<?xml version="1.0"?>
<feed xmlns="http://www.w3.org/2005/Atom" xml:lang="en-GB">
	<id>https://embryology.med.unsw.edu.au/embryology/api.php?action=feedcontributions&amp;feedformat=atom&amp;user=Z3372817</id>
	<title>Embryology - User contributions [en-gb]</title>
	<link rel="self" type="application/atom+xml" href="https://embryology.med.unsw.edu.au/embryology/api.php?action=feedcontributions&amp;feedformat=atom&amp;user=Z3372817"/>
	<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=Special:Contributions/Z3372817"/>
	<updated>2026-08-13T21:56:06Z</updated>
	<subtitle>User contributions</subtitle>
	<generator>MediaWiki 1.39.10</generator>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=161201</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=161201"/>
		<updated>2014-10-29T00:06:26Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Attendance */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 11 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:13, 22 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 12 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:06, 29 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
&amp;lt;pubmed&amp;gt;25299669&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This paper is concerned with the formation of taste sensory organs that are derived from endoderm in the back portion of the tongue, concluding that ''Pax9'' is required for the expansion of taste bud progenitor cells. This conclusion has been reached with the implementation of research in accordance to following the epithelial expression of ''Pax9'' in the embryo. In this research model, mice were used to follow this expression along with the processes of histological assessment and immunohistochemistry (IHC).&lt;br /&gt;
&lt;br /&gt;
''Pax9'' IHC staining on paraffin sections were altered according to modifications of antibody and antibody diluent, before being incubated. After incubation, serial sections were taken from 3 wild-type and 3 ''Pax9''-deficient to visualise the proliferation using BrdU labelling, which is commonly used to detect which cells are proliferating. Cells were then counted and analysed statistically. Immunofluorescence was then performed with using primary and secondary antibodies. Tongue barrier assays and X-gal staining then followed before specimens were examined and photographed with a scanning electron microscope (SEM). Embryonic mandibles and tongues were dissected then cultured for 2 days.&lt;br /&gt;
&lt;br /&gt;
These methods produced findings such as taste perception being critical for an organism to use to differentiate between nutritious and harmful foods. The embryonic and germ cell origins of these sensory papillae are also findings from this research as during development of the oral epithelium, ''Pax9'' expression is not restricted to just endoderm-derived, but is also found in ectoderm-derived as well as non-sensory papillae. It demonstrates that Pax9-deficiency does not affect patterning, development or maintenance of the mouse FUP, which was unexpected from the research. It was also found to be the first developmental regulator required for the expansion of taste progenitor cells in the developing mouse.&lt;br /&gt;
&lt;br /&gt;
[https://embryology.med.unsw.edu.au/embryology/index.php?title=Sensory_-_Taste_Development Sensory Taste Development]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 11==&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23515118&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The main findings of the paper indicate a study that expands upon the recently discovered concept of using induced pluripotent stem cells to derive large numbers of functional and mature Natural Killer cells, adding to another possibility for NK-cell-based cancer immunotherapy. NK cells are a promising source for lymphocytes.&lt;br /&gt;
&lt;br /&gt;
Firstly, hESC- and iPSC-Derived hematopoietic progenitor cells were shown to develop into NK Cells. These NK cells were phenotypically mature and functional, meaning they were capable of killing tumour cells. Also, an enhanced generation of progenitor cells removes cell sorting when hPSC-Derived NK Cells were derived. This meant that this method was significantly improved over past stromal-based systems. These fully functional NK cells also killed K562 tumor cells at a similar level to PB-NK cells and were more cytotoxic than UCB-derived NK cells. This finding showed that it wasn't necessary to require sorting of phenotypically mature NK cells.&lt;br /&gt;
&lt;br /&gt;
Furthermore, it was dicovered that hPSC-Derived stroma supported NK cell development from hematopoietic progenitor cells which meant that these cells started to produce their own adherent cells in culture. The data from this study demonstrates for the first time, successful in-vitro derivation of functional, cytotoxic lymphocytes in the absence of any sorting or murine stromal cell support.&lt;br /&gt;
&lt;br /&gt;
Finally, it indicates towards a clinical-scale expansion of hESC-Derived NK Cells for future antitumor immunotherapy. There was a focus on trying to enhance the number of NK cells generated through other methods. Additionally, these hESC-derived&lt;br /&gt;
NK cells could be maintained and expanded in culture for longer than 2 months. This showed a greater approach to providing more human NK cells from hPSCs for cancer immunotherapy.&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=161165</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=161165"/>
		<updated>2014-10-28T22:47:33Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 11 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 11 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:13, 22 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
&amp;lt;pubmed&amp;gt;25299669&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This paper is concerned with the formation of taste sensory organs that are derived from endoderm in the back portion of the tongue, concluding that ''Pax9'' is required for the expansion of taste bud progenitor cells. This conclusion has been reached with the implementation of research in accordance to following the epithelial expression of ''Pax9'' in the embryo. In this research model, mice were used to follow this expression along with the processes of histological assessment and immunohistochemistry (IHC).&lt;br /&gt;
&lt;br /&gt;
''Pax9'' IHC staining on paraffin sections were altered according to modifications of antibody and antibody diluent, before being incubated. After incubation, serial sections were taken from 3 wild-type and 3 ''Pax9''-deficient to visualise the proliferation using BrdU labelling, which is commonly used to detect which cells are proliferating. Cells were then counted and analysed statistically. Immunofluorescence was then performed with using primary and secondary antibodies. Tongue barrier assays and X-gal staining then followed before specimens were examined and photographed with a scanning electron microscope (SEM). Embryonic mandibles and tongues were dissected then cultured for 2 days.&lt;br /&gt;
&lt;br /&gt;
These methods produced findings such as taste perception being critical for an organism to use to differentiate between nutritious and harmful foods. The embryonic and germ cell origins of these sensory papillae are also findings from this research as during development of the oral epithelium, ''Pax9'' expression is not restricted to just endoderm-derived, but is also found in ectoderm-derived as well as non-sensory papillae. It demonstrates that Pax9-deficiency does not affect patterning, development or maintenance of the mouse FUP, which was unexpected from the research. It was also found to be the first developmental regulator required for the expansion of taste progenitor cells in the developing mouse.&lt;br /&gt;
&lt;br /&gt;
[https://embryology.med.unsw.edu.au/embryology/index.php?title=Sensory_-_Taste_Development Sensory Taste Development]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 11==&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23515118&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The main findings of the paper indicate a study that expands upon the recently discovered concept of using induced pluripotent stem cells to derive large numbers of functional and mature Natural Killer cells, adding to another possibility for NK-cell-based cancer immunotherapy. NK cells are a promising source for lymphocytes.&lt;br /&gt;
&lt;br /&gt;
Firstly, hESC- and iPSC-Derived hematopoietic progenitor cells were shown to develop into NK Cells. These NK cells were phenotypically mature and functional, meaning they were capable of killing tumour cells. Also, an enhanced generation of progenitor cells removes cell sorting when hPSC-Derived NK Cells were derived. This meant that this method was significantly improved over past stromal-based systems. These fully functional NK cells also killed K562 tumor cells at a similar level to PB-NK cells and were more cytotoxic than UCB-derived NK cells. This finding showed that it wasn't necessary to require sorting of phenotypically mature NK cells.&lt;br /&gt;
&lt;br /&gt;
Furthermore, it was dicovered that hPSC-Derived stroma supported NK cell development from hematopoietic progenitor cells which meant that these cells started to produce their own adherent cells in culture. The data from this study demonstrates for the first time, successful in-vitro derivation of functional, cytotoxic lymphocytes in the absence of any sorting or murine stromal cell support.&lt;br /&gt;
&lt;br /&gt;
Finally, it indicates towards a clinical-scale expansion of hESC-Derived NK Cells for future antitumor immunotherapy. There was a focus on trying to enhance the number of NK cells generated through other methods. Additionally, these hESC-derived&lt;br /&gt;
NK cells could be maintained and expanded in culture for longer than 2 months. This showed a greater approach to providing more human NK cells from hPSCs for cancer immunotherapy.&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=161150</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=161150"/>
		<updated>2014-10-28T22:38:44Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 11 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 11 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:13, 22 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
&amp;lt;pubmed&amp;gt;25299669&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This paper is concerned with the formation of taste sensory organs that are derived from endoderm in the back portion of the tongue, concluding that ''Pax9'' is required for the expansion of taste bud progenitor cells. This conclusion has been reached with the implementation of research in accordance to following the epithelial expression of ''Pax9'' in the embryo. In this research model, mice were used to follow this expression along with the processes of histological assessment and immunohistochemistry (IHC).&lt;br /&gt;
&lt;br /&gt;
''Pax9'' IHC staining on paraffin sections were altered according to modifications of antibody and antibody diluent, before being incubated. After incubation, serial sections were taken from 3 wild-type and 3 ''Pax9''-deficient to visualise the proliferation using BrdU labelling, which is commonly used to detect which cells are proliferating. Cells were then counted and analysed statistically. Immunofluorescence was then performed with using primary and secondary antibodies. Tongue barrier assays and X-gal staining then followed before specimens were examined and photographed with a scanning electron microscope (SEM). Embryonic mandibles and tongues were dissected then cultured for 2 days.&lt;br /&gt;
&lt;br /&gt;
These methods produced findings such as taste perception being critical for an organism to use to differentiate between nutritious and harmful foods. The embryonic and germ cell origins of these sensory papillae are also findings from this research as during development of the oral epithelium, ''Pax9'' expression is not restricted to just endoderm-derived, but is also found in ectoderm-derived as well as non-sensory papillae. It demonstrates that Pax9-deficiency does not affect patterning, development or maintenance of the mouse FUP, which was unexpected from the research. It was also found to be the first developmental regulator required for the expansion of taste progenitor cells in the developing mouse.&lt;br /&gt;
&lt;br /&gt;
[https://embryology.med.unsw.edu.au/embryology/index.php?title=Sensory_-_Taste_Development Sensory Taste Development]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 11==&lt;br /&gt;
Identify a recent research article (using the pubmed tags to cite) on iPS cells and summarise in a few paragraphs the main findings of the paper.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23515118&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The main findings of the paper indicate a study that expands upon the recently discovered concept of using induced pluripotent stem cells to derive large numbers of functional and mature Natural Killer cells, adding to another possibility for NK-cell-based cancer immunotherapy. NK cells are a promising source for lymphocytes.&lt;br /&gt;
&lt;br /&gt;
Firstly, hESC- and iPSC-Derived hematopoietic progenitor cells were shown to develop into NK Cells. These NK cells were phenotypically mature and functional, meaning they were capable of killing tumour cells. Also, an enhanced generation of progenitor cells removes cell sorting when hPSC-Derived NK Cells were derived. This meant that this method was significantly improved over past stromal-based systems. These fully functional NK cells also killed K562 tumor cells at a similar level to PB-NK cells and were more cytotoxic than UCB-derived NK cells. This finding showed that it wasn't necessary to require sorting of phenotypically mature NK cells.&lt;br /&gt;
&lt;br /&gt;
Furthermore, it was dicovered that hPSC-Derived stroma supported NK cell development from hematopoietic progenitor cells which meant that these cells started to produce their own adherent cells in culture. The data from this study demonstrates for the first time, successful in-vitro derivation of functional, cytotoxic lymphocytes in the absence of any sorting or murine stromal cell support.&lt;br /&gt;
&lt;br /&gt;
Finally, it indicates towards a clinical-scale expansion of hESC-Derived NK Cells for future antitumor immunotherapy. There was a focus on trying to enhance the number of NK cells generated through other methods. Additionally, these hESC-derived&lt;br /&gt;
NK cells could be maintained and expanded in culture for longer than 2 months. This showed a greater approach to providing more human NK cells from hPSCs for cancer immunotherapy.&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=160580</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=160580"/>
		<updated>2014-10-25T11:42:48Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 10 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 11 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:13, 22 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
&amp;lt;pubmed&amp;gt;25299669&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This paper is concerned with the formation of taste sensory organs that are derived from endoderm in the back portion of the tongue, concluding that ''Pax9'' is required for the expansion of taste bud progenitor cells. This conclusion has been reached with the implementation of research in accordance to following the epithelial expression of ''Pax9'' in the embryo. In this research model, mice were used to follow this expression along with the processes of histological assessment and immunohistochemistry (IHC).&lt;br /&gt;
&lt;br /&gt;
''Pax9'' IHC staining on paraffin sections were altered according to modifications of antibody and antibody diluent, before being incubated. After incubation, serial sections were taken from 3 wild-type and 3 ''Pax9''-deficient to visualise the proliferation using BrdU labelling, which is commonly used to detect which cells are proliferating. Cells were then counted and analysed statistically. Immunofluorescence was then performed with using primary and secondary antibodies. Tongue barrier assays and X-gal staining then followed before specimens were examined and photographed with a scanning electron microscope (SEM). Embryonic mandibles and tongues were dissected then cultured for 2 days.&lt;br /&gt;
&lt;br /&gt;
These methods produced findings such as taste perception being critical for an organism to use to differentiate between nutritious and harmful foods. The embryonic and germ cell origins of these sensory papillae are also findings from this research as during development of the oral epithelium, ''Pax9'' expression is not restricted to just endoderm-derived, but is also found in ectoderm-derived as well as non-sensory papillae. It demonstrates that Pax9-deficiency does not affect patterning, development or maintenance of the mouse FUP, which was unexpected from the research. It was also found to be the first developmental regulator required for the expansion of taste progenitor cells in the developing mouse.&lt;br /&gt;
&lt;br /&gt;
[https://embryology.med.unsw.edu.au/embryology/index.php?title=Sensory_-_Taste_Development Sensory Taste Development]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 11==&lt;br /&gt;
Identify a recent research article (using the pubmed tags to cite) on iPS cells and summarise in a few paragraphs the main findings of the paper.&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_1&amp;diff=159737</id>
		<title>Talk:2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_1&amp;diff=159737"/>
		<updated>2014-10-24T05:49:51Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014discussionheader}}&lt;br /&gt;
==Peer Reviews==&lt;br /&gt;
&lt;br /&gt;
The introduction is shaping quite well. The information used are all relevant and provide an overall understanding of the respiratory system. It is great how you have divided the system into the two main parts, the conducting zone and respiratory zone, providing information and images for both. With that said, the images contain no caption or any description when clicked on and more work is needed in this area as explaining the images/slides will heighten the educational aim of the project. Furthermore, as Mark Hill has mentioned, you must cover all the components required in uploading and using an image, such as adding the copyright information. &lt;br /&gt;
&lt;br /&gt;
Presenting the lung development stages in a table format is very clever and the table constructed contains valuable information simplifying the developmental stages of the respiratory system. You have gone one step further than the required by showing that development does not only occur embryonically but up to 8 years of age. Good work. In terms of the references in this section, they all seem to be fine, however I am unable to click on the “Lung Development” link, which returns with “object not found.” So please fix that issue as the reader/marker must be able to validate all the references if need be.&lt;br /&gt;
&lt;br /&gt;
The current research section of this project page seems promising with a wide range of information. The foundations and structure are present however more information is required, which I know will be added before final submission. Identical to the introduction, it is good that you have divided the section into subsections based on the current research style and understanding that physiologically the lungs can be divided into the conduction system and functional unit. Numbering and dot points may be used, but I highly recommend that it is not used throughout the whole section. Moreover, your addition of an image highlighting Schematic lung disease and normal vs diseased lung models is appropriate for current research and models, however it should not be placed at the end under the references, you need to find a place between a paragraph that discusses or introduces this model. Lastly, there is a small formatting error in the middle of this section, I assume that is where an image should be located however check if you have written the command correctly. &lt;br /&gt;
&lt;br /&gt;
It is obvious that the historical section is well researched and that a number of articles have been referenced. The use dot points and dates are great and simple to understand, however if you make a timeline and paragraphs, the page might look more professional. You have the information required to create a simple timeline and paragraphs that follow. Great historical images used however the first lacks any description and the second lacks a reference. &lt;br /&gt;
&lt;br /&gt;
A vast range of abnormalities are addressed with references and thorough research into each. Some require more information, but overall all abnormalities are mentioned at a substantial extent with both full sentences and dot points. &lt;br /&gt;
&lt;br /&gt;
Overall this group has provided a well researched project, certain formatting errors need to be addressed and some more information can be added, otherwise good work!&lt;br /&gt;
-----&lt;br /&gt;
&lt;br /&gt;
The wiki-page is very thorough and informative and addresses the majority of the marking criteria well. However there are some points I’d like to highlight for further editing. The second and third sentences in the introduction paragraph are confusing. It would be better to clarify which parts of the respiratory system are derived from endoderm and mesoderm. I particularly liked that the embryonic and fetal stages were quantified by week of development early on in the introduction to indicate what weeks of development the project was focusing on. It would also be extremely helpful to students who are using this as a learning resource if subheadings or brief descriptions were used underneath the images. What I really liked was the use of the ‘lung development table’. The layout made it easy to read and the explanations were not overly long-winded or complicated.&lt;br /&gt;
&lt;br /&gt;
At times there was a bit of repetition of information under different subheadings, for example regarding the two components of the respiratory system. It would be a good idea to read through the entire project as a whole rather than one subheading at a time, and then restructure the content to minimize repetition. There were also a few minor spelling and grammatical errors in the first paragraph which can be fixed up post-editing. The current and historic findings were divided into separate headings and referencing of sources used was done extremely well. I noticed however that the schematic on lung disease doesn't seem to really flow with the text in its current position. I would suggest to move it down to the abnormalities section.&lt;br /&gt;
&lt;br /&gt;
Overall the group has done an excellent job at referencing and has derived information from a variety of mediums including video clips and animations. What I would suggest however is to keep all the references at the end of the page. I think this would make the project appear much more organized and easier to read. Other than that, I think the group has definitely produced a high quality wiki page with useful information on the fetal development of the respiratory system. I think it was pitched at an appropriate level for university students and included helpful diagrams and illustrations. &lt;br /&gt;
-----&lt;br /&gt;
Overall this is a well produced project so far, very impressed. Only minor changes to polish up some sections are needed. The introduction help with orientating the reader with the content especially with the origins of development and brief on how fetal compares with embryonic stages as well as conducting and respiratory side of lung function. The project as a whole is not text heavy with some good images included which again are helpful in guiding the information&lt;br /&gt;
&lt;br /&gt;
The tables and placement of content is very well thought out with the exception of referencing. It would be advisable to move all the references to one spot (preferably the end) so content isn't so broken between sections. viewers looking for the references can follow those link you've provided wherever they end up.&lt;br /&gt;
&lt;br /&gt;
Pictures, while a good addition to supplement the text information, need to have more information regarding the individual images. some text highlighting what the viewer is looking at in the image will be beneficial&lt;br /&gt;
&lt;br /&gt;
some sections need more work in them. Abnormalities is looking good (but i'm sure will improve), but other sections like Current models and historic findings needs to have more research with integrated referencing&lt;br /&gt;
-----&lt;br /&gt;
&lt;br /&gt;
The introduction section is very clear and informative and nicely organised. The images look great, however I think that perhaps some information should be placed alongside them to describe what each figure/image is demonstrating. Maybe a few sentences to describe an overall objective of the page can also be added for extra clarity.  Lung development stages section has a great layout and is nice and easy to read. A few images added to the table may improve this section as the visualisation of this developmental process would greatly aid in the readers understanding of the topic. Referencing also needs a little work to be presented correctly. I particularly like the current research section of the page- the presentation of new findings according to different sub-topics in respiratory development is a great idea! The image itself would look better with a different placement as it seems rather isolated and again some information as to what the diagram is demonstrating would be beneficial. The historic findings section was particularly well done also, great images used and referencing is done very well. The abnormalities section was a great read, nicely organised via the subheadings and well written. Some subheadings may need a little more detail with information and maybe a few more images would also go a long way, referencing was done very well. Overall really nice page! ☺&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
&lt;br /&gt;
The introduction is very informative and I particularly like how it describes the embryonic development of the respiratory system as well, since in order to understand what is happening in the fetal period, it is important to first understand what happened before that in the embryonic period. Perhaps the introduction could also introduce what information the page is going to contain. &lt;br /&gt;
&lt;br /&gt;
The timeline is well presented in a table form, however maybe it would be better suited to be in the introduction section. The table could also incorporate the use of histological images to illustrate the differences between the time periods. Also, the sub sections titled ‘current models’ and ‘current research and findings’ could be part of a larger section and not fall under the ‘Lung Development Stages’ section. &lt;br /&gt;
&lt;br /&gt;
There is no information as yet under ‘Current models’ however extensive research seems to be conducted on ‘current research findings’. Perhaps it would be better to include more journal articles in this section. The use of dot points and numbering systems is also very effective in allowing the information to be easily read and flow. More articles also need to be covered in the ‘Historic findings section’ as it is very brief at the moment with only a few sentences on each article.&lt;br /&gt;
&lt;br /&gt;
The ‘abnormalities’ section is very well done with an abundance of conditions however more images should be uploaded for each abnormality in order to see what it visually presents as in the fetus and also to make the page look nicer.&lt;br /&gt;
&lt;br /&gt;
The images uploaded onto the page contain adequate information explaining them, copyright information as well as the student image template, which is good. There is one student drawn image, which is also great, but maybe some more would further illustrate the group’s understanding of their topic. &lt;br /&gt;
&lt;br /&gt;
The referencing is done correctly mostly throughout the page but is scattered throughout every section so perhaps it would be better to have them in one section at the bottom of the page under the heading entitled ‘References’ and numbered as they appear in the text. In-text citations are throughout and appear to be done correctly.&lt;br /&gt;
&lt;br /&gt;
Overall, this is a very good effort and a bit of editing will make the page look much more neater and organized. Keep up the great work!&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
This project is extremely well done. I found the overall layout of your work to be easy to read and succinct. It captured my attention throughout the entirety of the project and was engaging with the use of bullet points. I thought your use of diagrams was great in aiding the understanding of this topic, however I thought that more diagrams or pictures could be added in order to help the reader visualize exactly what’s going on. I thought that te developmental timeline was a great idea, however could benefit from some more images or diagrams to assist in understanding the developmental stages. I thought the historic findings sections was especially well done as it appears well researched and thoroughly informative. The abnormalities was also well done, however again could benefit from the addition of a few more diagrams.&lt;br /&gt;
&lt;br /&gt;
I think that with the addition of more drawings needs to be some attention to detail when referencing and stating copyright. I’ve noticed that some pictures lack copyright and some don’t have a description, making it difficult to understand the context of the picture and to envisage how it relates to the content. Whilst this is mostly self explanatory- I think that because this is an informative piece it pays to spoon-feed us a bit. Also, your referencing could use a bit of a tidy, but that can easily be fixed before submission. I think that overall this has great potential to be a wonderful project and I look forward to seeing it at its completion!&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
The introduction was written quite well as it explains what the respiratory system is about and the origin of its development. It also briefly highlights the difference between the embryonic and fetal stage which is important in enabling the viewers to have an understanding on what the project will be focusing on. I also like how the group distinguished between the two zones of the respiratory tract and adequately described the features and function of each. The content in the lung development stages clearly relates to the topic and underlines fetal development. The group briefly mentioned the key features in each stage instead of pasting a whole lot of information; this makes it easier for viewers to understand. Overall the content relates to the learning objectives of embryology and the level of research is good as exemplified under ‘Current Research and Findings’ and ‘abnormalities’ (many forms of diseases described). The project however could benefit from having a ‘Glossary’ list so that viewers can understand some uncommon words.&lt;br /&gt;
&lt;br /&gt;
The images under introduction and the image used for Meconium aspiration syndrome have not been referenced properly as there is missing information such as ((Template: Student Image)), description, copyright information and proper references for some. The image used under the ‘current research and findings’ subheading is a good example for the group to copy the referencing style. It is also vital that the group adds a brief description of what the image illustrates as a footnote to help viewers understand the relation of the content and image (this is seen in the image under ‘surfactant’). More images could be added such as in the ‘lung development stage’ and under abnormalities. If images for lung development stages aren’t easily accessible, it is perhaps a good idea to draw them. The table format used for ‘lung development stages’ makes it easy for the viewers to navigate which is a good feature used in the project.&lt;br /&gt;
&lt;br /&gt;
In terms of referencing, there are many in-cite references missing such as in the ‘introduction’ and in ‘lung development stages’. It is important to have these references formatted correctly under the one ‘references’ subheading. There seems to be many ‘references’ subheadings making it harder for viewers to navigate. Some references are shown as ‘&amp;lt;/span&amp;gt; &amp;lt;/li&amp;gt; which needs to be fixed right away. Overall, the content seems well written, formatted and concise making it easy to understand. However the problems related to referencing needs to be corrected as this is inconsistent throughout the project.&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
This project was done really well. All key points, i.e. development, historic findings, etc., were clearly described. In terms of content, this group did a great job. It is very informative and all information they have included are relevant to the topic. There are a few mentions of embryonic stage but I do understand why, particularly for the development of the respiratory system. The developmental timeline is good but an image about the development would make it better. Remember to add in-text citations for this part. Historic findings section is very detailed and exceptional. Abnormalities is done well. A couple or more images would make this section really great. There are images that help with understanding the content. Try to find information on current treatments and/or management techniques for each disease. &lt;br /&gt;
&lt;br /&gt;
However, some images have no captions and so some seem vague as to what they’re about. There are a few images missing copyright, specifically the 2nd photo on the project page and the historical image of lung development. From what I know, images from textbooks normally can’t be used because of copyright. The content is cited and referenced correctly. A bit messy with the references right now but I understand why. Just don’t forget to organise it before submission. Also, don’t forget to mention the other sections in the introduction. Overall, this project is done really well. It is very informative and easy to understand. In summary, just a few more images and correction of typos and this project would be remarkable. Well done! &lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
Firstly, great job on the layout and formatting of the project, everything is easy to find and overall, it reads well. The introduction provides great insight of what to expect on the page. However, it lacks in-text citations for the first three subheadings of the page, as well as the table of lung developmental stages. The first two images also don’t have a description when I click on it, I don’t know what I’m looking at. The “student template” is also missing for the images. I would suggest you look up the tutorial for uploading images on the pages as Mark has extensive information for the proper steps required for uploading images. Otherwise, the lung developmental stages table is informative and easy to read. I would also recommend adding an image for better visualization of the developmental process. &lt;br /&gt;
&lt;br /&gt;
The historical findings and current research models have very detailed content, and look as though they have been referenced correctly using in-text citations, I’m impressed. Although, I would suggest you leave all the references to the end by simply putting &amp;lt;/references&amp;gt; at the bottom of the page, as it looks neater to have them all in one place, rather than at the bottom of each sub-heading. The abnormalities section is done well and there are a wide number of abnormalities covered. The detail of the first two is more in depth than the rest, I’m unsure whether they was more information on those particular abnormalities or their still needs to be information added, but I suggest to have the same amount of information on each disease, if possible. &lt;br /&gt;
Overall, the project is very informative and presented well. It just need a few minor edits. &lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
&lt;br /&gt;
The pages structure is well done, with appropriate use of heading. The introduction explains the general development of the respiratory system, differentiating embryonic, fetal and postnatal time-span. Like division of conducting and respiratory zones with strong general description of each zones components. The referencing of the first three heads content and images was not present though I presume this could be easily resolved. The Development stages table gives is simple yet informative, particularly liked how the stages during the fetal period had more in-depth feature description then the embryonic and postnatal stages.&lt;br /&gt;
&lt;br /&gt;
The Current research and findings section was in-depth with strong explanations and in-text referencing; only part lacking referencing is the Functional unit section. Some sentences should be broken up to avoid excessive use of commas “However, a study conducted…”. There seems to be a picture missing or placed incorrectly for one of the 2013 studies. The Lung Model picture is relevant but with no caption, though the description and referencing when clicking on the image is solid. Little improvement is needed for the Historical findings and Abnormalities sections, great referencing and content. Particularly impressed with the sheer amount of abnormalities presented, with information being sourced from 2-3 references for each abnormality.&lt;br /&gt;
&lt;br /&gt;
To improve further, referencing needs to be added particularly to the introduction, conduction and respiratory zone. The references need to be collected at the bottom of the page instead of after every couple of sections. The removal of the multiple reference subheadings would make the content and page in general easier to navigate. Many of the earlier images should be captioned properly and referenced properly, with missing info like ((Template: Student Image)), description, copyright info. The content of Respiratory and Lung Development Stages could be slightly more in-depth though not too significant of an issue.  Overall content is written well, providing information on all the important objectives, only place improvement is properly required is referencing and some formatting.&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
The introduction provided good background information about the lungs and its general development, however seemed to lack any further explanation as to what else would be covered on the page (current research, abnormalities). I found most of the sentences to be short and abrupt, and more in the form of statements rather than an explanation. This is the same for the following paragraphs regarding the two zones. I would combine several of the sentences together, and restructure them so that they do not start in the same manner e.g. of the first four sentence in your introduction, three of them begin with the words ‘The respiratory system’, and over half the sentences in the entire paragraph begin with ‘The’.  There are a few grammatical errors within the text that should be corrected e.g. ‘till’ of ‘until’, ‘id’ instead of ‘is’. The images used fit well, but there is no caption to explain what they are images of and what they are trying to show. This is also not indicated on the summary of the image, one of which also doesn’t include any copyright information.&lt;br /&gt;
&lt;br /&gt;
The lung development stages were done very well, simplified and tabulated making it very clear. My only concern for this part is that it should be the main part of the project, the area where the development of the lungs is fully explained, yet it is the smallest section of the page. Try to expand on it maybe? Or add a picture or two to enlarge the section?&lt;br /&gt;
&lt;br /&gt;
The current research and findings section seems very thorough, lots of content, good explanations. Very minor problems however; a slight tendency to over use commas in some areas, while not in others. The current models area has not been added to; make sure to fill it in, or will it be scrapped? I have also noticed a picture has been deleted so make sure to get that issue fixed if you still want to use the same image. Is the second picture under this heading part of the section? As it is after the references so I'm not sure where it lies exactly. The image should be captioned as well.&lt;br /&gt;
&lt;br /&gt;
I really like the historical findings section, the information seems more concise when it is presented in bullet points. The second picture within this section is well done and very neatly labeled (I thought it was an image from the internet). The first picture though, needs a caption added as well as copyright information. The abnormalities section is very extensive which can be bother good and bad. For some of the abnormalities there is a lot of detail presented, while for others there is very little. I think maybe that as long as you mention what it is, how you get it/how it forms, some statistics and maybe an image, that should be more than enough. Also, I would remove all the sub-headings under abnormalities and have them just written in bold. Otherwise, when looking at the contents at the top of the page, it looks as though half your page is solely focused on abnormalities. &lt;br /&gt;
&lt;br /&gt;
Overall, I think this page is well done and only a focus on sentence structure, a bit on grammar, and captioning pictures with correct copyright info is needed. Other than these main focus areas, one other point to make would be all the references should be at the bottom of the page.&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
In this review I intend to highlight the merits of your project as well as provide some constructive criticism in light of the marking criteria of this task. &lt;br /&gt;
&lt;br /&gt;
The page is well structured and provides perfect balance between written text and images. However some of the included images do not compliment the text. I suggest adding labels or descriptive annotations to these images using paint. Alternatively you could refer to these images in your text e.g “ as seen in Figure 4a” and use them to make the descriptive content easier to visualise.  You could also include a simple written description of what each image showing in the image link. I found the table on the stages of lung development a really effective way of organising the content and I was able to understand much of it in a quick glimpse! I like how the text is summarised and highlights the main developmental changes that are occurring at each stage. Just to make it more engaging, perhaps you could include matching images in a another column. &lt;br /&gt;
&lt;br /&gt;
Under the section of current findings, I believe that most of the information included is relevant and incredibly appropriate articles have been selected. I think its good that this section is delving into the area of molecular signalling underlying the morphological changes that we see. I believe your project would greatly benefit if there was more material discussing the biochemical signalling and recent findings in relation to this. However, I am not sure if the details on cell type should be in this section, this section might need some re-organising. &lt;br /&gt;
&lt;br /&gt;
I understand that the history is a difficult topic to research. The information on our understanding of surfactant is appropriate, detailed and very informative. However I think you need to include more information on our understanding of stages in fetal lung development. Explore the transition in research focus investigating morphology to molecular changes. Perhaps use the library database to find relevant historic journal articles in the database. It was good to see the use of relevant historic images. &lt;br /&gt;
&lt;br /&gt;
A number of abnormalities have been identified and described, I think its great that each section includes a description of the abnormality, and goes on to discuss the cause and implications of each disease. I would only recommend including images to make the content easy to visualise. Great Work!&lt;br /&gt;
&lt;br /&gt;
Overall the project is coming along really well ! Just ensure that you proof read and review before the final submission. Also include in-text references and compile all your references to one section at the end of the page. Good Luck!!&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
Well explained introduction and the histological images provided are great.&lt;br /&gt;
In the first section the addition of in text citations would be useful. The content is explained really well and a good use of detail in the paragraphs is not too overwhelming.  Good use of formatting with the inclusion of the table, helps to keep the content clear and concise. The current research, findings and models is present really well, good use of referencing and in text citations. Current findings, models and research is presented really well, good use of referencing and in text citations. Information is clear and with sufficient detail. There are a variety of formatting techniques used which is great to see. Good use of images, however seems to be missing info, suggest filling it out and maybe fixing some of the formatting errors shown but otherwise really well done.  This section shows a good amount of research conducted. The historic findings are also well presented, the use of dot points to format the info is very useful and provides clarity. A timeline for the key historic dates might be helpful and another use of visuals. Great to see a variety of abnormalities, shows an extensive research really well presented. Would be great to see more images for this section and maybe drawings too. &lt;br /&gt;
