Types
The term splanchnic nerves can refer to:
- Cardiopulmonary nerves
- Thoracic splanchnic nerves (greater, lesser, and least)
- Lumbar splanchnic nerves
- Sacral splanchnic nerves
- Pelvic splanchnic nerves
| Nerve | Pre-/postsynaptic | autonomic system | Origin | Targets | |
|---|---|---|---|---|---|
| Cardiopulmonary nerves | Postsynaptic | sympathetic | cervical and upper thoracic ganglia | Thoracic cavity | |
| Thoracic splanchnic nerves | generally | Presynaptic | lower thoracic ganglia | Prevertebral ganglia | |
| Greater splanchnic nerve | T5-T9 or T10 | Celiac ganglia | |||
| Lesser splanchnic nerve | T10-T11 | Superior mesenteric ganglia and Aorticorenal ganglia | |||
| Least splanchnic nerve | T12 | Renal plexus | |||
| Lumbar splanchnic nerves | L1-2 | Inferior mesenteric ganglia, ganglia of intermesenteric and hypogastric plexuses | |||
| Sacral splanchnic nerves | sacral part of sympathetic trunk | inferior hypogastric plexus and ganglia to the pelvic viscera | |||
| Pelvic splanchnic nerves | parasympathetic | S2-S4 | intrinsic ganglia of descending and sigmoid colon, rectum, and inferior hypogastric plexus and ganglia to the pelvic viscera | ||
Read more about this topic: Splanchnic Nerves
Famous quotes containing the word types:
“Our children evaluate themselves based on the opinions we have of them. When we use harsh words, biting comments, and a sarcastic tone of voice, we plant the seeds of self-doubt in their developing minds.... Children who receive a steady diet of these types of messages end up feeling powerless, inadequate, and unimportant. They start to believe that they are bad, and that they can never do enough.”
—Stephanie Martson (20th century)
“The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences. We must widen the range of topics and goals, the types of situations we offer and their degree of structure, the kinds and combinations of resources and materials, and the possible interactions with things, peers, and adults.”
—Loris Malaguzzi (1920–1994)
“As for types like my own, obscurely motivated by the conviction that our existence was worthless if we didn’t make a turning point of it, we were assigned to the humanities, to poetry, philosophy, painting—the nursery games of humankind, which had to be left behind when the age of science began. The humanities would be called upon to choose a wallpaper for the crypt, as the end drew near.”
—Saul Bellow (b. 1915)