources of cellular accumulations 6. List five causes of cell injury. 7. Identify four mechanisms of cell injury. 8. Discuss cellular aging. 9. Compare the two forms of cell death: necrosis and apoptosis
10. Identify three types of gangrene
Required reading: Chapter 5 of text - Cellular Adaptation, Injury, and Death (pgs. 101 - 116) and all accompanying lecture notes and web links
Recommended Reading : Chapter 4 of text - Cell and Tissue Characteristices (pgs. 64 - 99) if you need a review of normal cell and tissue physiology
Developed 2/13 - K. Gambino Revised 7/14 K. Gambino All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Chapter 5 of text - Cellular Adaptation, Injury, and Death (pgs. 101 - 117) of text print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 1: CELL PATHOLOGY - Item Number: 1

Required Reading Title: | Chapter 5 of text - Cellular Adaptation, Injury, and Death (pgs. 101 - 117) of text | | Required Text: | Grossman, S.C. & Porth, C.M. (2014). Pathophysiology Concepts of Altered Health States (9th ed). Philadelphia: Lippincott. | Pages/Chapters: | Chapter 5 of text - Cellular Adaptation, Injury, and Death (pgs. 101 - 117) of text |
Assignment:
Required reading: Chapter 5 of text - Cellular Adaptation, Injury, and Death (pgs. 101 - 116) and all accompanying lecture notes, SB Captures, Powerpoints, and web links
Recommended Reading : Chapter 4 of text - Cell and Tissue Characteristices (pgs. 64 - 99) if you need a review of normal cell and tissue physiology
Please take notes on any lecture, SB Capture, PowerPoints and web links as you would in an on-site course.
Developed 2/13 - K. Gambino Revised 7/14 K. Gambino All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Additional Information about Cellular Aspects of Disease print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 1: CELL PATHOLOGY - Item Number: 2

Lecture | Title: | Additional Information about Cellular Aspects of Disease |

Addtional information about Cellular Aspects of Disease
Cells adapt to their environment to escape and protect themselves from injury. An adapted cell is neither normal or injured. Its condition lies somewhere between the two. Cellular adaptations are a common and central part of many diseases. In the early stages of successful adaptive response, cells may have enhanced function. During this time it is difficult to determin if the response is pathologic or an extreme adaptation. Some of the most significant adaptations in cells are atrophy, hypertrophy, hyperplasia, and metaplasia. Cellular injury occurs when the cell is unable to maintain homeostasis, a normal or adaptive steady state, in the face of injurious stimuli. Injurious stimuli may include chemical agents, a lack of sufficient oxygen, infectious agents, physical and/or mechanical factors, immunologic reactions, genetic factors and nutritional imbalances.
Hypoxia is the single most common cause of cellular injury. It can result from decreased amounts of oxygen in the air, a loss of hemoglobin or hemoglobin function, a decreased production of red blood cells, diseases of the respiratory and cardiovascular systems, and poisoning of the cytochromes (iron-containing proteins) within the cells. The most common cause of hypoxia however is ischemia, a decrease in oxygen to the tissues caused by constriction and/or obstruction of the blood vessels.

Chemical injury begins with a biochemical interaction between a toxic substance and the cell's plasma membrane. As a result of exposure to a chemical the cell's membrane may be damaged, leading to increased cellular permeability. Many chemical agents cause cellular injury. Poisons such as arsenic and cyanide rapidly destroy enough cells to cause the death of the individual. Chronic exposure to air pollutants, insecticides, and herbicides can also cause cellular injury. Carbon monoxide, carbon tetrachloride, and alcohol can significantly alter cellular function and injure cellular structures. Please see the chart below for additional mechanisms of injury and cellular responses. Mechanism of Injury Change in Cellular Function Disease State/Pathology Genetic factors | Alterations in the cell's nucleus and the plasma membrane's structure, shape, receptors or transport mechanisms | Sickle cell anemia, Huntington's disease, Muscular dystrophy | Nutritional imbalances | Pathophysiologic cellular effects develop when nutrients are not consumed in the diet and transported to the cells, or when excessive amounts or nutrients are consumed and transported. | Protein deficiency, protein-calorie malnutrition, glucose deficiency, hypo- or hyper-lipidemia, vitamin deficiency. | Physical agents - temperature extremes | Hypothermia from chilling or freezing of cells can result in high intracellular sodium concentrations. An abrupt drop in temp can lead to vasoconstriction and increased viscosity of blood, causing ischemia, injury, infarction, and necrosis

Hyperthermia caused by excessive heat can result in injury that varies in severity according to the nature, intensity, and extent of the heat | Frostbite

Burns and blisters | Atmospheric pressure | Tissue injury caused by compressive waves of air or fluid impinging on the body, followed by a sudden wave of decreased pressure. These changes may collapse the thorax, rupture internal organs, cause hemorrhage, CO2 and O2 may cause gas emboli and result in hypoxic injury and pain | Blast injury - air or immersion; decompression sickness (the bends) | Ionizing radiation | Any form of radiation that can remove orbital electrons from atoms. This is caused by environmental radiation. Damage generally done to DNA molecule and causes chromosomal aberrations | X-rays, gamma rays, alpha and beta particles cause skin redness, skin damage, chromosomal damage and cancer. | Illumination | Fluorescent and halogen lighting create harmful stresses; ultraviolet light has been linked to skin cancer | Eyestrain, obscured vision, cataracts, headaches, melanoma | Mechanical stresses | Injury caused by physical impact or irritation, may be overt or accumulative | Occupational hazards, such as carpal tunnel disease from computers | Noise | Acute loud noise or cumulative effects of various intensities, frequencies and duration | Hearing impairment or loss, tinnitus |