&lt;br /&gt;
This group overall has done really well, there are only a couple of suggestions for the page to be complete these include filling in the missing info under the sub heading ‘current models’. The in text citations and referencing in the first section should be added in to avoid losing marks. Also try adding captions to some of the images,  a brief description of what the image is showing. Evidently the research conducted has been quite extensive and the group has worked well to ensure all parts are completed equally. Overall the page is structured really well and organized in an understandable manner. The use of a variety of images and formatting techniques is really great. Just a few minor adjustments and this page will be really great. Great work everyone !&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
The group project has covered a wide angle of the fetal development of Respiratory system. The introduction is very concise and informative, but it would have been better to give us a heads up of what is going to be included in the wiki-page. The different histological diagrams of 'respiratory zones' were good in giving us an idea of what the cells look like, however, none of the diagrams are labelled leaving us to our own imagination of what is what (I'm guessing the first picture in the project represents a zone of respiratory cells?)&lt;br /&gt;
&lt;br /&gt;
The tabulated data makes it easier to understand the different stages of development, splitting it into different stages (including the weeks underneath), I think it would be better to maybe condense the information in the table to key dot points as currently it seems saturated with information. Maybe even include histological diagrams of the different development stages&lt;br /&gt;
&lt;br /&gt;
There are no current models listed in the 'Current Research, Models and Findings' section but there has been extensive research in the Research and Findings. The information in this section is very well laid out allowing easy reading and understanding of the information that has been presented. The diagram used at the end of this subsection is very simple and informative :)&lt;br /&gt;
&lt;br /&gt;
'''In the 'Conducting System' - the picture does not appear for me (only me?)'''&lt;br /&gt;
&lt;br /&gt;
Historical findings have also been extensively covered, a well put out timeline with different observation timepoints. Abnormalities have also been extensively covered in the group project, however I think it would be better to employ the use of more diagrams of the different diseases and abnormalities.&lt;br /&gt;
&lt;br /&gt;
Having the references scattered throughout the page seems to break the flow of the group project :/ Maybe have them all grouped up under a separate subheading :)&lt;br /&gt;
&lt;br /&gt;
Great work on your project, a little touch up here and there with some more diagrams will greatly improve this project&lt;br /&gt;
-----&lt;br /&gt;
The intro is very good and the images are a good size but there needs to be some description to make it relevant to the project. Need to edit ‘Conducting Zone’ info since there are some grammatical and spelling errors. Also should have in-text referencing in this section of the project with a long list of all the references at the end. You can go onto other people’s reports to find the coding for this reference style. &lt;br /&gt;
&lt;br /&gt;
The information on the lung development timeline is fantastic but it is a bit dense. Splitting it into bullet points might be a better way of organising it so peers get a more effective learning experience when they read it. In the conducting system under current findings it looks like there has been an attempt to upload an image called “400px” however the link leads nowhere. It has great information, very interesting and concise. However the references at the end of this section should be incorporated at the very end of the wiki page. This would make it flow better. &lt;br /&gt;
&lt;br /&gt;
Excellent images of the diseased lung compared to normal lung, however it might make more sense for these to be under the lung abnormalities subheading. There is excellent information on the historical findings. It has been written in an easy to understand manner and all the information is relevant. There is also excellent referencing and good use of diagrams. However I still think that the references should all be together at the very end of the project page. &lt;br /&gt;
&lt;br /&gt;
The abnormalities section is very in depth however there is a bit too much information. It would be easier to follow and more interesting if there were images associated with the information, or maybe if the information was tabulated that would make it easier to follow. Well done on this project! It is clear that a lot of research has been done outside. &lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
This is a really good project. First thing noticeable on the page is the amount of information you have which is great. The introduction is really well written and I like the fact that you have included images in this part as it makes it so much easier to understand. I also found it quite easy to grasp the difference in fetal and embryonic periods so well done as this is an important part of the project. This table of the lung development stages is great and really well done.&lt;br /&gt;
&lt;br /&gt;
One thing you could maybe do here is add a few diagrams. I know you have more diagrams down below but I think it’s something that might make it even easier to follow. You obviously haven’t found any current models at the moment. Don’t know if this helps but it may for the models: PMID: 22876201. Current research and findings again is good.  Something which seems to be reoccurring with your page is the fact that the references are spread all over the page. I think it would look much better if all the references were at the bottom of the page as this makes you page look more professional and aesthetically pleasing. &lt;br /&gt;
&lt;br /&gt;
Maybe add some student drawings as I think this would more interesting for your page and be a bit more unique. Something else to note is the abnormalities part. It’s great that you have a lot of different abnormalities but I feel as though some of them such as cystic fibrosis and laryngeal atresia could have been given a bit more of information to supplement what you are saying. Also adding a diagram would be good to make it easier for the viewer to understand. &lt;br /&gt;
&lt;br /&gt;
Overall it’s a well presented page with some quality information. Maybe look at your referencing technique, adding some more student images and a bit more detail to the abnormalities to take what at the moment is a good project to a great project. Best of luck!!&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
Overall, the project at this stage consists of a good integration of text, images and references throughout. The introduction is well-written and gives an overview of the two parts of the respiratory system (conducting and respiratory zones). I think it is a good idea that your group has split this up and explained both parts separately as it helps to orient an unknowing reader, especially as the gross anatomical structures are also described (e.g. trachea, larynx, bronchi). However, in-text referencing is needed in this introductory segment to provide the reader with the source of all information, exactly where it appears. You could refer to Dr Hill’s instructions on how to do this if needed, or see another group’s page on Edit mode. Also, the images used in the introduction should have a small caption beneath them, otherwise it is hard to tell what the images show exactly and how this may be relevant to the complementary text.&lt;br /&gt;
&lt;br /&gt;
In terms of heading and subheading organisation, I like how you have split the content up into 5 main areas of introduction, lung development stages, current research models/findings, historic findings and abnormalities. This makes the page easy to navigate and the subheadings under each section are relevant. The use of a table in the ‘lung development stages’ section is very well done and appropriate, as it segments the information into a clean, readable format that a student could simply refer to if they were learning from scratch. The information in the table is succinct and provides all the main points. The only improvement here I would suggest, is aligning the content to the left, as it may seem more pleasing to the eye to have even spacing rather than centre alignment. Also, the ‘references’ have been placed as subheading 2.1, whereas the other ‘reference’ sections have not been given a separate subheading, so I would consider making this consistent throughout the project page. &lt;br /&gt;
&lt;br /&gt;
The section on current research models and findings is concise and informative, with good use of numbering to make the information easier to read rather than having long and chunky paragraphs. Although a minor detail, there is one part that says “a study conducted last year”. Since these Wiki pages will be left online, it is important to specify the exact year here, and provide an in-text reference to the study mentioned so a reader can easily locate it. I like the use of dot points in this section, making it look appealing, however the image used should also include a caption, as should the others on the page. Be careful of copyright infringement regarding image use, as there appears to be a file with a ‘Permission Error’ in this section, which may need to be manually removed. &lt;br /&gt;
&lt;br /&gt;
The ‘historic findings’ section was also well-done, especially because it used dot points to segment the information and show the exact years of each discovery. Once again though, the image requires a caption and the references for this section seem to be split into 2 parts; one list from 1-14 then another from 1-4. I think the list from 1-4 needs a subheading to show how those sources are different to the ones above it, otherwise both lists need to be integrated into one.There are also some parts that have coding showing &amp;lt;/ol&amp;gt; and &amp;lt;/span&amp;gt; &amp;lt;/li&amp;gt; which just need to be removed with editing.&lt;br /&gt;
&lt;br /&gt;
Lastly, the section on abnormalities is also of a high standard as each abnormality begins with a brief description then goes into details by using dot points. There is good use of in-text referencing followed by a reference list which is correctly formatted too. The image included has a caption which is good, as other sections lack this, however I would consider adding more images to make this part more visually appealing and engaging to the reader.  &lt;br /&gt;
&lt;br /&gt;
It is evident that a lot of work has been done on this page as each section is detailed and referenced well, with relevant information. Maybe just consider adding some student-drawn images too, but otherwise, the project is of very good quality so far. &lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
Respiratory&lt;br /&gt;
&lt;br /&gt;
The introduction doesn’t seem to be a flowing paragraph, but is a collection of rather short sentences with the topic changing every time and is hard to follow, and some like these “During the embryonic and fetal stage the respiratory system is developing.” seem rather obvious for the target audience of university science students. &lt;br /&gt;
&lt;br /&gt;
The overall layout of the project seem weird as well -  putting the current researches, and historic findings before the conducting / respiratory zone seem to make sense. Also the amount of information per section is extremely unbalanced; there is too much abnormalities and hardly sufficient information on the actual development of the lungs. The references are not put together yet either. &lt;br /&gt;
The lung development stage graph is really well done, easy to read and is visually appealing. Also maybe add a few photo’s in the abnormalities section just to make it visually appealing; there is a lot of information in there but only has one picture. &lt;br /&gt;
There are a few parts with grammatical errors / could use with some better punctuation and wording. For example the first sentence under the conducting zone “The conducting zone is made up nose to bronchioles and its function is to filter, warm, and moisten air and conduct it into the lung” could be better reworded as “The conducting zone’s function is to filter, warm and moisten air and conduct it to the lungs, and is made up of the nose, pharynx, trachea and bronchioles” or something along those lines. &lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
The product was done well overall with lots of information and a good structure. However, I am a bit confused about the sections “respiratory” and “lung development stages”. I guess “lung development stages” is also under “respiratory”, but it seems that they are separated into two big sections.&lt;br /&gt;
&lt;br /&gt;
The introduction clearly explains the development of respiratory system. It is good to divide respiratory tract into 2 main parts and explain them separately. It would be better if it includes a sentence like ‘this website will focus on fetal development of respiratory system.&lt;br /&gt;
&lt;br /&gt;
Using table to explain different stages of lung development is a good idea. It would be easier to read if they are typed in point forms with some images included.&lt;br /&gt;
&lt;br /&gt;
More images could be added under current research, models and findings for easier understanding. Some information should be added under current models.&lt;br /&gt;
&lt;br /&gt;
The historic findings and abnormalities are good and informative.&lt;br /&gt;
&lt;br /&gt;
Some images do not have the information about copyright. It would be better if there is a title for each image included.&lt;br /&gt;
&lt;br /&gt;
In terms of referencing, they are missing in the sections under introduction, conducting zone and respiratory zone. In-text references are also missing in the table about the stages and features of lung development. Also, the images used have not been referenced. Reference list at the end rather than under each section should be used instead.&lt;br /&gt;
&lt;br /&gt;
It is overall a good project and well-researched. More images can be included to balance with the huge amount of text.&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
The Introduction of Group 1 is done very well. It is clear, descriptive and very informative. The introduction has been well categorised into categories, with the appropriate choice of labels and subheadings. There is a good choice of pictures and diagrams, which demonstrate a sufficient level research beyond the formal teaching activities. I believe the group could add what they’re page hopes to achieve (outcomes).&lt;br /&gt;
&lt;br /&gt;
The timeline aspect of the group is also well presented. A good choice of histological images would add depth and aid in understanding. The information in this section needs to be referenced correctly. &lt;br /&gt;
&lt;br /&gt;
The current research and findings section is very informative and is referenced excellently.  I do believe the layout of this section could be improved, with a better choice of subheadings and clear dates of publication (Its all about recent findings). I believe this section could be summarised further and the picture layout improved to make this section clearer and more succinct. Excellent job nevertheless&lt;br /&gt;
&lt;br /&gt;
The historic section is excellent. It is well referenced, written and explained. It is very informative with an excellent choice of well-described historical images. Particularly enjoyed the timeline on the study of ‘Surfactant’&lt;br /&gt;
&lt;br /&gt;
The abnormalities section has an excellent and varied choice of various abnormalities/diseases. It has an excellent choice of headings and subheadings. The content is also correctly cited and referenced.  There is strong evidence of significant scientific research. I do believe the addition of images would further add to the overall understanding of this section. I do believe more information could be added to the ‘Azygos Lobe’, ‘Congenital Laryngeal Webs’ and ‘CHAOS’ section or these sections removed and more content/depth added to the other remaining sections (only a suggestion though!)&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
Overall structure of this group project is decent with use of many articles to support information provided. Furthermore, the structure for this project could be improved on as there are minimal grammatical errors. It is also able to explain concepts regarding the development of the respiratory system in the embryonic stages. If concepts can be conveyed effectively to the reader then this indicates that the project group have been able to demonstrate their understanding on their chosen topic. It is important to identify the advantages and disadvantages and these are;&lt;br /&gt;
&lt;br /&gt;
====Strengths====&lt;br /&gt;
&lt;br /&gt;
•	Images used are effective in further summarising or explaining content. For example the image under the respiratory zone heading is good in that it shows the histological growth of the tissue as the week’s progress on.&lt;br /&gt;
&lt;br /&gt;
•	Heading s provided are short and right to the point.&lt;br /&gt;
&lt;br /&gt;
•	The table on lung development stages is very effective as it summarises changes that occur in the weeks following embryonic development.&lt;br /&gt;
&lt;br /&gt;
•	Abnormalities section has also been clearly written with in-text citations and a variety of research articles used to explain the conditions. &lt;br /&gt;
&lt;br /&gt;
====Weaknesses====&lt;br /&gt;
&lt;br /&gt;
•	First and foremost, most images uploaded onto the group project 1 page do not have any descriptions as well an image name to explain what it is. This makes it difficult for the reader to understand what the image is displaying. Also a file has been deleted (400px) indicating that copyright issues have occurred.&lt;br /&gt;
&lt;br /&gt;
•	Consistency across the whole project page is not evident. This can be seen as each section has references being placed under paragraphs and then a full reference list is given in the end. So all references need to be placed in the reference list at the end.&lt;br /&gt;
&lt;br /&gt;
•	Historic findings are an important section here that needs work on as there isn’t enough information regarding articles from the 18th century being stated. &lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
The introduction is written well and it provides sufficient background information on the anatomy and development of respiratory system. It is also well-divided into the two conducting and respiratory zones. However it lacks to provide information on what is included in the page such as current research and abnormalities. In addition, this assignment is aimed to describe the fetal development but fetal period does not seem to be the focus in this project. I understand that it is difficult to focus on fetal period, especially for the respiratory system but if that is the case, you can mention why you’re also including information on embryonic and postnatal periods in your introduction. There are also a few spelling errors within the text that should be corrected (such as ‘id’ instead of ‘is’). The images of the histological sections are relevant but there is no caption for any of the photos and it is difficult to understand what they are trying to show. There is no information provided on the summary of the image either and one of the images is missing copyright information. In addition, the text as well as the images in the introduction needs to be referenced on the page.&lt;br /&gt;
The table of lung development stages is simple and very well summarised. The content of this section relates to the learning objectives of embryology however there is not enough explanation considering that this section is the main part of the project. In order to aid with understanding of the development of lungs, simple diagrams could be drawn that show different developmental stages. You can then explain more on what happens in each stage.&lt;br /&gt;
&lt;br /&gt;
The first paragraph of the current research and findings about the conducting system and functional unit is already discussed in the introduction and therefore there is no need to include it again in this section. Try to include more precise information on the findings of each study and also talk about the new models that have aided in understanding of the development of this system. For example you can elaborate more on the three geometrical models that are proposed in the review study in 2013(there is no information under the “current models” subheading at the moment- you can put this information there). Also it is a good idea to organise the research findings in chronological order so that new advancements are found in more recent studies (2011 must come before 2013).The two alveolar cell types under current research is irrelevant – I would put them under introduction. Also I don’t understand why the image of lung diseases is under current research (maybe put that image under abnormalities?)&lt;br /&gt;
&lt;br /&gt;
The historic findings section is very informative, especially the “surfactant” section. You can also tabulate the data to make it look neater. However from my understanding, in this section we also need to provide information on the history and stages of fetal lung development. I know it is hard to find this information but maybe try looking for review articles that summarise the findings of past studies in this area. The abnormality section is well written and thorough with so many abnormalities named and described. The only suggestion is to include more images.&lt;br /&gt;
&lt;br /&gt;
Overall, this web page shows a very effective team work and it is clear that work has been allocated with each person working on a different subheading. You only need to pay attention to minor issues mentioned above. Also in terms of referencing, there are many in-text references missing in different sections. It is very important to format these references correctly under one ‘references’ subheading at the end of the page (instead of having a separate reference list for each section).&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
The structure of this page looks good regarding the text and image ratio.&lt;br /&gt;
Stages of lung development table was very effective for me to grasp the contents and understand it effectively. However providing an image would aid in grasping the contents effectfully.&lt;br /&gt;
Under the recent findings section, most of the information is relevant though you should consider the biochemical aspect of it too.&lt;br /&gt;
Current models need more researching. Try including more journal articles for current models maybe.&lt;br /&gt;
Under historic findings, more detail is needed for the fetal lung development. Try to obtain more relevant articles on fetal lung development and integrate the information with your current information.&lt;br /&gt;
Abnormalities are described well and are detailed so WELL DONE!&lt;br /&gt;
Good use of images which makes it engaging and interesting. Although some images lack captions and few images are missing copyright.&lt;br /&gt;
Try to include in text citations and put together all the references in the end of the page.&lt;br /&gt;
Just fix up the references and in text citations also mention your sections of the page in the introduction and that’s it.&lt;br /&gt;
LOOKS REALLY GOOD SO FAR just needs to fix few minor things.&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
You guys have a good contents list and cover the main topics under respiratory fetal development. However subheadings “Current Research, Models and Findings”, “Historic Findings” and “ Abnormalities” can be made into separate subsections, instead of under Lung Development Stages as 2.2, 2.3, 2.4 and can be categorized as 3,4,5 on the contents list. This can be easily changed. Also one reference list at the end of the whole page for all the sections would be good. &lt;br /&gt;
The introduction gives a good overview of respiratory development. It might be good if in the introduction it outlines the focuses of the page, in particular that you guys will be focusing on fetal development. There is a very good use of a table to describe lung development stages. The table and information provided shows good understanding of overall lung development. Possibly more information could be given on lung development and fetal development. Maybe the molecular pathways involved could be mentioned. Lung development diagrams would be even more useful in conveying the message.&lt;br /&gt;
The Current Research, Models and Findings has good information. It is simple and clearly conveyed and easy to grasp. It was good that you guys discussed the current understanding of morphogenesis, with recent findings about FGF10 and FGFR2. Possibly these sort of molecular pathways involved could be discussed further as I would assume much research in that area would be happening. Possibly animal models and human models could be discussed in this topic. &lt;br /&gt;
Historic findings is very comprehensive with diagrams and also a very good use of dot points in chronological order to describe the sequentially the historic findings in the context of respiratory development. The dot points are also easy to read and understand. The youtube link also under the references for historic findings is also a good tool for learning and explaining. The abnormalities section is very comprehensive with descriptions of many abnormalities. There could be more diagrams included as can be done well when describing abnormalities. It is a good opportunity to use diagrams and maybe putting images of abnormal vs normal lungs would be a good way to help teach at peer level the abnormalities that form. &lt;br /&gt;
There is a good use of diagrams throughout the page. The first 2 diagrams of the lung histology could be explained or described a little further. For example if there is a difference and similarities between slides a, b,c or d in the first diagram. References and in text citations are done well. However the references for all the subsections could be kept in one References subsection at the end of the page. This would make navigating the page more easier. &lt;br /&gt;
There are elements of teaching within the page. For example the table explaining the stages of development; dot point for historic findings; diagrams; youtube link on respiratory development. More teaching elements could be introduced with different explanations and more interesting examples. This could be nicely incorporated into the recent findings topic and abnormalities. &lt;br /&gt;
But on the whole your page is really good and it is clear that much research has been done. If you keep going the way you guys are going it should turn out really good. &lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
Good use of visual aids especially the table as the information is clearly visible, the labelled diagrams are very useful as you can visually see the information that has been written about in the text. Possibly put all of the references at the bottom of the page so they do not interrupt the factual text. The diagram of the schematic of lung disease and the lung models could be incorporated more into relevant text rather than being a stand along diagram so that the diagram can be used to enforce what has been said in the text. &lt;br /&gt;
----&lt;br /&gt;
The group has provided a well summarised introduction of the respiratory system including its main function and the main anatomical features of it (conducting zone, respiratory zone) explanation was easy to understand. They have also explained the two stages (embryonic and fetal) and explained one of the key events that occur in the fetal stage Not only that but there is further information of what happens after fetal stage as its’ development continuous postnatal. In addition there is diagram to help aid in visualising these anatomical features and how it looks as it develop, however there is no labels in the diagram and so readers are unable to understanding its significance nor visualise correctly.  Some of the diagrams are randomly pasted into the site with no explanation or context. &lt;br /&gt;
&lt;br /&gt;
There is good choice of subheading clearly stating what it will be talking about and the use of a table to illustrate the fetal stage in development of the respiratory system is well put. It makes it easy to understand and summarises the key fetal stage events, allowing reader to easily orientate at what time frame, a particular feature is developing into.  Research findings are relevant to the topic and recent, having it in short paragraph helped in understanding what was found from the research articles however some of the findings seemed incomplete towards the end, a bit more information could be added and there is information about a proposed model under the recent research heading, this could be misleading to the reader.  Historic finding is well written its clear, to the point and correct headings have been used.  Good use of time dates (shows research) and historic drawings are simple and relevant to the information given besides them.&lt;br /&gt;
&lt;br /&gt;
There is an adequate amount of abnormalities with main ones explaining who it affects and problems associated with it. One of the abnormality is not defined however rest shows research has been done and good use of image, shows it in real life context. Overall the project has shown research has been done especially in historic findings and abnormalities.  Some of the information in the introduction has not been citied however the information that has been is correctly citied (including the pictures). To make it look neater I would suggest having reference as a 1 whole list at the bottom of the page. Good use of the table &lt;br /&gt;
&lt;br /&gt;
--&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 16:13, 17 August 2014 (EST)&lt;br /&gt;
Hey guys, it's Emanuel&lt;br /&gt;
I've had a look into the systems and respiratory caught my interest. I wanted to do cardio but another group has already chosen it so I think we should choose a system ASAP.&lt;br /&gt;
&lt;br /&gt;
Respiratory looks like it has plenty of resources and there are some interesting abnormalities gat I found on this page:&lt;br /&gt;
[http://embryology.med.unsw.edu.au/embryology/index.php?title=Respiratory_System_-_Abnormalities Respiratory Abnormalities]&lt;br /&gt;
&lt;br /&gt;
Do you guys have any other systems you would like to do or do you like respiratory?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 20:07, 17 August 2014 (EST)&lt;br /&gt;
Hey Emanuel, its Ish here.&lt;br /&gt;
&lt;br /&gt;
As we said on the day, we're fine with anything. So if it's still free, let's lock it in before another group claims it?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 20:59, 17 August 2014 (EST) Alright awesome, well I guess we're the Respiratory group. How do we let Dr Hill know?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 22:30, 17 August 2014 (EST) Hi guys, it's Nadine. I'm happy to do the respiratory system :) I'm sure we have to email him, I'll do that now, since we all seem to be on the same page and in agreement with the respiratory system.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 22:56, 17 August 2014 (EST)  Just emailed Dr Mark and put a heading &amp;quot;respiratory&amp;quot; on our group page :)&lt;br /&gt;
Also we each need to pick one of the following; &lt;br /&gt;
# Review that system development during the fetal period.&lt;br /&gt;
# Identify current research models and finding.&lt;br /&gt;
# Identify historic findings.&lt;br /&gt;
# Identify abnormalities that can occur in this system during fetal period.&lt;br /&gt;
I'm happy to do number 1. Unless someone else wants to?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 06:09, 18 August 2014 (EST)Thanks Nadine, I'll do number 4 if that's all good with you guys?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 19:54, 18 August 2014 (EST) Great work with allocating Nadine. I'd love to do the historic findings (number 3) that sounds interesting! Only if that's okay with you all though?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 15:17, 19 August 2014 (EST) Hey Guys! It's marina here :), I'm happy with number 2. If anyone comes across information for other parts of the project, let's let each other know :)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 21:07, 26 August 2014 (EST)Hi guys its Nadine, just wanted to let you guys know that i added in subheadings to our page :) So feel free to add to your sections  -pictures  -articles  -tables&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 23:58, 26 August 2014 (EST)Marina: Thanks Nadine :) I'm just going to add our names next to each section that we are looking at so its easier to communicate with with one another and who's doing what :)&lt;br /&gt;
&lt;br /&gt;
# Review that system development during the fetal period-Nadine&lt;br /&gt;
# Identify current research models and finding-Marina&lt;br /&gt;
# Identify historic findings-Ish&lt;br /&gt;
# Identify abnormalities that can occur in this system during fetal period-Emanuel&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 12:58, 27 August 2014 (EST) &lt;br /&gt;
'''Topics to cover'''&lt;br /&gt;
#Major stages of development - all fetal (only primordial embryonic development)&lt;br /&gt;
#Histological findings&lt;br /&gt;
#Separate into Functional elements (alveoli) and Tract (conducting system: upper and lower)&lt;br /&gt;
#Include diaphragm (musculoskeletal)&lt;br /&gt;
#Changes after birth&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 12:20, 2 September 2014 (EST) Emanuel: Hey guys just letting you know that I spoke to Dr Hill before the lecture with Carl from the cardio group about using review articles. He said we are allowed to use them as long as we refer to them appropriately (e.g as reviewed in..., according to review by..., etc).&lt;br /&gt;
He also said that any direct findings need to be referenced from the original article and not a review article. &lt;br /&gt;
We can reference to them as mentioned above and we can also add a subheading under references titled &amp;quot;review articles&amp;quot; if we want. When we start to formulate the page we can look at what previous projects have done when organising their review article references for ideas.&lt;br /&gt;
In regards to using images from review articles - there is no need to cite them as coming from review article.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 15:41, 2 September 2014 (EST) Emanuel:  Hey guys just looking through the lecture and I noticed the part about the development of the pharynx. It develops with the foregut (oesophagus) of the GIT. What do you think if Nadine mentions that groups page in an appendix for her section to link the two pages? There is also a relationship between the development of the liver in wk7 that stops the descent of the heart and lungs so it could make our project more interesting in that it links out page with others offering a wider scope of information along with our specific topic.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 11:37, 3 September 2014 (EST)Marina: Yeh I agree! I noticed that too Emanuel. The development of the oesophagus from the foregut and how it bifurcated from the common pharynx into the trachea is very much related to our topic. We can definitely include those relationships, and any others we come across&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 22:47, 9 September 2014 (EST) Emanuel: Hey Ish, just came across these articles regarding historical findings for pulmonary surfactant:&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed/18446178 Surfactants: past, preset and future.]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed/14509914 The era of pulmonary surfactant from Laplace to nowadays]&lt;br /&gt;
&lt;br /&gt;
Mary Ellen Avery and Jere Mead seem to be the godparents of surfactant discovery.&lt;br /&gt;
I also noticed that there is a little tool on the right hand side of the pubmed page when you search for articles called &amp;quot;Results by year&amp;quot;. It's a little bar graph showing which years had the most articles and you can click on each year to bring up it's articles. This might be helpful if your looking for articles that sparked an increase in research by clicking on the years just before the spikes in articles.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 15:49, 16 September 2014 (EST) That is just amazing Emanuel, thanks! Just another thing I wanted to ask, I noticed you took notes when Mark came by to talk to our group at the last lab. When he was saying to focus on things like..&lt;br /&gt;
Yeah, do you mind just typing up what you had written. That would be so helpful!&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 23:33, 16 September 2014 (EST)Marina: Hey guys, just uploaded an image onto our page. It's under current research because its something scientists are looking at the moment with tracking abnormalities. The picture compares the normal structure of a lung to a couple of diseased ones. I know this also links to other parts of our project so we can shift it around later if need be. Mark wanted a picture uploaded before tomorrow, so at least we have something up there for now :)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 12:13, 17 September 2014 (EST) Nadine here, just wanted to inform you that we have a new group assessment that will be marked individually we need to pick 2-3 research papers on stem biology and we need to summarize the paper and present it in week 12 as a group. You will get an email in regards to this set assignment, just thought I'd give you a head up.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 12:44, 17 September 2014 (EST) Emanuel: This is for Ish, I found a link on the respiratory pages that should help you out. Just go to one of the pages (e.g Respiratory System - Abnormalities) and there is a 'Historic Embryology' link just after the introduction. It's small and in a blue box so click on it to expand. It has some really good links that will hopefully help you. Something else that was interesting was the disclaimer at the bottom of the links stressing that the content and scientific understanding are specific to the time of publication. You may want to ask Dr Hill if you need to include that at the bottom of the page to make sure that our audience does not get confused.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 13:27, 17 September 2014 (EST) Ish: Yup, I've seen that Emanuel. I sort of wrote a paragraph along those lines as an introduction to my section which serves as a type of disclaimer too, but I'll reconfirm with Mark whether it's necessary to have anything in addition to that. Nadine, thanks for the heads up.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 16:21, 1 October 2014 (EST) Nadine: Hey guys, just wanted to remind you that by the end of this week all information should up for your section. Make sure that references are included, pictures if needed.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 20:34, 1 October 2014 (EST) Ish: Hey guys, anyone else having issues with the website lately? I'm trying to upload an image - can't. I completed my latest lab assessment a couple days ago and saved it - lost it. So just to be safe, once you've written everything you need down in your sections, copy and paste EVERYTHING into a separate word doc. Don't want you guys to lose hours of work like I did.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 19:02, 3 October 2014 (EST) Marina: Hey Ish yeh im also having trouble with it as well. Even the &amp;quot;uploading image&amp;quot; button is inactive for me, apparently others are having as few problems with this as well. Can you guys check if you yours is visible at the moment? I know this must be recent as you guys have uploaded images and i was able to before. Maybe it has to do with the website change Dr Mark was talking about.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 21:10, 4 October 2014 (EST) Nadine: Thanks Ish! i had the same problem happened twice to me! But it worked out for me in the end. So i have been looking around -projects from years before us and i really like this layout. Have a look if you get the chance [https://embryology.med.unsw.edu.au/embryology/index.php/2012_Group_Project_3]&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 22:50, 4 October 2014 (EST) Marina: Hey Nardine, i really like that layout, hopefully we can get something similar to that going for us as well :) I'm sorry I havent been able to upload any images as the tab for me is unavailable, i emailed Dr mark about it though so hopefully that gets fixed soon.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 22:51, 4 October 2014 (EST) Marina: I was thinking of adding a heading titled &amp;quot;Glossary&amp;quot; at the very end of our project for us to add any words we want to define.... what do you guys think of this?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 20:33, 7 October 2014 (EST) Nadine: Hey Marina, i like that idea heaps and i was also thinking of drawing for my section i found a great paper with fantastic pictures but i cant find the copyright information its off Nature, or I'll just figure something out&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 20:36, 7 October 2014 (EST) Nadine: Hey I was thinking we need to get on top of the week 12 project maybe we can talk about this further tomorrow? I just dont want all of the good papers to go fast and we get left with really hard ones.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:39, 24 October 2014 (EST) Guys I'm going to move my section to the top? I think historical information should chronologically be placed at the beginning. Is that ok?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 16:49, 24 October 2014 (EST) le gasp! I edited everyones parts to try and make it flow well by adding a sentence or two in the beginning. hope thats okay!!1!&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=159725</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=159725"/>
		<updated>2014-10-24T05:45:46Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Respiratory */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
This page focuses on the development of the respiratory system during the fetal stage, exploring the two significant zones and the major organ of the respiratory system, the lung. It places particular emphasis on the historic understandings of the respiratory system followed by an overview of fetal respiratory development. Discussion of current and historic findings during the fetal development of the respiratory system will also be elaborated on. Unfortunately, during the fetal development of the respiratory system, some things may go wrong leading to abnormalities in this important system. In respect to this, there will be a detailed explanation of abnormalities that we find relevant to this system to conclude.  &lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historic knowledge of the shifts in understanding of the respiratory development during the fetal stage is essential for robust appreciation of current accepted ideas of how this system comes to be in the human body. Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since before 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px|Historic image of the human embryo]]&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Year &lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Historic findings&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|400-300BC&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Hippocrates acknowledged the role of spine deformities in leading to dysfunctional lung development and respiration. This deformity was later identified as scoliosis. &amp;lt;ref name=&amp;quot;PMID5118050&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;5118050&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1628&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|[[File:William Harvey.jpg|200px|thumb|William Harvey (1578-1657)]]William Harvey discovered that the lungs were not the organ responsible for blood flow throughout the body, contrary to popular belief at the time. &amp;lt;ref name=&amp;quot;PMID1399659&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;1399659&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1661&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Marcello Malpighi was an Italian scientist who contributed greatly to medicine, particularly the understanding of anatomy. He was a pioneer biologist to utilise newly invented microscopes to closely observe the human body. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli of the lung. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &amp;lt;ref name=&amp;quot;PMID1399659&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;1399659&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Early 1900s&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|[[File:Lung_historical_image.PNG|400px|thumb|Historical image of lung development]]Studies specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1902&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1929&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The earliest recorded observation regarding the necessary presence of something in the lungs, which was later discovered to be what we know today as surfactant,  was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1954&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1959&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1963&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1994&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Hummer et al discovered that there occurred a reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth. This experiment was initially performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
