Finally South Carolina is Seemingly Catching up in the 21st Century!

Orangeburg Charter School Prepares for First Year

Orangeburg, SC (WLTX) -- It is the first of its kind in Orangeburg County and in South Carolina. 

The Orangeburg High School for Health Professionals, a new charter school with a medical focus, will open its doors to its first students in August, and it plans to change lives.

"Think Big, Think Boldy, Think beyond," that's the theme for the opening year of Orangburg's newest school.
Principal Angel Hightower has set the bar high for her new students.

"We want our children to come out with not only a diploma, but also some college credit, or either an associates in a particular area," she says they're partnering with Orangeburg-Calhoun Technical College.

 It is the county's first charter school, and the first one with a medical focus in South Carolina.  Hightower say they worked with a similar school in Texas to set up the school.

Hightower says the Orangeburg Consolidated School District 5 authorized the school.  She says they've spent the last year preparing to open.

Tuesday, students got a chance to meet each other and members of the school's eight person faculty and staff.

They also while voted on their mascot and school shield.  Hightower told students they would find out the result later.  She also said the school's first valedictorian would receive a special honor.  The title of his or her graduation address would also go on the shield.

Parents, who are required to support the school, not just participate, came out in full force.

"I feel like it's important because they can comprehend more, and they can focus on what they want to do and they feel much more comfortable with that because of the small environment," said Jennifer Glover, whose daughter will attend the school in the fall.  She said she prayed for a school like this in Orangeburg.

This year, the school will run out of the Technology Center building on Magnolia Street.  Hightower says they are looking for a new space to move into for next year.

The group of 9th graders that will be the first in the school's history will have lab coats and iPads with copies of their books to use.  The students will be able to keep the technology when they graduate.

They will also receive internships, and take classes from professional like doctors, dentists and pharmacists, and student say they are excited.

"They're gonna give us the basis for what we gotta do, and when we get into college and everything. They're really gonna give us tools we need to help us get there," said 14-year-old Vieke Parkash Rai.  He says he wants to become a doctor and earn his Ph.D.

"It's best for us, I mean we can take this step to another level, we can do everything with it," said Laquandria Calhoun, a 14-year-old.  She says she's interested in physical therapy.

Orangeburg High School for Health Professionals will not have its own athletics program or after school organization when school starts, but students can participate in those activities at their local high school.  

Students will have an opportunity to create some clubs as the year goes on.

The district will also provided transportation to the students, getting them to school and back, or to some after school activities.

Hightower says the school has high expectations for the students.  They're aiming for a 100 percent graduation rate.

"I know everyone says how can you have 100% graduation? It's about the type of education you provide for them and I believe that through Orangeburg District 5, through the charter school that we're going to give them that world class school system that they need so that when they leave us they're competitive with the world," said Hightower.

If you'd like more information on the school you can visit the Orangeburg Consolidated School District 5 website here, or call 803-533-6374.

"Homework" Is NOT a Dirty Word!

ATTENTION

TO ALL PUBLIC SCHOOL TEACHERS:

The Following are Basic Key Tools For Youngsters to Excel in Their Academic and Vocational Endeavors Under Your Instruction:

• Daily and Weekend Homework (Plus Holiday Vacation):  Unfortunately, this practice of giving homework on a daily basis, over the weekend, and during their holiday vacation break has seemingly become obsolete!  
• Give Essays: Today, there are more youngsters becoming increasingly illiterate when it comes to spelling, and using proper grammar.  It is not cute when a child, or an adult for that matter, have no clue on how to differentiate 'their,' 'there,' or 'there.'  And that is only one small example.  Constant use of "Abbreviations" and "Acronyms" have become a way of life today with both youngsters and adults, especially on social networking sites (i.e., Facebook, Myspace, etc.) 
•  Mark 'Incorrect' Spelling Words in Red, and/or Let the Child Write the 'Correct' Spelling Word Numerous Times: This is a practice used when I was attending school.  It works!  Do not allow a child to get away with misspelled words whenever they are writing an essay, homework, etc.  Encourage him or her to learn the proper spelling of words.  And whenever they turn in their homework paper, and there is/are word[s] misspelled, mark it in red indicating that it is incorrect, and have him, or her, write it out several times until it's etched within their cranial membrane! 

