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E Ectoderm One of the three basic germ layers that forms skin virus 56 myambutol 400 mg generic, the central nervous system antibiotics for urinary tract infection in cats order myambutol 600mg fast delivery, hair antibiotics ringworm myambutol 600 mg for sale, and many other structures antibiotic drops for pink eye purchase myambutol 400 mg with amex. Ectopia cordis Ventral body wall defect resulting from lack of closure of the lateral body wall folds in the thoracic region causing the heart to lie outside the thoracic cavity. Efferent ductules Tubules that connect the rete testis to the mesonephric duct for the passage of sperm from the seminiferous tubules to the epididymis. Embryogenesis Another term for organogenesis, meaning the period of organ formation from approximately the third to eighth weeks after fertilization. Endocardial cushions Structures consisting of loose connective tissue covered by endothelium that are responsible for most septation processes occurring in the heart. Endochondral ossification Mechanism for forming bone by first establishing a cartilaginous model followed by ossification. This type of bone formation is characteristic of the bones of the limbs and base of the skull. Endoderm One of the three basic germ layers that form the gut and its derivatives. Epiblast Dorsal (top) layer of cells comprising the bilaminar germ disc during the second week of development. Epididymis Highly convoluted region derived from the mesonephric duct and used for sperm storage. Epiphyseal plate Cartilaginous region between the diaphysis and epiphysis of the long bones that continues to produce bone growth by endochondral ossification until the bones have acquired their full length. Epiploic foramen (of Winslow) Opening between the lesser and greater sacs in the abdominal cavity located at the free margin of the lesser omentum between the duodenum and the liver. In its ventral border lie the common bile duct, hepatic artery, and portal vein (the portal triad). Epithelialmesenchymal interactions Process whereby virtually every organ is formed. Examples include limb ectoderm and underlying mesenchyme, gut endoderm and surrounding mesenchyme, ureter epithelium and metanephric mesenchyme, etc. Signals pass back and forth between these cell types to regulate organ differentiation. F Falciform ligament Part of the ventral mesentery that attaches the liver to the ventral body wall. They are involved in a number of embryological events, including formation of the sutures and bones of the skull. Folic acid A "B" vitamin that can prevent approximately 70% of neural tube defects if taken as a 400-mg 364 Glossary of Key Terms supplement by mothers beginning 2 to 3 months prior to conception and continuing throughout pregnancy. The largest is the anterior fontanelle, sometimes called the "soft spot," located where the two parietal and two frontal bones meet. Foramen cecum Pit at the junction of the anterior two thirds and posterior one third of the tongue representing the site of origin of the thyroid gland. Foramen ovale Opening in the interatrial septum that permits shunting of blood from right to left during fetal development. Foregut Part of the gut tube beginning caudal to the pharynx just proximal to the lung bud and extending to a point just distal to the liver bud. It forms the esophagus, stomach, and part of the duodenum, in addition to the lungs, liver, gallbladder, and pancreas, which all form from diverticula (buds) off the gut tube. Fossa ovalis Depression on the right side of the interatrial septum formed when the septum primum and septum secundum are pressed against each other and the foramen ovale is closed at birth. G Gastroschisis Ventral body wall defect resulting from a lack of closure of the lateral body wall folds in the abdominal region resulting in protrusion of intestines and sometimes other organs through the defect. Gastrulation Process of forming the three primary germ layers from the epiblast involving movement of cells through the primitive streak to form endoderm and mesoderm. Germ layers Three basic cell layers of ectoderm, mesoderm, and endoderm derived from the process of gastrulation. Glomerulus Tuft of capillaries formed in the Bowman capsule at the end of each proximal convoluted tubule. Gray rami communicantes Connections carrying postganglionic sympathetic fibers from ganglia in the sympathetic trunks to spinal nerves.