==Development of the Respiratory system Overview==&lt;br /&gt;
&lt;br /&gt;
Current knowledge of the development of the respiratory system portrays how understanding has advanced over time, from what was historically known about the system until what is known today. The respiratory system consists of organs and tissues that assist in breathing. Lungs are the most important organ for respiration. Humans have two lungs, a left and a right lung both located in the chest covered by many tissue, muscles and bones to protect them. [[File:Respiratorysystem2.png|thumb|550px|'''Embryonic Origins of Respiratory System.''']] The purpose of respiratory system is for gas exchange to occur, gas exchange is the removal of carbon dioxide and intake of oxygen into the lungs. Gas exchange is imperative for the function of life as oxygen is needed to working muscles.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
The respiratory system starts developing at week 4 of the embryo and a great deal of the development continues to take place in the fetal stage. A substantial portion of the respiratory system is formed by germ layer endoderm. The lung buds are lined by epithelium derived from the endodermal layer which later on differentiates into the respiratory epithelium. Nerves and neural innervations of the lungs are derived from ectoderm, on the other hand splanchnic mesoderm contributes to the pulmonary blood vessels, smooth muscle,cartilage and connective tissue.&lt;br /&gt;
&lt;br /&gt;
This system has many airways that allows the movement of air from nose or mouth to the lungs. Some of the airways include;&lt;br /&gt;
*Nose (including the nasal cavity)&lt;br /&gt;
*Mouth &lt;br /&gt;
*Larynx &lt;br /&gt;
*Trachea&lt;br /&gt;
*Bronchi and their branches &lt;br /&gt;
&lt;br /&gt;
During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that until about week 37 or birth . However the respiratory system does not carry out gas exchange until birth. Whilst the embryo or fetus is in the mother, gas exchange occurs through the placenta. Once born the lungs of the new born are drained and are filled up with air automatically. The lungs do not inflate completely until about 2 weeks of the new born. The surfactant in each alveoli assists in keeping the lungs open and prevents them from collapsing.&amp;lt;ref&amp;gt;Cite this page: (2014) National Heart, Lung, and Blood Institute Health. Retrieved 20 September, 2014, from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0063039/&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The respiratory tract is divided into two main parts; the conducting zone and the respiratory zone.&lt;br /&gt;
&lt;br /&gt;
=== Development of the Conducting Zone===&lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles, the main function is to filter, warm, and moisten air and conduct it into the lung. The conducting zone includes the nose, pharynx, larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and are where nasal cavities are lined with cilia, mucous membrane and consists of blood filled capillaries. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ORAL CAVITY&lt;br /&gt;
[[File:Oral cavity.png|thumb|right|550px|'''The development of the larynx from the 4th and 6th pharyngeal arches''']]&lt;br /&gt;
The oral cavity is formed by the stomodeum, which is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm-lined depression and separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane. The membrane later breaks down and stomodeum opens into the pharynx  which then forms the vestibule of oral cavity. &amp;lt;ref name=&amp;quot;PMH11936451 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;11936451&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
LARYNX&lt;br /&gt;
&lt;br /&gt;
The larynx is developed from endoderm of laryngotracheal tube. The splanchnic mesoderm is important for the development of connective tissue and muscle as well as the laryngeal cartilages, and they develop from the 4th to the 6th pharyngeal arch mesenchyme. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt; &lt;br /&gt;
[[File:Embryonic Trachea.png|thumb|right|550px|'''Expression of Tbx4 and Tbx5 in the developing lung and trachea''']]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
TRACHEA &lt;br /&gt;
&lt;br /&gt;
The laryngotracheal tube develops in the 4th week. The oseophagotracheal ridge separating the diverticulum forms the trachea.The epithelial cells from the foregut endoderm invade the surrounding mesenchyme to form the trachea. The trachea then divides into 2 bonchial buds, giving rise to the main bronchi, left main and right main.&amp;lt;ref name=&amp;quot;PMH11992723 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;11992723&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
 &lt;br /&gt;
&lt;br /&gt;
BRONCHI&lt;br /&gt;
&lt;br /&gt;
The bronchi is formed in week 4 and the lung buds develop and further divide into more divisions making up 2 divisions for the left and the 3 for the right. These secondary bronchi (3 branches on the right and 2 on the left), then again divided into tertiary bronchi which occurs in week 7. The surrounding mesenchyme then develop into  bronchopulmonary segments.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
BRONCHIOLES&lt;br /&gt;
&lt;br /&gt;
By the 24th week there would have formed approximately 17 subdivisions.  After the birth of the baby the bronchiole tree further divides another 6 more divisions.&amp;lt;ref name=&amp;quot;PMH12107102 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12107102&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== Development of the Respiratory Zone===&lt;br /&gt;
[[File:Respriatory zone.png|thumb|right|550px|'''Visualise airways.''']]&lt;br /&gt;
The respiratory zone is where the oxygen and carbon dioxide exchange with the blood. The respiratory zone includes the terminal bronchioles, alveolar ducts and alveoli.The alveolar ducts and the bronchioles cause the 10% of gas exchange. The rest of the 90% is due to the alveoli. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
TERMINAL BRONCHIOLES&lt;br /&gt;
&lt;br /&gt;
Terminal bronchioles are the passageway for air to pass through from the bronchioles to the alveoli (air sacs) of the lungs.They are lined with simple columnar epithelium. This first begins to develop between week 12 and 13 of the fetus. They develop from thin squamous epithelium, and then differentiate into alveolar cells type 1 and alveolar cells type 2.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ALVEOLAR DUCTS  [[File:4 subdivisons.jpg|thumb|right|550px|'''The four significant divisions in the respiratory system and the change in epithelium within their regions. ''']]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The alveolar ducts allows the oxygen and the carbon dioxide to move between the lungs and bloodstream. Alveolar ducts begin to develop during the late fetal period until about 8 years postnatally. They develop with extremely thin walls with many capillaries that are in close association with the alveolar epithelial cells. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ALVEOLI&lt;br /&gt;
&lt;br /&gt;
The alveoli is where the carbon dioxide and the oxygen exchange. Each alveolar consists of alveolar cells; type 1 and type 2. Type 1 is a membranous pneumocyte and it serves for gas exchange, on the other hand type 2 is a granular pneumocyte that produces surfactant and it reduces surface tension and prevents the alveoli from collapsing. There would be a remodelling of the alveolar wall that results in a single capillary network, that concludes in the maturation however not a full-sized lung. &amp;lt;ref name=&amp;quot;PMH8815817 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;8815817&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Lung Development Stages===&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Stages &lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Features&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryonic (week 4-5)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| [[File:Lung bud.png|thumb|right|'''Image of newly formed lung bud''']] Lung buds would have formed as well as the lung lobes and the bronchopulmonary segments. The stem diverticulum will have differentiated into trachea and larynx. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;Lung buds are lined by endodermal derived epithelium that differentiates into respiratory epithelium, these line the airways and specialised epithelium like the on on the alveoli. &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pseudoglandular (week 6-16)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The events that occur in this stage include, the formation of extensive airway branching of about 14 or more generations of branching, resulting in terminal bronchioles. Endodermal lung buds undergo branching only if they are exposed to bronchial mesoderm.&amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;The conducting epithelium tubes are formed and are surrounded by thick mesenchyme, and the rate and extent of branching appear directly proportional to amount of mesenchyme present. At 2 months all of the segmental bronchi would have formed. The distal structures  at this stage are lined with cuboidal epithelium. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Canalicular (week 16 to 25)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal bronchioles divide into two or more respiratory bronchioles and an increase in capillaries that get in contact with the cuboidal epithelium. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;The beginning of alveolar epithelium development is now underway and the lung morphology has drastic changes occur. the respiratory vasculature is now being developed. the differentiation of the pulmonary epithelium results in the formation of air-blood tissue barrier. This differentiation of cells transforms into specialised cell types known as ciliated, secretory,alveolar cells type 1 and 2. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt; The differentiation of the future conducting airways of the lung from the future gas exchange region is noticeable.&amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Saccular (week 24- 40)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal sacs along with the alveolar sacs and ducts have now formed. The saccules both widen and lengthen the air sac. There is a dramatic expansion in future gas exchange region in this stage. Fibroblasts also differentiate, they can now produce extra matrix, collagen and elastin. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;The vascular tree is also seen to grow in length and diameter. The terminal sacs will continue to develop until well into childhood. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Alveolar (week 36- 8 years of age)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| The secondary septation occurs and a significant increase in the number and size of capillaries and alveolar.&amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;Postnatally from 1-3 years the alveoli will continue to form and in as a result increases the surface area for gas exchange. &amp;lt;ref name=&amp;quot;PMH24058167 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung development overiview.png|thumb|center|550px|'''An overview of the development of the respiratory system from the embryonic to fetal stage''']]&lt;br /&gt;
&lt;br /&gt;
==Current Understandings and Areas of Research==&lt;br /&gt;
&lt;br /&gt;
The development of the respiratory system is one of the most crucial for the survival of the neonate, and hence it is a system that is highly studied. Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract &amp;lt;ref&amp;gt;Cite this page: Hill, M.A. (2014) Embryology Lecture - Respiratory Development. Retrieved September 10, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=Lecture_-_Respiratory_Development&amp;lt;/ref&amp;gt;. However, physiologically, the organ can be divided into two parts that occur subsequently:&lt;br /&gt;
&lt;br /&gt;
#    The '''Conducting system'''- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The '''Functional unit'''- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location &amp;lt;ref name=&amp;quot;PMID24058167&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;&amp;lt;/pubmed&amp;gt;24058167&amp;lt;/ref&amp;gt;.&lt;br /&gt;
  &lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see table above for more information about the properties of each stage of lung development). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit).&lt;br /&gt;
&lt;br /&gt;
==1. '''The Conducting system''' - The respiratory network==&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;lavenderblush&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24004663&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
:::a)	Domain branching [[File:Four Models of Lung Branching.jpg|600px|thumb|Modes of branching: (a) lateral branching, (b) planar bifurcation,&lt;br /&gt;
(c) orthogonal bifurcation and (d ) trifurcation]]&lt;br /&gt;
:::b)	Planar bifurcation&lt;br /&gt;
:::c)	Orthogonal bifurcation&lt;br /&gt;
:::d)	Trifucation&lt;br /&gt;
&lt;br /&gt;
'''a)	Domain branching''': In this type of mode, the respiratory network develops and continues to grow in a direction perpendicular to the future trachea.  New lung bud formations become apparent appear on either side of the stalk. The most recent lung buds that are formed are shown in lighter colors, typically where outgrowths are observed. &lt;br /&gt;
&lt;br /&gt;
'''b)	Planar bifurcation:''' these types of bifurcations form the thin edges of the lobes&lt;br /&gt;
&lt;br /&gt;
'''c)Orthogonal bifurcation:''' this type of bifurcation creates the lobe surfaces and fill the interior part of the respiratory system with the diaphragm, lies beneath. &lt;br /&gt;
&lt;br /&gt;
Note both b) and c)as the name suggests, these branching models are responsible for bifurcating the airways in consecutive rounds of tubular divisions&lt;br /&gt;
&lt;br /&gt;
'''d)	Trifucation''': Researches have recently identified that this mode of branching is responsible for the backbone of the respiratory tree&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;E0 FF FF&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
•	[[File:Lung Fgf10 expression cartoon.jpg|right|275px|thumb|The three types of spatial distributions of FGF10 expression generate different branching modes: (c) elongation, (d ) terminal bifurcation and (e) lateral budding. This picture depicts a model used in modern research, outlining the development of the conducting system of the lung]]&lt;br /&gt;
Another recent study conducted in 2013 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	A research group in 2011, identified two key signalling factors; fibroblast growth factor (FGF10) and sonic hedgehog (SHH) &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref&amp;gt;,&amp;lt;pubmed&amp;gt;24004663&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Other signalling factors such as sonic hedgehog (SHH) receptor patched (Ptc), Bone morphogen protein (BMP4) were also identified from experiments and developed a model to explain the branching network.[[File:Signalling factors in lung branching cartoon.png|right|425px|thumb|FGF10 is transcribed at high levels in the distal mesenchyme (grey) and experiments suggest that FGF10 promotes both the proliferation of the endoderm and its outward movement (green arrow). FGF10 stimulates the expression of SHH in the epithelium (red). SHH reversibly binds its receptor Ptc1 which is expressed in the mesenchyme (grey). SHH-Ptc binding results in the repression of FGF10 expression]]&lt;br /&gt;
&lt;br /&gt;
From their research they also conclude that the sequence of branching events may be the result of different growth speeds:&lt;br /&gt;
&lt;br /&gt;
::::::::::::::Faster growth factors---&amp;gt; triggers lateral branching&lt;br /&gt;
&lt;br /&gt;
::::::::::::::Slow growth factors----&amp;gt; bifurcated branching &lt;br /&gt;
&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
==2. '''The Functional Unit'''-Alveolus==&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named '''alveolar differentiation'''. There are two types of epithelial cells that typically line this tract and both play important role. These two types are described below and provide important background information for the modern research today.&lt;br /&gt;
&lt;br /&gt;
•	Although the first breath the newborn takes is after existing the birth canal, a recent article suggests that the two types of alveolar cells only appear to be mature 1 day prior to birth, when the distal tube dilates. &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24499815&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This is a major concern for preterm infants, who many not have complete developed airways by the time that the new infant is born. This can lead to serious diseases including Idiopathic Pulmonary Fibrosis and Respiratory Distress Syndrome (For more information about this visit Newborn Respiratory Distress Syndrome under the &amp;quot;Abnormalities&amp;quot; section of this page)&lt;br /&gt;
&lt;br /&gt;
•	It was previously thought alveolar type I arise from type II cells but recent studies propose otherwise. By using molecular markers on the mouse model, this research &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24499815&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; concludes that during development Type I and II cells arise directly from a bipotent progenitor, whereas after birth new Type I derive from rare, self-renewing, long-lived, mature Type II cells that produce slowly expanding clonal foci of alveolar renewal. Mapping alveolar cell locations is important for cancer treatment for patients.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	This article &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24429276&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; looks at the current findings of different physiological factors that affect normal neonatal, functioning lungs upon during fetal development. The size of the paired organ to be able to exchange carbon dioxide with oxygen for the very first time at birth, is crucial to be able to withstand that pressure. As we know surfactant, is a lipid-protein composite that aids in this process. Both these epithelial cells that lines this tract  a play important role and crucial to the function of the lung prior to birth and especially post-natally (Type 2alveolar cells) because &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
::::::A)	Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first breath is just after delivery and hence the first time in which the alveolar serve their purpose is after birth. &lt;br /&gt;
&lt;br /&gt;
::::::B)	Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension.&lt;br /&gt;
&lt;br /&gt;
However, current research suggests that the production of surfactant which is reliant on hormonal factors, have little influence on fetal lung growth. In contrast, the following physiological lung growth factors were found to permit the lungs to express their inherent growth potential.&lt;br /&gt;
&lt;br /&gt;
==Current Models==&lt;br /&gt;
&lt;br /&gt;
When considering models of research for analysing human development, animals such as the zebrafish, rabbit and mouse are most popular. These models have been used as part of research for scientists to study how different animals can be used to mimics the way the lung is developed in humans. These models have been chosen for various reasons, their genomic patterns, however, are the main reason. For example, at around E16.5 in the mouse, lung development switches from branching morphogenesis to the canalicular and saccular stages &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;18654673&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; . These, in turn, lead to the final process of alveologenesis that generates the functional units for gas exchange. The timing of alveolar development varies between species. In mice it occurs postnatally (∼P5–30), but in humans few alveoli have formed before birth and the process continues for many months- years afterwards.&lt;br /&gt;
&lt;br /&gt;
[[File:Mouse.jpg|300px|right|thumb|The mouse-The most popular used animal model in today's research]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The reason why these animal models are currently used in research is for a number of reasons. Below is a list of reasons why the mouse model is widely used as part of research within the scientific community:&lt;br /&gt;
&lt;br /&gt;
::•	The mouse reproduces quickly (in 21 days) &amp;lt;ref&amp;gt;https://embryology.med.unsw.edu.au/embryology/index.php/Mouse_Development&amp;lt;/ref&amp;gt;&lt;br /&gt;
::•	Mouse generate many offspring. Anywhere between 8-20 at one time easily &amp;lt;ref&amp;gt;https://embryology.med.unsw.edu.au/embryology/index.php/Mouse_Development&amp;lt;/ref&amp;gt;&lt;br /&gt;
::•	Have similar genomic patterns which can be used as model to explain human embryonic and fetal development [[File:Figure5-1.jpg|thumb| A complete diploid set of metaphase chromosomes from the laboratory mouse (Mus musculus) is shown.]]&lt;br /&gt;
::•	Ethical considerations &amp;lt;ref&amp;gt;http://www.oneofus.eu/wp-content/uploads/2014/06/One-of-Us.pdf&amp;lt;/ref&amp;gt;&lt;br /&gt;
::•	Cost effective&lt;br /&gt;
&lt;br /&gt;
A Comparison of lung development stages in the human and rabbit with their relationship towards gestational length&lt;br /&gt;
can be found in Figure 1 of this article&lt;br /&gt;
[http://www.formatex.org/microscopy3/pdf/pp417-425.pdf]&lt;br /&gt;
&lt;br /&gt;
==Animal Models==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|600px]]&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
&lt;br /&gt;
As mentioned earlier, the development of the respiratory system in the fetus is one that has been known for many years dating back into history, and one that is still currently studied today. However, despite knowledge of respiratory system development being well understood, unfortunately, there still occurs a myriad of abnormalities in the neonate due to complications in development during the fetal stages of the developing human. In this section, we will discuss some of the primary abnormalities that is found in respect to the development of the respiratory system in the fetus.&lt;br /&gt;
&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency - caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
[[File:LaryngealAtresia.jpg|framed|right|300x230px|'''Postmortem revealing congenital laryngeal atresia.''']]Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
[[File:CHAOS.jpeg|framed|right|300x230px|'''Laryngeal atresia caused by Congenital High Airway Obstruction with hyperechoic lungs.''']]Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs, subglottic stenosis, inversion of the diaphragm and hyperechoism of the lungs&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Glossary==&lt;br /&gt;
'''occlusion'''Blockage or obstruction of a vessel&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=159632</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=159632"/>
		<updated>2014-10-24T05:13:13Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Historic findings */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
This page focuses on the development of the respiratory system during the fetal stage, exploring the two significant zones and the major organ of the respiratory system,the lung. This page emphasis further on the lung development, current and historic findings during the fetal development of the respiratory system.&lt;br /&gt;
Unfortunately during the fetal development of the respiratory system, some things may go wrong leading to abnormalities in this important system. In respect to this there will be great mention of some abnormalities in detail. &lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px|Historic image of the human embryo]]&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Year &lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Historic findings&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|400-300BC&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Hippocrates acknowledged the role of spine deformities in leading to dysfunctional lung development and respiration. This deformity was later identified as scoliosis. &amp;lt;ref name=&amp;quot;PMID5118050&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;5118050&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1628&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|[[File:William Harvey.jpg|200px|thumb|William Harvey (1578-1657)]]William Harvey discovered that the lungs were not responsible for blood flow throughout the body, contrary to popular belief at the time. &amp;lt;ref name=&amp;quot;PMID1399659&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;1399659&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1661&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Marcello Malpighi was an Italian scientist who contributed greatly to medicine, particularly the understanding of anatomy. He was a pioneer biologist to utilise newly invented microscopes to closely observe the human body. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli of the lung. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &amp;lt;ref name=&amp;quot;PMID1399659&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;1399659&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Early 1900s&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|[[File:Lung_historical_image.PNG|400px|thumb|Historical image of lung development]]Studies specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1902&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1929&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1954&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1959&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1963&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1994&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
==Development of the Respiratory system Overview==&lt;br /&gt;
&lt;br /&gt;
The respiratory system consists of organs and tissues that assist in breathing. Lungs are the most important organ for respiration. Humans have two lungs, a left and a right lung both located in the chest covered by many tissue, muscles and bones to protect them. [[File:Respiratorysystem2.png|thumb|550px|'''Embryonic Origins of Respiratory System.''']] The purpose of respiratory system is for gas exchange to occur, gas exchange is the removal of carbon dioxide and intake of oxygen into the lungs. Gas exchange is imperative for the function of life as oxygen is needed to working muscles.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
The respiratory system starts developing at week 4 of the embryo and a great deal of the development continues to take place in the fetal stage. A substantial portion of the respiratory system is formed by germ layer endoderm. The lung buds are lined by epithelium derived from the endodermal layer which later on differentiates into the respiratory epithelium. Nerves and neural innervations of the lungs are derived from ectoderm, on the other hand splanchnic mesoderm contributes to the pulmonary blood vessels, smooth muscle,cartilage and connective tissue.&lt;br /&gt;
&lt;br /&gt;
This system has many airways that allows the movement of air from nose or mouth to the lungs. Some of the airways include;&lt;br /&gt;
*Nose (including the nasal cavity)&lt;br /&gt;
*Mouth &lt;br /&gt;
*Larynx &lt;br /&gt;
*Trachea&lt;br /&gt;
*Bronchi and their branches &lt;br /&gt;
&lt;br /&gt;
During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that until about week 37 or birth . However the respiratory system does not carry out gas exchange until birth. Whilst the embryo or fetus is in the mother, gas exchange occurs through the placenta. Once born the lungs of the new born are drained and are filled up with air automatically. The lungs do not inflate completely until about 2 weeks of the new born. The surfactant in each alveoli assists in keeping the lungs open and prevents them from collapsing.&amp;lt;ref&amp;gt;Cite this page: (2014) National Heart, Lung, and Blood Institute Health. Retrieved 20 September, 2014, from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0063039/&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The respiratory tract is divided into two main parts; the conducting zone and the respiratory zone.&lt;br /&gt;
&lt;br /&gt;
=== Development of the Conducting Zone===&lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles, the main function is to filter, warm, and moisten air and conduct it into the lung. The conducting zone includes the nose, pharynx, larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and are where nasal cavities are lined with cilia, mucous membrane and consists of blood filled capillaries. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ORAL CAVITY&lt;br /&gt;
[[File:Oral cavity.png|thumb|right|550px|'''The development of the larynx from the 4th and 6th pharyngeal arches''']]&lt;br /&gt;
The oral cavity is formed by the stomodeum, which is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm-lined depression and separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane. The membrane later breaks down and stomodeum opens into the pharynx  which then forms the vestibule of oral cavity. &amp;lt;ref name=&amp;quot;PMH11936451 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;11936451&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
LARYNX&lt;br /&gt;
&lt;br /&gt;
The larynx is developed from endoderm of laryngotracheal tube. The splanchnic mesoderm is important for the development of connective tissue and muscle as well as the laryngeal cartilages, and they develop from the 4th to the 6th pharyngeal arch mesenchyme. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt; &lt;br /&gt;
[[File:Embryonic Trachea.png|thumb|right|550px|'''Expression of Tbx4 and Tbx5 in the developing lung and trachea''']]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
TRACHEA &lt;br /&gt;
&lt;br /&gt;
The laryngotracheal tube develops in the 4th week. The oseophagotracheal ridge separating the diverticulum forms the trachea.The epithelial cells from the foregut endoderm invade the surrounding mesenchyme to form the trachea. The trachea then divides into 2 bonchial buds, giving rise to the main bronchi, left main and right main.&amp;lt;ref name=&amp;quot;PMH11992723 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;11992723&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
 &lt;br /&gt;
&lt;br /&gt;
BRONCHI&lt;br /&gt;
&lt;br /&gt;
The bronchi is formed in week 4 and the lung buds develop and further divide into more divisions making up 2 divisions for the left and the 3 for the right. These secondary bronchi (3 branches on the right and 2 on the left), then again divided into tertiary bronchi which occurs in week 7. The surrounding mesenchyme then develop into  bronchopulmonary segments.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
BRONCHIOLES&lt;br /&gt;
&lt;br /&gt;
By the 24th week there would have formed approximately 17 subdivisions.  After the birth of the baby the bronchiole tree further divides another 6 more divisions.&amp;lt;ref name=&amp;quot;PMH12107102 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12107102&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== Development of the Respiratory Zone===&lt;br /&gt;
[[File:Respriatory zone.png|thumb|right|550px|'''Visualise airways.''']]&lt;br /&gt;
The respiratory zone is where the oxygen and carbon dioxide exchange with the blood. The respiratory zone includes the terminal bronchioles, alveolar ducts and alveoli.The alveolar ducts and the bronchioles cause the 10% of gas exchange. The rest of the 90% is due to the alveoli. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
TERMINAL BRONCHIOLES&lt;br /&gt;
&lt;br /&gt;
Terminal bronchioles are the passageway for air to pass through from the bronchioles to the alveoli (air sacs) of the lungs.They are lined with simple columnar epithelium. This first begins to develop between week 12 and 13 of the fetus. They develop from thin squamous epithelium, and then differentiate into alveolar cells type 1 and alveolar cells type 2.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ALVEOLAR DUCTS  [[File:4 subdivisons.jpg|thumb|right|550px|'''The four significant divisions in the respiratory system and the change in epithelium within their regions. ''']]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The alveolar ducts allows the oxygen and the carbon dioxide to move between the lungs and bloodstream. Alveolar ducts begin to develop during the late fetal period until about 8 years postnatally. They develop with extremely thin walls with many capillaries that are in close association with the alveolar epithelial cells. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ALVEOLI&lt;br /&gt;
&lt;br /&gt;
The alveoli is where the carbon dioxide and the oxygen exchange. Each alveolar consists of alveolar cells; type 1 and type 2. Type 1 is a membranous pneumocyte and it serves for gas exchange, on the other hand type 2 is a granular pneumocyte that produces surfactant and it reduces surface tension and prevents the alveoli from collapsing. There would be a remodelling of the alveolar wall that results in a single capillary network, that concludes in the maturation however not a full-sized lung. &amp;lt;ref name=&amp;quot;PMH8815817 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;8815817&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Lung Development Stages===&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Stages &lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Features&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryonic (week 4-5)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| [[File:Lung bud.png|thumb|right|'''Image of newly formed lung bud''']] Lung buds would have formed as well as the lung lobes and the bronchopulmonary segments. The stem diverticulum will have differentiated into trachea and larynx. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;Lung buds are lined by endodermal derived epithelium that differentiates into respiratory epithelium, these line the airways and specialised epithelium like the on on the alveoli. &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pseudoglandular (week 6-16)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The events that occur in this stage include, the formation of extensive airway branching of about 14 or more generations of branching, resulting in terminal bronchioles. Endodermal lung buds undergo branching only if they are exposed to bronchial mesoderm.&amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;The conducting epithelium tubes are formed and are surrounded by thick mesenchyme, and the rate and extent of branching appear directly proportional to amount of mesenchyme present. At 2 months all of the segmental bronchi would have formed. The distal structures  at this stage are lined with cuboidal epithelium. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Canalicular (week 16 to 25)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal bronchioles divide into two or more respiratory bronchioles and an increase in capillaries that get in contact with the cuboidal epithelium. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;The beginning of alveolar epithelium development is now underway and the lung morphology has drastic changes occur. the respiratory vasculature is now being developed. the differentiation of the pulmonary epithelium results in the formation of air-blood tissue barrier. This differentiation of cells transforms into specialised cell types known as ciliated, secretory,alveolar cells type 1 and 2. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt; The differentiation of the future conducting airways of the lung from the future gas exchange region is noticeable.&amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Saccular (week 24- 40)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal sacs along with the alveolar sacs and ducts have now formed. The saccules both widen and lengthen the air sac. There is a dramatic expansion in future gas exchange region in this stage. Fibroblasts also differentiate, they can now produce extra matrix, collagen and elastin. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;The vascular tree is also seen to grow in length and diameter. The terminal sacs will continue to develop until well into childhood. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Alveolar (week 36- 8 years of age)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| The secondary septation occurs and a significant increase in the number and size of capillaries and alveolar.&amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;Postnatally from 1-3 years the alveoli will continue to form and in as a result increases the surface area for gas exchange. &amp;lt;ref name=&amp;quot;PMH24058167 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung development overiview.png|thumb|center|550px|'''An overview of the development of the respiratory system from the embryonic to fetal stage''']]&lt;br /&gt;
&lt;br /&gt;
==Current Understandings and Areas of Research==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract &amp;lt;ref&amp;gt;Cite this page: Hill, M.A. (2014) Embryology Lecture - Respiratory Development. Retrieved September 10, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=Lecture_-_Respiratory_Development&amp;lt;/ref&amp;gt;. However, physiologically, the organ can be divided into two parts that occur subsequently:&lt;br /&gt;
&lt;br /&gt;
#    The '''Conducting system'''- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The '''Functional unit'''- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location &amp;lt;ref name=&amp;quot;PMID24058167&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;&amp;lt;/pubmed&amp;gt;24058167&amp;lt;/ref&amp;gt;.&lt;br /&gt;
  &lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see table above for more information about the properties of each stage of lung development). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit).&lt;br /&gt;
&lt;br /&gt;
==1. '''The Conducting system''' - The respiratory network==&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;lavenderblush&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24004663&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
:::a)	Domain branching [[File:Four Models of Lung Branching.jpg|600px|thumb|Modes of branching: (a) lateral branching, (b) planar bifurcation,&lt;br /&gt;
(c) orthogonal bifurcation and (d ) trifurcation]]&lt;br /&gt;
:::b)	Planar bifurcation&lt;br /&gt;
:::c)	Orthogonal bifurcation&lt;br /&gt;
:::d)	Trifucation&lt;br /&gt;
&lt;br /&gt;
'''a)	Domain branching''': In this type of mode, the respiratory network develops and continues to grow in a direction perpendicular to the future trachea.  New lung bud formations become apparent appear on either side of the stalk. The most recent lung buds that are formed are shown in lighter colors, typically where outgrowths are observed. &lt;br /&gt;
&lt;br /&gt;
'''b)	Planar bifurcation:''' these types of bifurcations form the thin edges of the lobes&lt;br /&gt;
&lt;br /&gt;
'''c)Orthogonal bifurcation:''' this type of bifurcation creates the lobe surfaces and fill the interior part of the respiratory system with the diaphragm, lies beneath. &lt;br /&gt;
&lt;br /&gt;
Note both b) and c)as the name suggests, these branching models are responsible for bifurcating the airways in consecutive rounds of tubular divisions&lt;br /&gt;
&lt;br /&gt;
'''d)	Trifucation''': Researches have recently identified that this mode of branching is responsible for the backbone of the respiratory tree&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;E0 FF FF&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
[[File:Lung Fgf10 expression cartoon.jpg|centre|275px|thumb|The three types of spatial distributions of FGF10 expression generate different branching modes: (c) elongation, (d ) terminal bifurcation and (e) lateral budding. This picture depicts a model used in modern research, outlining the development of the conducting system of the lung]]&lt;br /&gt;
&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	A research group in 2011, identified two key signalling factors; fibroblast growth factor (FGF10) and sonic hedgehog (SHH) &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref&amp;gt;,&amp;lt;pubmed&amp;gt;24004663&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Other signalling factors such as sonic hedgehog (SHH) receptor patched (Ptc), Bone morphogen protein (BMP4) were also identified from experiments and developed a model to explain the branching network.[[File:Signalling factors in lung branching cartoon.png|right|425px|thumb|FGF10 is transcribed at high levels in the distal mesenchyme (grey) and experiments suggest that FGF10 promotes both the proliferation of the endoderm and its outward movement (green arrow). FGF10 stimulates the expression of SHH in the epithelium (red). SHH reversibly binds its receptor Ptc1 which is expressed in the mesenchyme (grey). SHH-Ptc binding results in the repression of FGF10 expression]]&lt;br /&gt;
&lt;br /&gt;
From their research they also conclude that the sequence of branching events may be the result of different growth speeds:&lt;br /&gt;
&lt;br /&gt;
::::::::::::::Faster growth factors---&amp;gt; triggers lateral branching&lt;br /&gt;
&lt;br /&gt;
::::::::::::::Slow growth factors----&amp;gt; bifurcated branching &lt;br /&gt;
&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
==2. '''The Functional Unit'''-Alveolus==&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named '''alveolar differentiation'''. There are two types of epithelial cells that typically line this tract and both play important role. These two types are described below and provide important background information for the modern research today.&lt;br /&gt;
&lt;br /&gt;
•	Although the first breath the newborn takes is after existing the birth canal, a recent article suggests that the two types of alveolar cells only appear to be mature 1 day prior to birth, when the distal tube dilates. &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24499815&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This is a major concern for preterm infants, who many not have complete developed airways by the time that the new infant is born. This can lead to serious diseases including Idiopathic Pulmonary Fibrosis and Respiratory Distress Syndrome (For more information about this visit Newborn Respiratory Distress Syndrome under the &amp;quot;Abnormalities&amp;quot; section of this page)&lt;br /&gt;
&lt;br /&gt;
•	It was previously thought alveolar type I arise from type II cells but recent studies propose otherwise. By using molecular markers on the mouse model, this research &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24499815&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; concludes that during development Type I and II cells arise directly from a bipotent progenitor, whereas after birth new Type I derive from rare, self-renewing, long-lived, mature Type II cells that produce slowly expanding clonal foci of alveolar renewal. Mapping alveolar cell locations is important for cancer treatment for patients.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	This article &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24429276&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; looks at the current findings of different physiological factors that affect normal neonatal, functioning lungs upon during fetal development. The size of the paired organ to be able to exchange carbon dioxide with oxygen for the very first time at birth, is crucial to be able to withstand that pressure. As we know surfactant, is a lipid-protein composite that aids in this process. Both these epithelial cells that lines this tract  a play important role and crucial to the function of the lung prior to birth and especially post-natally (Type 2alveolar cells) because &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