The more questions the children ask - the better.  ANSWER their questions whenever they ask you something!  BE HONEST with them if you do not know the answer.  Simply advise them that you do not know, but you will get back to them with an answer the next day, or shortly.  After all, you're only human.  Remember that you, too, have flaws, and make mistakes.

NEVER, EVER, judge the youngsters you are teaching under your care.  You're NOT a god.  You're a teacher.  You're an educator.  You are NOT their friend, so refrain from talking your personal business with them!  

If you, too, happen to attend school to further your academic objectives and goals (Master's degree, doctorate), then be honest with yourself by asking "Am I giving all of myself to help these youngsters?"  If the answer is no, then you need to make a decision quickly as to how you're going to fulfill your educational duties by proving these youngsters with "whole education," without sacrificing them.  If the answer is yes, then you better be well prepared for the youngsters who are more intelligent than you give them credit for because they can spot someone who is not 'genuine,' or 'sincere,' in their words, or actions.

Therefore, stop being fearful to give and teach our youngsters 'whole' education.  Life is an education. It's time to eradicate many of these old relic so-called traditional methods of teaching, and begin to get real with these students of the 21st Century!

Homework is not a dirty word . . . It is a word of necessity!  Isn't that the reason why you became a teacher?  

If you find yourself not wanting to grade papers, or check homework at your home every night, on weekends, or during your holiday vacation break, then perhaps "Teaching" is not your cup of tea!  Think about it!  Like they say, If the shoes fit . . . then wear it, and get to walking!'


In the meantime, for all of you who have no problem whatsoever in carrying out the aforementioned tools, or who is already practicing these invaluable tools of academic learning, then let's produce "thinkers" and "leaders" and "rulers" in the 21st Century!

Peace.

 Copyright 2011.  All rights reserved.

Lesson #8: ALL SYSTEMS GO!

The Integumentary System
The Anatomy of the Skin


Did you know that the SKIN is the largest organ of the body? The SKIN is a remarkable structure because it:

T.A.P.P.I.


1) Tolerates chafing and abrasion of the sand;

2) Absorbs ultraviolet radiation;

3) Prevents dehydration;

4) Preserves our body temperature, and

5) Is interchangeable with other systems of the body.

The skin is a part of the 'Integumentary System,' and this system include the 'cutaneous memberane' (skin), as well as hair, nails, and the exocrine glands.  

FYI: One of the best ways to remember that the 'cutaneous (ku-tayn-e-us) membrane' is dealing with the skin: "Oh, she thinks she is so cute.  She ain't all that!" As you can see, the word "cute" deals with looks - looks deals with outside appearance (hair, nails) - and appearance deals with SKIN! See the logic?  Let's move on!

FYI: The prefix 'epi' means above. 


The cutaneous membrane has TWO components:

1) epidermis and the dermis, an underlying area of connective tissue, and

2) accessory structures - include hair, nails, and the exocrine glands. These structures are located chiefly in the dermis - It protrudes through the epidermis to the skin surface (visible). 

Deep to the dermis is the subcutaneous layer (or hypodermis) - It separates the integument from other organs, such as muscles & bones.  

FYI: The subcutaneous layer formal name is superficial fascial.(super-fih-shall-fase-shall) - For example: a person, or people who is, or are, not being for real, being pretentious, and/or think that they are 'all that, and a bag of chips' is considered to be 'superficial.'  And of course, the face is facial.  The word 'sub' means 'under,' or 'below.' Much like the subway system - a system of trains running underground the surface. 

PLEASE NOTE: Although the loose connective tissue of the subcutaneous layer is not often considered a part of the integument, its connective tissue fibers are interwoven with the dermis.  Therefore, it is considered to be integument.  


O.k., you must be saying to yourself as to why this woman is teaching about the skin instead of focusing on the medical terminology?  And you know what?  I don't blame you! BUT the skin is the largest organ of the human body, and yes, the skin also plays a part in the "real world!" Good or bad, skin is here to stay!