Manifestations of Cellular Injury
Cellular manifestations of cellular injury include accumulations of water, lipids, carbohydrates, glycogen, proteins, pigments, hemosiderin, bilirubin, calcium, and urate. The accumulation of these substances harm cells by crowding the organelles and by causing excessive and sometimes harmful metabolites to be produced during their catabolism. The metabolites are released into the cytoplasm or expelled into the extracellular space. Cellular swelling, the accumulation of excessive water in the cells, is caused by the failure of transport mechanisms. Cellular swelling is a sign of many types of cellular injury. Accumulations of organic substances, lipids, carbohydrates, glycogen, proteins and pigments are cause by disorders in which:
(a) cellular uptake of the substance exceeds the cell's capacity to catabolize (digest) or use it, or (b) cellular anabolism (synthesis) of the substance exceeds the cell's capacity to use or secrete it.

The accumulation of calcium salts (dystrophic calcification) is always a sign of pathologic change because it only occurs in injured or dead cells. This occurs because of the influx of extracellular calcium. It occurs in diseases as tuberculosis, hyperthyroidism, Addison disease, and renal failure. The accumulation of calcium salts can also be found in heart valves(calcification causing murmurs) and in the walls of the coronary arteries, and is associated with heart disease.
Disturbances in urate metabolism can result in hyperuricemia (high levels of uric acid in the blood) and deposits of sodium urate crystals in tissue. This causes Gout.

Systematic manifestations of cellular injury include fever, pain, increased heart rate, leukocytosis, and the presence of cellular enzymes in extracellular fluid shown by serum elevations in the blood. These enzymes include lactate dehydrogenase (LDH), creatine phosphokinase (CPK), aspartate aminotransferase (AST), serum glutamic-oxaloacetic transaminase (SGOT), alkaline phosphatase (ALP), and amylase. Lecture By: Marijean Buhse Modified: 08/29/2005,
J. Cartabuke, 12/23/2012
Revised 4/5/13 Kathleen M. Gambino, reviewed 7/14 k.gambino

All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Cell Pathology Unit Study Quiz start/continue work print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 1: CELL PATHOLOGY - Item Number: 4

Worksheet Title: | Cell Pathology Unit Study Quiz | | Collaboration: | Yes | | | Required for submission: | No | Assignment: |
Cell Pathology Unit Study Quiz - Please answer the questions below as a partial review for the unit test. This quiz is for your own review. Submission is not required. 1. What are the six typical causes of cell injury?

2. Discuss the four responses of an injured cell.
3. Define anoxia and hypoxia. Discuss the cellular response to hypoxic injury caused by ischemia.
4. Discuss the adaptive responses of cells to stress and list common examples of each atrophy hypertrophy hyperplasia metaplasia dysplasia intracellular accumulations pathological calcification
5. What is apoptosis? Differentiate between physiological and pathological apoptosis. Give examples of each.
6. Compare apoptosis with necrosis.

7. Describe three types of gangrene.

Revised 2/13- K. Gambino, reviewed 7/14 k.gambino

All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> IMMUNOPATHOLOGY print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit Number: 2

Unit Title: IMMUNOPATHOLOGY

Unit Objectives Required reading: Chapter 15 of text - DIsorders of the Immune Response (pgs. 329 - 357) and all acompanying lecture notes and web links.
Recommended Reading : Chapter 13 of text - Innate and adaptive Immunity (pgs. 276 - 304) if you need a review of the normal immune response Revised 7/14 K. Gambino All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Chapter 15 of text - Disorders of the Immune Response (pgs. 329 - 357) print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 2: IMMUNOPATHOLOGY - Item Number: 1

Required Reading Title: | Chapter 15 of text - Disorders of the Immune Response (pgs. 329 - 357) | | Required Text: | Grossman, S.C. & Porth, C.M. (2014). Pathophysiology Concepts of Altered Health States (9th ed). Philadelphia: Lippincott | Pages/Chapters: | Chapter 15 of text - Disorders of the Immune Response (pgs. 329 - 357) and all accompanying lecture notes and web links. Recommended Reading : Chapter 13 of text - Innate and adaptive Immunity (pgs. 276 - 305) if you need a review of the normal immune response |
Assignment:
Chapter 15 of text - DIsorders of the Immune Response (pgs. 329 - 357) and all accompanying lecture notes, SB Captures, Powerpoints, and web links.
Recommended Reading : Chapter 13 of text - Innate and adaptive Immunity (pgs. 276 - 304) if you need a review of the normal immune response.
Please take notes on lectures, SB Captures, PowerPoints and web links as you would during an on-site course.
Revised 7/14 K. Gambino All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> The Immune System print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 2: Immunopathy - Item Number: 2

Lecture | Title: | The Immune System |

This material may be used as supplemental reading for this unit to supplement the SB Capture.
Suggested Internet References: http://pathmicro.med.sc.edu/ghaffar/hyper00.htm LECTURE:
The body's first lines of defense are anatomic barriers: the skin and mucous membranes lining the respiratory, GI, and GU tracts. These surfaces are biochemical barriers as well. Sebaceous glands in the skin secrete antibacterial and antifungal fatty acids and lactic acid. Perspiration, tears, and saliva contain an enzyme (lysosome) that attacks the cell walls of gram positive bacteria. As a result, the surface of the skin is acidic and makes it inhospitable for most bacteria.

The immune system of the normal adult is continually challenged by substances it recognizes as foreign. These substances are called antigens. Some antigens are on infectious agents such as viruses, bacteria, fungi, or parasites. Some are on non-infectious substances from the environment such as pollens, food, and bee venoms. Others are on drugs, vaccines, transfusions, and transplanted tissues.