::::::A)	Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first breath is just after delivery and hence the first time in which the alveolar serve their purpose is after birth. &lt;br /&gt;
&lt;br /&gt;
::::::B)	Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension.&lt;br /&gt;
&lt;br /&gt;
However, current research suggests that the production of surfactant which is reliant on hormonal factors, have little influence on fetal lung growth. In contrast, the following physiological lung growth factors were found to permit the lungs to express their inherent growth potential.&lt;br /&gt;
&lt;br /&gt;
==Current Models==&lt;br /&gt;
&lt;br /&gt;
When considering models of research for analysing human development, animals such as the zebrafish, rabbit and mouse are most popular. These models have been used as part of research for scientists to study how different animals can be used to mimics the way the lung is developed in humans. These models have been chosen for various reasons, their genomic patterns, however, are the main reason. For example, at around E16.5 in the mouse, lung development switches from branching morphogenesis to the canalicular and saccular stages &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;18654673&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; . These, in turn, lead to the final process of alveologenesis that generates the functional units for gas exchange. The timing of alveolar development varies between species. In mice it occurs postnatally (∼P5–30), but in humans few alveoli have formed before birth and the process continues for many months- years afterwards.&lt;br /&gt;
&lt;br /&gt;
[[File:Mouse.jpg|300px|right|thumb|The mouse-The most popular used animal model in today's research]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The reason why these animal models are currently used in research is for a number of reasons. Below is a list of reasons why the mouse model is widely used as part of research within the scientific community:&lt;br /&gt;
&lt;br /&gt;
::•	The mouse reproduces quickly (in 21 days) &amp;lt;ref&amp;gt;https://embryology.med.unsw.edu.au/embryology/index.php/Mouse_Development&amp;lt;/ref&amp;gt;&lt;br /&gt;
::•	Mouse generate many offspring. Anywhere between 8-20 at one time easily &amp;lt;ref&amp;gt;https://embryology.med.unsw.edu.au/embryology/index.php/Mouse_Development&amp;lt;/ref&amp;gt;&lt;br /&gt;
::•	Have similar genomic patterns which can be used as model to explain human embryonic and fetal development [[File:Figure5-1.jpg|thumb| A complete diploid set of metaphase chromosomes from the laboratory mouse (Mus musculus) is shown.]]&lt;br /&gt;
::•	Ethical considerations &amp;lt;ref&amp;gt;http://www.oneofus.eu/wp-content/uploads/2014/06/One-of-Us.pdf&amp;lt;/ref&amp;gt;&lt;br /&gt;
::•	Cost effective&lt;br /&gt;
&lt;br /&gt;
==Animal Models==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|600px]]&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency - caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
[[File:LaryngealAtresia.jpg|framed|right|300x230px|'''Postmortem revealing congenital laryngeal atresia.''']]Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
[[File:CHAOS.jpeg|framed|right|300x230px|'''Laryngeal atresia caused by Congenital High Airway Obstruction with hyperechoic lungs.''']]Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs, subglottic stenosis, inversion of the diaphragm and hyperechoism of the lungs&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Glossary==&lt;br /&gt;
'''occlusion'''Blockage or obstruction of a vessel&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=159029</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=159029"/>
		<updated>2014-10-24T02:24:17Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
This page focuses on the development of the respiratory system during the fetal stage, exploring the two significant zones and the major organ of the respiratory system,the lung. This page emphasis further on the lung development, current and historic findings during the fetal development of the respiratory system.&lt;br /&gt;
Unfortunately during the fetal development of the respiratory system, some things may go wrong leading to abnormalities in this important system. In respect to this there will be great mention of some abnormalities in detail. &lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Year &lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Historic findings&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|400-300BC&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Hippocrates acknowledged the role of spine deformities in leading to dysfunctional lung development and respiration. This deformity was later identified as scoliosis. &amp;lt;ref name=&amp;quot;PMID5118050&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;5118050&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1628&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|[[File:William Harvey.jpg|400px|thumb|&amp;quot;William Harvey&amp;quot;]]William Harvey discovered that the lungs were not responsible for blood flow throughout the body, contrary to popular belief at the time. &amp;lt;ref name=&amp;quot;PMID1399659&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;1399659&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1661&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|[[File:Lung_historical_image.PNG|400px|thumb|&amp;quot;Historical image of lung development&amp;quot;]]Marcello Malpighi was an Italian scientist who contributed greatly to medicine, particularly the understanding of anatomy. He was a pioneer biologist to utilise newly invented microscopes to closely observe the human body. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli of the lung. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &amp;lt;ref name=&amp;quot;PMID1399659&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;1399659&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Early 1900s&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Studies specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1902&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1929&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1954&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1959&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1963&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1994&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Overview===&lt;br /&gt;
&lt;br /&gt;
The respiratory system consists of organs and tissues that assist in breathing. Lungs are the most important organ for respiration. Humans have two lungs, a left and a right lung both located in the chest covered by many tissue, muscles and bones to protect them. The purpose of respiratory system is for gas exchange to occur, gas exchange is the removal of carbon dioxide and intake of oxygen into the lungs. Gas exchange is imperative for the function of life as oxygen is needed to working muscles.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
The respiratory system starts developing at week 4 of the embryo and a great deal of the development continues to take place in the fetal stage. A substantial portion of the respiratory system is formed by germ layer endoderm. The lung buds are lined by epithelium derived from the endodermal layer which later on differentiates into the respiratory epithelium. Nerves and neural innervations of the lungs are derived from ectoderm, on the other hand splanchnic mesoderm contributes to the pulmonary blood vessels, smooth muscle,cartilage and connective tissue.&lt;br /&gt;
&lt;br /&gt;
This system has many airways that allows the movement of air from nose or mouth to the lungs. Some of the airways include;&lt;br /&gt;
*Nose (including the nasal cavity)&lt;br /&gt;
*Mouth &lt;br /&gt;
*Larynx &lt;br /&gt;
*Trachea&lt;br /&gt;
*Bronchi and their branches &lt;br /&gt;
&lt;br /&gt;
During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that until about week 37 or birth . However the respiratory system does not carry out gas exchange until birth. Whilst the embryo or fetus is in the mother, gas exchange occurs through the placenta. Once born the lungs of the new born are drained and are filled up with air automatically. The lungs do not inflate completely until about 2 weeks of the new born. The surfactant in each alveoli assists in keeping the lungs open and prevents them from collapsing.&amp;lt;ref&amp;gt;Cite this page: (2014) National Heart, Lung, and Blood Institute Health. Retrieved 20 September, 2014, from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0063039/&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The respiratory tract is divided into two main parts; the conducting zone and the respiratory zone.&lt;br /&gt;
&lt;br /&gt;
=== Development of the Conducting Zone===&lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles, the main function is to filter, warm, and moisten air and conduct it into the lung. The conducting zone includes the nose, pharynx, larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and are where nasal cavities are lined with cilia, mucous membrane and consists of blood filled capillaries. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ORAL CAVITY&lt;br /&gt;
[[File:Oral cavity.png|thumb|right|550px|'''The development of the larynx from the 4th and 6th pharyngeal arches''']]&lt;br /&gt;
The oral cavity is formed by the stomodeum, which is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm-lined depression and separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane. The membrane later breaks down and stomodeum opens into the pharynx  which then forms the vestibule of oral cavity. &amp;lt;ref name=&amp;quot;PMH11936451 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;11936451&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
LARYNX&lt;br /&gt;
&lt;br /&gt;
The larynx is developed from endoderm of laryngotracheal tube. The splanchnic mesoderm is important for the development of connective tissue and muscle as well as the laryngeal cartilages, and they develop from the 4th to the 6th pharyngeal arch mesenchyme. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt; &lt;br /&gt;
[[File:Embryonic Trachea.png|thumb|right|550px|'''Expression of Tbx4 and Tbx5 in the developing lung and trachea''']]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
TRACHEA &lt;br /&gt;
&lt;br /&gt;
The laryngotracheal tube develops in the 4th week. The oseophagotracheal ridge separating the diverticulum forms the trachea.The epithelial cells from the foregut endoderm invade the surrounding mesenchyme to form the trachea. The trachea then divides into 2 bonchial buds, giving rise to the main bronchi, left main and right main.&amp;lt;ref name=&amp;quot;PMH11992723 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;11992723&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
 &lt;br /&gt;
&lt;br /&gt;
BRONCHI&lt;br /&gt;
&lt;br /&gt;
The bronchi is formed in week 4 and the lung buds develop and further divide into more divisions making up 2 divisions for the left and the 3 for the right. These secondary bronchi (3 branches on the right and 2 on the left), then again divided into tertiary bronchi which occurs in week 7. The surrounding mesenchyme then develop into  bronchopulmonary segments.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
BRONCHIOLES&lt;br /&gt;
&lt;br /&gt;
By the 24th week there would have formed approximately 17 subdivisions.  After the birth of the baby the bronchiole tree further divides another 6 more divisions.&amp;lt;ref name=&amp;quot;PMH12107102 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12107102&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== Development of the Respiratory Zone===&lt;br /&gt;
[[File:Respriatory zone.png|thumb|right|550px|'''Visualise airways.''']]&lt;br /&gt;
The respiratory zone is where the oxygen and carbon dioxide exchange with the blood. The respiratory zone includes the terminal bronchioles, alveolar ducts and alveoli.The alveolar ducts and the bronchioles cause the 10% of gas exchange. The rest of the 90% is due to the alveoli. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
TERMINAL BRONCHIOLES&lt;br /&gt;
&lt;br /&gt;
Terminal bronchioles are the passageway for air to pass through from the bronchioles to the alveoli (air sacs) of the lungs.They are lined with simple columnar epithelium. This first begins to develop between week 12 and 13 of the fetus. They develop from thin squamous epithelium, and then differentiate into alveolar cells type 1 and alveolar cells type 2.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ALVEOLAR DUCTS  [[File:4 subdivisons.jpg|thumb|right|550px|'''The four significant divisions in the respiratory system and the change in epithelium within their regions. ''']]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The alveolar ducts allows the oxygen and the carbon dioxide to move between the lungs and bloodstream. Alveolar ducts begin to develop during the late fetal period until about 8 years postnatally. They develop with extremely thin walls with many capillaries that are in close association with the alveolar epithelial cells. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ALVEOLI&lt;br /&gt;
&lt;br /&gt;
The alveoli is where the carbon dioxide and the oxygen exchange. Each alveolar consists of alveolar cells; type 1 and type 2. Type 1 is a membranous pneumocyte and it serves for gas exchange, on the other hand type 2 is a granular pneumocyte that produces surfactant and it reduces surface tension and prevents the alveoli from collapsing. There would be a remodelling of the alveolar wall that results in a single capillary network, that concludes in the maturation however not a full-sized lung. &amp;lt;ref name=&amp;quot;PMH8815817 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;8815817&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Lung Development Stages===&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Stages &lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Features&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryonic (week 4-5)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| [[File:Lung bud.png|thumb|right|'''Image of newly formed lung bud''']] Lung buds would have formed as well as the lung lobes and the bronchopulmonary segments. The stem diverticulum will have differentiated into trachea and larynx. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;Lung buds are lined by endodermal derived epithelium that differentiates into respiratory epithelium, these line the airways and specialised epithelium like the on on the alveoli. &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pseudoglandular (week 6-16)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The events that occur in this stage include, the formation of extensive airway branching of about 14 or more generations of branching, resulting in terminal bronchioles. Endodermal lung buds undergo branching only if they are exposed to bronchial mesoderm.&amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;The conducting epithelium tubes are formed and are surrounded by thick mesenchyme, and the rate and extent of branching appear directly proportional to amount of mesenchyme present. At 2 months all of the segmental bronchi would have formed. The distal structures  at this stage are lined with cuboidal epithelium. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Canalicular (week 16 to 25)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal bronchioles divide into two or more respiratory bronchioles and an increase in capillaries that get in contact with the cuboidal epithelium. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;The beginning of alveolar epithelium development is now underway and the lung morphology has drastic changes occur. the respiratory vasculature is now being developed. the differentiation of the pulmonary epithelium results in the formation of air-blood tissue barrier. This differentiation of cells transforms into specialised cell types known as ciliated, secretory,alveolar cells type 1 and 2. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt; The differentiation of the future conducting airways of the lung from the future gas exchange region is noticeable.&amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Saccular (week 24- 40)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal sacs along with the alveolar sacs and ducts have now formed. The saccules both widen and lengthen the air sac. There is a dramatic expansion in future gas exchange region in this stage. Fibroblasts also differentiate, they can now produce extra matrix, collagen and elastin. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;The vascular tree is also seen to grow in length and diameter. The terminal sacs will continue to develop until well into childhood. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Alveolar (week 36- 8 years of age)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| The secondary septation occurs and a significant increase in the number and size of capillaries and alveolar.&amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;Postnatally from 1-3 years the alveoli will continue to form and in as a result increases the surface area for gas exchange. &amp;lt;ref name=&amp;quot;PMH24058167 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung development overiview.png|thumb|center|550px|'''An overview of the development of the respiratory system from the embryonic to fetal stage''']]&lt;br /&gt;
&lt;br /&gt;
==Current Research and Direction of Future Areas of Investigation==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;iframe width=&amp;quot;420&amp;quot; height=&amp;quot;315&amp;quot; src=&amp;quot;//www.youtube.com/embed/iktuxwfGpWE&amp;quot; frameborder=&amp;quot;0&amp;quot; allowfullscreen&amp;gt;&amp;lt;/iframe&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract &amp;lt;ref&amp;gt;Cite this page: Hill, M.A. (2014) Embryology Lecture - Respiratory Development. Retrieved September 10, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=Lecture_-_Respiratory_Development&amp;lt;/ref&amp;gt;. However, physiologically, the organ can be divided into two parts that occur subsequently:&lt;br /&gt;
&lt;br /&gt;
#    The '''Conducting system'''- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The '''Functional unit'''- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location &amp;lt;ref name=&amp;quot;PMID24058167&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;&amp;lt;/pubmed&amp;gt;24058167&amp;lt;/ref&amp;gt;.&lt;br /&gt;
  &lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see table above for more information about the properties of each stage of lung development). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;lavenderblush&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24004663&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
:::a)	Domain branching [[File:Four Models of Lung Branching.jpg|600px|thumb|Modes of branching: (a) lateral branching, (b) planar bifurcation,&lt;br /&gt;
(c) orthogonal bifurcation and (d ) trifurcation]]&lt;br /&gt;
:::b)	Planar bifurcation&lt;br /&gt;
:::c)	Orthogonal bifurcation&lt;br /&gt;
:::d)	Trifucation &lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;E0 FF FF&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
[[File:Lung Fgf10 expression cartoon.jpg|centre|275px|thumb|The three types of spatial distributions of FGF10 expression generate different branching modes: (c) elongation, (d ) terminal bifurcation and (e) lateral budding. This picture depicts a model used in modern research, outlining the development of the conducting system of the lung]]&lt;br /&gt;
&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	A research group in 2011 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, identified two key signalling factors; fibroblast growth factor (FGF10) and sonic hedgehog (SHH). Other signalling factors such as sonic hedgehog (SHH) receptor patched (Ptc), Bone morphogen protein (BMP4) were also identified from experiments and developed a model to explain the branching network.[[File:Signalling factors in lung branching cartoon.png|right|425px|thumb|FGF10 is transcribed at high levels in the distal mesenchyme (grey) and experiments suggest that FGF10 promotes both the proliferation of the endoderm and its outward movement (green arrow). FGF10 stimulates the expression of SHH in the epithelium (red). SHH reversibly binds its receptor Ptc1 which is expressed in the mesenchyme (grey). SHH-Ptc binding results in the repression of FGF10 expression]]&lt;br /&gt;
&lt;br /&gt;
From their research they also conclude that the sequence of branching events may be the result of different growth speeds:&lt;br /&gt;
&lt;br /&gt;
::::::::::::::Faster growth factors---&amp;gt; triggers lateral branching&lt;br /&gt;
&lt;br /&gt;
::::::::::::::Slow growth factors----&amp;gt; bifurcated branching &lt;br /&gt;
&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''-Alveolus&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
:::1. Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first breath is just after delivery and hence the first time in which the alveolar serve their purpose is after birth. &lt;br /&gt;
&lt;br /&gt;
:::2. Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension.&lt;br /&gt;
&lt;br /&gt;
==Current Models==&lt;br /&gt;
&lt;br /&gt;
==Animal Models==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|600px]]&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency - caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
[[File:LaryngealAtresia.jpg|right|300px|Postmortem revealing congenital laryngeal atresia]]Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
[[File:CHAOS.jpeg|right|300px]]Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
[[File:CHAOS.jpeg|right|300px|Laryngeal Atresia caused by Congenital High Airway Obstruction Syndrome]]Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Glossary==&lt;br /&gt;
'''occlusion'''Blockage or obstruction of a vessel&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=159008</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=159008"/>
		<updated>2014-10-24T02:19:17Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
This page focuses on the development of the respiratory system during the fetal stage, exploring the two significant zones and the major organ of the respiratory system,the lung. This page emphasis further on the lung development, current and historic findings during the fetal development of the respiratory system.&lt;br /&gt;
Unfortunately during the fetal development of the respiratory system, some things may go wrong leading to abnormalities in this important system. In respect to this there will be great mention of some abnormalities in detail. &lt;br /&gt;
&lt;br /&gt;
=== Overview===&lt;br /&gt;
&lt;br /&gt;
The respiratory system consists of organs and tissues that assist in breathing. Lungs are the most important organ for respiration. Humans have two lungs, a left and a right lung both located in the chest covered by many tissue, muscles and bones to protect them. The purpose of respiratory system is for gas exchange to occur, gas exchange is the removal of carbon dioxide and intake of oxygen into the lungs. Gas exchange is imperative for the function of life as oxygen is needed to working muscles.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
The respiratory system starts developing at week 4 of the embryo and a great deal of the development continues to take place in the fetal stage. A substantial portion of the respiratory system is formed by germ layer endoderm. The lung buds are lined by epithelium derived from the endodermal layer which later on differentiates into the respiratory epithelium. Nerves and neural innervations of the lungs are derived from ectoderm, on the other hand splanchnic mesoderm contributes to the pulmonary blood vessels, smooth muscle,cartilage and connective tissue.&lt;br /&gt;
&lt;br /&gt;
This system has many airways that allows the movement of air from nose or mouth to the lungs. Some of the airways include;&lt;br /&gt;
*Nose (including the nasal cavity)&lt;br /&gt;
*Mouth &lt;br /&gt;
*Larynx &lt;br /&gt;
*Trachea&lt;br /&gt;
*Bronchi and their branches &lt;br /&gt;
&lt;br /&gt;
During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that until about week 37 or birth . However the respiratory system does not carry out gas exchange until birth. Whilst the embryo or fetus is in the mother, gas exchange occurs through the placenta. Once born the lungs of the new born are drained and are filled up with air automatically. The lungs do not inflate completely until about 2 weeks of the new born. The surfactant in each alveoli assists in keeping the lungs open and prevents them from collapsing.&amp;lt;ref&amp;gt;Cite this page: (2014) National Heart, Lung, and Blood Institute Health. Retrieved 20 September, 2014, from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0063039/&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The respiratory tract is divided into two main parts; the conducting zone and the respiratory zone.&lt;br /&gt;
&lt;br /&gt;
=== Development of the Conducting Zone===&lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles, the main function is to filter, warm, and moisten air and conduct it into the lung. The conducting zone includes the nose, pharynx, larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and are where nasal cavities are lined with cilia, mucous membrane and consists of blood filled capillaries. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ORAL CAVITY&lt;br /&gt;
[[File:Oral cavity.png|thumb|right|550px|'''The development of the larynx from the 4th and 6th pharyngeal arches''']]&lt;br /&gt;
The oral cavity is formed by the stomodeum, which is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm-lined depression and separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane. The membrane later breaks down and stomodeum opens into the pharynx  which then forms the vestibule of oral cavity. &amp;lt;ref name=&amp;quot;PMH11936451 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;11936451&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
LARYNX&lt;br /&gt;
&lt;br /&gt;
The larynx is developed from endoderm of laryngotracheal tube. The splanchnic mesoderm is important for the development of connective tissue and muscle as well as the laryngeal cartilages, and they develop from the 4th to the 6th pharyngeal arch mesenchyme. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt; &lt;br /&gt;
[[File:Embryonic Trachea.png|thumb|right|550px|'''Expression of Tbx4 and Tbx5 in the developing lung and trachea''']]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
TRACHEA &lt;br /&gt;
&lt;br /&gt;
The laryngotracheal tube develops in the 4th week. The oseophagotracheal ridge separating the diverticulum forms the trachea.The epithelial cells from the foregut endoderm invade the surrounding mesenchyme to form the trachea. The trachea then divides into 2 bonchial buds, giving rise to the main bronchi, left main and right main.&amp;lt;ref name=&amp;quot;PMH11992723 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;11992723&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
 &lt;br /&gt;
&lt;br /&gt;
BRONCHI&lt;br /&gt;
&lt;br /&gt;
The bronchi is formed in week 4 and the lung buds develop and further divide into more divisions making up 2 divisions for the left and the 3 for the right. These secondary bronchi (3 branches on the right and 2 on the left), then again divided into tertiary bronchi which occurs in week 7. The surrounding mesenchyme then develop into  bronchopulmonary segments.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
BRONCHIOLES&lt;br /&gt;
&lt;br /&gt;
By the 24th week there would have formed approximately 17 subdivisions.  After the birth of the baby the bronchiole tree further divides another 6 more divisions.&amp;lt;ref name=&amp;quot;PMH12107102 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12107102&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== Development of the Respiratory Zone===&lt;br /&gt;
[[File:Respriatory zone.png|thumb|right|550px|'''Visualise airways.''']]&lt;br /&gt;
The respiratory zone is where the oxygen and carbon dioxide exchange with the blood. The respiratory zone includes the terminal bronchioles, alveolar ducts and alveoli.The alveolar ducts and the bronchioles cause the 10% of gas exchange. The rest of the 90% is due to the alveoli. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
TERMINAL BRONCHIOLES&lt;br /&gt;
&lt;br /&gt;
Terminal bronchioles are the passageway for air to pass through from the bronchioles to the alveoli (air sacs) of the lungs.They are lined with simple columnar epithelium. This first begins to develop between week 12 and 13 of the fetus. They develop from thin squamous epithelium, and then differentiate into alveolar cells type 1 and alveolar cells type 2.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ALVEOLAR DUCTS  [[File:4 subdivisons.jpg|thumb|right|550px|'''The four significant divisions in the respiratory system and the change in epithelium within their regions. ''']]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The alveolar ducts allows the oxygen and the carbon dioxide to move between the lungs and bloodstream. Alveolar ducts begin to develop during the late fetal period until about 8 years postnatally. They develop with extremely thin walls with many capillaries that are in close association with the alveolar epithelial cells. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ALVEOLI&lt;br /&gt;
&lt;br /&gt;
The alveoli is where the carbon dioxide and the oxygen exchange. Each alveolar consists of alveolar cells; type 1 and type 2. Type 1 is a membranous pneumocyte and it serves for gas exchange, on the other hand type 2 is a granular pneumocyte that produces surfactant and it reduces surface tension and prevents the alveoli from collapsing. There would be a remodelling of the alveolar wall that results in a single capillary network, that concludes in the maturation however not a full-sized lung. &amp;lt;ref name=&amp;quot;PMH8815817 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;8815817&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Lung Development Stages===&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Stages &lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Features&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryonic (week 4-5)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| [[File:Lung bud.png|thumb|right|'''Image of newly formed lung bud''']] Lung buds would have formed as well as the lung lobes and the bronchopulmonary segments. The stem diverticulum will have differentiated into trachea and larynx. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;Lung buds are lined by endodermal derived epithelium that differentiates into respiratory epithelium, these line the airways and specialised epithelium like the on on the alveoli. &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pseudoglandular (week 6-16)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The events that occur in this stage include, the formation of extensive airway branching of about 14 or more generations of branching, resulting in terminal bronchioles. Endodermal lung buds undergo branching only if they are exposed to bronchial mesoderm.&amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;The conducting epithelium tubes are formed and are surrounded by thick mesenchyme, and the rate and extent of branching appear directly proportional to amount of mesenchyme present. At 2 months all of the segmental bronchi would have formed. The distal structures  at this stage are lined with cuboidal epithelium. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Canalicular (week 16 to 25)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal bronchioles divide into two or more respiratory bronchioles and an increase in capillaries that get in contact with the cuboidal epithelium. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;The beginning of alveolar epithelium development is now underway and the lung morphology has drastic changes occur. the respiratory vasculature is now being developed. the differentiation of the pulmonary epithelium results in the formation of air-blood tissue barrier. This differentiation of cells transforms into specialised cell types known as ciliated, secretory,alveolar cells type 1 and 2. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt; The differentiation of the future conducting airways of the lung from the future gas exchange region is noticeable.&amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Saccular (week 24- 40)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal sacs along with the alveolar sacs and ducts have now formed. The saccules both widen and lengthen the air sac. There is a dramatic expansion in future gas exchange region in this stage. Fibroblasts also differentiate, they can now produce extra matrix, collagen and elastin. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;The vascular tree is also seen to grow in length and diameter. The terminal sacs will continue to develop until well into childhood. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Alveolar (week 36- 8 years of age)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| The secondary septation occurs and a significant increase in the number and size of capillaries and alveolar.&amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;Postnatally from 1-3 years the alveoli will continue to form and in as a result increases the surface area for gas exchange. &amp;lt;ref name=&amp;quot;PMH24058167 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung development overiview.png|thumb|center|550px|'''An overview of the development of the respiratory system from the embryonic to fetal stage''']]&lt;br /&gt;
&lt;br /&gt;
==Current Research and Direction of Future Areas of Investigation==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;iframe width=&amp;quot;420&amp;quot; height=&amp;quot;315&amp;quot; src=&amp;quot;//www.youtube.com/embed/iktuxwfGpWE&amp;quot; frameborder=&amp;quot;0&amp;quot; allowfullscreen&amp;gt;&amp;lt;/iframe&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract &amp;lt;ref&amp;gt;Cite this page: Hill, M.A. (2014) Embryology Lecture - Respiratory Development. Retrieved September 10, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=Lecture_-_Respiratory_Development&amp;lt;/ref&amp;gt;. However, physiologically, the organ can be divided into two parts that occur subsequently:&lt;br /&gt;
&lt;br /&gt;
#    The '''Conducting system'''- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The '''Functional unit'''- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location &amp;lt;ref name=&amp;quot;PMID24058167&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;&amp;lt;/pubmed&amp;gt;24058167&amp;lt;/ref&amp;gt;.&lt;br /&gt;
  &lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see table above for more information about the properties of each stage of lung development). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;lavenderblush&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24004663&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
:::a)	Domain branching [[File:Four Models of Lung Branching.jpg|600px|thumb|Modes of branching: (a) lateral branching, (b) planar bifurcation,&lt;br /&gt;
(c) orthogonal bifurcation and (d ) trifurcation]]&lt;br /&gt;
:::b)	Planar bifurcation&lt;br /&gt;
:::c)	Orthogonal bifurcation&lt;br /&gt;
:::d)	Trifucation &lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;E0 FF FF&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
[[File:Lung Fgf10 expression cartoon.jpg|centre|275px|thumb|The three types of spatial distributions of FGF10 expression generate different branching modes: (c) elongation, (d ) terminal bifurcation and (e) lateral budding. This picture depicts a model used in modern research, outlining the development of the conducting system of the lung]]&lt;br /&gt;
&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	A research group in 2011 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, identified two key signalling factors; fibroblast growth factor (FGF10) and sonic hedgehog (SHH). Other signalling factors such as sonic hedgehog (SHH) receptor patched (Ptc), Bone morphogen protein (BMP4) were also identified from experiments and developed a model to explain the branching network.[[File:Signalling factors in lung branching cartoon.png|right|425px|thumb|FGF10 is transcribed at high levels in the distal mesenchyme (grey) and experiments suggest that FGF10 promotes both the proliferation of the endoderm and its outward movement (green arrow). FGF10 stimulates the expression of SHH in the epithelium (red). SHH reversibly binds its receptor Ptc1 which is expressed in the mesenchyme (grey). SHH-Ptc binding results in the repression of FGF10 expression]]&lt;br /&gt;
&lt;br /&gt;
From their research they also conclude that the sequence of branching events may be the result of different growth speeds:&lt;br /&gt;
&lt;br /&gt;
::::::::::::::Faster growth factors---&amp;gt; triggers lateral branching&lt;br /&gt;
&lt;br /&gt;
::::::::::::::Slow growth factors----&amp;gt; bifurcated branching &lt;br /&gt;
&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''-Alveolus&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
:::1. Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first breath is just after delivery and hence the first time in which the alveolar serve their purpose is after birth. &lt;br /&gt;
&lt;br /&gt;
:::2. Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension.&lt;br /&gt;
&lt;br /&gt;
==Current Models==&lt;br /&gt;
&lt;br /&gt;
==Animal Models==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|600px]]&lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Year &lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Historic finding&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|400-300BC&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Hippocrates acknowledged the role of spine deformities in leading to dysfunctional lung development and respiration. This deformity was later identified as scoliosis. &amp;lt;ref name=&amp;quot;PMID5118050&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;5118050&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1628&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|William Harvey discovered that the lungs were not responsible for blood flow throughout the body, contrary to popular belief at the time. &amp;lt;ref name=&amp;quot;PMID1399659&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;1399659&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1661&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|[[File:Lung_historical_image.PNG|400px|thumb|&amp;quot;Historical image of lung development&amp;quot;]]Marcello Malpighi was an Italian scientist who contributed greatly to medicine, particularly the understanding of anatomy. He was a pioneer biologist to utilise newly invented microscopes to closely observe the human body. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli of the lung. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &amp;lt;ref name=&amp;quot;PMID1399659&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;1399659&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Early 1900s&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Studies specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1902&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1929&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1954&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1959&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1963&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|1994&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency - caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
[[File:CHAOS.jpeg|right|300px]]Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
[[File:CHAOS.jpeg|right|300px|Laryngeal Atresia caused by Congenital High Airway Obstruction Syndrome]]Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Glossary==&lt;br /&gt;
'''occlusion'''Blockage or obstruction of a vessel&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=158939</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=158939"/>
		<updated>2014-10-24T01:40:49Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
This page focuses on the development of the respiratory system during the fetal stage, exploring the two significant zones and the major organ of the respiratory system,the lung. This page emphasis further on the lung development, current and historic findings during the fetal development of the respiratory system.&lt;br /&gt;
Unfortunately during the fetal development of the respiratory system, some things may go wrong leading to abnormalities in this important system. In respect to this there will be great mention of some abnormalities in detail. &lt;br /&gt;
&lt;br /&gt;
=== Overview===&lt;br /&gt;
&lt;br /&gt;
The respiratory system consists of organs and tissues that assist in breathing. Lungs are the most important organ for respiration. Humans have two lungs, a left and a right lung both located in the chest covered by many tissue, muscles and bones to protect them. The purpose of respiratory system is for gas exchange to occur, gas exchange is the removal of carbon dioxide and intake of oxygen into the lungs. Gas exchange is imperative for the function of life as oxygen is needed to working muscles.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
The respiratory system starts developing at week 4 of the embryo and a great deal of the development continues to take place in the fetal stage. A substantial portion of the respiratory system is formed by germ layer endoderm. The lung buds are lined by epithelium derived from the endodermal layer which later on differentiates into the respiratory epithelium. Nerves and neural innervations of the lungs are derived from ectoderm, on the other hand splanchnic mesoderm contributes to the pulmonary blood vessels, smooth muscle,cartilage and connective tissue.&lt;br /&gt;
&lt;br /&gt;
This system has many airways that allows the movement of air from nose or mouth to the lungs. Some of the airways include;&lt;br /&gt;
*Nose (including the nasal cavity)&lt;br /&gt;
*Mouth &lt;br /&gt;
*Larynx &lt;br /&gt;
*Trachea&lt;br /&gt;
*Bronchi and their branches &lt;br /&gt;
&lt;br /&gt;
During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that until about week 37 or birth . However the respiratory system does not carry out gas exchange until birth. Whilst the embryo or fetus is in the mother, gas exchange occurs through the placenta. Once born the lungs of the new born are drained and are filled up with air automatically. The lungs do not inflate completely until about 2 weeks of the new born. The surfactant in each alveoli assists in keeping the lungs open and prevents them from collapsing.&amp;lt;ref&amp;gt;Cite this page: (2014) National Heart, Lung, and Blood Institute Health. Retrieved 20 September, 2014, from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0063039/&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The respiratory tract is divided into two main parts; the conducting zone and the respiratory zone.&lt;br /&gt;
&lt;br /&gt;
=== Development of the Conducting Zone===&lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles, the main function is to filter, warm, and moisten air and conduct it into the lung. The conducting zone includes the nose, pharynx, larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and are where nasal cavities are lined with cilia, mucous membrane and consists of blood filled capillaries. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ORAL CAVITY&lt;br /&gt;
[[File:Oral cavity.png|thumb|right|550px|'''The development of the larynx from the 4th and 6th pharyngeal arches''']]&lt;br /&gt;
The oral cavity is formed by the stomodeum, which is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm-lined depression and separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane. The membrane later breaks down and stomodeum opens into the pharynx  which then forms the vestibule of oral cavity. &amp;lt;ref name=&amp;quot;PMH11936451 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;11936451&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
LARYNX&lt;br /&gt;
&lt;br /&gt;
The larynx is developed from endoderm of laryngotracheal tube. The splanchnic mesoderm is important for the development of connective tissue and muscle as well as the laryngeal cartilages, and they develop from the 4th to the 6th pharyngeal arch mesenchyme. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt; &lt;br /&gt;
[[File:Embryonic Trachea.png|thumb|right|550px|'''Expression of Tbx4 and Tbx5 in the developing lung and trachea''']]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
TRACHEA &lt;br /&gt;
&lt;br /&gt;
The laryngotracheal tube develops in the 4th week. The oseophagotracheal ridge separating the diverticulum forms the trachea.The epithelial cells from the foregut endoderm invade the surrounding mesenchyme to form the trachea. The trachea then divides into 2 bonchial buds, giving rise to the main bronchi, left main and right main.&amp;lt;ref name=&amp;quot;PMH11992723 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;11992723&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