WARS have been started due to the hue, or color of the skin!  People throughout the globe have done unspeakable things due to the hue, or color of the skin!  People throughout America, for example, have acne and other blemish problems, cancer, just name a couple, on and within their SKIN!  

So yes, the skin is VERY important to know and learn about because no matter what happens to you in life, there is one thing you'll have for a lifetime - your skin!

LAYERS OF THE EPIDERMIS

The layers of the epidermis of "thick skin" covers surfaces of the soles of the feet, and the palms of the hands.


Just like building a house, commercial building, the Pyramids, or if you ever played "Johnny-on-the-Pony" as a child, you will know that whatever you are building, or erecting, you start from the bottom - below - on the ground, and work your way up to the top, or surface. 

Let's take building a modest size thick skin five-story building, for example:  (Yeah I know using 'thick skin' is a bit much, but work with me here!) 


FIRST, you break up the dirt in the ground to build a foundational basement.  Stratum germinativum (stra-tum-jer-mi-na-te-vum) - the[basement membrane].


SECOND, then you build the next level.  Stratum spinosum (stra-tum-spih-no-sum).

THIRD, then you build the next level.  Stratum granulosum (stra-tum-gran-u-lo-som).

FOURTH, then you build the next level.  Stratum lucidum (stra-tum-lu-sih-dum)

FIFITH, then you build the TOP (last) level.  Stratum corneum (stra-tum-kor-ne-um) - the [surface].

So, whenever you begin to study the above layers of the epidermis, think of them as building levels of floors in a house, building - whichever works best for you.  

FYI: One of the ways to remember the layers - try using this formula:  An idea is a germ that spin into a granulo making it lucid so it can surface for all to see (corneum).  The words corneum and cornea (eye) in Latin means "horny."  Enough said.

EPIDERMIS

1) Helps keep microorganisms outside the body.


2) Provides mechanical protection.


3) Consist of a 'stratified squamous epithelium' (strat-ih-fide-skwa-mus-ep-ih-thele-e-um).  


4) Keratinocytes (ker-at-in-no-sites) is the body's most abundant of epithelial cells.  


5) It contains TWO pigments: carotene, and melanin, which is the dominant pigmentation in EVERY Human Being on this planet!

SKIN COLOR

The hue (means 'color') of your skin is a result of an interaction between the epidermal pigmentation, and the dermal circulation.  

The DOMINANT pigment in every human being on this planet is melanin, which is a black, brown, or yellow-brown pigment produced by melanocytes. 


Melanocytes are located in the 'stratum germinativum,' which is the deepest base level of the dermis, or the 'basement membrane.' 


Melanocytes are: 

• deeply squeezed into the epithelial cells
  
• manufactures the pigment melanin from tyrosine (an amino acid and its molecules)
• packaged in melanosomes (are intracellular vesicles)

These vesicles travel within the processes of melanocytes and are transferred intact to keratinocytes.  

SO, WHERE IN THE "HUE" IS ALL THIS COMING FROM?

The transfer of pigmentation colors the keratinocyte temporarily until the melanosomes are destroyed by fusion with lysosomes ["lys," "lyso" meaning dissolution; "soma" meaning 'body']   

In Caucasians, this 'transfer of pigmentation' occurs in the stratum germinativum AND stratum spinosum, AND the cells of more superficial layers, such as the stratum granulosum, LOSE their pigmentation (but melanin is still present in the skin).

Lesson #7: From 'Seed' To 'Cell' (And Vice Versa)!

CELLS and TISSUE ROOTS

ROOT - A structure by which something is firmly attached.

Much like an apple tree, or any tree bearing fruit, there is no doubt that the body is one of the most basic, yet complex, unit of life in its simplest form.  Cells are the fundamental units of all plant and animal tissues.  By now, many of you have either learned about cells and tissues, and if not, you will soon enough.  Therefore, I will only provide basic information about cells and tissues, which will help you to understand the root words given here in this lesson to avoid conflict in your usual studies that you will receive from your teacher at school when you learn about cells and tissues..