Commenters stated that electronic file sharing may create barriers for students with disabilities to antibiotics vitamin d generic myambutol 800 mg with mastercard review the materials confidentially holistic antibiotics for sinus infection cheap 800 mg myambutol with visa, and that the proposed rules require documents in writing and other processes that are not accessible to antibiotics for uti buy generic 600mg myambutol with amex many students with disabilities antibiotic drugs list buy myambutol 600mg amex. These commenters argued that as to prevention, due process, and supportive measures, there are numerous advantages in recognizing and addressing the intersection between students with disabilities and sexual harassment, both for alleged perpetrators and alleged victims. Some commenters requested the Department consider how allowing parties to review even evidence the investigator deems irrelevant (§ 106. Even when conduct committed by a respondent with a disability constitutes sexual harassment. For example, the recipient could determine that counseling or behavioral intervention is more appropriate than disciplinary sanctions for a particular respondent. Nothing in these final regulations precludes a recipient from providing employee training with respect to students with disabilities. With respect to allowing a "support person" to accompany a person with a disability during a grievance process, apart from an advisor of choice under § 106. The Department will offer technical assistance to recipients regarding compliance with the final regulations. Comments: Some commenters stated that recipients should be expected to carefully analyze their data on complainants and respondents with disabilities, and consider that information with respect to disproportionate outcomes and discipline for students by disability, race, sexual identity, sexual orientation, age, and other important demographics. These final regulations do not prohibit a recipient from engaging in such self-study or collecting data that will be useful for an assessment. Miscellaneous Executive Orders and Other Requirements Comments: Some commenters expressed concerns about the process for commenting electronically, both in terms of how the Department processed comments it received electronically and the functionality of the electronic system for submitting public comments, regulations. With respect to the electronic commenting process, at least one commenter stated that the technical problems that regulations. Some commenters expressed concern that the manner in which people must submit their comments is discriminatory, for example by race, class, educational status, ability status, and more. Commenters argued that the process for submitting public comments assumes that people write in English-Standardized English, leaving no room for dialects and vernaculars like African American Vernacular English, much less non-English languages, and assumes that people have a detailed understanding of the law and can comprehend the inaccessible way in which the proposed regulations were written. Discussion: the Department did not commit to electronically posting all of the comments it received before the comment period closed, and there is no legal requirement to do so. The Department originally provided a 60-day comment period for its proposed regulations that began on November 29, 2018, and the Department extended the comment period 1739 for two days until January 30, 2019, 1758 and also reopened the comment period for one day on February 15, 2019. The comment period for the proposed rules spanned a total of 63 days, which is longer than the 60-day comment period referenced in section 6(a) of Executive Order 12866. The Department followed applicable legal requirements for the manner in which public comments were submitted. The Department reviewed and considered comments submitted by any person regardless of race, class, educational status, ability status, or any other characteristic. The Department reviewed and considered comments regardless of whether a comment utilized language reflecting various dialects or vernaculars and regardless of whether a comment evidenced a detailed understanding of the law. The commenter also claimed that the Department did not use of any of the reasonable techniques required under 5 U. Lastly, the commenter stated that the Department did not consult with State and local officials as required under executive order. This commenter referenced a process that the Department allegedly used in 2000 to provide interested State and local elected officials opportunities for consultation through a biweekly electronic newsletter and to provide the National School Boards Association and others with opportunities for consultation through a listserv notification. In addition, the commenter stated that Executive Order 13132 requires the Department to consult with elected State and local officials "early in the process of developing the proposed regulation" under § 6(c)(1), and to publish a federalism summary impact statement under § 6(c)(2). Even if § 609(a) applied, that section provides that one of the five techniques available to provide small entities the opportunity to participate in the rulemaking is to publish the proposed rules in publications likely to be obtained by small entities. With regard to Native American tribal consultation, we note that the comment we received was not from a Native American tribe or from a representative of a Native American tribe. The policy lists specific programs that serve Native American students or that have a specific impact on tribes and provides that for those programs, regulatory changes or other policy initiatives will often affect tribes, but for other programs that affect students as a whole, but are not focused solely on Native American students, the Department will include Native American tribes in the outreach normally conducted with other stakeholders who are affected by the action. Thus, Native American tribes had the same opportunity to comment on the proposed rules as other stakeholders. As previously noted in the "General Support and Opposition for the Grievance Process in § 106. Part 42 of Title 25 "govern[s] student rights and due process procedures in disciplinary proceedings in all Bureau-funded schools" and sets forth specific due process procedures and protections for all disciplinary proceedings in these schools. To the extent that the regulations governing Bureau-funded schools may include due process protections that exceed what these final regulations require, such additional due process protections do not contradict these final regulations.