 &lt;br /&gt;
&lt;br /&gt;
BRONCHI&lt;br /&gt;
&lt;br /&gt;
The bronchi is formed in week 4 and the lung buds develop and further divide into more divisions making up 2 divisions for the left and the 3 for the right. These secondary bronchi (3 branches on the right and 2 on the left), then again divided into tertiary bronchi which occurs in week 7. The surrounding mesenchyme then develop into  bronchopulmonary segments.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
BRONCHIOLES&lt;br /&gt;
&lt;br /&gt;
By the 24th week there would have formed approximately 17 subdivisions.  After the birth of the baby the bronchiole tree further divides another 6 more divisions.&amp;lt;ref name=&amp;quot;PMH12107102 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12107102&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== Development of the Respiratory Zone===&lt;br /&gt;
[[File:Respriatory zone.png|thumb|right|550px|'''Visualise airways.''']]&lt;br /&gt;
The respiratory zone is where the oxygen and carbon dioxide exchange with the blood. The respiratory zone includes the terminal bronchioles, alveolar ducts and alveoli.The alveolar ducts and the bronchioles cause the 10% of gas exchange. The rest of the 90% is due to the alveoli. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
TERMINAL BRONCHIOLES&lt;br /&gt;
&lt;br /&gt;
Terminal bronchioles are the passageway for air to pass through from the bronchioles to the alveoli (air sacs) of the lungs.They are lined with simple columnar epithelium. This first begins to develop between week 12 and 13 of the fetus. They develop from thin squamous epithelium, and then differentiate into alveolar cells type 1 and alveolar cells type 2.&amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ALVEOLAR DUCTS  [[File:4 subdivisons.jpg|thumb|right|550px|'''The four significant divisions in the respiratory system and the change in epithelium within their regions. ''']]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The alveolar ducts allows the oxygen and the carbon dioxide to move between the lungs and bloodstream. Alveolar ducts begin to develop during the late fetal period until about 8 years postnatally. They develop with extremely thin walls with many capillaries that are in close association with the alveolar epithelial cells. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
ALVEOLI&lt;br /&gt;
&lt;br /&gt;
The alveoli is where the carbon dioxide and the oxygen exchange. Each alveolar consists of alveolar cells; type 1 and type 2. Type 1 is a membranous pneumocyte and it serves for gas exchange, on the other hand type 2 is a granular pneumocyte that produces surfactant and it reduces surface tension and prevents the alveoli from collapsing. There would be a remodelling of the alveolar wall that results in a single capillary network, that concludes in the maturation however not a full-sized lung. &amp;lt;ref name=&amp;quot;PMH8815817 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;8815817&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Lung Development Stages===&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Stages &lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Features&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryonic (week 4-5)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| [[File:Lung bud.png|thumb|right|'''Image of newly formed lung bud''']] Lung buds would have formed as well as the lung lobes and the bronchopulmonary segments. The stem diverticulum will have differentiated into trachea and larynx. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;Lung buds are lined by endodermal derived epithelium that differentiates into respiratory epithelium, these line the airways and specialised epithelium like the on on the alveoli. &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pseudoglandular (week 6-16)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The events that occur in this stage include, the formation of extensive airway branching of about 14 or more generations of branching, resulting in terminal bronchioles. Endodermal lung buds undergo branching only if they are exposed to bronchial mesoderm.&amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;The conducting epithelium tubes are formed and are surrounded by thick mesenchyme, and the rate and extent of branching appear directly proportional to amount of mesenchyme present. At 2 months all of the segmental bronchi would have formed. The distal structures  at this stage are lined with cuboidal epithelium. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Canalicular (week 16 to 25)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal bronchioles divide into two or more respiratory bronchioles and an increase in capillaries that get in contact with the cuboidal epithelium. &amp;lt;ref&amp;gt;Cite this page: Mazurová, Y. Hrebíková, H.  Embryology: Respiratory System. Retrieved 26 September, 2014, from http://web.lfhk.cuni.cz/histologie/Histols_web/Vyuka/en/tuition/general/doc/histology_II/G_II_lect_11_E_respir_syst.pdf &amp;lt;/ref&amp;gt;The beginning of alveolar epithelium development is now underway and the lung morphology has drastic changes occur. the respiratory vasculature is now being developed. the differentiation of the pulmonary epithelium results in the formation of air-blood tissue barrier. This differentiation of cells transforms into specialised cell types known as ciliated, secretory,alveolar cells type 1 and 2. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt; The differentiation of the future conducting airways of the lung from the future gas exchange region is noticeable.&amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Saccular (week 24- 40)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal sacs along with the alveolar sacs and ducts have now formed. The saccules both widen and lengthen the air sac. There is a dramatic expansion in future gas exchange region in this stage. Fibroblasts also differentiate, they can now produce extra matrix, collagen and elastin. &amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;The vascular tree is also seen to grow in length and diameter. The terminal sacs will continue to develop until well into childhood. &amp;lt;ref name=&amp;quot;PMH20692626 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Alveolar (week 36- 8 years of age)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| The secondary septation occurs and a significant increase in the number and size of capillaries and alveolar.&amp;lt;ref&amp;gt;Cite this page: Rothstein, P (2014) Lung Development. Retrieved September 10, 2014, from http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development&lt;br /&gt;
 &amp;lt;/ref&amp;gt;Postnatally from 1-3 years the alveoli will continue to form and in as a result increases the surface area for gas exchange. &amp;lt;ref name=&amp;quot;PMH24058167 &amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung development overiview.png|thumb|center|550px|'''An overview of the development of the respiratory system from the embryonic to fetal stage''']]&lt;br /&gt;
&lt;br /&gt;
==Current Research and Direction of Future Areas of Investigation==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;iframe width=&amp;quot;420&amp;quot; height=&amp;quot;315&amp;quot; src=&amp;quot;//www.youtube.com/embed/iktuxwfGpWE&amp;quot; frameborder=&amp;quot;0&amp;quot; allowfullscreen&amp;gt;&amp;lt;/iframe&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract &amp;lt;ref&amp;gt;Cite this page: Hill, M.A. (2014) Embryology Lecture - Respiratory Development. Retrieved September 10, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=Lecture_-_Respiratory_Development&amp;lt;/ref&amp;gt;. However, physiologically, the organ can be divided into two parts that occur subsequently:&lt;br /&gt;
&lt;br /&gt;
#    The '''Conducting system'''- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The '''Functional unit'''- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location &amp;lt;ref name=&amp;quot;PMID24058167&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;&amp;lt;/pubmed&amp;gt;24058167&amp;lt;/ref&amp;gt;.&lt;br /&gt;
  &lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see table above for more information about the properties of each stage of lung development). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;lavenderblush&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24004663&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
:::a)	Domain branching [[File:Four Models of Lung Branching.jpg|600px|thumb|Modes of branching: (a) lateral branching, (b) planar bifurcation,&lt;br /&gt;
(c) orthogonal bifurcation and (d ) trifurcation]]&lt;br /&gt;
:::b)	Planar bifurcation&lt;br /&gt;
:::c)	Orthogonal bifurcation&lt;br /&gt;
:::d)	Trifucation &lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;E0 FF FF&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
[[File:Lung Fgf10 expression cartoon.jpg|centre|275px|thumb|The three types of spatial distributions of FGF10 expression generate different branching modes: (c) elongation, (d ) terminal bifurcation and (e) lateral budding. This picture depicts a model used in modern research, outlining the development of the conducting system of the lung]]&lt;br /&gt;
&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
{|&lt;br /&gt;
|-bgcolor=&amp;quot;CEDFF2&amp;quot;&lt;br /&gt;
|&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	A research group in 2011 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, identified two key signalling factors; fibroblast growth factor (FGF10) and sonic hedgehog (SHH). Other signalling factors such as sonic hedgehog (SHH) receptor patched (Ptc), Bone morphogen protein (BMP4) were also identified from experiments and developed a model to explain the branching network.[[File:Signalling factors in lung branching cartoon.png|right|425px|thumb|FGF10 is transcribed at high levels in the distal mesenchyme (grey) and experiments suggest that FGF10 promotes both the proliferation of the endoderm and its outward movement (green arrow). FGF10 stimulates the expression of SHH in the epithelium (red). SHH reversibly binds its receptor Ptc1 which is expressed in the mesenchyme (grey). SHH-Ptc binding results in the repression of FGF10 expression]]&lt;br /&gt;
&lt;br /&gt;
From their research they also conclude that the sequence of branching events may be the result of different growth speeds:&lt;br /&gt;
&lt;br /&gt;
::::::::::::::Faster growth factors---&amp;gt; triggers lateral branching&lt;br /&gt;
&lt;br /&gt;
::::::::::::::Slow growth factors----&amp;gt; bifurcated branching &lt;br /&gt;
&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''-Alveolus&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
:::1. Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first breath is just after delivery and hence the first time in which the alveolar serve their purpose is after birth. &lt;br /&gt;
&lt;br /&gt;
:::2. Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension.&lt;br /&gt;
&lt;br /&gt;
==Current Models==&lt;br /&gt;
&lt;br /&gt;
==Animal Models==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|600px]]&lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
'''Surfactant'''&lt;br /&gt;
&lt;br /&gt;
*1929: The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
&lt;br /&gt;
*1954: Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
*1959: The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
&lt;br /&gt;
*1963: Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*1994: Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:Lung_historical_image.PNG|400px|thumb|Historical image of lung development]]&lt;br /&gt;
&lt;br /&gt;
'''Alveoli formation'''&lt;br /&gt;
&lt;br /&gt;
*An Italian scientist by the name of Marcello Malpighi (1628-1694) contributed greatly to medicine, particularly the understanding of anatomy as he was a pioneer biologist to utilise newly invented microscopes to closely observe. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*Studies of the early 1900s specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*The differentiation of surrounding mesenchyme into alveoli was contained within a membrane known as the pleural cavity that was separated off the peritoneal and pericardial cavities --&amp;gt; When was this distinction discovered..&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
2. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency - caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Glossary==&lt;br /&gt;
'''occlusion'''Blockage or obstruction of a vessel&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_1&amp;diff=158936</id>
		<title>Talk:2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_1&amp;diff=158936"/>
		<updated>2014-10-24T01:39:14Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Peer Reviews */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014discussionheader}}&lt;br /&gt;
==Peer Reviews==&lt;br /&gt;
&lt;br /&gt;
The introduction is shaping quite well. The information used are all relevant and provide an overall understanding of the respiratory system. It is great how you have divided the system into the two main parts, the conducting zone and respiratory zone, providing information and images for both. With that said, the images contain no caption or any description when clicked on and more work is needed in this area as explaining the images/slides will heighten the educational aim of the project. Furthermore, as Mark Hill has mentioned, you must cover all the components required in uploading and using an image, such as adding the copyright information. &lt;br /&gt;
&lt;br /&gt;
Presenting the lung development stages in a table format is very clever and the table constructed contains valuable information simplifying the developmental stages of the respiratory system. You have gone one step further than the required by showing that development does not only occur embryonically but up to 8 years of age. Good work. In terms of the references in this section, they all seem to be fine, however I am unable to click on the “Lung Development” link, which returns with “object not found.” So please fix that issue as the reader/marker must be able to validate all the references if need be.&lt;br /&gt;
&lt;br /&gt;
The current research section of this project page seems promising with a wide range of information. The foundations and structure are present however more information is required, which I know will be added before final submission. Identical to the introduction, it is good that you have divided the section into subsections based on the current research style and understanding that physiologically the lungs can be divided into the conduction system and functional unit. Numbering and dot points may be used, but I highly recommend that it is not used throughout the whole section. Moreover, your addition of an image highlighting Schematic lung disease and normal vs diseased lung models is appropriate for current research and models, however it should not be placed at the end under the references, you need to find a place between a paragraph that discusses or introduces this model. Lastly, there is a small formatting error in the middle of this section, I assume that is where an image should be located however check if you have written the command correctly. &lt;br /&gt;
&lt;br /&gt;
It is obvious that the historical section is well researched and that a number of articles have been referenced. The use dot points and dates are great and simple to understand, however if you make a timeline and paragraphs, the page might look more professional. You have the information required to create a simple timeline and paragraphs that follow. Great historical images used however the first lacks any description and the second lacks a reference. &lt;br /&gt;
&lt;br /&gt;
A vast range of abnormalities are addressed with references and thorough research into each. Some require more information, but overall all abnormalities are mentioned at a substantial extent with both full sentences and dot points. &lt;br /&gt;
&lt;br /&gt;
Overall this group has provided a well researched project, certain formatting errors need to be addressed and some more information can be added, otherwise good work!&lt;br /&gt;
-----&lt;br /&gt;
&lt;br /&gt;
The wiki-page is very thorough and informative and addresses the majority of the marking criteria well. However there are some points I’d like to highlight for further editing. The second and third sentences in the introduction paragraph are confusing. It would be better to clarify which parts of the respiratory system are derived from endoderm and mesoderm. I particularly liked that the embryonic and fetal stages were quantified by week of development early on in the introduction to indicate what weeks of development the project was focusing on. It would also be extremely helpful to students who are using this as a learning resource if subheadings or brief descriptions were used underneath the images. What I really liked was the use of the ‘lung development table’. The layout made it easy to read and the explanations were not overly long-winded or complicated.&lt;br /&gt;
&lt;br /&gt;
At times there was a bit of repetition of information under different subheadings, for example regarding the two components of the respiratory system. It would be a good idea to read through the entire project as a whole rather than one subheading at a time, and then restructure the content to minimize repetition. There were also a few minor spelling and grammatical errors in the first paragraph which can be fixed up post-editing. The current and historic findings were divided into separate headings and referencing of sources used was done extremely well. I noticed however that the schematic on lung disease doesn't seem to really flow with the text in its current position. I would suggest to move it down to the abnormalities section.&lt;br /&gt;
&lt;br /&gt;
Overall the group has done an excellent job at referencing and has derived information from a variety of mediums including video clips and animations. What I would suggest however is to keep all the references at the end of the page. I think this would make the project appear much more organized and easier to read. Other than that, I think the group has definitely produced a high quality wiki page with useful information on the fetal development of the respiratory system. I think it was pitched at an appropriate level for university students and included helpful diagrams and illustrations. &lt;br /&gt;
-----&lt;br /&gt;
Overall this is a well produced project so far, very impressed. Only minor changes to polish up some sections are needed. The introduction help with orientating the reader with the content especially with the origins of development and brief on how fetal compares with embryonic stages as well as conducting and respiratory side of lung function. The project as a whole is not text heavy with some good images included which again are helpful in guiding the information&lt;br /&gt;
&lt;br /&gt;
The tables and placement of content is very well thought out with the exception of referencing. It would be advisable to move all the references to one spot (preferably the end) so content isn't so broken between sections. viewers looking for the references can follow those link you've provided wherever they end up.&lt;br /&gt;
&lt;br /&gt;
Pictures, while a good addition to supplement the text information, need to have more information regarding the individual images. some text highlighting what the viewer is looking at in the image will be beneficial&lt;br /&gt;
&lt;br /&gt;
some sections need more work in them. Abnormalities is looking good (but i'm sure will improve), but other sections like Current models and historic findings needs to have more research with integrated referencing&lt;br /&gt;
-----&lt;br /&gt;
&lt;br /&gt;
The introduction section is very clear and informative and nicely organised. The images look great, however I think that perhaps some information should be placed alongside them to describe what each figure/image is demonstrating. Maybe a few sentences to describe an overall objective of the page can also be added for extra clarity.  Lung development stages section has a great layout and is nice and easy to read. A few images added to the table may improve this section as the visualisation of this developmental process would greatly aid in the readers understanding of the topic. Referencing also needs a little work to be presented correctly. I particularly like the current research section of the page- the presentation of new findings according to different sub-topics in respiratory development is a great idea! The image itself would look better with a different placement as it seems rather isolated and again some information as to what the diagram is demonstrating would be beneficial. The historic findings section was particularly well done also, great images used and referencing is done very well. The abnormalities section was a great read, nicely organised via the subheadings and well written. Some subheadings may need a little more detail with information and maybe a few more images would also go a long way, referencing was done very well. Overall really nice page! ☺&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
&lt;br /&gt;
The introduction is very informative and I particularly like how it describes the embryonic development of the respiratory system as well, since in order to understand what is happening in the fetal period, it is important to first understand what happened before that in the embryonic period. Perhaps the introduction could also introduce what information the page is going to contain. &lt;br /&gt;
&lt;br /&gt;
The timeline is well presented in a table form, however maybe it would be better suited to be in the introduction section. The table could also incorporate the use of histological images to illustrate the differences between the time periods. Also, the sub sections titled ‘current models’ and ‘current research and findings’ could be part of a larger section and not fall under the ‘Lung Development Stages’ section. &lt;br /&gt;
&lt;br /&gt;
There is no information as yet under ‘Current models’ however extensive research seems to be conducted on ‘current research findings’. Perhaps it would be better to include more journal articles in this section. The use of dot points and numbering systems is also very effective in allowing the information to be easily read and flow. More articles also need to be covered in the ‘Historic findings section’ as it is very brief at the moment with only a few sentences on each article.&lt;br /&gt;
&lt;br /&gt;
The ‘abnormalities’ section is very well done with an abundance of conditions however more images should be uploaded for each abnormality in order to see what it visually presents as in the fetus and also to make the page look nicer.&lt;br /&gt;
&lt;br /&gt;
The images uploaded onto the page contain adequate information explaining them, copyright information as well as the student image template, which is good. There is one student drawn image, which is also great, but maybe some more would further illustrate the group’s understanding of their topic. &lt;br /&gt;
&lt;br /&gt;
The referencing is done correctly mostly throughout the page but is scattered throughout every section so perhaps it would be better to have them in one section at the bottom of the page under the heading entitled ‘References’ and numbered as they appear in the text. In-text citations are throughout and appear to be done correctly.&lt;br /&gt;
&lt;br /&gt;
Overall, this is a very good effort and a bit of editing will make the page look much more neater and organized. Keep up the great work!&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
This project is extremely well done. I found the overall layout of your work to be easy to read and succinct. It captured my attention throughout the entirety of the project and was engaging with the use of bullet points. I thought your use of diagrams was great in aiding the understanding of this topic, however I thought that more diagrams or pictures could be added in order to help the reader visualize exactly what’s going on. I thought that te developmental timeline was a great idea, however could benefit from some more images or diagrams to assist in understanding the developmental stages. I thought the historic findings sections was especially well done as it appears well researched and thoroughly informative. The abnormalities was also well done, however again could benefit from the addition of a few more diagrams.&lt;br /&gt;
&lt;br /&gt;
I think that with the addition of more drawings needs to be some attention to detail when referencing and stating copyright. I’ve noticed that some pictures lack copyright and some don’t have a description, making it difficult to understand the context of the picture and to envisage how it relates to the content. Whilst this is mostly self explanatory- I think that because this is an informative piece it pays to spoon-feed us a bit. Also, your referencing could use a bit of a tidy, but that can easily be fixed before submission. I think that overall this has great potential to be a wonderful project and I look forward to seeing it at its completion!&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
The introduction was written quite well as it explains what the respiratory system is about and the origin of its development. It also briefly highlights the difference between the embryonic and fetal stage which is important in enabling the viewers to have an understanding on what the project will be focusing on. I also like how the group distinguished between the two zones of the respiratory tract and adequately described the features and function of each. The content in the lung development stages clearly relates to the topic and underlines fetal development. The group briefly mentioned the key features in each stage instead of pasting a whole lot of information; this makes it easier for viewers to understand. Overall the content relates to the learning objectives of embryology and the level of research is good as exemplified under ‘Current Research and Findings’ and ‘abnormalities’ (many forms of diseases described). The project however could benefit from having a ‘Glossary’ list so that viewers can understand some uncommon words.&lt;br /&gt;
&lt;br /&gt;
The images under introduction and the image used for Meconium aspiration syndrome have not been referenced properly as there is missing information such as ((Template: Student Image)), description, copyright information and proper references for some. The image used under the ‘current research and findings’ subheading is a good example for the group to copy the referencing style. It is also vital that the group adds a brief description of what the image illustrates as a footnote to help viewers understand the relation of the content and image (this is seen in the image under ‘surfactant’). More images could be added such as in the ‘lung development stage’ and under abnormalities. If images for lung development stages aren’t easily accessible, it is perhaps a good idea to draw them. The table format used for ‘lung development stages’ makes it easy for the viewers to navigate which is a good feature used in the project.&lt;br /&gt;
&lt;br /&gt;
In terms of referencing, there are many in-cite references missing such as in the ‘introduction’ and in ‘lung development stages’. It is important to have these references formatted correctly under the one ‘references’ subheading. There seems to be many ‘references’ subheadings making it harder for viewers to navigate. Some references are shown as ‘&amp;lt;/span&amp;gt; &amp;lt;/li&amp;gt; which needs to be fixed right away. Overall, the content seems well written, formatted and concise making it easy to understand. However the problems related to referencing needs to be corrected as this is inconsistent throughout the project.&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
This project was done really well. All key points, i.e. development, historic findings, etc., were clearly described. In terms of content, this group did a great job. It is very informative and all information they have included are relevant to the topic. There are a few mentions of embryonic stage but I do understand why, particularly for the development of the respiratory system. The developmental timeline is good but an image about the development would make it better. Remember to add in-text citations for this part. Historic findings section is very detailed and exceptional. Abnormalities is done well. A couple or more images would make this section really great. There are images that help with understanding the content. Try to find information on current treatments and/or management techniques for each disease. &lt;br /&gt;
&lt;br /&gt;
However, some images have no captions and so some seem vague as to what they’re about. There are a few images missing copyright, specifically the 2nd photo on the project page and the historical image of lung development. From what I know, images from textbooks normally can’t be used because of copyright. The content is cited and referenced correctly. A bit messy with the references right now but I understand why. Just don’t forget to organise it before submission. Also, don’t forget to mention the other sections in the introduction. Overall, this project is done really well. It is very informative and easy to understand. In summary, just a few more images and correction of typos and this project would be remarkable. Well done! &lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
Firstly, great job on the layout and formatting of the project, everything is easy to find and overall, it reads well. The introduction provides great insight of what to expect on the page. However, it lacks in-text citations for the first three subheadings of the page, as well as the table of lung developmental stages. The first two images also don’t have a description when I click on it, I don’t know what I’m looking at. The “student template” is also missing for the images. I would suggest you look up the tutorial for uploading images on the pages as Mark has extensive information for the proper steps required for uploading images. Otherwise, the lung developmental stages table is informative and easy to read. I would also recommend adding an image for better visualization of the developmental process. &lt;br /&gt;
&lt;br /&gt;
The historical findings and current research models have very detailed content, and look as though they have been referenced correctly using in-text citations, I’m impressed. Although, I would suggest you leave all the references to the end by simply putting &amp;lt;/references&amp;gt; at the bottom of the page, as it looks neater to have them all in one place, rather than at the bottom of each sub-heading. The abnormalities section is done well and there are a wide number of abnormalities covered. The detail of the first two is more in depth than the rest, I’m unsure whether they was more information on those particular abnormalities or their still needs to be information added, but I suggest to have the same amount of information on each disease, if possible. &lt;br /&gt;
Overall, the project is very informative and presented well. It just need a few minor edits. &lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
&lt;br /&gt;
The pages structure is well done, with appropriate use of heading. The introduction explains the general development of the respiratory system, differentiating embryonic, fetal and postnatal time-span. Like division of conducting and respiratory zones with strong general description of each zones components. The referencing of the first three heads content and images was not present though I presume this could be easily resolved. The Development stages table gives is simple yet informative, particularly liked how the stages during the fetal period had more in-depth feature description then the embryonic and postnatal stages.&lt;br /&gt;
&lt;br /&gt;
The Current research and findings section was in-depth with strong explanations and in-text referencing; only part lacking referencing is the Functional unit section. Some sentences should be broken up to avoid excessive use of commas “However, a study conducted…”. There seems to be a picture missing or placed incorrectly for one of the 2013 studies. The Lung Model picture is relevant but with no caption, though the description and referencing when clicking on the image is solid. Little improvement is needed for the Historical findings and Abnormalities sections, great referencing and content. Particularly impressed with the sheer amount of abnormalities presented, with information being sourced from 2-3 references for each abnormality.&lt;br /&gt;
&lt;br /&gt;
To improve further, referencing needs to be added particularly to the introduction, conduction and respiratory zone. The references need to be collected at the bottom of the page instead of after every couple of sections. The removal of the multiple reference subheadings would make the content and page in general easier to navigate. Many of the earlier images should be captioned properly and referenced properly, with missing info like ((Template: Student Image)), description, copyright info. The content of Respiratory and Lung Development Stages could be slightly more in-depth though not too significant of an issue.  Overall content is written well, providing information on all the important objectives, only place improvement is properly required is referencing and some formatting.&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
The introduction provided good background information about the lungs and its general development, however seemed to lack any further explanation as to what else would be covered on the page (current research, abnormalities). I found most of the sentences to be short and abrupt, and more in the form of statements rather than an explanation. This is the same for the following paragraphs regarding the two zones. I would combine several of the sentences together, and restructure them so that they do not start in the same manner e.g. of the first four sentence in your introduction, three of them begin with the words ‘The respiratory system’, and over half the sentences in the entire paragraph begin with ‘The’.  There are a few grammatical errors within the text that should be corrected e.g. ‘till’ of ‘until’, ‘id’ instead of ‘is’. The images used fit well, but there is no caption to explain what they are images of and what they are trying to show. This is also not indicated on the summary of the image, one of which also doesn’t include any copyright information.&lt;br /&gt;
&lt;br /&gt;
The lung development stages were done very well, simplified and tabulated making it very clear. My only concern for this part is that it should be the main part of the project, the area where the development of the lungs is fully explained, yet it is the smallest section of the page. Try to expand on it maybe? Or add a picture or two to enlarge the section?&lt;br /&gt;
&lt;br /&gt;
The current research and findings section seems very thorough, lots of content, good explanations. Very minor problems however; a slight tendency to over use commas in some areas, while not in others. The current models area has not been added to; make sure to fill it in, or will it be scrapped? I have also noticed a picture has been deleted so make sure to get that issue fixed if you still want to use the same image. Is the second picture under this heading part of the section? As it is after the references so I'm not sure where it lies exactly. The image should be captioned as well.&lt;br /&gt;
&lt;br /&gt;
I really like the historical findings section, the information seems more concise when it is presented in bullet points. The second picture within this section is well done and very neatly labeled (I thought it was an image from the internet). The first picture though, needs a caption added as well as copyright information. The abnormalities section is very extensive which can be bother good and bad. For some of the abnormalities there is a lot of detail presented, while for others there is very little. I think maybe that as long as you mention what it is, how you get it/how it forms, some statistics and maybe an image, that should be more than enough. Also, I would remove all the sub-headings under abnormalities and have them just written in bold. Otherwise, when looking at the contents at the top of the page, it looks as though half your page is solely focused on abnormalities. &lt;br /&gt;
&lt;br /&gt;
Overall, I think this page is well done and only a focus on sentence structure, a bit on grammar, and captioning pictures with correct copyright info is needed. Other than these main focus areas, one other point to make would be all the references should be at the bottom of the page.&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
In this review I intend to highlight the merits of your project as well as provide some constructive criticism in light of the marking criteria of this task. &lt;br /&gt;
&lt;br /&gt;
The page is well structured and provides perfect balance between written text and images. However some of the included images do not compliment the text. I suggest adding labels or descriptive annotations to these images using paint. Alternatively you could refer to these images in your text e.g “ as seen in Figure 4a” and use them to make the descriptive content easier to visualise.  You could also include a simple written description of what each image showing in the image link. I found the table on the stages of lung development a really effective way of organising the content and I was able to understand much of it in a quick glimpse! I like how the text is summarised and highlights the main developmental changes that are occurring at each stage. Just to make it more engaging, perhaps you could include matching images in a another column. &lt;br /&gt;
&lt;br /&gt;
Under the section of current findings, I believe that most of the information included is relevant and incredibly appropriate articles have been selected. I think its good that this section is delving into the area of molecular signalling underlying the morphological changes that we see. I believe your project would greatly benefit if there was more material discussing the biochemical signalling and recent findings in relation to this. However, I am not sure if the details on cell type should be in this section, this section might need some re-organising. &lt;br /&gt;
&lt;br /&gt;
I understand that the history is a difficult topic to research. The information on our understanding of surfactant is appropriate, detailed and very informative. However I think you need to include more information on our understanding of stages in fetal lung development. Explore the transition in research focus investigating morphology to molecular changes. Perhaps use the library database to find relevant historic journal articles in the database. It was good to see the use of relevant historic images. &lt;br /&gt;
&lt;br /&gt;
A number of abnormalities have been identified and described, I think its great that each section includes a description of the abnormality, and goes on to discuss the cause and implications of each disease. I would only recommend including images to make the content easy to visualise. Great Work!&lt;br /&gt;
&lt;br /&gt;
Overall the project is coming along really well ! Just ensure that you proof read and review before the final submission. Also include in-text references and compile all your references to one section at the end of the page. Good Luck!!&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
Well explained introduction and the histological images provided are great.&lt;br /&gt;
In the first section the addition of in text citations would be useful. The content is explained really well and a good use of detail in the paragraphs is not too overwhelming.  Good use of formatting with the inclusion of the table, helps to keep the content clear and concise. The current research, findings and models is present really well, good use of referencing and in text citations. Current findings, models and research is presented really well, good use of referencing and in text citations. Information is clear and with sufficient detail. There are a variety of formatting techniques used which is great to see. Good use of images, however seems to be missing info, suggest filling it out and maybe fixing some of the formatting errors shown but otherwise really well done.  This section shows a good amount of research conducted. The historic findings are also well presented, the use of dot points to format the info is very useful and provides clarity. A timeline for the key historic dates might be helpful and another use of visuals. Great to see a variety of abnormalities, shows an extensive research really well presented. Would be great to see more images for this section and maybe drawings too. &lt;br /&gt;
&lt;br /&gt;
This group overall has done really well, there are only a couple of suggestions for the page to be complete these include filling in the missing info under the sub heading ‘current models’. The in text citations and referencing in the first section should be added in to avoid losing marks. Also try adding captions to some of the images,  a brief description of what the image is showing. Evidently the research conducted has been quite extensive and the group has worked well to ensure all parts are completed equally. Overall the page is structured really well and organized in an understandable manner. The use of a variety of images and formatting techniques is really great. Just a few minor adjustments and this page will be really great. Great work everyone !&lt;br /&gt;
&lt;br /&gt;
-----&lt;br /&gt;
The group project has covered a wide angle of the fetal development of Respiratory system. The introduction is very concise and informative, but it would have been better to give us a heads up of what is going to be included in the wiki-page. The different histological diagrams of 'respiratory zones' were good in giving us an idea of what the cells look like, however, none of the diagrams are labelled leaving us to our own imagination of what is what (I'm guessing the first picture in the project represents a zone of respiratory cells?)&lt;br /&gt;
&lt;br /&gt;
The tabulated data makes it easier to understand the different stages of development, splitting it into different stages (including the weeks underneath), I think it would be better to maybe condense the information in the table to key dot points as currently it seems saturated with information. Maybe even include histological diagrams of the different development stages&lt;br /&gt;
&lt;br /&gt;
There are no current models listed in the 'Current Research, Models and Findings' section but there has been extensive research in the Research and Findings. The information in this section is very well laid out allowing easy reading and understanding of the information that has been presented. The diagram used at the end of this subsection is very simple and informative :)&lt;br /&gt;
&lt;br /&gt;
'''In the 'Conducting System' - the picture does not appear for me (only me?)'''&lt;br /&gt;
&lt;br /&gt;
Historical findings have also been extensively covered, a well put out timeline with different observation timepoints. Abnormalities have also been extensively covered in the group project, however I think it would be better to employ the use of more diagrams of the different diseases and abnormalities.&lt;br /&gt;
&lt;br /&gt;
Having the references scattered throughout the page seems to break the flow of the group project :/ Maybe have them all grouped up under a separate subheading :)&lt;br /&gt;
&lt;br /&gt;
Great work on your project, a little touch up here and there with some more diagrams will greatly improve this project&lt;br /&gt;
-----&lt;br /&gt;
The intro is very good and the images are a good size but there needs to be some description to make it relevant to the project. Need to edit ‘Conducting Zone’ info since there are some grammatical and spelling errors. Also should have in-text referencing in this section of the project with a long list of all the references at the end. You can go onto other people’s reports to find the coding for this reference style. &lt;br /&gt;
&lt;br /&gt;
The information on the lung development timeline is fantastic but it is a bit dense. Splitting it into bullet points might be a better way of organising it so peers get a more effective learning experience when they read it. In the conducting system under current findings it looks like there has been an attempt to upload an image called “400px” however the link leads nowhere. It has great information, very interesting and concise. However the references at the end of this section should be incorporated at the very end of the wiki page. This would make it flow better. &lt;br /&gt;
&lt;br /&gt;
Excellent images of the diseased lung compared to normal lung, however it might make more sense for these to be under the lung abnormalities subheading. There is excellent information on the historical findings. It has been written in an easy to understand manner and all the information is relevant. There is also excellent referencing and good use of diagrams. However I still think that the references should all be together at the very end of the project page. &lt;br /&gt;