Leukocytes are white blood cells that are cells of the inflammatory and immune response. These cells are the most important cellular components participating in the body's defense. White blood cells are divided into three types: granulocytes, monocytes and lymphocytes.

An antigen is a molecule or molecular complex that reacts with preformed components of the immune system such as lymphocytes and antibodies. Antigenicity is the molecule's innate capacity to react with those components and is determined by the chemical structure of the antigen molecule. The portion of the molecule that is configured for recognition and binding is called the epitope. The matching portion of the receptor on the lymphocyte or antibody is referred to as the antigen binding site.

The body had the ability to recognize that a substance is foreign because of the "code" of the major proteins that are found on the surface of nearly every cell in the body. This "code" consist of the major histocompatability antigens (HLA) which are the proteins that can also distinguish each individual's tissue from the tissue of others. There are other antigens found on surfaces of erythrocytes that determine compatibility. These are known collectively as the blood group antigens, commonly grouped as the RH system, and ABO system. They determine compatibility of blood types.

The body's reaction to antigens is the immune response in which physiologic and biochemical interactions cause the maturation and activation of 2 types of lymphocytes - Tand B lymphocytes. They act in different ways to recognize and destroy specific antigens. First, they are specific so that each cell recognizes only one type of antigen. The B cells produce antibodies, which incapacitate the antigen, and the T cells attack the antigen directly. One the B and T cells have been exposed to a particular antigen, some, called memory cells, can remember the antigen and act even faster if it invades the host again. This memory process is called immunity.

Immunity is a state of protection, primarily against infectious agents, characterized by memory and specificity. The immune system has the ability to distinguish self from non self. Under normal conditions the immune system is in a state of tolerance with the host's tissues but is able to reject foreign tissues and destroy infectious agents.

The immune response is characterized by the activation of the T and B cells. T and B cells are lymphocytes. The activities of the B cells compose the humoral immune response and those of the T cells compose the cell mediated immune response. The humor al response is mediated by hormones. Under the control of hormones, the B lymphocyte precursors undergo cell division and generate receptors against all possible antigens that may be encountered in the host's adult life. A B cell develops from a stem cell and develops into a mature plasma cell capable of producing antibody against a specific antigen. Antibodies are plasma glycoproteins that can be classified by chemical structure and biologic activity such as IgG, IgM, IgA, IgE, or IgD.

Antibodies may protect the host from harmful antigens by recognizing and binding with the antigen's antigenic determinant sites. Occupied antigenic determinants on viruses and bacterial toxins cannot bind with receptors on host cells and therefore cannot have injurious effects. The protective effects of antibodies vary with the identity of the antigen. They function internally, in the blood stream and tissues, and externally in the secretions of the mucous membranes.

The T cells develop from a stem cell that matures under hormonal control in the thymus and develops into a cytotoxic T cell. This can kill target cells directly and produces lymphokines that affect other cells, especially macrophages. A T helper cell induces B cells to produce antibody and a suppressor T cell suppresses immune function. Antigens that cannot induce the immune response independently must firs interact with several populations of cells. These antigens are called haptens. They must interact with T helper cells and macrophages before inducing the immune response.

Cytokines, also known as lymphokines or monokines, are proteins or glycoproteins secreted by cells participating in the immune response. They function as messengers enabling communication between macrophages and lymphocytes. They have been called the hormones of the immune response because they bind to a specific receptor on a neighboring cell and instructs that cell to respond in a certain way.

When an antigen enters a host, it first equilibrates throughout body fluids. Eventually, antigen encounters macrophages and antigen processing occurs. One way that this encounter occurs is by the antigen circulating through the interstitial spaces in the lymph node. After the antigen is ingested by the macrophage in the lymph node, the antigen is degraded. Part is re-exposed on the plasma membrane of the macrophage which "presents" it to the T or B cells. This presentation in conjunction with HLA determinants allows the T or B cells to initiate the immune response. http://youtu.be/Non4MkYQpYA Lecture notes modified by J. Cartabuke, 12/23/2012 All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Immunology worksheet start/continue work print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 2: Immunopathy - Item Number: 4

Worksheet Title: | Immunology worksheet | | Collaboration: | Yes | | | Required for submission: | No | Assignment: |
1. Describe the common and different features of IgG, IgM, IgA, IgE, and IgD.

2. Describe the mechanisms that produce each of the four types of hypersensitivites and list common examples of each.
3. Detail the process of Graft versus Host Disease
4. Describe the pathology of Systemic Lupus Erythematosis

updated 4/13- pathology revision team, reviewed 7/14 k.gambino

All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> INFLAMMATION print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit Number: 3