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The sexual objectification of men warrants the same serious consideration; and we would argue that the perspective put forward here for challenging the sexual of objectification of girls and women is applicable to antibiotic resistance uk myambutol 600mg mastercard the experience of boys and men antibiotics breastfeeding 800 mg myambutol mastercard. Sexual Objectification as a System Observations on the sexual objectification of women are not new antibiotics starting with z discount myambutol 600 mg online, but little has been said about what we can do about it infection of the uterus generic myambutol 600mg amex. This report is one of the few published documents to consider how we might disrupt objectifying and overtly sexualizing practices (see also, Zurbriggen & Roberts, 2013). We aim to build on these efforts by identifying additional ways to challenge sexual objectification. In this article, we argue that a fundamental tendency to defend and support the system of sexual objectification keeps it in place, and that disrupting ideological support for it is essential to change it. The framework put forward here is that sexual objectification is a system-a structured set of social arrangements that prescribe particular and interdependent roles and behaviors to men and women that reinforce the gender hierarchy. Women are positioned in specific ways in this system relative to men that reflect their subordinate and disadvantaged status, effectively keeping them in their place. This system is seamlessly woven into the wider social landscape that women traverse every 766 Calogero and Tylka day. Given that women cannot readily exit the system (Kaschak, 1992), yet are the most disadvantaged by it, they likely view themselves as more dependent on the system and less able to escape it (Kay & Friesen, 2011). The system of sexual objectification is legitimized and sustained by some deeply entrenched cultural patterns. Third, the sexual objectification of women is intricately tied to compulsory heterosexual masculinity and femininity-which means that changing practices of sexual objectification would require disentangling such practices from what it means to be a man or woman in westernized cultures. Fourth, despite the costs, men and women glean personal, social, and economic advantages from it. These patterns are largely invisible in their perpetuation of gender inequality, the subordination of women, and the vilification of men. Taken together, under these social conditions, girls and women learn that their value is highly dependent on the degree to which they complement and compliment men through their availability for sexual objectification, bolstering their psychological investment in a system that subordinates them. In this article, we propose that an ideological defense of the status quo underlies these complex patterns and social conditions. In particular, we highlight the motivation to defend the system of sexual objectification and the internalization of sexual objectification on the part of women as key ideological operators of this system, which work in concert to sustain sexually objectifying practices. We draw from system justification theory (Jost & Banaji, 1994; Jost, Banaji, & Nosek, 2004) and objectification theory (Fredrickson & Roberts, 1997) to situate sexual objectification as part of the gender status quo and position ideological defense for sexual objectification as the central target for change (for review, see Calogero, 2013b). Disrupting the Motivation to Defend the System of Sexual Objectification Denial of the problems and inequities embedded in a system is a fundamental obstacle to change. In order to disrupt the system of sexual objectification, the harmful consequences of sexually objectifying practices must be acknowledged and eradicating the system must be endorsed. However, a challenge to the system of sexual objectification is threatening-and therein lies the rub. People typically respond to threats to the status quo with increased defense of the system (Jost et al. According to system justification theory, people are generally motivated to defend, bolster, and justify the status quo. For example, when the system is threatened, men tend to prefer women who embody traditional gender roles and stereotypically feminine traits (Lau, Kay, & Spencer, 2008). In short, when system justification is high, social change is unlikely (Jost et al. It seems that although people do care about justice and experience moral outrage in the face of injustice, the motivation to justify the way things are weakens the charge of that outrage (Jost & Hunyady, 2002; Wakslak, Jost, Tyler, & Chen, 2007). In the case of sexual objectification, dominant cultural beliefs about the essential nature of sexual objectification, the ubiquitous male gaze, and the belief that women enjoy being objectified provide the ideological fuel that legitimizes the system of sexual objectification and reduces distress over it. A primary aim of our approach is to harness the system justification motive so that it works in the service of eradicating sexually objectifying practices instead of perpetuating them. Critical to this approach is to frame a challenge to the system of sexual objectification in a nonthreatening and legitimate way in order to garner support for it. Harnessing the System Justification Motive In order to harness the system justification motive, we must be sensitive to the contexts in which system justification is most likely to occur. Kay and Friesen (2011) articulated four specific conditions under which system justification is heightened, including system threat, system dependence, system inescapability, and low personal control. In order to disrupt support for the system of sexual objectification, our strategies must take into account these conditions and alter them in order to fully engage people in a rejection of the system.