&lt;br /&gt;
The abnormalities section is very in depth however there is a bit too much information. It would be easier to follow and more interesting if there were images associated with the information, or maybe if the information was tabulated that would make it easier to follow. Well done on this project! It is clear that a lot of research has been done outside. &lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
This is a really good project. First thing noticeable on the page is the amount of information you have which is great. The introduction is really well written and I like the fact that you have included images in this part as it makes it so much easier to understand. I also found it quite easy to grasp the difference in fetal and embryonic periods so well done as this is an important part of the project. This table of the lung development stages is great and really well done.&lt;br /&gt;
&lt;br /&gt;
One thing you could maybe do here is add a few diagrams. I know you have more diagrams down below but I think it’s something that might make it even easier to follow. You obviously haven’t found any current models at the moment. Don’t know if this helps but it may for the models: PMID: 22876201. Current research and findings again is good.  Something which seems to be reoccurring with your page is the fact that the references are spread all over the page. I think it would look much better if all the references were at the bottom of the page as this makes you page look more professional and aesthetically pleasing. &lt;br /&gt;
&lt;br /&gt;
Maybe add some student drawings as I think this would more interesting for your page and be a bit more unique. Something else to note is the abnormalities part. It’s great that you have a lot of different abnormalities but I feel as though some of them such as cystic fibrosis and laryngeal atresia could have been given a bit more of information to supplement what you are saying. Also adding a diagram would be good to make it easier for the viewer to understand. &lt;br /&gt;
&lt;br /&gt;
Overall it’s a well presented page with some quality information. Maybe look at your referencing technique, adding some more student images and a bit more detail to the abnormalities to take what at the moment is a good project to a great project. Best of luck!!&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
Overall, the project at this stage consists of a good integration of text, images and references throughout. The introduction is well-written and gives an overview of the two parts of the respiratory system (conducting and respiratory zones). I think it is a good idea that your group has split this up and explained both parts separately as it helps to orient an unknowing reader, especially as the gross anatomical structures are also described (e.g. trachea, larynx, bronchi). However, in-text referencing is needed in this introductory segment to provide the reader with the source of all information, exactly where it appears. You could refer to Dr Hill’s instructions on how to do this if needed, or see another group’s page on Edit mode. Also, the images used in the introduction should have a small caption beneath them, otherwise it is hard to tell what the images show exactly and how this may be relevant to the complementary text.&lt;br /&gt;
&lt;br /&gt;
In terms of heading and subheading organisation, I like how you have split the content up into 5 main areas of introduction, lung development stages, current research models/findings, historic findings and abnormalities. This makes the page easy to navigate and the subheadings under each section are relevant. The use of a table in the ‘lung development stages’ section is very well done and appropriate, as it segments the information into a clean, readable format that a student could simply refer to if they were learning from scratch. The information in the table is succinct and provides all the main points. The only improvement here I would suggest, is aligning the content to the left, as it may seem more pleasing to the eye to have even spacing rather than centre alignment. Also, the ‘references’ have been placed as subheading 2.1, whereas the other ‘reference’ sections have not been given a separate subheading, so I would consider making this consistent throughout the project page. &lt;br /&gt;
&lt;br /&gt;
The section on current research models and findings is concise and informative, with good use of numbering to make the information easier to read rather than having long and chunky paragraphs. Although a minor detail, there is one part that says “a study conducted last year”. Since these Wiki pages will be left online, it is important to specify the exact year here, and provide an in-text reference to the study mentioned so a reader can easily locate it. I like the use of dot points in this section, making it look appealing, however the image used should also include a caption, as should the others on the page. Be careful of copyright infringement regarding image use, as there appears to be a file with a ‘Permission Error’ in this section, which may need to be manually removed. &lt;br /&gt;
&lt;br /&gt;
The ‘historic findings’ section was also well-done, especially because it used dot points to segment the information and show the exact years of each discovery. Once again though, the image requires a caption and the references for this section seem to be split into 2 parts; one list from 1-14 then another from 1-4. I think the list from 1-4 needs a subheading to show how those sources are different to the ones above it, otherwise both lists need to be integrated into one.There are also some parts that have coding showing &amp;lt;/ol&amp;gt; and &amp;lt;/span&amp;gt; &amp;lt;/li&amp;gt; which just need to be removed with editing.&lt;br /&gt;
&lt;br /&gt;
Lastly, the section on abnormalities is also of a high standard as each abnormality begins with a brief description then goes into details by using dot points. There is good use of in-text referencing followed by a reference list which is correctly formatted too. The image included has a caption which is good, as other sections lack this, however I would consider adding more images to make this part more visually appealing and engaging to the reader.  &lt;br /&gt;
&lt;br /&gt;
It is evident that a lot of work has been done on this page as each section is detailed and referenced well, with relevant information. Maybe just consider adding some student-drawn images too, but otherwise, the project is of very good quality so far. &lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
Respiratory&lt;br /&gt;
&lt;br /&gt;
The introduction doesn’t seem to be a flowing paragraph, but is a collection of rather short sentences with the topic changing every time and is hard to follow, and some like these “During the embryonic and fetal stage the respiratory system is developing.” seem rather obvious for the target audience of university science students. &lt;br /&gt;
&lt;br /&gt;
The overall layout of the project seem weird as well -  putting the current researches, and historic findings before the conducting / respiratory zone seem to make sense. Also the amount of information per section is extremely unbalanced; there is too much abnormalities and hardly sufficient information on the actual development of the lungs. The references are not put together yet either. &lt;br /&gt;
The lung development stage graph is really well done, easy to read and is visually appealing. Also maybe add a few photo’s in the abnormalities section just to make it visually appealing; there is a lot of information in there but only has one picture. &lt;br /&gt;
There are a few parts with grammatical errors / could use with some better punctuation and wording. For example the first sentence under the conducting zone “The conducting zone is made up nose to bronchioles and its function is to filter, warm, and moisten air and conduct it into the lung” could be better reworded as “The conducting zone’s function is to filter, warm and moisten air and conduct it to the lungs, and is made up of the nose, pharynx, trachea and bronchioles” or something along those lines. &lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
The product was done well overall with lots of information and a good structure. However, I am a bit confused about the sections “respiratory” and “lung development stages”. I guess “lung development stages” is also under “respiratory”, but it seems that they are separated into two big sections.&lt;br /&gt;
&lt;br /&gt;
The introduction clearly explains the development of respiratory system. It is good to divide respiratory tract into 2 main parts and explain them separately. It would be better if it includes a sentence like ‘this website will focus on fetal development of respiratory system.&lt;br /&gt;
&lt;br /&gt;
Using table to explain different stages of lung development is a good idea. It would be easier to read if they are typed in point forms with some images included.&lt;br /&gt;
&lt;br /&gt;
More images could be added under current research, models and findings for easier understanding. Some information should be added under current models.&lt;br /&gt;
&lt;br /&gt;
The historic findings and abnormalities are good and informative.&lt;br /&gt;
&lt;br /&gt;
Some images do not have the information about copyright. It would be better if there is a title for each image included.&lt;br /&gt;
&lt;br /&gt;
In terms of referencing, they are missing in the sections under introduction, conducting zone and respiratory zone. In-text references are also missing in the table about the stages and features of lung development. Also, the images used have not been referenced. Reference list at the end rather than under each section should be used instead.&lt;br /&gt;
&lt;br /&gt;
It is overall a good project and well-researched. More images can be included to balance with the huge amount of text.&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
The Introduction of Group 1 is done very well. It is clear, descriptive and very informative. The introduction has been well categorised into categories, with the appropriate choice of labels and subheadings. There is a good choice of pictures and diagrams, which demonstrate a sufficient level research beyond the formal teaching activities. I believe the group could add what they’re page hopes to achieve (outcomes).&lt;br /&gt;
&lt;br /&gt;
The timeline aspect of the group is also well presented. A good choice of histological images would add depth and aid in understanding. The information in this section needs to be referenced correctly. &lt;br /&gt;
&lt;br /&gt;
The current research and findings section is very informative and is referenced excellently.  I do believe the layout of this section could be improved, with a better choice of subheadings and clear dates of publication (Its all about recent findings). I believe this section could be summarised further and the picture layout improved to make this section clearer and more succinct. Excellent job nevertheless&lt;br /&gt;
&lt;br /&gt;
The historic section is excellent. It is well referenced, written and explained. It is very informative with an excellent choice of well-described historical images. Particularly enjoyed the timeline on the study of ‘Surfactant’&lt;br /&gt;
&lt;br /&gt;
The abnormalities section has an excellent and varied choice of various abnormalities/diseases. It has an excellent choice of headings and subheadings. The content is also correctly cited and referenced.  There is strong evidence of significant scientific research. I do believe the addition of images would further add to the overall understanding of this section. I do believe more information could be added to the ‘Azygos Lobe’, ‘Congenital Laryngeal Webs’ and ‘CHAOS’ section or these sections removed and more content/depth added to the other remaining sections (only a suggestion though!)&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
Overall structure of this group project is decent with use of many articles to support information provided. Furthermore, the structure for this project could be improved on as there are minimal grammatical errors. It is also able to explain concepts regarding the development of the respiratory system in the embryonic stages. If concepts can be conveyed effectively to the reader then this indicates that the project group have been able to demonstrate their understanding on their chosen topic. It is important to identify the advantages and disadvantages and these are;&lt;br /&gt;
&lt;br /&gt;
====Strengths====&lt;br /&gt;
&lt;br /&gt;
•	Images used are effective in further summarising or explaining content. For example the image under the respiratory zone heading is good in that it shows the histological growth of the tissue as the week’s progress on.&lt;br /&gt;
&lt;br /&gt;
•	Heading s provided are short and right to the point.&lt;br /&gt;
&lt;br /&gt;
•	The table on lung development stages is very effective as it summarises changes that occur in the weeks following embryonic development.&lt;br /&gt;
&lt;br /&gt;
•	Abnormalities section has also been clearly written with in-text citations and a variety of research articles used to explain the conditions. &lt;br /&gt;
&lt;br /&gt;
====Weaknesses====&lt;br /&gt;
&lt;br /&gt;
•	First and foremost, most images uploaded onto the group project 1 page do not have any descriptions as well an image name to explain what it is. This makes it difficult for the reader to understand what the image is displaying. Also a file has been deleted (400px) indicating that copyright issues have occurred.&lt;br /&gt;
&lt;br /&gt;
•	Consistency across the whole project page is not evident. This can be seen as each section has references being placed under paragraphs and then a full reference list is given in the end. So all references need to be placed in the reference list at the end.&lt;br /&gt;
&lt;br /&gt;
•	Historic findings are an important section here that needs work on as there isn’t enough information regarding articles from the 18th century being stated. &lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
The introduction is written well and it provides sufficient background information on the anatomy and development of respiratory system. It is also well-divided into the two conducting and respiratory zones. However it lacks to provide information on what is included in the page such as current research and abnormalities. In addition, this assignment is aimed to describe the fetal development but fetal period does not seem to be the focus in this project. I understand that it is difficult to focus on fetal period, especially for the respiratory system but if that is the case, you can mention why you’re also including information on embryonic and postnatal periods in your introduction. There are also a few spelling errors within the text that should be corrected (such as ‘id’ instead of ‘is’). The images of the histological sections are relevant but there is no caption for any of the photos and it is difficult to understand what they are trying to show. There is no information provided on the summary of the image either and one of the images is missing copyright information. In addition, the text as well as the images in the introduction needs to be referenced on the page.&lt;br /&gt;
The table of lung development stages is simple and very well summarised. The content of this section relates to the learning objectives of embryology however there is not enough explanation considering that this section is the main part of the project. In order to aid with understanding of the development of lungs, simple diagrams could be drawn that show different developmental stages. You can then explain more on what happens in each stage.&lt;br /&gt;
&lt;br /&gt;
The first paragraph of the current research and findings about the conducting system and functional unit is already discussed in the introduction and therefore there is no need to include it again in this section. Try to include more precise information on the findings of each study and also talk about the new models that have aided in understanding of the development of this system. For example you can elaborate more on the three geometrical models that are proposed in the review study in 2013(there is no information under the “current models” subheading at the moment- you can put this information there). Also it is a good idea to organise the research findings in chronological order so that new advancements are found in more recent studies (2011 must come before 2013).The two alveolar cell types under current research is irrelevant – I would put them under introduction. Also I don’t understand why the image of lung diseases is under current research (maybe put that image under abnormalities?)&lt;br /&gt;
&lt;br /&gt;
The historic findings section is very informative, especially the “surfactant” section. You can also tabulate the data to make it look neater. However from my understanding, in this section we also need to provide information on the history and stages of fetal lung development. I know it is hard to find this information but maybe try looking for review articles that summarise the findings of past studies in this area. The abnormality section is well written and thorough with so many abnormalities named and described. The only suggestion is to include more images.&lt;br /&gt;
&lt;br /&gt;
Overall, this web page shows a very effective team work and it is clear that work has been allocated with each person working on a different subheading. You only need to pay attention to minor issues mentioned above. Also in terms of referencing, there are many in-text references missing in different sections. It is very important to format these references correctly under one ‘references’ subheading at the end of the page (instead of having a separate reference list for each section).&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
The structure of this page looks good regarding the text and image ratio.&lt;br /&gt;
Stages of lung development table was very effective for me to grasp the contents and understand it effectively. However providing an image would aid in grasping the contents effectfully.&lt;br /&gt;
Under the recent findings section, most of the information is relevant though you should consider the biochemical aspect of it too.&lt;br /&gt;
Current models need more researching. Try including more journal articles for current models maybe.&lt;br /&gt;
Under historic findings, more detail is needed for the fetal lung development. Try to obtain more relevant articles on fetal lung development and integrate the information with your current information.&lt;br /&gt;
Abnormalities are described well and are detailed so WELL DONE!&lt;br /&gt;
Good use of images which makes it engaging and interesting. Although some images lack captions and few images are missing copyright.&lt;br /&gt;
Try to include in text citations and put together all the references in the end of the page.&lt;br /&gt;
Just fix up the references and in text citations also mention your sections of the page in the introduction and that’s it.&lt;br /&gt;
LOOKS REALLY GOOD SO FAR just needs to fix few minor things.&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
You guys have a good contents list and cover the main topics under respiratory fetal development. However subheadings “Current Research, Models and Findings”, “Historic Findings” and “ Abnormalities” can be made into separate subsections, instead of under Lung Development Stages as 2.2, 2.3, 2.4 and can be categorized as 3,4,5 on the contents list. This can be easily changed. Also one reference list at the end of the whole page for all the sections would be good. &lt;br /&gt;
The introduction gives a good overview of respiratory development. It might be good if in the introduction it outlines the focuses of the page, in particular that you guys will be focusing on fetal development. There is a very good use of a table to describe lung development stages. The table and information provided shows good understanding of overall lung development. Possibly more information could be given on lung development and fetal development. Maybe the molecular pathways involved could be mentioned. Lung development diagrams would be even more useful in conveying the message.&lt;br /&gt;
The Current Research, Models and Findings has good information. It is simple and clearly conveyed and easy to grasp. It was good that you guys discussed the current understanding of morphogenesis, with recent findings about FGF10 and FGFR2. Possibly these sort of molecular pathways involved could be discussed further as I would assume much research in that area would be happening. Possibly animal models and human models could be discussed in this topic. &lt;br /&gt;
Historic findings is very comprehensive with diagrams and also a very good use of dot points in chronological order to describe the sequentially the historic findings in the context of respiratory development. The dot points are also easy to read and understand. The youtube link also under the references for historic findings is also a good tool for learning and explaining. The abnormalities section is very comprehensive with descriptions of many abnormalities. There could be more diagrams included as can be done well when describing abnormalities. It is a good opportunity to use diagrams and maybe putting images of abnormal vs normal lungs would be a good way to help teach at peer level the abnormalities that form. &lt;br /&gt;
There is a good use of diagrams throughout the page. The first 2 diagrams of the lung histology could be explained or described a little further. For example if there is a difference and similarities between slides a, b,c or d in the first diagram. References and in text citations are done well. However the references for all the subsections could be kept in one References subsection at the end of the page. This would make navigating the page more easier. &lt;br /&gt;
There are elements of teaching within the page. For example the table explaining the stages of development; dot point for historic findings; diagrams; youtube link on respiratory development. More teaching elements could be introduced with different explanations and more interesting examples. This could be nicely incorporated into the recent findings topic and abnormalities. &lt;br /&gt;
But on the whole your page is really good and it is clear that much research has been done. If you keep going the way you guys are going it should turn out really good. &lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
Good use of visual aids especially the table as the information is clearly visible, the labelled diagrams are very useful as you can visually see the information that has been written about in the text. Possibly put all of the references at the bottom of the page so they do not interrupt the factual text. The diagram of the schematic of lung disease and the lung models could be incorporated more into relevant text rather than being a stand along diagram so that the diagram can be used to enforce what has been said in the text. &lt;br /&gt;
----&lt;br /&gt;
The group has provided a well summarised introduction of the respiratory system including its main function and the main anatomical features of it (conducting zone, respiratory zone) explanation was easy to understand. They have also explained the two stages (embryonic and fetal) and explained one of the key events that occur in the fetal stage Not only that but there is further information of what happens after fetal stage as its’ development continuous postnatal. In addition there is diagram to help aid in visualising these anatomical features and how it looks as it develop, however there is no labels in the diagram and so readers are unable to understanding its significance nor visualise correctly.  Some of the diagrams are randomly pasted into the site with no explanation or context. &lt;br /&gt;
&lt;br /&gt;
There is good choice of subheading clearly stating what it will be talking about and the use of a table to illustrate the fetal stage in development of the respiratory system is well put. It makes it easy to understand and summarises the key fetal stage events, allowing reader to easily orientate at what time frame, a particular feature is developing into.  Research findings are relevant to the topic and recent, having it in short paragraph helped in understanding what was found from the research articles however some of the findings seemed incomplete towards the end, a bit more information could be added and there is information about a proposed model under the recent research heading, this could be misleading to the reader.  Historic finding is well written its clear, to the point and correct headings have been used.  Good use of time dates (shows research) and historic drawings are simple and relevant to the information given besides them.&lt;br /&gt;
&lt;br /&gt;
There is an adequate amount of abnormalities with main ones explaining who it affects and problems associated with it. One of the abnormality is not defined however rest shows research has been done and good use of image, shows it in real life context. Overall the project has shown research has been done especially in historic findings and abnormalities.  Some of the information in the introduction has not been citied however the information that has been is correctly citied (including the pictures). To make it look neater I would suggest having reference as a 1 whole list at the bottom of the page. Good use of the table &lt;br /&gt;
&lt;br /&gt;
--&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 16:13, 17 August 2014 (EST)&lt;br /&gt;
Hey guys, it's Emanuel&lt;br /&gt;
I've had a look into the systems and respiratory caught my interest. I wanted to do cardio but another group has already chosen it so I think we should choose a system ASAP.&lt;br /&gt;
&lt;br /&gt;
Respiratory looks like it has plenty of resources and there are some interesting abnormalities gat I found on this page:&lt;br /&gt;
[http://embryology.med.unsw.edu.au/embryology/index.php?title=Respiratory_System_-_Abnormalities Respiratory Abnormalities]&lt;br /&gt;
&lt;br /&gt;
Do you guys have any other systems you would like to do or do you like respiratory?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 20:07, 17 August 2014 (EST)&lt;br /&gt;
Hey Emanuel, its Ish here.&lt;br /&gt;
&lt;br /&gt;
As we said on the day, we're fine with anything. So if it's still free, let's lock it in before another group claims it?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 20:59, 17 August 2014 (EST) Alright awesome, well I guess we're the Respiratory group. How do we let Dr Hill know?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 22:30, 17 August 2014 (EST) Hi guys, it's Nadine. I'm happy to do the respiratory system :) I'm sure we have to email him, I'll do that now, since we all seem to be on the same page and in agreement with the respiratory system.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 22:56, 17 August 2014 (EST)  Just emailed Dr Mark and put a heading &amp;quot;respiratory&amp;quot; on our group page :)&lt;br /&gt;
Also we each need to pick one of the following; &lt;br /&gt;
# Review that system development during the fetal period.&lt;br /&gt;
# Identify current research models and finding.&lt;br /&gt;
# Identify historic findings.&lt;br /&gt;
# Identify abnormalities that can occur in this system during fetal period.&lt;br /&gt;
I'm happy to do number 1. Unless someone else wants to?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 06:09, 18 August 2014 (EST)Thanks Nadine, I'll do number 4 if that's all good with you guys?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 19:54, 18 August 2014 (EST) Great work with allocating Nadine. I'd love to do the historic findings (number 3) that sounds interesting! Only if that's okay with you all though?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 15:17, 19 August 2014 (EST) Hey Guys! It's marina here :), I'm happy with number 2. If anyone comes across information for other parts of the project, let's let each other know :)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 21:07, 26 August 2014 (EST)Hi guys its Nadine, just wanted to let you guys know that i added in subheadings to our page :) So feel free to add to your sections  -pictures  -articles  -tables&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 23:58, 26 August 2014 (EST)Marina: Thanks Nadine :) I'm just going to add our names next to each section that we are looking at so its easier to communicate with with one another and who's doing what :)&lt;br /&gt;
&lt;br /&gt;
# Review that system development during the fetal period-Nadine&lt;br /&gt;
# Identify current research models and finding-Marina&lt;br /&gt;
# Identify historic findings-Ish&lt;br /&gt;
# Identify abnormalities that can occur in this system during fetal period-Emanuel&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 12:58, 27 August 2014 (EST) &lt;br /&gt;
'''Topics to cover'''&lt;br /&gt;
#Major stages of development - all fetal (only primordial embryonic development)&lt;br /&gt;
#Histological findings&lt;br /&gt;
#Separate into Functional elements (alveoli) and Tract (conducting system: upper and lower)&lt;br /&gt;
#Include diaphragm (musculoskeletal)&lt;br /&gt;
#Changes after birth&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 12:20, 2 September 2014 (EST) Emanuel: Hey guys just letting you know that I spoke to Dr Hill before the lecture with Carl from the cardio group about using review articles. He said we are allowed to use them as long as we refer to them appropriately (e.g as reviewed in..., according to review by..., etc).&lt;br /&gt;
He also said that any direct findings need to be referenced from the original article and not a review article. &lt;br /&gt;
We can reference to them as mentioned above and we can also add a subheading under references titled &amp;quot;review articles&amp;quot; if we want. When we start to formulate the page we can look at what previous projects have done when organising their review article references for ideas.&lt;br /&gt;
In regards to using images from review articles - there is no need to cite them as coming from review article.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 15:41, 2 September 2014 (EST) Emanuel:  Hey guys just looking through the lecture and I noticed the part about the development of the pharynx. It develops with the foregut (oesophagus) of the GIT. What do you think if Nadine mentions that groups page in an appendix for her section to link the two pages? There is also a relationship between the development of the liver in wk7 that stops the descent of the heart and lungs so it could make our project more interesting in that it links out page with others offering a wider scope of information along with our specific topic.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 11:37, 3 September 2014 (EST)Marina: Yeh I agree! I noticed that too Emanuel. The development of the oesophagus from the foregut and how it bifurcated from the common pharynx into the trachea is very much related to our topic. We can definitely include those relationships, and any others we come across&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 22:47, 9 September 2014 (EST) Emanuel: Hey Ish, just came across these articles regarding historical findings for pulmonary surfactant:&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed/18446178 Surfactants: past, preset and future.]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed/14509914 The era of pulmonary surfactant from Laplace to nowadays]&lt;br /&gt;
&lt;br /&gt;
Mary Ellen Avery and Jere Mead seem to be the godparents of surfactant discovery.&lt;br /&gt;
I also noticed that there is a little tool on the right hand side of the pubmed page when you search for articles called &amp;quot;Results by year&amp;quot;. It's a little bar graph showing which years had the most articles and you can click on each year to bring up it's articles. This might be helpful if your looking for articles that sparked an increase in research by clicking on the years just before the spikes in articles.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 15:49, 16 September 2014 (EST) That is just amazing Emanuel, thanks! Just another thing I wanted to ask, I noticed you took notes when Mark came by to talk to our group at the last lab. When he was saying to focus on things like..&lt;br /&gt;
Yeah, do you mind just typing up what you had written. That would be so helpful!&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 23:33, 16 September 2014 (EST)Marina: Hey guys, just uploaded an image onto our page. It's under current research because its something scientists are looking at the moment with tracking abnormalities. The picture compares the normal structure of a lung to a couple of diseased ones. I know this also links to other parts of our project so we can shift it around later if need be. Mark wanted a picture uploaded before tomorrow, so at least we have something up there for now :)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 12:13, 17 September 2014 (EST) Nadine here, just wanted to inform you that we have a new group assessment that will be marked individually we need to pick 2-3 research papers on stem biology and we need to summarize the paper and present it in week 12 as a group. You will get an email in regards to this set assignment, just thought I'd give you a head up.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3333429|Z3333429]] ([[User talk:Z3333429|talk]]) 12:44, 17 September 2014 (EST) Emanuel: This is for Ish, I found a link on the respiratory pages that should help you out. Just go to one of the pages (e.g Respiratory System - Abnormalities) and there is a 'Historic Embryology' link just after the introduction. It's small and in a blue box so click on it to expand. It has some really good links that will hopefully help you. Something else that was interesting was the disclaimer at the bottom of the links stressing that the content and scientific understanding are specific to the time of publication. You may want to ask Dr Hill if you need to include that at the bottom of the page to make sure that our audience does not get confused.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 13:27, 17 September 2014 (EST) Ish: Yup, I've seen that Emanuel. I sort of wrote a paragraph along those lines as an introduction to my section which serves as a type of disclaimer too, but I'll reconfirm with Mark whether it's necessary to have anything in addition to that. Nadine, thanks for the heads up.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 16:21, 1 October 2014 (EST) Nadine: Hey guys, just wanted to remind you that by the end of this week all information should up for your section. Make sure that references are included, pictures if needed.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 20:34, 1 October 2014 (EST) Ish: Hey guys, anyone else having issues with the website lately? I'm trying to upload an image - can't. I completed my latest lab assessment a couple days ago and saved it - lost it. So just to be safe, once you've written everything you need down in your sections, copy and paste EVERYTHING into a separate word doc. Don't want you guys to lose hours of work like I did.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 19:02, 3 October 2014 (EST) Marina: Hey Ish yeh im also having trouble with it as well. Even the &amp;quot;uploading image&amp;quot; button is inactive for me, apparently others are having as few problems with this as well. Can you guys check if you yours is visible at the moment? I know this must be recent as you guys have uploaded images and i was able to before. Maybe it has to do with the website change Dr Mark was talking about.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 21:10, 4 October 2014 (EST) Nadine: Thanks Ish! i had the same problem happened twice to me! But it worked out for me in the end. So i have been looking around -projects from years before us and i really like this layout. Have a look if you get the chance [https://embryology.med.unsw.edu.au/embryology/index.php/2012_Group_Project_3]&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 22:50, 4 October 2014 (EST) Marina: Hey Nardine, i really like that layout, hopefully we can get something similar to that going for us as well :) I'm sorry I havent been able to upload any images as the tab for me is unavailable, i emailed Dr mark about it though so hopefully that gets fixed soon.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3332339|Z3332339]] ([[User talk:Z3332339|talk]]) 22:51, 4 October 2014 (EST) Marina: I was thinking of adding a heading titled &amp;quot;Glossary&amp;quot; at the very end of our project for us to add any words we want to define.... what do you guys think of this?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 20:33, 7 October 2014 (EST) Nadine: Hey Marina, i like that idea heaps and i was also thinking of drawing for my section i found a great paper with fantastic pictures but i cant find the copyright information its off Nature, or I'll just figure something out&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3330991|Z3330991]] ([[User talk:Z3330991|talk]]) 20:36, 7 October 2014 (EST) Nadine: Hey I was thinking we need to get on top of the week 12 project maybe we can talk about this further tomorrow? I just dont want all of the good papers to go fast and we get left with really hard ones.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:39, 24 October 2014 (EST) Guys I'm going to move my section to the top? I think historical information should chronologically be placed at the beginning. Is that ok?&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=154673</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=154673"/>
		<updated>2014-10-22T01:13:44Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Attendance */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 11 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:13, 22 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
&amp;lt;pubmed&amp;gt;25299669&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This paper is concerned with the formation of taste sensory organs that are derived from endoderm in the back portion of the tongue, concluding that ''Pax9'' is required for the expansion of taste bud progenitor cells. This conclusion has been reached with the implementation of research in accordance to following the epithelial expression of ''Pax9'' in the embryo. In this research model, mice were used to follow this expression along with the processes of histological assessment and immunohistochemistry (IHC).&lt;br /&gt;
&lt;br /&gt;
''Pax9'' IHC staining on paraffin sections were altered according to modifications of antibody and antibody diluent, before being incubated. After incubation, serial sections were taken from 3 wild-type and 3 ''Pax9''-deficient to visualise the proliferation using BrdU labelling, which is commonly used to detect which cells are proliferating. Cells were then counted and analysed statistically. Immunofluorescence was then performed with using primary and secondary antibodies. Tongue barrier assays and X-gal staining then followed before specimens were examined and photographed with a scanning electron microscope (SEM). Embryonic mandibles and tongues were dissected then cultured for 2 days.&lt;br /&gt;
&lt;br /&gt;
These methods produced findings such as taste perception being critical for an organism to use to differentiate between nutritious and harmful foods. The embryonic and germ cell origins of these sensory papillae are also findings from this research as during development of the oral epithelium, ''Pax9'' expression is not restricted to just endoderm-derived, but is also found in ectoderm-derived as well as non-sensory papillae. It demonstrates that Pax9-deficiency does not affect patterning, development or maintenance of the mouse FUP, which was unexpected from the research. It was also found to be the first developmental regulator required for the expansion of taste progenitor cells in the developing mouse.&lt;br /&gt;
&lt;br /&gt;
[https://embryology.med.unsw.edu.au/embryology/index.php?title=Sensory_-_Taste_Development Sensory Taste Development]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=153554</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=153554"/>
		<updated>2014-10-20T21:47:51Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 10 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
&amp;lt;pubmed&amp;gt;25299669&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This paper is concerned with the formation of taste sensory organs that are derived from endoderm in the back portion of the tongue, concluding that ''Pax9'' is required for the expansion of taste bud progenitor cells. This conclusion has been reached with the implementation of research in accordance to following the epithelial expression of ''Pax9'' in the embryo. In this research model, mice were used to follow this expression along with the processes of histological assessment and immunohistochemistry (IHC).&lt;br /&gt;
&lt;br /&gt;
''Pax9'' IHC staining on paraffin sections were altered according to modifications of antibody and antibody diluent, before being incubated. After incubation, serial sections were taken from 3 wild-type and 3 ''Pax9''-deficient to visualise the proliferation using BrdU labelling, which is commonly used to detect which cells are proliferating. Cells were then counted and analysed statistically. Immunofluorescence was then performed with using primary and secondary antibodies. Tongue barrier assays and X-gal staining then followed before specimens were examined and photographed with a scanning electron microscope (SEM). Embryonic mandibles and tongues were dissected then cultured for 2 days.&lt;br /&gt;
&lt;br /&gt;
These methods produced findings such as taste perception being critical for an organism to use to differentiate between nutritious and harmful foods. The embryonic and germ cell origins of these sensory papillae are also findings from this research as during development of the oral epithelium, ''Pax9'' expression is not restricted to just endoderm-derived, but is also found in ectoderm-derived as well as non-sensory papillae. It demonstrates that Pax9-deficiency does not affect patterning, development or maintenance of the mouse FUP, which was unexpected from the research. It was also found to be the first developmental regulator required for the expansion of taste progenitor cells in the developing mouse.&lt;br /&gt;
&lt;br /&gt;
[https://embryology.med.unsw.edu.au/embryology/index.php?title=Sensory_-_Taste_Development Sensory Taste Development]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=153551</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=153551"/>
		<updated>2014-10-20T21:45:53Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 10 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
Identify a recent research paper on sensory development (not hearing) and write a brief summary (several paragraphs) of the research methods and findings. Include at the ned a link to the relevant wiki sensory notes page. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;25299669&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This paper is concerned with the formation of taste sensory organs that are derived from endoderm in the back portion of the tongue, concluding that ''Pax9'' is required for the expansion of taste bud progenitor cells. This conclusion has been reached with the implementation of research in accordance to following the epithelial expression of ''Pax9'' in the embryo. In this research model, mice were used to follow this expression along with the processes of histological assessment and immunohistochemistry (IHC).&lt;br /&gt;
&lt;br /&gt;
''Pax9'' IHC staining on paraffin sections were altered according to modifications of antibody and antibody diluent, before being incubated. After incubation, serial sections were taken from 3 wild-type and 3 ''Pax9''-deficient to visualise the proliferation using BrdU labelling, which is commonly used to detect which cells are proliferating. Cells were then counted and analysed statistically. Immunofluorescence was then performed with using primary and secondary antibodies. Tongue barrier assays and X-gal staining then followed before specimens were examined and photographed with a scanning electron microscope (SEM). Embryonic mandibles and tongues were dissected then cultured for 2 days.&lt;br /&gt;
&lt;br /&gt;
These methods produced findings such as taste perception being critical for an organism to use to differentiate between nutritious and harmful foods. The embryonic and germ cell origins of these sensory papillae are also findings from this research as during development of the oral epithelium, ''Pax9'' expression is not restricted to just endoderm-derived, but is also found in ectoderm-derived as well as non-sensory papillae. It demonstrates that Pax9-deficiency does not affect patterning, development or maintenance of the mouse FUP, which was unexpected from the research. It was also found to be the first developmental regulator required for the expansion of taste progenitor cells in the developing mouse.&lt;br /&gt;
&lt;br /&gt;