When you're studying cells, it is called "Cytology" (si-tol-o-gee), which is the study of the structure and function of cells.  In our cell structure, we have 'cytoplasm' (si-to-plax-m) filling the cell called 'organelles' (or-gan-ells), which is a sub-unit each having a specific function.  The process of a cell dividing is called 'mitosis.' (my-toe-sis).  Then we have the 'nucleus.' (nu-kle-us), which is the control center of the cell.  The nucleus contains 'chromosomes' (krohm-o-sohms) that carries genetic information that are composed of a complex substance organically known as DNA.  Each human cell contains 46 chromosomes, and DNA is organized into separate units called 'genes.'

CELLS:

Cytology - The study of Cells.

Organelles - The sub-unit of a cell having specific functions.

Mitosis - The process of a cell dividing.

Nucleus - The control center of the cell.

Chromosomes - Carries genetic information - Each human cell contains 46 chromosomes.

DNA - Composed of a complex substance organically.  It is organized into separate units called 'genes.'

TISSUES:

Cells are organized into tissues that also performs specific functions, and there are four basic tissue types (And NO, Kleenex or Puff-Puffs is not one of them!):

1) Epithelial (ep-ih-thee-lie-al) tissues: It covers and protects the body structures and lines the organs, vessels, and cavities (an opening).

2) Connective tissue: It supports and bind body structures containing fibers, and non-living material between the cells (i.e., bone, blood, fatty tissue).


3) Muscle tissue: It contracts to produce movement.  The root word "my/myo" depicts 'muscle.'  There are three types of muscles:   A) Skeletal (or Voluntary) - moves the skeleton; B) Cardiac muscle of the heart, and C) Visceral (Smooth) muscle - forms the walls of the abdominal organs.

4) Nervous tissue: It makes up the brain, spinal cord and nerves.  It coordinates and controls body responses by transmitting electrical impulses. 

FYI: The 'smooth' muscles and the 'cardiac' muscle are known as "involuntary" muscles because these muscles can function without conscious control.  Examples: Heart attack, giving birth (contraction of the uterus.)

Turn to Pages 49 - 51: GETTING TO THE ROOT OF CELLS & TISSUES

Well, in Lesson #6, I had you to 'text message' a chosen friend or classmate involving some of the prefixes we've already gone over in the book.  In this lesson, however, it is time to focus on these root words because it is the essence of strength in you med'cabulary library.

1) cyt, cyto, cyte - mean cell.  Example: Cytotoxic (si-toe-tox-ik), destructive to cells.

2) hist, histo, histi, histio - mean tissue.  Example: Histologist (his-tol-ih-jist), a specialist who studies tissue.

3) blast -  means immature cell, or productive cell.  Example: Blastocyte (blast-o-site), an undifferentiated embryonic cell.  Another Example: Fibroblast, a cell that produces fibers.

4) phag, phago - means eat, or ingest.  Example: Phagocyte (fag-o-site), a cell that ingests waste and other foreign matter.  DO YOU REMEMBER (DYR) WHAT 'CYTE' MEANS?

5) gen - means formation, origin.  Example: Genesis (jen-o-sis), origin of something.

6) morph, morpho - means form, structure.  Example: Morphology (morf-ol-o-gee), study of form and structure.  RELATIONSHIP WORD: "ology" is the suffix meaning "study of."

7) fibr, fibro - means fiber.  Example: Fibrosis (fi-bro-sis), abnormal formation of fibrous tissue.  RELATIONSHIP WORD: "osis" is the suffix meaning "a process."

8) aden, adeno - means gland.  Example: Adenitis (ad-eh-ni-tis), inflammation of a gland.  RELATIONSHIP WORD: "itis" is the suffix meaning "inflammation." 

9) muc, muco - means mucus (mucous), mucus of the membrane.  Example: Mucorrhea (mu-ko-re-ah), increased flow of mucus.  RELATIONSHIP WORD: "rrhea" is the suffix meaning "flow."

10) myx, myxo - means mucous or mucus.  Example: Myxoma (mix-so-mah), tumor of the mucus tissue.  RELATIONSHIP WORD: "oma" is the suffix meaning "tumor."

BODY CHEMISTRY ROOTS

Ordinarily, whenever Cells and Tissues are being taught in class, it is customary to stay on target with its entire functioning processes from beginning to the end.  However, to stay on track of what I stated earlier in this lesson about not having to conflict with what your teacher in school may, or may not have already taught on this subject, I will provide some root words relating to "Body Chemistry," which are important roots to know, especially since many of you may have already heard much of these words, and/or read them in some of your reading materials.