Unit Title: INFLAMMATION

Unit Objectives
Unit Objectives: After reading this chapter, viewing the PowerPoint presentation and the video link, and completeing study activities the student will be able to:
• Define inflammation
• Describe the vascular changes and cellular events that occur in acute inflammation.
• List three cell-derived and two plasma-derived mediators of inflammation.
• Discuss the function of mediators of inflammation
• Compare acute and chronic inflammation.
• Identify pathogenic pathways leading to acute and chronic inflammation
• Describe the typical local and systemic symptoms of inflammation.
• Define the terms diapedesis, emigration, phagocytosis, exudate, and chemotaxis
• Compare the six forms of inflammation
• Define the terms parenchymal and stromal as they relate to tissues of an organ
• Describe healing by primary and secondary intention
• List seven factors that may delay healing
• Identify three complications of wound healing Please read Chapter 14 - Inflammation, Tissue Repair and Wound Healing (pgs 306 - 327)
Please watch the following link prior to watching the PowerPoint presentation: http://securedownload.lww.com/downloads/thePoint/9780781766166_Porth/Videos/A-AcuteInflammation.html?token=method=ExpireAbsolute;source=PT;ttl=1366250452558;hash=IkgiEQhh8nD9sTEyJY6yiw==&UserName=51415bd9-5e5f-4ea3-afcc-36af0019962b If you are unable to open this link, please see the front inside cover of your textbook to open your own account at www. thepoint.lww.com/Porth8e. Opening an account will provide you with access to the online resources available with purchase of the textbook. This video is listed under Unit V - Chapter 18 Inflammation, Tissue Repair, and Wound Healing. The video is called Concepts in Action Animations: Immune: Acute Inflammation. Developed 3/13 - K. Gambino, revised 7/14 k.gambino All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Chapter 14 - Inflammation, Tissue Repair and Wound Healing (pgs 307 - 326) & Video link print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 3: INFLAMMATION - Item Number: 1

Required Reading Title: | Chapter 14 - Inflammation, Tissue Repair and Wound Healing (pgs 307 - 326) & Video link | | Required Text: | Grossman, S.C. & Porth, C.M. (2014). Pathophysiology Concepts of Altered Health States (9th ed). Philadelphia: Lippincott. | Pages/Chapters: | Please read Chapter 14 - Inflammation, Tissue Repair and Wound Healing (pgs 307 - 326) |
Assignment:
Please read Chapter 14 - Inflammation, Tissue Repair and Wound Healing (pgs 307 - 326) and all accompanying lecture notes, SB Captures, Powerpoints, and web links.
Please watch the following link prior to watching the PowerPoint presentation: http://securedownload.lww.com/downloads/thePoint/9780781766166_Porth/Videos/A-AcuteInflammation.html?token=method=ExpireAbsolute;source=PT;ttl=1366250452558;hash=IkgiEQhh8nD9sTEyJY6yiw==&UserName=51415bd9-5e5f-4ea3-afcc-36af0019962b If you are unable to open this link, please see the front inside cover of your textbook to open your own account at www. thepoint.lww.com/Porth8e. Opening an account will provide you with access to the online resources available with purchase of the textbook. This video is listed under Unit V - Chapter 18 Inflammation, Tissue Repair, and Wound Healing. The video is called Concepts in Action Animations: Immune: Acute Inflammation.
Please take notes on all lectures, SB Capture videos, PowerPoints and web links as you would in an on-site course. All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Cellular Inflammation Unit Study Quiz start/continue work print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 3: INFLAMMATION - Item Number: 3

Worksheet Title: | Cellular Inflammation Unit Study Quiz | | Collaboration: | Yes | | | Required for submission: | No | Assignment: | Inflammation Unit Study Quiz - Please answer the questions below as a partial review for the unit test. This quiz is for your own review. Submission is not required.

1. Discuss the roles of the following cells in inflammation: a. endothelial cells b. neutrophils c. eosinophils d. basophils e. monocytes f. macrophages g. mast cells h. fibroblasts g. platelets h. lymphocytes
2. Define the terms emigration, diapedesis, chemotaxis, and phagocytosis in relationship to the process of inflammation.
3. What are the vascular changes that accompany inflammation?
4. Compare and contrast acute and chronic inflammation. Provide two examples of each.
5. Describe the functions of histamine, cytokines, bradykinins, prostaglandins, and complement system proteins in regulating the process of inflammation.
6. Compare and contrast acute and chronic inflammation. Provide two examples of each.
7. Describe the pathological alterations that occur with serous, fibrinous, purulent, ulcerative, pseudomembranous, and granulomatous inflammation and give examples of each.
8. List the signs and symptoms of localized and systemic inflammation. 9. Describe the cells that participate in wound healing.
10. Discuss the formation of granulation tissue in wound healing.
11. Compare wound healing by primary and secondary intention.
12. Identify and describe three complications of wound healing.

Revised 3/13 - K.Gambino, reviewed 7/14 k.gambino

All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> INFECTIOUS DISEASES print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit Number: 4

Unit Title: INFECTIOUS DISEASES

Unit Objectives
Read Chapters 12, 16 and 55 in Porth and all accompanying lecture notes and web links.

All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Cellular Inflammation Unit Study Quiz start/continue work print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 3: INFLAMMATION - Item Number: 3

Worksheet Title: | Cellular Inflammation Unit Study Quiz | | Collaboration: | Yes | | | Required for submission: | No | Assignment: | Inflammation Unit Study Quiz - Please answer the questions below as a partial review for the unit test. This quiz is for your own review. Submission is not required.

1. Discuss the roles of the following cells in inflammation: a. endothelial cells b. neutrophils c. eosinophils d. basophils e. monocytes f. macrophages g. mast cells h. fibroblasts g. platelets h. lymphocytes
2. Define the terms emigration, diapedesis, chemotaxis, and phagocytosis in relationship to the process of inflammation.
3. What are the vascular changes that accompany inflammation?
4. Compare and contrast acute and chronic inflammation. Provide two examples of each.
5. Describe the functions of histamine, cytokines, bradykinins, prostaglandins, and complement system proteins in regulating the process of inflammation.
6. Compare and contrast acute and chronic inflammation. Provide two examples of each.
7. Describe the pathological alterations that occur with serous, fibrinous, purulent, ulcerative, pseudomembranous, and granulomatous inflammation and give examples of each.
8. List the signs and symptoms of localized and systemic inflammation. 9. Describe the cells that participate in wound healing.
10. Discuss the formation of granulation tissue in wound healing.
11. Compare wound healing by primary and secondary intention.
12. Identify and describe three complications of wound healing.