[https://embryology.med.unsw.edu.au/embryology/index.php?title=Sensory_-_Taste_Development | Sensory Taste Development]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=151886</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=151886"/>
		<updated>2014-10-17T02:17:35Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 10 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
Identify a recent research paper on sensory development (not hearing) and write a brief summary (several paragraphs) of the research methods and findings. Include at the ned a link to the relevant wiki sensory notes page. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;25299669&amp;lt;/pubmed&amp;gt;&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=151883</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=151883"/>
		<updated>2014-10-17T02:15:17Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 10 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
Identify a recent research paper on sensory development (not hearing) and write a brief summary (several paragraphs) of the research methods and findings. Include at the ned a link to the relevant wiki sensory notes page. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;4191947&amp;lt;/pubmed&amp;gt;&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=File:Lung_historical_image.PNG&amp;diff=151880</id>
		<title>File:Lung historical image.PNG</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=File:Lung_historical_image.PNG&amp;diff=151880"/>
		<updated>2014-10-17T02:08:44Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: Z3372817 uploaded a new version of &amp;amp;quot;File:Lung historical image.PNG&amp;amp;quot;&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;Drawing based on the diagram found in the 1921 'Text-Book of Embryology' by Bailey and Miller. It shows the rudimentary basis of lung development in the embryo, which further branching and mesenchymal differentation will for the alveoli in the fetus.&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=151058</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=151058"/>
		<updated>2014-10-15T11:37:26Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 2 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
Identify a current research article and summarise it on either topic of: vision, smell, taste&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=151049</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=151049"/>
		<updated>2014-10-15T11:18:15Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 2 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;19416498&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
Identify a current research article and summarise it on either topic of: vision, smell, taste&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=151046</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=151046"/>
		<updated>2014-10-15T11:15:57Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 2 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;2683793&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
Identify a current research article and summarise it on either topic of: vision, smell, taste&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=150731</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=150731"/>
		<updated>2014-10-15T01:36:24Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Current Research, Models and Findings */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
===Introduction===&lt;br /&gt;
&lt;br /&gt;
The respiratory system allows the body to take in oxygen and exhale carbon dioxide. The respiratory system is formed by the endoderm. The splanchnic mesoderm develops into connective tissue, cartilage  and muscle of the respiratory system. The respiratory system moves the air in from the nose to the pharynx, larynx, trachea, bronchus and alveoli, which is where gas exchange occurs. During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that till about week 37 or birth is the fetal stage. However the respiratory system does not carry out gas exchange until birth. Whilst the embryo or fetus are in the mother, gas exchange occurs through the placenta. Once born the lungs of the new born are drained and fill up with air automatically. The lungs do not inflate completely till about 2 weeks of the new born. The surfactant in each alveoli helps keep the lungs open and prevents it from collapsing. &lt;br /&gt;
The respiratory tract is divided into two main parts; the conducting zone and the respiratory zone.&lt;br /&gt;
&lt;br /&gt;
===Conducting Zone===&lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles and its function is to filter, warm, and moisten air and conduct it into the lung. The conducting zone includes the nose, pharynx, larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and is where nasal cavity is lined with cilia, mucous membrane and consists of blood filled capillaries. The oral cavity id formed by the stomodeum, which is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm lined depression, separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane. The membrane later breaks down and stomodeum opens into the pharynx forms the vestibule of oral cavity. &lt;br /&gt;
The larynx is developed from endoderm of laryngotracheal tube. The splanchnic mesoderm is important for the development of connective tissue and muscle. The bronchi is formed in week 4 and the lung buds develop and further divide each into more divisions. The left 2 and the right 3. These bronchioles will continue to divide until 17 subdivisions. After the baby is born the the bronchiole tree further divides 6 more divisions.&lt;br /&gt;
&lt;br /&gt;
===Respiratory Zone===&lt;br /&gt;
&lt;br /&gt;
The respiratory zone includes the terminal bronchioles, alveolar ducts and alveoli. The respiratory zone is where the oxygen and carbon dioxide exchange with the blood. The alveolar ducts and the bronchioles cause the 10% of gas exchange. The rest of the 90% is due to the alveoli. &lt;br /&gt;
Terminal bronchioles are the passageway for air to pass through from the bronchioles to the alveoli (air sacs) of the lungs. The alveolar ducts allows the oxygen and the carbon dioxide to move between the lungs and bloodstream.  The alveoli is where the carbon dioxide and the oxygen exchange.&lt;br /&gt;
&lt;br /&gt;
=Lung Development Stages=&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Stages &lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Features&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryonic (week 4-5)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Lung buds would have formed and lung lobes and the bronchopulmonary segments. The stem diverticulum will have differentiated into trachea and larynx.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pseudoglandular (week 6-16)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The events that occur in this stage include the formation of extensive airway branching of about 14 or more generations of branching resulting in terminal bronchioles. The conducting epithelium tubes are formed and are surrounded by thick mesenchyme. At 2 months all of the segmental bronchi would have formed. The distal structures  at this stage are lined with cuboidal epithelium. &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Canalicular (week 16 to 25)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal bronchioles divide into two or more respiratory bronchioles and an increase in capillaries that get in contact with the cuboidal epithelium. The beginning of alveolar epithelium development is now underway and the lung morphology has drastic changes occur. the respiratory vasculature is now being developed. the differentiation of the pulmonary epithelium results in the formation of air-blood tissue barrier. This differentiation of cells transforms into specialised cell types known as ciliated, secretory,alveolar cells type 1 and 2.  It is notable that the differentiation of the future conducting airways of the lung from the future gas exchange region is noticeable.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Saccular (week 24- 40)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal sacs along with the alveolar sacs and ducts have now formed. The saccules both widen and lengthen the air sac. There is a dramatic expansion in future gas exchange region in this stage. Fibroblasts also differentiate, they can now produce extra matrix, collagen and elastin. The vascular tree is also seen to grow in length and diameter. The terminal sacs will continue to develop until well into childhood. &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Alveolar (week 36- 8 years of age)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| The secondary septation occurs and a significant increase in the number and size of capillaries and alveolar. postnatally from 1-3 years the alveoli will continue to form and in asa result increasing the surface area for gas exchange.&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
[http://www.nature.com/gimo/contents/pt1/full/gimo5.html/ Anatomy and development of oral cavity and pharynx]&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt; 22876201&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
[http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development]&lt;br /&gt;
&lt;br /&gt;
==Current Research, Models and Findings==&lt;br /&gt;
&lt;br /&gt;
===Current Models===&lt;br /&gt;
&lt;br /&gt;
===Current Reseach and Findings===&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract &amp;lt;ref&amp;gt;Cite this page: Hill, M.A. (2014) Embryology Lecture - Respiratory Development. Retrieved September 10, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=Lecture_-_Respiratory_Development&amp;lt;/ref&amp;gt;. However, physiologically, the organ can be divided into two parts that occur subsequently:&lt;br /&gt;
#    The Conducting system- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The Functional unit- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location &amp;lt;ref name=&amp;quot;PMID24058167&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;&amp;lt;/pubmed&amp;gt;24058167&amp;lt;/ref&amp;gt;.&lt;br /&gt;
  &lt;br /&gt;
&lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see above for more information for the properties of this stage). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential number of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch:&lt;br /&gt;
&lt;br /&gt;
:::#	Domain branching&lt;br /&gt;
:::#	Planar bifurcation&lt;br /&gt;
:::#	Orthogonal bifurcation&lt;br /&gt;
:::#	Trifucation --add reference from intro&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
[[File:FGF10 Expression.png|centre|400px]]&lt;br /&gt;
&lt;br /&gt;
•	A research group in 2011 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, identified two key signalling factors; fibroblast growth factor (FGF10) and sonic hedgehog (SHH). Other signalling factors such as sonic hedgehog (SHH) receptor patched (Ptc), Bone morphogen protein (BMP4) were also identified from experiments and developed a model to explain the branching network.&lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
:::1. Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first breath is just after delivery and hence the first time in which the alveolar serve their purpose is after birth. &lt;br /&gt;
&lt;br /&gt;
:::2. Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;ref&amp;gt;&amp;lt;Cite this page: Hill, M.A. (2014) Embryology Lecture - Respiratory Development. Retrieved September 10, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=Lecture_-_Respiratory_Development&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|600px]]&lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
'''Surfactant'''&lt;br /&gt;
&lt;br /&gt;
*1929: The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
&lt;br /&gt;
*1954: Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
*1959: The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
&lt;br /&gt;
*1963: Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*1994: Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:Lung_historical_image.PNG|400px|thumb|Historical image of lung development]]&lt;br /&gt;
&lt;br /&gt;
'''Alveoli formation'''&lt;br /&gt;
&lt;br /&gt;
*An Italian scientist by the name of Marcello Malpighi (1628-1694) contributed greatly to medicine, particularly the understanding of anatomy as he was a pioneer biologist to utilise newly invented microscopes to closely observe. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*Studies of the early 1900s specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*The differentiation of surrounding mesenchyme into alveoli was contained within a membrane known as the pleural cavity that was separated off the peritoneal and pericardial cavities --&amp;gt; When was this distinction discovered..&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
2. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency -caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22151899&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22214468&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;12547712&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Laryngo-tracheo-oesophageal clefts===&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22151899 Laryngo-tracheo-oesophageal clefts]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19712501 Bronchopulmonary Dysplasia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19252722 Surfactant Metabolism Dysfunction and Childhood Interstitial Lung Disease (chILD).]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/23886794 Evaluation of fetal vocal cords to select candidates for successful fetoscopic treatment of congenital high airway obstruction syndrome: preliminary case series.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16651329 The epidemiology of meconium aspiration syndrome: incidence, risk factors, therapies, and outcome.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/11686862 Antenatal infection/inflammation and postnatal lung maturation and injury.]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=150590</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=150590"/>
		<updated>2014-10-15T01:14:42Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Historic findings */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
===Introduction===&lt;br /&gt;
&lt;br /&gt;
The respiratory system allows the body to take in oxygen and exhale carbon dioxide. The respiratory system is formed by the endoderm. The splanchnic mesoderm develops into connective tissue, cartilage  and muscle of the respiratory system. The respiratory system moves the air in from the nose to the pharynx, larynx, trachea, bronchus and alveoli, which is where gas exchange occurs. During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that till about week 37 or birth is the fetal stage. However the respiratory system does not carry out gas exchange until birth. Whilst the embryo or fetus are in the mother, gas exchange occurs through the placenta. Once born the lungs of the new born are drained and fill up with air automatically. The lungs do not inflate completely till about 2 weeks of the new born. The surfactant in each alveoli helps keep the lungs open and prevents it from collapsing. &lt;br /&gt;
The respiratory tract is divided into two main parts; the conducting zone and the respiratory zone.&lt;br /&gt;
&lt;br /&gt;
[[File:Lung.jpeg]]&lt;br /&gt;
&lt;br /&gt;
===Conducting Zone===&lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles and its function is to filter, warm, and moisten air and conduct it into the lung. The conducting zone includes the nose, pharynx, larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and is where nasal cavity is lined with cilia, mucous membrane and consists of blood filled capillaries. The oral cavity id formed by the stomodeum, which is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm lined depression, separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane. The membrane later breaks down and stomodeum opens into the pharynx forms the vestibule of oral cavity. &lt;br /&gt;
The larynx is developed from endoderm of laryngotracheal tube. The splanchnic mesoderm is important for the development of connective tissue and muscle. The bronchi is formed in week 4 and the lung buds develop and further divide each into more divisions. The left 2 and the right 3. These bronchioles will continue to divide until 17 subdivisions. After the baby is born the the bronchiole tree further divides 6 more divisions.&lt;br /&gt;
&lt;br /&gt;
===Respiratory Zone===&lt;br /&gt;
&lt;br /&gt;
The respiratory zone includes the terminal bronchioles, alveolar ducts and alveoli. The respiratory zone is where the oxygen and carbon dioxide exchange with the blood. The alveolar ducts and the bronchioles cause the 10% of gas exchange. The rest of the 90% is due to the alveoli. &lt;br /&gt;
Terminal bronchioles are the passageway for air to pass through from the bronchioles to the alveoli (air sacs) of the lungs. The alveolar ducts allows the oxygen and the carbon dioxide to move between the lungs and bloodstream.  The alveoli is where the carbon dioxide and the oxygen exchange.&lt;br /&gt;
&lt;br /&gt;
[[File:IL-11 expression pattern during fetal lung development.jpeg]]&lt;br /&gt;
&lt;br /&gt;
=Lung Development Stages=&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Stages &lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Features&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryonic (week 4-5)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Lung buds would have formed and lung lobes and the bronchopulmonary segments. The stem diverticulum will have differentiated into trachea and larynx.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pseudoglandular (week 6-16)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The events that occur in this stage include the formation of extensive airway branching of about 14 or more generations of branching resulting in terminal bronchioles. The conducting epithelium tubes are formed and are surrounded by thick mesenchyme. At 2 months all of the segmental bronchi would have formed. The distal structures  at this stage are lined with cuboidal epithelium. &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Canalicular (week 16 to 25)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal bronchioles divide into two or more respiratory bronchioles and an increase in capillaries that get in contact with the cuboidal epithelium. The beginning of alveolar epithelium development is now underway and the lung morphology has drastic changes occur. the respiratory vasculature is now being developed. the differentiation of the pulmonary epithelium results in the formation of air-blood tissue barrier. This differentiation of cells transforms into specialised cell types known as ciliated, secretory,alveolar cells type 1 and 2.  It is notable that the differentiation of the future conducting airways of the lung from the future gas exchange region is noticeable.&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Saccular (week 24- 40)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|The terminal sacs along with the alveolar sacs and ducts have now formed. The saccules both widen and lengthen the air sac. There is a dramatic expansion in future gas exchange region in this stage. Fibroblasts also differentiate, they can now produce extra matrix, collagen and elastin. The vascular tree is also seen to grow in length and diameter. The terminal sacs will continue to develop until well into childhood. &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Alveolar (week 36- 8 years of age)&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;| The secondary septation occurs and a significant increase in the number and size of capillaries and alveolar. postnatally from 1-3 years the alveoli will continue to form and in asa result increasing the surface area for gas exchange.&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
[http://www.nature.com/gimo/contents/pt1/full/gimo5.html/ Anatomy and development of oral cavity and pharynx]&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[http://www.columbia.edu/itc/hs/medical/humandev/2004/Chpt12-LungDev.pdf/ Lung Development]&lt;br /&gt;
&lt;br /&gt;
==Current Research, Models and Findings==&lt;br /&gt;
&lt;br /&gt;
===Current Models===&lt;br /&gt;
&lt;br /&gt;
===Current Reseach and Findings===&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract &amp;lt;ref&amp;gt;Cite this page: Hill, M.A. (2014) Embryology Lecture - Respiratory Development. Retrieved September 10, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=Lecture_-_Respiratory_Development&amp;lt;/ref&amp;gt;. However, physiologically, the organ can be divided into two parts that occur subsequently:&lt;br /&gt;
#    The Conducting system- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The Functional unit- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.  &lt;br /&gt;
&lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see above for more information for the properties of this stage). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential number of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch:&lt;br /&gt;
&lt;br /&gt;
:::#	Domain branching&lt;br /&gt;
:::#	Planar bifurcation&lt;br /&gt;
:::#	Orthogonal bifurcation&lt;br /&gt;
:::#	Trifucation --add reference from intro&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
[[File:FGF10 Expression.png|centre|400px]]&lt;br /&gt;
&lt;br /&gt;
•	A research group in 2011 &amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;, identified two key signalling factors; fibroblast growth factor (FGF10) and sonic hedgehog (SHH). Other signalling factors such as sonic hedgehog (SHH) receptor patched (Ptc), Bone morphogen protein (BMP4) were also identified from experiments and developed a model to explain the branching network.&lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
:::1. Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first breath is just after delivery and hence the first time in which the alveolar serve their purpose is after birth. &lt;br /&gt;
&lt;br /&gt;
:::2. Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension.&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;ref&amp;gt;&amp;lt;Cite this page: Hill, M.A. (2014) Embryology Lecture - Respiratory Development. Retrieved September 10, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=Lecture_-_Respiratory_Development&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&amp;lt;ref&amp;gt;&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|600px]]&lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
'''Surfactant'''&lt;br /&gt;
&lt;br /&gt;
*1929: The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
&lt;br /&gt;
*1954: Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
*1959: The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
&lt;br /&gt;
*1963: Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*1994: Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:Lung_historical_image.PNG|400px|thumb|Historical image of lung development]]&lt;br /&gt;
&lt;br /&gt;
'''Alveoli formation'''&lt;br /&gt;
&lt;br /&gt;
*An Italian scientist by the name of Marcello Malpighi (1628-1694) contributed greatly to medicine, particularly the understanding of anatomy as he was a pioneer biologist to utilise newly invented microscopes to closely observe. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*Studies of the early 1900s specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*The differentiation of surrounding mesenchyme into alveoli was contained within a membrane known as the pleural cavity that was separated off the peritoneal and pericardial cavities --&amp;gt; When was this distinction discovered..&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
2. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency -caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22151899&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22214468&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;12547712&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Laryngo-tracheo-oesophageal clefts===&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22151899 Laryngo-tracheo-oesophageal clefts]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19712501 Bronchopulmonary Dysplasia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19252722 Surfactant Metabolism Dysfunction and Childhood Interstitial Lung Disease (chILD).]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/23886794 Evaluation of fetal vocal cords to select candidates for successful fetoscopic treatment of congenital high airway obstruction syndrome: preliminary case series.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16651329 The epidemiology of meconium aspiration syndrome: incidence, risk factors, therapies, and outcome.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/11686862 Antenatal infection/inflammation and postnatal lung maturation and injury.]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=150434</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=150434"/>
		<updated>2014-10-15T00:11:46Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 10 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:11, 15 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 10==&lt;br /&gt;
Identify a current research article and summarise it on either topic of: vision, smell, taste&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148778</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148778"/>
		<updated>2014-10-11T11:27:23Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 7 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
===Recent findings on pancreatic development===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Embryonic layers and tissues contributing to teeth development===&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148775</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148775"/>
		<updated>2014-10-11T11:25:40Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 4 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Paper on cord stem cells===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Developmental vascular shunts===&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148772</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148772"/>
		<updated>2014-10-11T11:23:38Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Group 7 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_7&amp;diff=148769</id>
		<title>Talk:2014 Group Project 7</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_7&amp;diff=148769"/>
		<updated>2014-10-11T11:23:38Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014discussionheader}}&lt;br /&gt;
--[[User:Z3418981|Z3418981]] ([[User talk:Z3418981|talk]]) 14:21, 16 August 2014 (EST) Hey everyone,&lt;br /&gt;
&lt;br /&gt;
What's everyone's ideas about doing the neural system for our project? there are lots of interesting Neurologic deficits that we could talk about!!!&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3419587|Z3419587]] ([[User talk:Z3419587|talk]]) 23:25, 16 August 2014 (EST) That's a good idea. Neural system is a complex structure and it should be fun to work on it! Any other ideas?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3374116|Z3374116]] ([[User talk:Z3374116|talk]]) 23:51, 19 August 2014 (EST)&lt;br /&gt;
I talked to Yas before, sorry couldnt respond faster haha. Agree that Neural system would be interesting to research :p&lt;br /&gt;
&lt;br /&gt;
Do you guys have facebook as well? It might be an additional way to communicate&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3422484|Z3422484]] ([[User talk:Z3422484|talk]])&lt;br /&gt;
I also agree on this topic being quite interesting as well&lt;br /&gt;
--[[User:Z3418981|Z3418981]]&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418981|Z3418981]] ([[User talk:Z3418981|talk]]) 10:54, 25 August 2014 (EST) hey guys it's yas! so we each need to choose one of the following:&lt;br /&gt;
Review the neural system development during the fetal period.&lt;br /&gt;
Identify current research models and finding.&lt;br /&gt;
Identify historic findings.&lt;br /&gt;
Identify abnormalities that can occur in this system during fetal period.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3419587|Z3419587]] ([[User talk:Z3419587|talk]]) 21:07, 25 August 2014 (EST) Thanks! This is vivian. Can I do &amp;quot;the review of the neural system development during the fetal period&amp;quot;? Or if anyone wants to do this section?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3374116|Z3374116]] ([[User talk:Z3374116|talk]]) 12:07, 26 August 2014 (EST)&lt;br /&gt;
Hey guys, Can i do historic findings for fetal neutral system development :) - Sean&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3419587|Z3419587]] ([[User talk:Z3419587|talk]]) 17:47, 26 August 2014 (EST)I have put some subtitles to give a brief structure to our webpage, feel free to change them if you want!&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418981|Z3418981]] ([[User talk:Z3418981|talk]]) 17:51, 26 August 2014 (EST) sure and I'll do the abnormalities - Yas&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3419587|Z3419587]] ([[User talk:Z3419587|talk]]) 18:25, 26 August 2014 (EST) hey Yas, see if this helps. &amp;lt;pubmed&amp;gt;25007063&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418981|Z3418981]] ([[User talk:Z3418981|talk]]) 21:14, 26 August 2014 (EST) Thanks Vivian!! the article is very helpful! and the page looks really good too :)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3374116|Z3374116]] ([[User talk:Z3374116|talk]]) 20:18, 26 August 2014 (EST)&lt;br /&gt;
Hey guys, I think the last entry from my section will help alot in the ''Development'' section for our project :) - Sean&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;17848161&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3419587|Z3419587]] ([[User talk:Z3419587|talk]]) 23:14, 26 August 2014 (EST) That's true! thanks Sean :) - vivian&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3422484|Z3422484]]--[[User:Z3422484|Z3422484]] ([[User talk:Z3422484|talk]]) 12:50, 27 August 2014 (EST)&lt;br /&gt;
Hey guys, this is a useful article for the abnormalities area &lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24664314&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3374116|Z3374116]] ([[User talk:Z3374116|talk]]) 23:55, 1 September 2014 (EST) nice one :D&lt;br /&gt;
How are you guys going with your sections?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3374116|Z3374116]] ([[User talk:Z3374116|talk]]) 12:58, 17 September 2014 (EST) &amp;lt;pubmed&amp;gt;10226791&amp;lt;/pubmed&amp;gt; maybe for development&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3374116|Z3374116]] ([[User talk:Z3374116|talk]]) 21:12, 20 September 2014 (EST) http://www.ehd.org/cache/pdf/fd7e47f291dded855c38ffb3418fbdc8/timeline.pdf&lt;br /&gt;
&lt;br /&gt;
something which might help us figure out a timeline structure&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3374116|Z3374116]] ([[User talk:Z3374116|talk]]) 11:56, 24 September 2014 (EST) http://discovery.lifemapsc.com/library/review-of-medical-embryology&lt;br /&gt;
A textbook which has great information on the development of the CNS during the fetal period&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3422484|Z3422484]] ([[User talk:Z3422484|talk]]) 11:35, 8 October 2014 (EST)&lt;br /&gt;
Hey guys i will be adding a few extra research articles to the current research tab&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3422484|Z3422484]] ([[User talk:Z3422484|talk]]) 11:35, 8 October 2014 (EST)&lt;br /&gt;
Also is there anything else anyone needs help on as well?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3422484|Z3422484]] ([[User talk:Z3422484|talk]]) 12:09, 8 October 2014 (EST)&lt;br /&gt;
Forgot to mention that I'll also be adding spinal cord abnormalities&lt;br /&gt;
&lt;br /&gt;
For Historial Research and Findings&lt;br /&gt;
&amp;lt;pubmed&amp;gt;19339620&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;8005032&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;9311417&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;17848161&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;12768653&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;17060425&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21042938&amp;lt;/pubmed&amp;gt; for brain de&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
abnormalities&lt;br /&gt;
&amp;lt;pubmed&amp;gt;12454899&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;25007063&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;16530991&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;7504639&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;19651588&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;25135350&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;25128525&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24397701&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
*Good start on the introduction. Maybe have it used to explicitly state what your entire page will be covering rather than just a background on what the CNS is. &lt;br /&gt;
*You're missing references for the huge chunks of information in the introduction section&lt;br /&gt;
*The image of the timeline of development seems overly complex and I can't tell if you've explained it. If it's not relevant, maybe just come up with your own concise table of what happens during the course of development&lt;br /&gt;
*Maybe think of re-creating some simpler images by hand and uploading them. That way you can choose to focus on what you actually need from the image to show what you're explaining&lt;br /&gt;
*Include the years of when your current findings were discovered&lt;br /&gt;
*For the &amp;quot;abnormalities&amp;quot; section, as there are many, maybe the amount of detail you've included for the first couple of ones isn't needed, but of course, use your own discretion to how much is relevant. Otherwise, the bullet points are a good way to simplify information &lt;br /&gt;
*Collate all your references in the bottom from all the separate sections&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148766</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148766"/>
		<updated>2014-10-11T10:59:29Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Group 6 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;br /&gt;
&lt;br /&gt;
===Group 7===&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_6&amp;diff=148763</id>
		<title>Talk:2014 Group Project 6</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_6&amp;diff=148763"/>
		<updated>2014-10-11T10:58:58Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Group Project Topic - Endocrine */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014discussionheader}}&lt;br /&gt;
&lt;br /&gt;
== Group Project Topic - Endocrine ==&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3414648|Z3414648]] ([[User talk:Z3414648|talk]]) 11:17, 20 August 2014 (EST) We have chosen our group project to be on the endocrine system.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418702|Z3418702]] ([[User talk:Z3418702|talk]]) 13:07, 20 August 2014 (EST) We have decided to allocate 2 topics (endocrine organs) to each group member. We will go and research each and look for research articles and then figure out the best way to structure the content.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3414648|Z3414648]] ([[User talk:Z3414648|talk]]) 12:19, 26 August 2014 (EST) This is a draft allocation for research topics for our project. &lt;br /&gt;
Janaki - Pineal, Hypothalamus.&lt;br /&gt;
Ali (z3414648)- Pituitary, thyroid.&lt;br /&gt;
Samrah (z3418837) - parathyroid, thymus, pancreas.&lt;br /&gt;
Ruth - Adrenal, gonad, placenta.&lt;br /&gt;
Samrah and Ruth if there is heaps to do on those three parts that i've allocated just let Janaki and I know and we can also help out. If anyones topics are sparse on info also let us know and we can reshuffle the allocations&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418698|Z3418698]] ([[User talk:Z3418698|talk]]) 22:02, 26 August 2014 (EST) Hey guys, I was thinking we should maybe have a heading 'Recent findings' for maybe a few of the topics and have a short, brief summary of any new developments. I think it would be really interesting!&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418702|Z3418702]] ([[User talk:Z3418702|talk]]) 00:00, 27 August 2014 (EST) That's a good idea, should we put a separate section on recent findings, or just some information on recent findings under each section? Also we need historical findings&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418837|Z3418837]] ([[User talk:Z3418837|talk]]) 00:44, 27 August 2014 (EST)Hey guys, it's better to post student numbers to the parts allocated to each group member so it's easier for the tutor to mark. I would do this but i'm not sure about who is who :P Also I like the idea of recent findings. I think it's also better to post articles related to the recent findings and abnormalities as we go along as this will make it easier instead of leaving it to the end. For now, I think we should just post up as many articles related to each topic as possible and then figure out how to structure the content.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3414648|Z3414648]] ([[User talk:Z3414648|talk]]) 21:22, 2 September 2014 (EST) Hey guys, I've done some research on the prenatal development of the thyroid gland so I'll add that to my section. We can always change it up later.&lt;br /&gt;
&lt;br /&gt;
I also found this review article that goes into a lot of detail about the pituitary gland. It explains the cellular differentiation involved to create the cells responsible for manufacturing hormones like ACTH. There is a lot of complex gene involvement but I was thinking we could condense a lot of the information into a table. I suggest you guys do that for your organs too rather than having a lot of jargon on our page that only an advanced biochemist will understand. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22872762&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3414648|Z3414648]] ([[User talk:Z3414648|talk]]) 10:09, 9 September 2014 (EST) Hey i found a great article on normal and abnormal thyroid development and it's given me a lot of great information for the timeline part. &lt;br /&gt;
&amp;lt;pubmed&amp;gt;10.1016/j.beem.2013.08.005&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418698|Z3418698]] ([[User talk:Z3418698|talk]]) 12:44, 10 September 2014 (EST)We are going to incorporate the Timeline and Abnormalities under each individual sub heading rather than at the end of the page. We are also going to find image links and post them in the discussion page before uploading them. We are also going to tabulate the hormones released by the glands under the subheadings. This will summarise the function of the glands in the embryo and how they contribute to fetal development.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418702|Z3418702]] ([[User talk:Z3418702|talk]]) 00:46, 17 September 2014 (EST) Hi guys, I've added some info about adrenal development through gestation, at this stage some simple dot points which will probably be expanded upon later. There is a lot of content about the cell morphology at different weeks but I'm not sure as yet whether it's necessary to include that level of detail?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3414648|Z3414648]] ([[User talk:Z3414648|talk]]) 12:59, 17 September 2014 (EST) Hey guys, i found this link for an image that i'm thinking of using on the project. It's from PLOSone which is good because it's free to use those images. This is the link for it: http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0016752&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418698|Z3418698]] ([[User talk:Z3418698|talk]]) 13:06, 17 September 2014 (EST) Hey guys, I found this image I wanted to use for hypothalamus development in a rodent, it basically illustrates the different nuclei in the hypothalamus once it it fully developed but I will be focusing on those that are present during development and the role of hormones each of them releases. &lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2082685/figure/fig1/&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418702|Z3418702]] ([[User talk:Z3418702|talk]]) 23:50, 23 September 2014 (EST)--[[User:Z3418702|Z3418702]] ([[User talk:Z3418702|talk]]) 23:50, 23 September 2014 (EST) Hi guys, I think I might use this image (figure 3), it's from the PLoS too so totally fine to re-use and shows the fetal adrenal gland using 3 different techniques, like MRI, gross imaging and histological stain. I like it because it shows the gland from different perspectives. I'll upload it soon but here's the link:&lt;br /&gt;
http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0075511&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418837|Z3418837]] ([[User talk:Z3418837|talk]]) 03:29, 24 September 2014 (EST) I might use this image for the pancreas section http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0007739 . It basicallys shows the development of the islet of langerhans and the ratio of alpha &amp;amp; beta cells at different phases of fetal development. Also Z3418698, I don't think that image can be used as it has copyright restrictions. Try looking in Plos One =]&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
*Firstly, props on choosing the endocrine system. It seems like one of the harder ones to take on&lt;br /&gt;
*I don't understand why you chose to divide tasks based on endocrine organs as that has seemed to cause your research to become really disjointed. I guess now work harder to collaborate your separate findings particularly for things like having 1 united timeline overview&lt;br /&gt;
*Ensure uniformity throughout the page with little things like is it &amp;quot;fetal&amp;quot; or &amp;quot;foetal&amp;quot;? Choose one then go with it&lt;br /&gt;
*Maybe have labels for tables more distinguished as being separate to the main text&lt;br /&gt;
*Include the references throughout discussion, rather than a collection at the end of each section. Then have the entire reference list at the bottom like all the other pages have. You can look at the &amp;quot;edit&amp;quot; of other pages to copy and paste the codes&lt;br /&gt;
*Your timeline isn't really a timeline if there are no times mentioned in the &amp;quot;pineal gland&amp;quot; section. Try using a week-by-week format and separating information that way for all of your findings altogether. Then format that into a table&lt;br /&gt;
*Proofread for typos &amp;quot;Abnormalities&amp;quot; in &amp;quot;pineal gland&amp;quot; section&lt;br /&gt;
*Need more images for earlier sections&lt;br /&gt;
*Great formatting of images and tables for the adrenal gland, parathyroid and pancreas sections&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148760</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148760"/>
		<updated>2014-10-11T10:41:55Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Group 5 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;br /&gt;
&lt;br /&gt;
===Group 6===&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_5&amp;diff=148757</id>
		<title>Talk:2014 Group Project 5</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_5&amp;diff=148757"/>
		<updated>2014-10-11T10:41:22Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014discussionheader}}&lt;br /&gt;
&lt;br /&gt;
==Week 5==&lt;br /&gt;
Hey guys!! I found some research material that we can use to construct our time line! &lt;br /&gt;
&lt;br /&gt;
Historic information is hard to find! I might go look at some text books  in the library &lt;br /&gt;
--[[User:Z3418340|Z3418340]] ([[User talk:Z3418340|talk]]) 12:50, 27 August 2014 (EST)&lt;br /&gt;
How is everyone else going?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417843|Z3417843]] ([[User talk:Z3417843|talk]]) 12:52, 27 August 2014 (EST) Hey!! That's great! I also found some material for abnormalities. There seem to be a lot about septal defects. I'm gonna try to look up for more defects.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417843|Z3417843]] ([[User talk:Z3417843|talk]]) 22:53, 30 August 2014 (EST)Woo!! Nice to see more links in the page! Rehmina and I also thought that it would be easier for marking if one of the two people in current research do timeline instead because that would make marking easier and less confusing. But that's not final, it's only a suggestion. Also, Dr. Hill gave us some tips on what to focus/include in our research such as:&lt;br /&gt;
*Remodelling during the fetal period&lt;br /&gt;
*Changes during ossification - haematopoietic elocution from liver to bone marrow&lt;br /&gt;
*Early development of WBCs — hot topic right now!!&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Hey everyone, yeah that sounds good with me..  :) so rather each person focuses on 1 of the 4 topics right? --[[User:Z3417796|Z3417796]] ([[User talk:Z3417796|talk]]) 12:35, 31 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417843|Z3417843]] ([[User talk:Z3417843|talk]]) 18:36, 1 September 2014 (EST)Yep, exactly! I'm really glad that's alright with you but we can still talk about more in the lab. &lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417843|Z3417843]] ([[User talk:Z3417843|talk]]) 12:14, 2 September 2014 (EST)Hey everyone! I just asked Dr. Hill about using review articles. He said it's alright to use review articles as long as you say that the information came from a review article when citing. We can also use images from review articles and there is no need to say that it came from a review article.&lt;br /&gt;