1) adip, adipo - means fat.  Example: Adipose (ad-ih-poze), of a fatty nature (The presence of fat in the cells of adipose tissue).

2) lip, lipo - means fat, lipid.  Example: Liposuction (lie-po-sul-shun), surgical removal of fat.  Another Example: Lipoma (lip-o-mah), a benign soft encapsulated tumor of adipose tissue. 

3) steat, steato - means fatty.  Example: Steatoma (stee-at-o-mah), a lipoma; a fatty mass retained within a sebaceous gland.  RELATIONSHP WORD: "oma" is the suffix meaning "tumor."  

Please DEFINE the remaining words on page 52.  Also, provide TWO Examples for each word given in the book.  

Please DEFINE the SUFFIXES given on pages 51 and 52.  In the EXAMPLE COLUMN, write down the root words and suffixes giving EACH its definitions and meaning.

NEXT TIME: PAGES 54 - 61: GOING DEEPER INTO OUR "ROOTS!"


copyright 2009.  All rights reserved.

Lesson #6 - PROJECT REVIEW: Let's "TM" "MT!"

PROJECT TIME!

Reviewing What You've Learned By "Texting" "Medical Terminology!"

I realized that this particular lesson may seem unusual to you, or unorthodox, but let us all give it a try to find out how much medical terminology prefixes, suffixes, and/or root words, you have retained from past lessons.  You know my motto: If you can 'text message,' then you can learn basic medical terminology!

WHAT TO DO:

Choose a friend, or classmate, as your partner to communicate with each other via 'text message,' with the following examples given below.  DO NOT change, add, or subtract what is written because if you do, it will change the meaning of the words!  

Here's how it will go:  YOU will text message FIRST.  You can use your name.  YOUR PARTNER will respond back to you by translating what you said in your text.  Once that is done, then YOUR PARTNER will text message you with the example given, and YOU will translate what your partner said in the text.  Write your project answers on the assignment page at www.pageflakes.com/miriamgaw on the Message Board, OR on the Blog,.  You can also make a copy of my Pageflake site, and use it for your own personal use to study and record your work.

ARE YOU READY TO TEXT?  GET TO IT!  SEE YOU ON THE FINISH LINE!:

PLEASE FEEL FREE TO USE YOUR BOOK.  THIS IS AN "OPEN BOOK' PROJECT ASSIGNMENT!

(NOTE: I'm not as fluent in texting as you young people, so bear with me when I spell out words like 'you,' and 'are' instead of using 'u,' or 'r.'  You can use your usual texting jargon, but my aim is to make sure that you use medical terminology CORRECTLY by UNDERSTANDING what you are texting!  Trust, by using this method of learning will allow you to put most, or any, med'cabulary in its proper form later on).  With that said, this is going to be a lllooooonnnng text message back and forth.  Make sure you have the time to do this project.)
 
YOU: Hey [Partner's name], I recv'd your letter, but only hemi was readable.  Do you have multi copies, or just this uni?  I'll fax you my hemi of the letter to you post dinner.  You can rewrite from primi, and make sure to copy at least quint copies for yourself.

YOUR PARTNER: Hi [You's name], I stayed up all nocti studying.  My mom was bugging me so poly about doing my homework, I was diplo!  Now, I've got to start primi, and this time, I'm making multi copies.  Anyway, did u see tht xantho dress Kelly wore?

YOU: Girl, I saw the same dress but in alb on Sookie last week!  My sis has one in erythr, but I like better in melano.

YOUR PARTNER: Are you going ab next Summer to camp?  I'm leaning ad not going myself.

YOU: Nahhh.  I'm dia with going to Summer camp.  I'm too old for that stuff.  I want to go ex here and go to New York, and syn with my dad's family dextr after school let out.  How about you?

YOUR PARTNER: I prefer to be exo from home myself.  But my parents want me to stay endo the neighborhood.  If only I had family living tel - I, too, will travel there.

YOU:  eu that!