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Gender is embedded so thoroughly in our institutions virus game online discount myambutol 800mg mastercard, our actions antimicrobial vinyl flooring purchase 600 mg myambutol mastercard, our beliefs antimicrobial products generic myambutol 800mg line, and our desires topical antibiotics for acne pregnancy order 400mg myambutol amex, that it appears to us to be completely natural. The world swarms with ideas about gender and these ideas are so commonplace that we take it for granted that they are true, accepting common adage as scientific fact. As scholars and researchers, though, it is our job to look beyond what appears to be common sense to find not simply what truth might be behind it, but how it came to be common sense. It is precisely because gender seems natural, and beliefs about gender seem to be obvious truths, that we need to step back and examine gender from a new perspective. Doing this requires that we suspend what we are used to and what feels comfortable, and question some of our most fundamental beliefs. This is not easy, for gender is so central to our understanding of ourselves and of the world that it is difficult to pull back and examine it from new perspectives. It brings the challenge to uncover the process of construction that creates what we have so long thought of as natural and inexorable to study gender not as given, but as an accomplishment; not simply as cause, but as effect; and not just as individual, but as social. The results of failure to recognize this challenge are manifest not only in the popular media, but in academic work on language and gender as well. As a result, some gender scholarship does as much to reify and support existing beliefs as to promote more reflective and informed thinking about gender. Sex and gender Gender is not something we are born with, and not something we have, but something we do (West and Zimmerman 1987) something we perform (Butler 1990). As he swaggers and sticks out his chest, he is doing everything he can to be like his father to be a man. Chances are his father is not swaggering, but the boy is creating a persona that embodies what he is admiring in his adult male role model. Chances are that when these children are grown they will not swagger and mince respectively, but their childhood performances contain elements that may well surface in their adult male and female behaviors. Chances are, also, that the girl will adopt 1 this kind of stepping back is easier for people who feel that they are disadvantaged in the social order, and it is no doubt partially for this reason that many recent theories of gender have been developed primarily (though not exclusively) by women. In other words, gendered performances are available to everyone, but with them come constraints on who can perform which personae with impunity. And this is where gender and sex come together, as society tries to match up ways of behaving with biologically based sex assignments. Sex is a biological categorization based primarily on reproductive potential, whereas gender is the social elaboration of biological sex. Not surprisingly, social norms for heterosexual coupling and care of any resulting children are closely intertwined with gender. Gender builds on biological sex, but it exaggerates biological difference, and it carries biological difference into domains in which it is completely irrelevant. There is no biological reason, for example, why women should mince and men should swagger, or why women should have red toenails and men should not. But while we think of sex as biological and gender as social, this distinction is not clear-cut. People tend to think of gender as the result of nurture as social and hence fluid while sex is the result of nature, simply given by biology. However, nature and nurture intertwine, and there is no obvious point at which sex leaves off and gender begins. But the sharp demarcation fails because there is no single objective biological criterion for male or female sex. Sex is based in a combination of anatomical, endocrinal and chromosomal features, and the selection among these criteria for sex assignment is based very much on cultural beliefs about what actually makes someone male or female. Anne Fausto-Sterling (2000) sums up the situation as follows: labeling someone a man or a woman is a social decision. We may use scientific knowledge to help us make the decision, but only our beliefs about gender not science can define our sex. Furthermore, our beliefs about gender affect what kinds of knowledge scientists produce about sex in the first place. The attribution of intersex does not end at birth for example, 1 in 66 girls experience growth of the clitoris in childhood or adolescence (known as late onset adrenal hyperplasia). When "anomalous" babies are born, surgical and/or endocrinal manipulations may be used to bring their recalcitrant bodies into closer conformity with either the male or the female category. Common medical practice imposes stringent requirements for male and female genitals 3 at birth a penis that is less than 2.

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