Revised 3/13 - K.Gambino, reviewed 7/14 k.gambino

All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> INFECTIOUS DISEASES print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit Number: 4

Unit Title: INFECTIOUS DISEASES

Unit Objectives
Read Chapters 12, 16 and 55 in Porth and all accompanying lecture notes and web links.

All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Sexually Transmitted Diseases including HIV print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 4: INFECTIOUS DISEASES - Item Number: 4

Lecture | Title: | Sexually Transmitted Diseases including HIV |

This lecture may be used as supplemental material to this unit.
Additional Resources: http://www.cdcnpin.org/scripts/std/std.asp#1c http://www.cdc.gov/STD/ http://www.cdc.gov/hiv Websites accessed 5/20/13; 7/25/14 Read this lecture.
Sexually Transmitted Diseases (STD's): Please note that although there are treatments listed within the lecture it is always pertinent for the treating provider to review the current treatment guidelines by the CDC. Resistance is an ongoing problem with STD treatment regimens, the CDC monitors resistance patterns throughout the United States.

STD' s are defined as infectious or parasitic disease that are transmitted primarily through sexual contact. STD's are common in the United States and constitute a major health problem; according to the Centers for Disease Control and Prevention, Americans have a 25% lifetime risk of contracting an STD. The objective of this lecture is provide the student with an overview of the principle STD's and provide an brief overview of the drugs therapy.

Chlamydia trachomatis infections-

Is the most common cause of bacterial STD is the United States. Chlamydia can cause gential tract infections, proctitis, conjunctivitis, lymphogranuloma venereum, and neonatal ophthalmia and pneumonia.
Causative organsim: Chlamydia trachomatis * Gential Tract Infections-common; symptoms are mild, but disease is not benign; cause sterility in women; uncomplicated disease; use single dose of azithromycin or seven days of doxycycline (ofloxacin as alternative) * Infection In Pregnancy-use erythromycin for seven days; ESSENTIAL to treat male partner as well to prevent partners from re-infecting each other * Neonatal Opthalmia and Pneumonia-about one half get infection during the birth process. Infants at risk for conjunctivitis and pneumonia need systemic erythromycin. Topical erythromycin, tetracycline, or silver nitrate is also used. * Lymphogranuloma Venereum (LGV)-a unique strain of C. trachomatis. LVG is transmitted strictly through sexual contact. Common in tropical countries but does appear in the United States. Begins as a papule, spreads to lymph nodes, and drains. Treatment is usually with doxycycline. Erythromycin can be used as a substitute.
Gonoccoal Infection-

Causative organism: Neisseria gonorrhoeae (gram-negative diplococcus); usually by sexually contact. Gonorrhea can also be spread by contact with the infected exduates. Gonorrhea can also be spread through oral and anal sex. In oral sex the mouth and throat can become infected. With anal sex the rectum can become infected. Males affected with gonorrhea experience a burning sensation and pus-like discharge form the penis. Females are commonly asymptomatic. Gonorrhea can lead to sterility in females. If left untreated both sexes can get bacteremia causing cutaneous lesion, arthritis, and meningitis or endocarditis (rare). The drug of choice for gonorrhea is now ceftriaxone as a single IM dose. If the gonorrhea is disseminated the patient may require parenteral therapy. * Gonococcal Neonatal Opthalmia-acquried from the infected mother during the birthing process. The initial symptoms are conjunctivitis, then other structures become involved, which eventually can lead to blindness. Gonococcal neonatal opthalmia can be prevented by the application of a topical drug immediately post partum (erythromycin, tetracycline, or silver nitrate). * Nongonococcal Urethritis (NGU)-Can occur form multiple causative organisms; Chlamydia trachomatis, Ureaplasma urealyticum, Trichomonas vaginalis. Diagnosed by the presence of polymorphonuclear leukocytes and negative culture for N. Gonorrhoeae. NGU is especially prevalent in sexually active adolescent girls. The drug of choice is doxycycline for seven days. Erythromycin is used for pregnant women and young children. * Pelvic Inflammatory Disease PVD)-Causative organisms Neisseria gonorrhoea, Chlamydia trachomatis. PID is a syndrome that includes endometritis, pelvic peritonitis, tubo-ovarina abscess, and inflammation of the fallopian tubes. Infertility can result. Symptoms of PID include; abdominal pain, vaginal discharge, and fever. A broad spectrum antibiotic is required or combination therapy. Acute Epididymitis-Epididymitis may be acquired by sexual contact or non-sexual contact. Sexually acquired epididymitis is usually caused by Neisseria gonorrhoea and/or Chlamydia trachomatis. Symptoms include fever and pain in the back of the testicles. Treatment is with ofloxacin for 10 days.

Syphilis-Causative organism treponema pallidum. Penicillin is the drug of choice. * Characteristics- Three stages: 1. Primary (after incubation period of 1 - 4 weeks) development of a chancre. 2. Secondary (in 2 - 6 weeks after chancre with T. pallidum in blood stream and spreads) symptoms of skin lesions and flu-like symptoms. 3. Tertiary (develops 40 to 50 years later) almost any organ involved. Neurosyphilis is common. * NOTE: Infants exposed to T. pallidum in utero can be born with syphilis. Signs of congenital syphilis include sores, rhinitis, severe tenderness over bones, and deafness.

Acquired Immunodeficieny Syndrome (AIDS caused by HIV)

Before the presentation about AIDS it is important a brief discussion on viruses will be presented. This will provide a background for understanding viral replication, treatment, and why disease caused by viruses are so difficult to treat.