YOUR PARTNER: Are you still going to have your birthday party tri weeks from now?  If so, when r u going to send out invitations?

YOU: Yep!  Possibly in the meso of next wk.  My mom said I can only invite 50 - my list is hemi done.  I'm not sure if I can go trans with this party.  I want to invite 100 people instead.

YOUR PARTNER: Wow, that's a macro amount of people!  My mom will scalp me if I invited megalo amount of people in this house!

YOU: I know.  If I invited 100 or more, my parents will go ortho to my throat - but I want to invite pan of my peeps!  A olig amount of my peeps won't cut it. 

YOUR PARTNER: You need to find out what's happening on that party date.  Ask circum to find out who's doing what on that date ante handing out the invites to everyone.

YOU: O.k.  That way I can find out who's coming, or un coming by their actions.  Juxta, I have a good feeling about this anyway.

YOUR PARTNER: I've got to go.  B 4 I do, did u complete your science homework yet?

YOU: Just hemi of it.  I'll do it pan later tonight. Did u eat yet?

YOUR PARTNER: No.  My mouth is xero - I should eat.  I don't drink enough hydro. I think I lack ferro in my body.  Oh well..

YOU: Yeah, well, it's getting late.  I've got to complete my homework tachy pre 11.  I really don't want to go to school tomorrow.

YOUR PARTNER:  Too mal.  My mom will make my life dys if I utter such a sono or thought.

YOU: I hear you.  I don't want any thermo from my mom and dad either.  I deal with this kind of baro!  They believe that I need to erg harder than I'm doing.

YOUR PARTNER:  eu that!  My pops will pass a lith if I did mal in school!  I'm getting cryo.  I need some thermo. R u cryo?

YOU: Nope, but the aero is chilly ecto.  I've got to go.  I'll talk 2 u primi in the a.m.  Meet me retro the junior lunchroom tables peri noon.

YOUR PARTNER:  I know - homo time - hetero day!  Peace out!

YOU:  Ditto!

#END OF TEXT CONVERSATION.

Did you get that?  How much of this make sense to you?

Answers to YOU and YOUR PARTNER will be listed on the MESSAGE BOARD at http://www.pageflakes.com/miriamgaw - Check it out anytime!  I will also post the answers on this blog just in case you may have trouble getting to the assignment site.

Turn to page 47 - EXTREMITIES

BOOST YOUR 'ROOT' KNOWLEDGE!

1) acro - means extremity, end

2) pod - means foot.

3) ped, pedo - means foot

4) chir, chiro - means hand

5) cheir, cheiro - means hand

6) dactyl - means finger, toe. 


7) brachi, brachio - means arm.

In your book you will see that these root words are very much in synch with what is described as its meanings.  Build a relationship, and the relationship of words will build.

END OF LESSON #6

Next time: FROM 'SEED' TO 'CELL' (And Vice Versa)!

See(d) Ya!

To Order the Book "Mom & Dad, I Want to Work in the Medical Field: Your Child Can Learn Medical Terminology Early in Life!" that is used for youngsters to learn basic medical terminology on this blogsite, please go to: http://stores.lulu.com/mgaw - anytime!  Learn at your own pace!

REMEMBER: "Education has no time limit.  So do not limit the time to educate yourself!"  Ms. Miriam.

Happy Safe & Bless New Year 2010!

PLEASE NOTE: DUE TO AN URGENT PERSONAL FAMILY MATTER, CLASSES WILL RESUME SOON.  I apologize for the delay, but I Look forward to getting back to teaching all of you. Thank you. Ms. Miriam.

Lesson #5: Let's Get to the "Roots" and "Suffixes" of the Matter!

There Is Nothing Like Getting to the Root of the Matter!

Before we begin, I want to give you a few prefixes, which I call "Drumming To Your Own Beat!"  

Turn to page 39 - DIS-EASE SPELLS OUT 'DISEASE!'

Do you, or a family member suffer with high blood pressure?  Perhaps you, or someone you know would like to run in marathons, but choose not to do so due to lack of exercising regularly, or experience shortness of breath after running, or walking.  Fortunately, we have accessible tools that are located on our body to help us to determine what is wrong with us.  Therefore, if we someone breathing hard or heavily, you may have someone check your pulse, or have a physician check you out with their stethoscope.


All of us have a pulse!  No pulse, no life!  Period.  The briel list of the following prefixes pertains to the various degree of health determined by understanding, and observing our personal health.


1) brady- means slow.  Example: bradycardia (brad-e-kar-de-ah), which is a slow heart rate. 



2) tachy- means rapid, fast.  Example: tachcardia (tak-ee-kar-de-ah), which is a fast heart rate.


RELATIONSHIP WORD: cardia - meaning 'heart.

3) dys- means painful, difficult, abnormal.  Example: dysfunction, which is an abnormal function.

4) pachy- means thick.  Example: pachyderma (pak-e-der-mah), which is the thickness of the skin.

RELATIONSHIP WORD: derma meaning 'skin.'   An elephant is known as a "pachyderm' type of animal.

5) mal- means poor, bad.  Example: malnutrition, which is poor nutrition.

6) xero- means dry.  Example: xerosis (zeh-ro-sis), which is the dryness of the membrane, or skin. 

ALWAYS REMEMBER: "Education has no time limit, so do not limit the time to educate yourself!"  Ms. Miriam.

GETTING TO THE ROOTS and SUFFIXES

What is a 'root' word?  It is a word that have meaning and purpose, which is the sole proponent of detailing information.  Much like prefixes, if you know the 'root' word, then more than likely you will be in the position to know the origin of its content.  In other words, 'root' words are informative bodies of detailed information that depicts its function.  
For example, the word "baro" means 'pressure.  You've heard this word whenever you are watching the weather segment on your local t.v. news channel, such as barometer, or barometric.  


Suffixes on the other hand are the opposite of prefixes.  Whereas prefixes are located on the "front" of a root word, suffixes are located at the "end" of the root word,


Now, let's take these three words: Prefix, Affix, and Suffix.  The 'root' word in all three is "fix," which means to stay, adhere to, or stay put.  A 'root' word can be consider as an "affix' word - it doesn't go anywhere - it stays put - it's adhere to the same spot going nowhere, much like the deep roots of a tree, or plant.  So, since 'prefix' is before, and 'suffix' is after, then P.A.S (pass) may be the likely choice to remember such a rule.  Give it a try - if it does not work for you, then come up with a better way to remember what comes before, what stays put, and what comes after.

Turn to page 43 - Root of the 'Physical' Matter

Did you notice any similarities to your everyday words used at home, on t.v., or in school?  There is a 'root' word that describes one of my favorite rock bands.  Can you guess the 'root' word?  HINT: The lead singer of the band has a daughter who is an actress, and played in the film "Armageddon."

Which of the following words, or descriptions have the same, or similar 'root' words that are listed on pages 43 and 44:

1) ergonomic reclining chair 


2) cryogenic lab


3) kinetic ability


4) sonogram


5) Google Chrome


6) photosynthesis (tricky one here)


7) thermal underwear


8) radiologic components


9) aerospace


10) electrolysis


11) barotrauma


12) Sony (another tricky one)


13) Aerosmith

Once you have digested some of the above 'root' words, I want you to find ten things around your home, or in school, that shares the same 'root' words listed in your book.  I'll be 'rooting' for you!  

Turn to pages 45 and 46.

ROOTS DEPICTING 'TIME':

Here are three 'root' words that reflects time, day, or night:


1) noct, nocti means night.  An owl is a nocturnal (nok-turn-al) animal that loves to hoot at night.


2) nyct, nycto means darkness, night.  Shelley is always fearful at night because it gets so dark.  Shelly has nyctophobia (nik-toe-fo-be-ah).  


3) chron, chrono means time.  I love to hear a choir that sings synchronously (sin-kro-nus-lee), or together in harmony.


CHEMISTRY ROOT WORDS:


1) ferr, ferro, ferri means iron.  Chandra's multiple vitamins contains ferric (feh-rik) to build her iron poor blood.
2) hydr, hydro means water, fluid.  Charlie's dog was lost in the woods for five days, and it finally came home safe and sound, but was poorly dehydrated (de-hy-dray-ted).