Viruses:

Although several antivirus drugs have been introduced in the last decade, the ability to treat viral infections remains limited. A major reason for this lack of success in the treatment of virus induced diseases resides in the process of viral replication. Viruses are obligate intracellular parasites that use the biochemical machinery of host cells to reproduce. Because viruses are obligate intracellular parasites that use the biochemical machinery of host cells to reproduce scientists have been unable to produce agents that destroy viruses without causing harm to mammalian cells. Pharmaceutically we are able to treat bacterial induced infections because bacteria differ from mammalian cells. Bacterial cells have a cell wall whereas mammalian cells do not. Capitalizing on this difference between bacterial cells and the mammalian cells scientists have been able to produce antibiotics that will disrupt cell wall synthesis (i.e., the penicillin's), hence inducing death on the bacterial cells. Because mammalian cells do not possess cell walls the host (mammalian) cell is not destroyed along with the bacteria.

Characteristics of HIV

HIV is a retrovirus. Like all other viruses, retroviruses lack the machinery needed fro self replication, and hence, are intracellular parasites. However, in contrast to other viruses, retroviruses have positive-sense single stranded RNA as thier genetic material. Accordingly, in order to replicate, retroviruses must first transcribe thier RNA into DNA. The enzyme employed for this process is viral RNA-dependent DNA polymerase, commonly known as reverse transcriptase

Target Cells

The principle cells attacked by HIV are CD-4 T cells (helper T lymphocytes). These cells are principle components of the immune system. HIV targets CD4 T cells because the CD4 proteins on the surface of theses cells provide points of attachment for HIV; without such a receptor, HIV would be unable to connect with and penetrate these cells. Once HIV has infected a CD4 T cell, the cell dies in about 1.25 days. Accordingly, as HIV kills CD4 T cells, the immune system undergoes progressive decline. As a result of immune decline, infected individuals because increasingly vulnerable to opportunistic infections, the major cause of death among individuals with AIDS. AIDS is the most severe form of HIV infection.

Replication Rate

HIV replicates rapidly during all stages of the infection. During the initial phase of infection, replication is massive. Over the next few months, as the immune system begins to attack HIV, plasma levels of HIV undergo a sharp decline. The actual rate of replication during chronic HIV infection is between 1 and 10 billion virions/day. despite this high rate of r eplication Individuals amy remain asymptomatic for about 10 years.

Mutation and Drug Resistance

HIV mutate rapidly. The reason is that HIV reverse transcriptase is an error prone enzyme. Hence, whenever the enzyme transcribes HIV RNA into single-stranded DNA and then into double stranded DNA, there is a high probability of introducing base pair errors. In fact, according to one estimate, up to 10 incorrect bases may be incorporated into HIV DNA during each round of replication. Because of these error, HIV can rapidly mutate from a drug sensitive form into a drug-resistant form. The probability of developing a drug resistance is directly related to the total viral load.

Transmission of HIV

HIV is present in all body fluids of infected individuals. Transmission is through intimate contact with blood, semen, and vaginal secretions. The disease can be transmitted through sexual contact, breast milk, transfusions, and accidental needle sticks.

Clinical Course of HIV

HIV infection follows a triphasic clinical course. The initial phase includes massive replication. During this phase 50% to 90% of the patients experience flu-like acute retroviral syndrome (fever, lymphadenopathy, pharyngitis, rash, myalgia, headache). The infected individuals immune system however soon begins to attack the HIV virus. As a result the symptoms of the acute syndrome begin to fade. Hence, the acute retroviral syndrome is often perceived as influenza, and goes unrecognized. The middle phase of HIV infection is characterized by prolonged clinical latency. Often the patients are asympotamitc. However, despite the viruses apparent dormancy the virus continues to replicate. As replication continues the immune system declines. The average duration of clinical latency is 10 years. During the late phase of HIV infection, CD4 T cells drop below a critical levels. The patient is rendered highly vulnerable to opportunistic infections and certain neoplasms (i.e., Kaposi's sarcoma).

Management of HIV infection Standard antiviral therapy is used to suppress the HIV virus. In recent years the mortality rates have been greatly reduced. ( Refer to Web Reference above for current Drug therapy http://www.who.int/hiv/topics/treatment/en/index.html Improvement with multi-drug therapy (usually a protease inhibitor plus two reverse transcriptase). When indicated agents are employed for the prevention of opportunistic infections.

A. Laboratory monitoring

Viral load (plasma HIV RNA)

CD4 T cell counts

Management of Opportunistic Infections

Advanced HIV persons are vulnerable to infections. The risk is greatest with individuals whose CD4 T cell count is < 200. * Pneumocystis carinii pneumonia (PCP)-The most common opportunistic infection and leading cause of death among those with AIDS. * Cytomegalovirus (CMV) Retinitis-one of the common complications of AIDS patients. if left untreated blindness can occur. * Mycobacterium Tuberculosis- * Toxoplasma Encephalitis * Cryptoccal Meningitis * Varicell Zoster Therapy of HIV is complex. in the summer of 1997 two agencies of the US,. government released reports related to the management of HIV infection.

* Guidelines for the Use of Antiretroviral Agents in HIV-Infected Adults and Adolescents-was prepared by the Panel on Clinical Practices for Treatment of HIV Infection * Report of the NIH Panel to Define Principles of Therapy of HIV Infection-is a companion to the first, and was sponsored by the Office of AIDS Research of the National Institutes of Health.

Both of these reports are available on the Internet: www.hivatis.org/guidelin.html.