3) sider, sidero means iron.  Chandra has not taken her ferric vitamins for three months, and as a result, she was diagnosed having sideropenia (sid-er-o-pe-ne-ah), a deficiency of iron in the blood.


4) natri means sodium.  Contrast to having too much sodium in the blood, Jackie learned that she has hyponatremia (hi-po-na-tre-me-ah), a decrese of sodium in the blood.  


5) kali means potassium.  Unlike his sister Jackie, Sam was diagnosed with having too much potassium in the blood, called hyperkalemia (hi-per-kal-e-me-ah). 

ROOTS RELATING TO DISEASE, page 46.


Try This Simple Exercise To Build and Strengthen Your Relationship with Words


In your book, you will notice that we are starting to get a bit heavy with the words.  Please do not let this scare you - it is better to learn them now, so by the time when you complete high school, you will be able to focus on more advancing materials needed to pursue your chosen career path.  Take a moment to read them all.  

In your notebook, vertically fold your paper in half.  List all of the 'Root' words down on the RIGHT side, or column of the paper - skip two lines between each root word.  List all of the 'Meaning' words on the LEFT side, or column of the paper - skip two lines between each 'meaning' of the root word.  Once you have completed these two things, then I want you to READ both the Example and Definition columns noted in the book.  Take your time to absorb each root word example and its definition.  

Now, on the LEFT side, or column of your paper, write down the words in the EXAMPLE column directly underneath each word in the MEANING column, place a hypen (-), and then write out the DEFINITIONS given in the book.   


The reason for you to write it out in this manner is for you to be able to dissect each root word, its meaning, the example given, and its definition by recognizing the relationship each word have with one another.  To remember these words is not enough.  Much like the compound words you have learned in school have a meaningful purpose, or relationship, such as the words 'homework' or 'homebound,' the same principle applies here. 


Don't get caught up with trying to remember these words.  Build a relationship with the words you are learning about, and in return, you will see the relationships building in every word used in this book, and in other books that you'll find yourself studying from in due time.  Once you have accomplished in utilizing this basic tool of understanding words, then there is nothing too big, nor too small, for you to handle in the field of medicine, or any specialty of interest that you aspire to become in life!  

So, chill out, and do what I do . . .   Relax, Release, and Relate with your Roots! 



ROOTS RELATING TO THE EXTREMITIES, page 47.



In this case, your 'extremities' consist your hands, feet, arms, and legs.  You and I both know that sometimes many people tend to use certain parts of their extremities to illustrate their point of view, which can be disturbing if the situation is not a pleasant one.  For example, putting up the middle finger, or making other vulgar gestures with their extremities.  It is distasteful, and as a person who aspire to become involved in the Applied Health and Science field, I hope that you do not partake in such rudeness in public, or in the privacy of your home, or school.  If you want to become a professional, the time to act like a professional is NOW!


As you can see in your book, some of these root words may seem odd at first glance.  But I am confident that you have at least observed three of these root words before at home, in school, or perhaps in a book.  Remember when I talked about building a relationship with the words you learn, and in turn, you will see the relationships build by recognizing each word?  And, do you remember me speaking about compound words (homework, homebound), and how both words combined together has its own unique relationship, yet have meaning and purpose? 



Let's look at some of these root words relating to the extremities:


1) acro means extremity, end.  Example: acrocyanosis (ak-ro-si-an-o-sis), a bluish discoloration of the hands and feet.  RELATIONSHIP WORD: cyan, cyano - bluish discoloration.   


Do you see how acro + cyan build its relationship?  BUT these two meaningful words have another relationship word attached to the hip, and that is "osis," which denotes, or mean "a process."   Acro (extremity) + cyan (bluish discoloration) + osis (a process) = A process of bluish discoloration of the hands and feet. 


2) chir, chiro means hand.  Example: chiropractor, is a specialist who works with their  hands on a person's body.  RELATIONSHIP WORD: practor, a person who practice, work.

Find the relationship in each root word listed on page 47, and write it down by using the above method I'd mentioned in "Roots Relating To Disease" using both the Right and Left columns to build and recognize the relationships in each word.

ROOT YOURSELF IN SELF-EDUCATION!  

Enjoy some 'Me Time" at http://www.pageflakes.com/miriamgaw






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