Herpes Simplex Infections

Herpes Simplex Virus (HSV) belongs to a family of herpes viruses

* Herpes Simplex 1-usually produces oral lesions * Herpes Simplex 2-usually produces genital lesions

Genital herpes is the most common encountered cause of genital ulceration in the United States and can involve the male and female genital tracts with equal prevalence. HSV type-2 is the predominant viral type associated with herpes genitalis; and HSV type-1 is most closely associated with oropharyngeal; however each virus can cause infections in both anatomic areas. It is not be noted that humans are the only reservoir for transmission to other humans. Studies have shonw that people woth multileple sexual partners have an increased chance of acquiring herpes infection. Herpes presents itself as a vesicular eruption of the skin or mucus in the genital area. Transmission of the virus is by direct contact with the secretions from vesicles. After inoculation there is an incubation period of 2 to 20 days when the HSV replicates locally in epithelial cells eventually causing a localized inflammatory response and ulceration (vesicle). The virus also migrates via peripheral neuron to the sacral ganglia, where latency is established. The virus remains in the body for life. After latency, stimulus (physiologic, immunologic, or emotional factors) can produce periodic viral reactivating of symptomatic disease or asymptomatic viral shedding. The factors that contribute to reactivating rate poorly understood. Transmission of HSV-2 often occurs in individuals who are unaware that they have the infection or asymptomatic when transmission occurs.

Causative agent: Double stranded- DNA herpes simplex virus

Incidence

* Approximately 500,000 new cases of genital herpes per year * Possible complications-neuralgia and meningitis * transmission tot he newborn art birth is often fatal Latency period

* The period between clinical episodes * Viral shedding occurs intermittently even without symptoms

Differential Diagnosis

* Chancre lesion of primary syphilis * Trauma

Laboratory Tests and Findings

* HSV culture * Cytologic identification of multinucleated giant cells * Pap smear * Tzanck test-fluid from the blisters (vesicles) confirms the dx * Serologic titer-useless in dx of recurrent episodes

Management and Treatment

* No cure * Pharmaceutical management * Abstain from sexual intercourse during outbreak * Annual pap * Pregnant women should inform obstetrician of herpes history * Partner management 1. Observe for lesions (vesicles) 2. Use condoms to prevent exposure and transmission WARNING: THE FOLLOWING LINK WILL ALLOW YOU TO VIEW PICTURES OF THE ABOVE STD'S. MANY OF THE PHOTO'S ARE GRAPHIC. THESE PHOTO'S ARE FOR EDUCATIONAL PURPOSES ONLY. http://www.std-gov.org/stds/chlamydia.htm
Study hints.
Lecture modified by J. Cartabuke, 12/23/2012 All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> STD worksheet start/continue work print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 4: INFECTIOUS DISEASES - Item Number: 5

Worksheet Title: | STD worksheet | | Collaboration: | Yes | | | Required for submission: | No | Assignment: |
This worksheet may be used to review information covered in the ID unit.
1. Describe latency as it applies to the herpes virus.
2. Describe the phases and typical course of HIV infection. Include population at risk, and symptoms.
3. Define opportunistic infections. List the common causative organisms.
4. Describe the symptoms, course of disease, mode of transmission, and treatment of gonorrhea. Additional study material :
Describe which cells the HIV virus destroys and the consequences of this.
Describe the stages of syphilis, the typical symptoms associated with each stage, treatment, diagnostic tests, and mode of transmission.

All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> NEOPLASIA print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit Number: 5

Unit Title: NEOPLASIA

Unit Objectives
Unit Objectives: After reading the chapter, viewing the PowerPoint presentation, and completing study activities, the student will be able to:

• Define neoplasia and its related terms: tumor, cancer, oncology, malignant, and benign
• Explain how neoplastic growth differs from normal adaptive changes seen in atrophy, hypertrophy, and hyperplasia
• Distinguish between the cell processes of proliferation, differentiation, and apoptosis
• State at least five ways in which benign and malignant neoplasm differ
• Discuss metastasis and the development of secondary malignant tumors
• Explain the principles of malignant tumor grading and staging
• Identify carcinogens and their role cancer development
• Describe the role heredity, oncogenes and tumor suppression genes have in the development of cancer
• List five local and four systemic adverse clinical manifestations of cancer
Reading assignment: Chapter 8 pgs. 160 – 186 (up to Screening). Also read pgs. 195 -197 (Childhood Cancers) Developed 4/5/13 - K.Gambino; Revised 7/14 K. Gambino All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Chapter 8 selected pages print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 5: NEOPLASIA - Item Number: 1

Required Reading Title: | Chapter 8 selected pages | | Required Text: | Grossman, S.C. & Porth, C.M. (2014). Pathophysiology Concepts of Altered Health States (9th ed). Philadelphia: Lippincott. | Pages/Chapters: | Chapter 8 pgs. 160 – 186 (up to Screening). Also read pgs. 195 -197 (Childhood Cancers) |
Assignment:
Please take notes on all lectures, SB Captures, PowerPoints and web links as you would in an on-site course.
Revised 7/14 K. Gambino All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Neoplasia Unit Study Quiz start/continue work print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 5: NEOPLASIA - Item Number: 3

Worksheet Title: | Neoplasia Unit Study Quiz | | Collaboration: | Yes | | | Required for submission: | No | Assignment: |
Neoplasia Unit Study Quiz - Please answer the questions below as a partial review for the unit test. This quiz is for your own review. Submission is not required.
1. Write an essay describing the development of a malignant neoplasm and its associated pathology using all of the following term: proliferation, anaplasia, dysplasia, tumor, adenocarcinoma of the colon, pleomorphism, genetic instability, BRCA 1 tumorsuppression gene, anchorage dependency, adhesiveness, cohesiveness, metastasis, vascular endothelial cell growth factor (VEGF), primary tumor, secondary tumor, bleeding, and liver. 2. Define the following terms in relationship to malignant pathologies:

Glioma Neuroblastoma Proto-oncogene Tumor suppressor gene Apoptosis Differentiation Encapsulated Sentinel node

3. List the Tumor Staging System (TNM), include a short description of each level.

4. Describe the relationship between cell differentiation and the grading of malignant tumors.

5. Compare and contrast benign and malignant neoplasms. 6. List all main sites of metastasis for at least five types of cancer. Developed by K. Gambino 4/5/13; Reviewed 7/14 K. Gambino

All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> HEMATOPOIETIC & LYMPHOID SYSTEMS print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit Number: 6

Unit Title: HEMATOPOIETIC & LYMPHOID SYSTEMS

Unit Objectives
Unit Objectives: After reading this chapter, viewing the PowerPoint presentation and completing the study activities, the student will be able to:
• Describe the major forms of anemia and their causes
• Compare sickle cell disease with thalassemia
• Compare polycythemia vera with secondary polycythemia
• Define the terms leukopenia, neutropenia, lymphopenia, leukocytosis, neutrophila, lymphocytosis, agranulocytosis, and granulocytosis
• List viruses associated with blood disorders and malignancies
• Define leukemia and lymphoma
• Describe the four general types of leukemia
• Compare Hodgkin and Non-Hodgkin lymphomas
• Describe multiple myeloma
• Identify three causes of bleeding disorders
• Compare thrombocytopenia and disseminated intravascular coagulation
• Discuss hemophilia and von Willibrand’s Disease Developed by K.Gambino 4/13, Revised 4/14 K. Gambino All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Selected pages from Chapters 26, 27, & 28 print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 6: HEMATOPOIETIC & LYMPHOID SYSTEMS - Item Number: 1

Required Reading Title: | Selected pages from Chapters 26, 27, & 28 | | Required Text: | Grossman, S.C. & Porth, C.M. (2014). Pathophysiology Concepts of Altered Health States (9th ed). Philadelphia: Lippincott. | Pages/Chapters: | See below |
Assignment:
Please note: The focus of this course is the pathophysiology of specific disorders. Although you should be familiar with the clinical manifestations (or signs/symptoms) of a disease, you will not be held accountable for diagnosis/treatments/management/outcome. Many of the reading assignments and lectures refer you to pages in the text detailing diagnosis and treatment. This information is included for the sake of completeness and may prove helpful in other courses. Please take notes as you review the lecture notes, SB Capture videos, powerpoints and web links, as you would in an on-site course. Required reading: Chapter 26 of text - Disorders of Hemostasis p. 655 (Hypercoagulability States) - 663; Chapter 27 p. 673 (Blood Transfusion Reactions) - 686; Chapter 28 p. 693 (Non-Neoplastic Disorders of White Blood Cells) - 708, and all accompanying lecture notes, SB Capture videos, Powerpoints, and web links.
Recommended reading: Chapter 25 and the remaining pages of Chapters 26, 27, and 28 if you need a review of normal blood and lymph system physiology
Revised 7/14 K. Gambino All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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My Courses --> HNC 310 --> Hematopoietic and Lymphoid Unit Study Quiz start/continue work print contact faculty contact tech |

Pathology - Module 2: Module Two - Unit 6: HEMATOPOIETIC & LYMPHOID SYSTEMS - Item Number: 3

Worksheet Title: | Hematopoietic and Lymphoid Unit Study Quiz | | Collaboration: | Yes | | | Required for submission: | No | Assignment: |
Hematopoietic and Lymphoid Systems Study Quiz – Please answer the questions below as a partial review for the unit exam. This quiz is for your own review. Submission is not required.

Unit Quiz
1. What are the normal values for a white blood cell count, platelet count, red blood cells, hematocrit and hemoglobin?
2. What is anemia? What diseases can cause changes in hematopoiesis and hemolysis? List anemias caused by decreased hematopoiesis, abnormal hematopoiesis, and the hemolysis of red blood cells.
3. List examples of anemias that present with abnormal red blood cell shapes.
4. What are the possible causes of iron deficiency anemia?
5. Explain the pathologies of sickle cell anemia, mononucleosis, polycythemia vera, secondary polycythemia, and erythroblastosis fetalis .
6. What is leukopenia and what are its causes?
7. What is leukocytosis and what are its causes?
8. What are possible causes of lymph node enlargement?
9. What is the difference between lymphoma and leukemia? What are the causes of each?
10. List the important characteristics of each of the four general types of leukemias.
11. What are the differences between Hodgkin’s and Non-Hodgkin’s lymphomas?
12. What is multiple myeloma?
13. What are the three major groups of bleeding disorders?
14. Define thrombocytopenia.
15. What is considered to be a dangerous platelet count, in terms of bleeding disorders and bleeding risk?
16. List and discuss the diseases causing platelet dysfunction.
17. List and discuss clotting factor disorders. Developed by K.Gambino 4/13; Reviewed 7/14 K. Gambino

All material contained in this document is protected by copyright. You may not reproduce or distribute this material, in whole or in part, electronically or otherwise. | | | Americans with Disabilities Act Statement | | If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) 632-6748(631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: http://www.ehs.sunysb.edu and search Fire Safety and Evacuation and Disabilities. | | | | Academic Integrity | | Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ | | | | Critical Incident Management | | Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. | | | |
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