&lt;br /&gt;
==Week 6==&lt;br /&gt;
--[[User:Z3418488|Z3418488]] ([[User talk:Z3418488|talk]]) 20:19, 3 September 2014 (EST)Hey guys, I had a good talk with Mark today after the lab. Since we're doing the Cardiovascular system, it incorporates the (i) development of the heart, (ii) development of the blood vessels and (iii) the formation of red blood cells/white blood cells. But Mark said that as a group, we would be able to create and produce this web-site in a manner that we thought was appropriate. We could focus on one of the specific areas or more broadly on each area, if we chose to. But, MOST IMPORTANTLY, our project should be cohesive. What we talk about should be introduced well at the start and should be cohesive through out all of the subsections that we're working on. He really stressed the importance of us having a single, unified vision of our end product and that it should be succinct throughout it all. Im proposing that we actually decide what to focus on very soon. &lt;br /&gt;
&lt;br /&gt;
: --[[User:Z3418488|Z3418488]] ([[User talk:Z3418488|talk]]) 20:19, 3 September 2014 (EST) I'd particularly like to just focus on the development of the heart? Maybe incorporate the formation of blood cells if the research in the other areas is interesting and notable?&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418488|Z3418488]] ([[User talk:Z3418488|talk]]) 20:24, 3 September 2014 (EST)In regards to the use of the textbook, we are allowed to use the information from it if we cite it properly, but he really want us to be using articles (and even Review articles) to   discuss our information.&lt;br /&gt;
&lt;br /&gt;
I agree, the heart should remain our focus, but of course other aspects such as blood vessel formation/ blood cells would naturally fall into it as well- maybe just a brief mention wherever appropriate? --[[User:Z3417796|Z3417796]] ([[User talk:Z3417796|talk]]) 21:22, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
==Week 7==&lt;br /&gt;
--[[User:Z3417843|Z3417843]] ([[User talk:Z3417843|talk]]) 21:05, 8 September 2014 (EST) Hmm. I agree. Let's try and focus on the heart for now and see how we go? And if time permits, maybe we will be able to include the development of blood vessels and blood cells. Sorry I didn't reply so soon, kinda busy week for me haha!&lt;br /&gt;
: --[[User:Z3418488|Z3418488]] ([[User talk:Z3418488|talk]]) 00:24, 10 September 2014 (EST)Ok that sounds really good and reasonable! I'd be happy to follow that plan. And yeah, same! Very busy week for me as well! But yeah, I think lets just focus and refine our research to just the development of the heart at the moment&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3418488|Z3418488]] ([[User talk:Z3418488|talk]]) 00:40, 10 September 2014 (EST)Hey guys, Im having difficulty knowing whether the use of an article is fine or not?! If it says &amp;quot;Full-free-text&amp;quot; does that mean we're allowed to incoporate it? Because a lot of the copyright information, is very brief.  Thanks heaps, if you guys know an answer haha&lt;br /&gt;
: --[[User:Z3418488|Z3418488]] ([[User talk:Z3418488|talk]]) 00:55, 10 September 2014 (EST)Ok, never mind.. I find out the answer haha. If it says &amp;quot;Open-Access&amp;quot; or &amp;quot;Full-free-text&amp;quot; it is only free to read online and may/may not be allowed for re-use. You'; have to read carefully or apply for permission lol. I guess i'll just be sticking to mainly the Public Library of Science (PLoS), Biomed central (BMC) and Springer Open... which we are pretty much able to use, with the right referencing and acknowledgement. I read this on the 'Copy rights' page on this wiki. http://php.med.unsw.edu.au/embryology/index.php?title=Help:Copyright_Tutorial. Can someone verify or correct me if i'm wrong haha?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417843|Z3417843]] ([[User talk:Z3417843|talk]]) 11:56, 10 September 2014 (EST) I thought copyright only applied on images and not on content. It would be really difficult to write a report when the most papers have copyright. We can ask Dr. Hill in the lab just to confirm.&lt;br /&gt;
&lt;br /&gt;
==Week 8==&lt;br /&gt;
--[[User:Z3417796|Z3417796]] ([[User talk:Z3417796|talk]]) 12:56, 17 September 2014 (EST) Hey guys, so Carl and I had a talk with Dr. Hill and he has agreed to allow us to change topics from Cardio to Integumentary. To finalise the change all members have to personally email him saying we all agree to the topic change. Carl and I have started thinking about our approach to the topic and we think we should have a main focus on skin and smaller sub-topics on hair, nails, glands and teeth. Each members role just remains the same and any problems we will all still help eachother :)&lt;br /&gt;
&lt;br /&gt;
==Week 9==&lt;br /&gt;
--[[User:Z3417796|Z3417796]] ([[User talk:Z3417796|talk]]) 12:46, 22 September 2014 (EST)Hey guys, I've added some headings for our new page just to get a start, we've got alot to catch up on, I guess we still have to talk about it as a group for the overall layout, we should all start adding some content soon.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417843|Z3417843]] ([[User talk:Z3417843|talk]]) 12:41, 23 September 2014 (EST) Thank you for fixing it! Yeah, we have a lot to do but that's okay. Midsem break is next week and hopefully we can get most of the bulk done before week 10.&lt;br /&gt;
&lt;br /&gt;
==Midsem Break==&lt;br /&gt;
--[[User:Z3417843|Z3417843]] ([[User talk:Z3417843|talk]]) 23:24, 29 September 2014 (EST) Just wanted to let you guys know that Dr. Hill gave us some tips on what to look at a few weeks back. He mentioned &amp;quot;vernix caseosa and fetal hair.&amp;quot; Here's a wikipedia link to vernix caseosa (http://en.wikipedia.org/wiki/Vernix_caseosa) just to give you guys an idea on what it is. I'm aiming to finish before the end of the week so that I could help anyone with their parts. Anyway, I hope everyone's having a good break!&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
*Great overview given in the introduction. Maybe look to replacing the words &amp;quot;this page&amp;quot; to something else to avoid repetition&lt;br /&gt;
*I'm really liking how everything has been simplified into dot points and tables where relevant. Don't forget to include relevant references all throughout though, to justify all that you've included in each section&lt;br /&gt;
*I can't express how much I love your first table. Great work! &lt;br /&gt;
*Proofread so that you don't repeat the same things in your table though. You mention &amp;quot;in a study&amp;quot; numerous times but there's no indication to which studies they are&lt;br /&gt;
*I'm sure Mark would be thinking this same thing, but look to getting different references outside of this Embryology website, maybe from textbooks or otherwise for preliminary information on development&lt;br /&gt;
*The &amp;quot;recent findings&amp;quot; section looks nicely formatted but just a bit wordy. Maybe think of dividing the text up with bullet points or images&lt;br /&gt;
*Really liking your &amp;quot;historic findings&amp;quot; section! Great research&lt;br /&gt;
*Maybe think of re-creating some of the simpler pictures by drawing them yourselves. That way you're not using too many pictures from this Embryology website, Mark warned our group about this point&lt;br /&gt;
*Great choices for the &amp;quot;abnormalities&amp;quot; section. Traumatising at first, but very well-researched and presented&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148754</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148754"/>
		<updated>2014-10-11T09:57:26Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 1 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
===Research Article 1===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Research Article 2===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148751</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148751"/>
		<updated>2014-10-11T09:55:54Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 9 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
'''Research Article 1:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Research Article 2:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
===Group 2===&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
===Group 3===&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
===Group 4===&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;br /&gt;
&lt;br /&gt;
===Group 5===&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_4&amp;diff=148748</id>
		<title>Talk:2014 Group Project 4</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_4&amp;diff=148748"/>
		<updated>2014-10-11T09:55:20Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014discussionheader}}&lt;br /&gt;
&lt;br /&gt;
==Group Topic==&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417458|Z3417458]] ([[User talk:Z3417458|talk]]) 14:08, 18 August 2014 (EST)&lt;br /&gt;
Hi everyone :),&lt;br /&gt;
We all need to decide on a system for our group asap, does anyone have any suggestions ? I was thinking we could do the Genital or Musculoskeletal ?&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3415716|Z3415716]] ([[User talk:Z3415716|talk]]) 17:45, 19 August 2014 (EST)&lt;br /&gt;
Hello, I was thinking of covering the genital system development as well.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417753|Z3417753]] ([[User talk:Z3417753|talk]]) 20:39, 19 August 2014 (EST)&lt;br /&gt;
Genital it is :)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3416697|Z3416697]] ([[User talk:Z3416697|talk]]) 11:07, 20 August 2014 (EST)&lt;br /&gt;
Great can't wait! there seems to be a lot of info about genital embryogenesis&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417458|Z3417458]] ([[User talk:Z3417458|talk]]) 21:07, 26 August 2014 (EST) Hey everyone, just wanted to make a note of what each of us was going to research. So as we all discussed last week, I am happy to do part 5. Abnormalities :)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417753|Z3417753]] ([[User talk:Z3417753|talk]]) 23:18, 26 August 2014 (EST) Hey ! Yes im doing current research models and findings :)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3415716|Z3415716]] ([[User talk:Z3415716|talk]]) 01:05, 27 August 2014 (EST) Thank you all for referencing your articles. I am having some difficulty with referencing 1 of my 3 articles mainly because they are not from Pubmed. I will consult with Mark tomorrow and have my part completely uploaded during the lab. Thanks for your understanding.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417458|Z3417458]] ([[User talk:Z3417458|talk]]) 14:57, 1 September 2014 (EST) Hey All, just wanted to let you know that there are some really good pictures showing the differentiation between the male and female genital development in the textbooks. So maybe this week we could decide which ones we like and then I can try to draw them.  :)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3415716|Z3415716]] ([[User talk:Z3415716|talk]]) 17:27, 2 September 2014 (EST) That sounds really good. If we are not given some time tomorrow during the lab to meet with our group and if you all don't mind we can stay back for 10 minutes or so to have a look at the images you found and if anyone has found any interesting material. See you all tomorrow in the lab.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417458|Z3417458]] ([[User talk:Z3417458|talk]]) 18:06, 9 September 2014 (EST) Hi, I know we can only use one image from wikipedia so maybe we could use this one ? Or has anyone found any others ?  Heres the link -- &amp;gt; http://en.wikipedia.org/wiki/Sexual_differentiation#mediaviewer/File:2915_Sexual_Differentation-02.jpg&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417458|Z3417458]] ([[User talk:Z3417458|talk]]) 18:14, 16 September 2014 (EST) Hi everyone, I am going to post 2 images on here tonight, please let me know which you prefer :)&lt;br /&gt;
&lt;br /&gt;
1. [[File:Image.jpg|350px]]&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417458|Z3417458]] ([[User talk:Z3417458|talk]]) 21:04, 16 September 2014 (EST) Or this one -&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2.  [[File:Sexual Differentiation.jpg|350px]]&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3415716|Z3415716]] ([[User talk:Z3415716|talk]]) 14:42, 21 September 2014 (EST) Since my part is historical findings, I have found a few old articles around 50-100+ years old. Below I'm going to past a paragraph about the female genital system development I have composed from information of two articles, one is from the 1950s and the other is 1890s. My only concern is what I have written doubles up with the system development part of this assignment so I have not uploaded onto the page but if you guys think it's fine for historical finding then I will, if not we can add that into system development and the timeline. I am still searching for historical teachings and images that can be used in this assignment. &lt;br /&gt;
&lt;br /&gt;
The mullerian (paramesonephric) ducts, found laterally to the wolffian ducts, are the original structures of the female reproductive system. Female sexual organs (the fallopian tubes, uterus and vagina) originate from the mullerian ducts, which differentiates within the foetal developmental phase. Initially the foetus contains two mullerian ducts, however by the ninth week fusion of the lower portion of the ducts is complete, creating the fundamental structure of the uterus and the vagina, however the these two organs are not continuous with vagina being solid. The non-fused upper part of the ducts emerge into the fallopian tubes. It is not until the fourth and fifth month of development that the uterus becomes continuous with the vagina, with both organs developing a hollow lumen. The muscular layers of the uterus is also present by this stage. The cervix begins to form within the fifth month, between the continuous vagina and uterus. Also within the same month, the formation of the hymen occurs. The hymen is described as a pouting vertical slit and represents the remains of the mullerian eminence&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417458|Z3417458]] ([[User talk:Z3417458|talk]]) 21:05, 22 September 2014 (EST) I think it can be added under your heading of historical findings :)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417753|Z3417753]] ([[User talk:Z3417753|talk]]) 12:26, 1 October 2014 (EST) hey guys hope you are all enjoying your break :) Hope your assignments are all going well :) &lt;br /&gt;
&lt;br /&gt;
Also, I found this article that might be useful if you havent already found it - it goes under historic findings - it is from 1942!!&lt;br /&gt;
&lt;br /&gt;
Schonfeld  WABeebe  GW Normal growth and variation in the male genitalia from birth to maturity. J Urol 1942;8759- 777&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417458|Z3417458]] ([[User talk:Z3417458|talk]]) 21:59, 2 October 2014 (EST) Hey, hope your enjoying your break too. Thats great :). If you any of you guys come across an image that we could use for the first page, post in on here so we can decide if we want to use it. :)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3415716|Z3415716]] ([[User talk:Z3415716|talk]]) 16:16, 5 October 2014 (EST) Thank you, I'm doing the historical findings and I will have a look into that article. Thanks again. I have just redrawn an image from one of my articles about the Mullerian ducts and forming the female genital system. I will try and upload it following the steps Mark gave to us in the first lab so once it is up please let me know if you guys like it or not. Thanks&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3415716|Z3415716]] ([[User talk:Z3415716|talk]]) 16:57, 5 October 2014 (EST) Also another thing, please let me know if I am being too specific in my part (Historical findings). I still have more to add on other areas of genital development, so if what I am doing is fine then I will continue this way, if not please let me know so I can change what I have. Thanks again.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3417458|Z3417458]] ([[User talk:Z3417458|talk]]) 16:15, 6 October 2014 (EST) Hey Everyone, I've found a video we could use on our page, the background music is a bit annoying but the drawings are really good, detailed and clear heres a link. Let me know if any of you have found some too. :)&lt;br /&gt;
https://www.youtube.com/watch?v=MureNA-RSZM&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
*Great progress on the table. Maybe once you've managed to format everything you need into it, don't forget to reference bits you need to&lt;br /&gt;
*I liked the diagram you used to show the different pathways of genital development for the different genders. It's just a bit blurry so maybe think of re-uploading a clearer image or of making the image on your page a little smaller&lt;br /&gt;
*Good use of dot points under the &amp;quot;current research&amp;quot; section but maybe think of connecting the separate points a bit more as it seems a bit disjointed and difficult to follow. Maybe think of having your write-up as normal and using points in particular parts that show a sequence of events, or separate components of something&lt;br /&gt;
*Look to getting more references for the current research and models section because you're just using 1 at the moment&lt;br /&gt;
*Proofread. I know maybe you guys are still at the collation of information stage, but I find it's easier to get it right as you go along rather than coming back to it later &lt;br /&gt;
*Re-phrase some bits like: female and male fetuses’ external genitalia --&amp;gt; The external genitalia of the female and male fetus&lt;br /&gt;
*Great drawn images! They're all so clear, well thought out and identify all relevant components of what you're trying to show all throughout your page&lt;br /&gt;
*I liked the detail of your &amp;quot;historical findings&amp;quot; section&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148745</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148745"/>
		<updated>2014-10-11T09:18:21Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 9 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
'''Research Article 1:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Research Article 2:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
Group 2&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;br /&gt;
&lt;br /&gt;
Group 3&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;br /&gt;
&lt;br /&gt;
Group 4&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_2&amp;diff=148742</id>
		<title>Talk:2014 Group Project 2</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_2&amp;diff=148742"/>
		<updated>2014-10-11T09:17:35Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{Template:ANAT2341Project2014discussionheader}}&lt;br /&gt;
&lt;br /&gt;
[[RENAL SYSTEM]]&lt;br /&gt;
&lt;br /&gt;
Introduction&lt;br /&gt;
Background&lt;br /&gt;
Timeline of development - everyone will research first to get general idea of when,what and how long it will develop. Divide this area up from there.&lt;br /&gt;
Development of Actual system - all organs and parts that contribute to it (will be divided up later)&lt;br /&gt;
Abnormalities&lt;br /&gt;
&lt;br /&gt;
ACTUAL RESEARCH FIRST, THEN DIVIDE. SEE HOW MUCH INFO AND PARTS THERE IS FIRST &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==ANNOUNCEMENTS==&lt;br /&gt;
http://www.ehd.org/science_main.php?level=a&amp;amp;submit3.x=73&amp;amp;submit3.y=21&amp;amp;s18=on&amp;amp;ops=&amp;amp;re=on&amp;amp;L1=1&amp;amp;L2=0 have a look at this web site, good time line --[[User:Z3463310|Z3463310]] ([[User talk:Z3463310|talk]]) 10:50, 26 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Looks good. There wont be much we can say for all the individual events that occur since all of it is up to the 8th week, but it'll give us a good starting point. We can say 'such and such has been formed during the embryo period' and we can move on from there. I also found the following site which gives a nice intro into the components of the renal system and some general info on each part. Thought we might be able to incorporate a bit of it, talk about what the system/organ does, then follow on how it develops. Use it as a bit of a guide to how we could do our own. http://www.myvmc.com/anatomy/urinary-system-renal-system/ --[[User:Z3465654|Z3465654]] ([[User talk:Z3465654|talk]]) 13:48, 24 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
https://docs.google.com/viewer?url=http%3A%2F%2Fpediatrics.med.unc.edu%2Feducation%2Fcurrent-residents%2Frotation-information%2Fnephrology%2Ffiles-1%2FNephrogenesis.ppt this web site goes into quite a lot of detail regarding how the renal system develops. &lt;br /&gt;
&lt;br /&gt;
I think in terms of dividing the work: &lt;br /&gt;
*1- urine formation (week 11~12) &amp;amp; amniotic sac&lt;br /&gt;
*2- kidneys descending from where they developed to adult anatomical positions (week 9)&lt;br /&gt;
*3- development of trigone of the bladder and allantois&lt;br /&gt;
*4- structures that arise from the Metanephric mesoderm&lt;br /&gt;
*5- structures that arise from the Ureteric bud&lt;br /&gt;
*6- abnormalities (developmental and genetic)&lt;br /&gt;
*7- introduction&lt;br /&gt;
*8- timeline of events in development&lt;br /&gt;
&lt;br /&gt;
I've thought of 8 topics we can divide the work into, so lets choose 2 each?&lt;br /&gt;
I preferably want to do abnormalities and urine formation (number 1 and 6), is that ok? we need this sorted out for our lab homework thing for this week. please reply asap. --[[User:Z3463310|Z3463310]] ([[User talk:Z3463310|talk]]) 10:50, 26 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
On the actual project page when you expand the bit at the top there are 5 bullet point but the first one is just to come up with our title, shall we divide our project into those 4 different headings?:&lt;br /&gt;
Review that system development during the fetal period.&lt;br /&gt;
Identify current research models and finding.&lt;br /&gt;
Identify historic findings.&lt;br /&gt;
Identify abnormalities that can occur in this system during the fetal period&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Hey guys, i have now gone and updated the page and added sub-headings as suggested by above, please feel free to add or delete anything you seem unfit for the page. As for the online assessment due tomorrow, i agree that 2 each is appropriate although the timeline will be very long and would be unfair if one person to do the whole thing... We should probably divide the timetable based on weeks and then assign who wants to do what. Although i thought we agreed that i would do the abnormalities as discussed in the last lab...? i have already started to do some research on the topic....&lt;br /&gt;
&lt;br /&gt;
Here is a basic summary of some of the development structures in the renal system, as well as their abnormalities &lt;br /&gt;
https://web.duke.edu/anatomy/embryology/urogenital/urogenital.html&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3465141|Z3465141]] ([[User talk:Z3465141|talk]]) 16:52, 26 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Ill look at 4 and 5 if that is alright with everyone (structures that arise from the Metanephric mesoderm&lt;br /&gt;
and the Ureteric bud), I think we need to also write a bit about Historic findings and current research models&lt;br /&gt;
--[[User:Z5030311|Z5030311]] ([[User talk:Z5030311|talk]]) 17:24, 26 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
I can do the descending of the kidneys and the development of the bladder (2 and 3) if everyone is fine with that --[[User:Z3465654|Z3465654]] ([[User talk:Z3465654|talk]]) 18:39, 26 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Uh I guess that leaves 1 &amp;amp; 8 then, since no one wants to do the timeline xD&lt;br /&gt;
It doesnt look too hard so i dont mind doing timeline :)&lt;br /&gt;
so whoever only took 1 topic, can you please do the intro as well please? &lt;br /&gt;
Also im not 100% on the topics, but it'll have to do for now. add as we go i guess. &lt;br /&gt;
--[[User:Z3463310|Z3463310]] ([[User talk:Z3463310|talk]]) 20:26, 26 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
yeah no worries, there will most likely be changes to the topics, or at least the headings. It's only set out the way it is now just so we can have a general layout, have some idea what to research. I also dont think we'll end up sticking to the subheading we chose, as there is a lot of stuff that will cross over to other topics.&lt;br /&gt;
I think we said that the timeline would be one of the last things we would do yeah? cause after we research all the organs and stuff as it develops, it would be easier to determine when it all develops as well, so we could just stick all that info together at the end. --[[User:Z3465654|Z3465654]] ([[User talk:Z3465654|talk]]) 21:04, 26 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3463310|Z3463310]] ([[User talk:Z3463310|talk]]) 12:53, 27 August 2014 (EST)&lt;br /&gt;
*kidney(nephrogenesis0 - Sam&lt;br /&gt;
*ureter - Bahar&lt;br /&gt;
*urethra &amp;amp; fetal urination - Emily&lt;br /&gt;
*bladder - Rachel&lt;br /&gt;
&lt;br /&gt;
*intro - Emily&lt;br /&gt;
*historic findings - Emily&lt;br /&gt;
*abnormalities - Bahar &lt;br /&gt;
*current models - Rachel&lt;br /&gt;
&lt;br /&gt;
*developmental timeline (everyone)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
HOW IS EVERYONE GOING WITH THEIR PART????&lt;br /&gt;
www.lab.anhb.uwa.edu.au/hsd212/.../KidneyDevelopmentPrint.ppt&lt;br /&gt;
--&amp;gt; this powerpoint gives a good general intro to renal development btw if anyone wants to see?&lt;br /&gt;
&lt;br /&gt;
GIRLS&lt;br /&gt;
are we going to keep the whole assignment as apa referencing or as harvard? --[[User:Z3463310|Z3463310]] ([[User talk:Z3463310|talk]]) 01:36, 22 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
umm i guess APA since thats the actual formal type of referencing. or you can just try and structure it the way its auto generated when you type in pubmed links haha. im gonna try and put some more content up about the kidneys in a couple days and a drawing or two. ill get some historic findings done as well.--[[User:Z3465654|Z3465654]] ([[User talk:Z3465654|talk]]) 21:16, 23 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
hey guys, sorry i havent been putting anything up recently. i moved in to my new place over the weekend but the internet isnt up yet so i havent been able to upload anything. i dont know how much longer until its up, so ill be coming to uni just to use the internet (its where i am now lol). so when did the majority of our content have to be up by? was it friday or sunday? i cant remember. --[[User:Z3465654|Z3465654]] ([[User talk:Z3465654|talk]]) 12:48, 1 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
i found this really good article. it mainly focuses on the kidneys but there are a couple of lines here and there where it mentions some facts about the rest of the renal system. thought u guys might wanna take a look. i dont know whether full access to the article is normal or whether i only managed it because im using the uni library internet, but if u cant access it just let me know and ill send u the article (i downloaded it haha). --[[User:Z3465654|Z3465654]] ([[User talk:Z3465654|talk]]) 14:15, 1 October 2014 (EST)&lt;br /&gt;
oh i also just found this book, it has A LOT of info about the embryology of the renal system, though half the chapters seem to be focused towards abnormalities and defects of the organs http://books.google.com.au/books?id=IKexq6xCRmIC&amp;amp;pg=PA542&amp;amp;lpg=PA542&amp;amp;dq=rotation+of+fetal+kidney&amp;amp;source=bl&amp;amp;ots=0O-4VfybHS&amp;amp;sig=3VeDlTrB9HnJsdYQLP66IKNGPDU&amp;amp;hl=en&amp;amp;sa=X&amp;amp;ei=1ocrVPuiIoKUoQSyroEQ&amp;amp;ved=0CCoQ6AEwBA#v=onepage&amp;amp;q=rotation%20of%20fetal%20kidney&amp;amp;f=false --[[User:Z3465654|Z3465654]] ([[User talk:Z3465654|talk]]) 15:10, 1 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Hey Girls hows the &amp;quot;break&amp;quot; going? :) i was wondering how many abnormalities we should have? 3/4? Also, is it just me or can we not access some of the journals that are free on Pubmed for e.g.&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed/11458035 ?? --[[User:Z3465141|Z3465141]] ([[User talk:Z3465141|talk]]) 19:20, 1 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Sorry this is way too late but I think 3/4 abnormalities sound good and for references I have just been doing the automated way of the references --[[User:Z5030311|Z5030311]] ([[User talk:Z5030311|talk]]) 23:07, 7 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Also at the moment I have done 2 research models, do you think that is enough or shall I do another one? --[[User:Z5030311|Z5030311]] ([[User talk:Z5030311|talk]]) 00:01, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
*Great introduction! Your entire page's contents was introduced well and simple. I'm just wondering if you'd have to include more references to further justify some of the aspects you've mentioned in your explanation of the renal system development&lt;br /&gt;
*I noticed the historic findings have been left untouched. This section is in my opinion the trickiest because of the difficulty in finding information out there. My suggestions are to go onto pubmed and use key words like &amp;quot;Renal system development: a historical perspective&amp;quot; and then work from there. You can also adjust years to look at earlier papers from the 1920s and onwards. Also use Mark's historical textbooks on this website as a starting point, it's helpful too to see how ideas in fetal development have changed over the years&lt;br /&gt;
*I like how the timeline overview has been simplified. Maybe think of tabulating the findings? You can get the template for doing that off any other group project that has tables by copy and pasting, then just editing in what you need&lt;br /&gt;
*I wouldn't add that first like under &amp;quot;Current research models&amp;quot; but if you wanted to do that, maybe think of rewording it. An example could be: &amp;quot;Animal models are ideal to work with when researching renal system development due to their short gestation periods, making the identification of mutations much quicker.&amp;quot; Although what you've said about ethics is technically true, the ethics of working with animal models are still lengthy considerations and the fact that our pages are accessed to the public, maybe something like ethics don't need to be mentioned&lt;br /&gt;
*Include the years of when the current research findings were discovered. Otherwise, good work on this section. Just proofread over it to fix minor errors&lt;br /&gt;
*Great images used throughout&lt;br /&gt;
*Maybe think of having some sections more concise rather than wordy by including dot points&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148739</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148739"/>
		<updated>2014-10-11T08:22:02Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 8 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
'''Research Article 1:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Research Article 2:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.jpg|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
Group 2&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Group 3&lt;br /&gt;
&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148736</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148736"/>
		<updated>2014-10-11T08:19:39Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 8 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
'''Research Article 1:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Research Article 2:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.png|300px]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
Group 2&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Group 3&lt;br /&gt;
&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148733</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148733"/>
		<updated>2014-10-11T08:17:44Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 8 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
'''Research Article 1:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Research Article 2:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''Time course of embryonic development of human testis'''&lt;br /&gt;
&lt;br /&gt;
The embryonic development of the testis refers to anything in genital development that occurs within weeks 1 to 8. The embryonic genital system development involves the:&lt;br /&gt;
&lt;br /&gt;
*Development of an indifferent gonad&lt;br /&gt;
&lt;br /&gt;
*Differentiation of the gonad &lt;br /&gt;
&lt;br /&gt;
*Differentiation of internal organs and ducts&lt;br /&gt;
 &lt;br /&gt;
Within the undifferentiated embryo, there exists a unisex gonad that has not yet specified into either the testis or the ovary. The development of this gonad involves the thickening of the mesothelium to form the genital ridge which is the location where primordial germ cells (PGC) will migrate into causing the first signs of a differentiated gonad. They cannot migrate yet until the genital ridge has formed. The mesonephric duct, also known as the Wolffian duct, that remains after the loss of the transient kidney in the undifferentiated embryo, which grows into the posterior body wall on both lateral ends of the urogenital sinus. The paramesonephric duct, also known as the Mullerian duct, lies between the bilateral mesonephric duct and was formed in the late embryo stage.&lt;br /&gt;
 &lt;br /&gt;
The genital ridge contains both support cells and interstitial/hormone-secreting cells which are completely dependent upon the expression of SRY to determine the sex of the embryo. In testis development, SRY is expressed to activate a series of pathways that result in the support cells of the genital ridge to become Sertoli cells and the hormone-secreting cells to become Leydig cells. The differentiation of the gonad controls the following states of sex differentiation.&lt;br /&gt;
 &lt;br /&gt;
The internal ducts mentioned earlier will be lost based on the inhibition of the anti-Mullerian hormone (AMH) which occurs in testis development. AMH remains high in males all throughout development, as the paramesonephric duct is lost, leaving the mesonephric duct to branch out and form internal genital structures connected to the genital ridge. These finger-like projections connect to sex chords and are known as the rete testes and contribute to the drainage system of males. Seminiferous tubules all lie in the medullary region and PGCs are found abundantly in this region too.&lt;br /&gt;
 &lt;br /&gt;
[[File:Urogenital_male.png]]&lt;br /&gt;
 &lt;br /&gt;
Historical image showing the male urogenital structural origins&lt;br /&gt;
 &lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Hill, M.A. (2014) Embryology Urogenital male.jpg. Retrieved September 29, 2014, from https://php.med.unsw.edu.au/embryology/index.php?title=File:Urogenital_male.jpg&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
Group 2&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Group 3&lt;br /&gt;
&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148730</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=148730"/>
		<updated>2014-10-11T08:15:17Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Assessment 9 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
'''Research Article 1:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Research Article 2:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''(1) Time course of embryonic development human testis'''&lt;br /&gt;
&lt;br /&gt;
 image from the historic genital embryology section&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
Group 2&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Group 3&lt;br /&gt;
&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_3&amp;diff=148727</id>
		<title>Talk:2014 Group Project 3</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=Talk:2014_Group_Project_3&amp;diff=148727"/>
		<updated>2014-10-11T08:13:48Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014discussionheader}}&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3414515|Z3414515]] ([[User talk:Z3414515|talk]]) 20:38, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Alright so lets choose a topic quickly before it gets taken. I would like all of you to post 3 topics that you would like to do (here) in order of importance and the topic that gets chosen the most will win. This is the only way I could think of in order to decide, so sorry. By the way Cardiovascular is taken so we cannot do that any more. My three choices are: Gastrointestinal System, Immune System and Placenta. What are yours?&lt;br /&gt;
&lt;br /&gt;
i choose renal, head and neck, GIT --[[User:Z3415242|Z3415242]] ([[User talk:Z3415242|talk]]) 22:22, 14 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Im thinking GIT. Everyone so far has said GIT so I reckon that might be the best option as i think it will be relatively easy to understand and follow with the whole mid gut, hind gut formation ect.&lt;br /&gt;
--[[User:Z3415141|Z3415141]] ([[User talk:Z3415141|talk]]) 12:58, 15 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] ([[User talk:Z8600021|talk]]) 10:16, 16 August 2014 (EST) I have just reformatted your project page heading as the major heading (single =) and capitalised the words). All page sub-heading (two ==).&lt;br /&gt;
&lt;br /&gt;
z3415141: I am going to be looking up research of the midgut.--[[User:Z3415141|Z3415141]] ([[User talk:Z3415141|talk]]) 13:08, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
I choose to research on abnormalities of the GIT system--[[User:Z3415242|Z3415242]] ([[User talk:Z3415242|talk]]) 13:14, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
z3375627: I'm going to be doing Hind gut development research --[[User:Z3375627|Z3375627]] ([[User talk:Z3375627|talk]]) 13:10, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
z3414515: I will be researching foregut. --[[User:Z3414515|Z3414515]] ([[User talk:Z3414515|talk]]) 13:12, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Alright people lets get some work done on this project. I hope everyone could at least write up few paragraphs on their chosen section by Tuesday. Thanks :) --[[User:Z3414515|Z3414515]] ([[User talk:Z3414515|talk]]) 22:18, 30 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] ([[User talk:Z8600021|talk]]) 22:47, 30 August 2014 (EST) I agree, times a wasting. While you have met the required addition of references, tarts all that is currently on your project page.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z3414515|Z3414515]] ([[User talk:Z3414515|talk]]) 12:23, 2 September 2014 (EST)The reference below might help you guys. &lt;br /&gt;
&amp;lt;pubmed&amp;gt;12943221&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
--[[User:Z3414515|Z3414515]] ([[User talk:Z3414515|talk]]) 12:23, 2 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Is it only me or is everyone finding it hard to differentiate between embryo and fetal development?--[[User:Z3414515|Z3414515]] ([[User talk:Z3414515|talk]]) 12:23, 2 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Yeh I agree there are so many times where they talk about it as one in the same thing. Just have to read really carefully as we don't want to cross over. --[[User:Z3415141|Z3415141]] ([[User talk:Z3415141|talk]]) 14:46, 2 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Also with what you have written so far about the oesophagus, it looks good but what are you doing about referencing. Are you just keeping a list that you will put down later or are you getting the information from the resources that you found last week?? --[[User:Z3415141|Z3415141]] ([[User talk:Z3415141|talk]]) 14:53, 2 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
I have my references saved on my laptop so when the time comes I can relate the information to specific reference. How are you coming along with your research so far?--[[User:Z3414515|Z3414515]] ([[User talk:Z3414515|talk]]) 00:08, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Just been reading heaps to make sure I get the information right. I'm trying to get a really good understanding of the midgut rotation as I believe it is a critical part in the development of the ftus. --[[User:Z3415141|Z3415141]] ([[User talk:Z3415141|talk]]) 09:31, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
I am still waiting for some information from z3375627 and z3415242. Common people get moving!!! Also I meant that in the nicest way possible :) --[[User:Z3414515|Z3414515]] ([[User talk:Z3414515|talk]]) 10:52, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
I have found a picture to go with the adnormality that i am doing however i will not upload it until everyone is ok with it. I will work to add on the first abnormality i have started and done and continue to research on a second one. If i come across any useful articles for you guys i will post it on this. --[[User:Z3415242|Z3415242]] ([[User talk:Z3415242|talk]]) 19:02, 9 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Show the group in class your image so we can discuss on it. Also I know everyone must be busy with mid semester exams or assessments so I appreciate the effort you guys are putting in so far. BUT do remember as soon as the mid semester exams are over we need to pick up the pace or pull up our socks for this embryology project. --[[User:Z3414515|Z3414515]] ([[User talk:Z3414515|talk]]) 09:27, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Common people lets get a move on. I have put up some information on my section though it is on the embryo period, the fetal period is in progress and in detail. The embryo period is only there as a guideline to understand how the stomach actually attains its shape. --[[User:Z3414515|Z3414515]] ([[User talk:Z3414515|talk]]) 12:47, 16 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
i have come across some research articles on omphalocele (abnormality occurs in week 10-12 YAY ) just reading through them as they are pretty long and abit difficult understanding so i'm trying to put some stuff into a paragraph or two will try and upload the stuff for it by this week sometime. cheers --[[User:Z3415242|Z3415242]] ([[User talk:Z3415242|talk]]) 21:50, 16 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Alright this is the week to really get a good chunk of it done now that most of our mid sems are over. Not sure if anyone else has any good youtube videos, but because we only get one I'm gonna put this one out there relating to midgut rotation: https://www.youtube.com/watch?v=AscKR_cQExY --[[User:Z3415141|Z3415141]] ([[User talk:Z3415141|talk]]) 08:09, 17 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Also we need to start our list of references so I reckon we just put them down under this heading. Leave the references at the bottom of the page ie. write above the heading references.--[[User:Z3415141|Z3415141]] ([[User talk:Z3415141|talk]]) 08:18, 17 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
i found a simple sketch drawing of omphalocele just so we have some picture on our page but i don't want to put it on the page yet incase you guys don't like i and since we cant delete it once its up so after your approval i will put it up also i am trying to find good video on organ development since im sure alot are formed by week 10 as i have read in articlese. --[[User:Z3415242|Z3415242]] ([[User talk:Z3415242|talk]]) 00:42, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Apologies with my lack of input on this. I’ve added a bit of the Cloacal partitioning and deformities that I’ll expand upon. I’ve also found some great pictures on some of the other GIT deformities. If I’m unable to source permission for them, I’m happy to recreate them --[[User:Z3375627|Z3375627]] ([[User talk:Z3375627|talk]]) 07:55, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Definitely put that picture up about Omphalocele. That will work well because I'm talking about midgut herniation so if I talk about it in my stuff then I can just link it so that when you click on it goes down to the bottom of the page to where you talk about it in abnormalities. Not exactly sure how we do that but I'm sure we will work it out.--[[User:Z3415141|Z3415141]] ([[User talk:Z3415141|talk]]) 13:02, 6 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Hey all just wanted to note that when your referencing from now look at the editing page to see what mark does so that the references are footnotes down the bottom of the page. Obviously you will need to change the reference in the brackets but you get the point. This means that when you do this all the references will come up down the bottom of the page. --[[User:Z3415141|Z3415141]] ([[User talk:Z3415141|talk]]) 23:34, 6 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Not sure if we are supposed to get rid of the references that we used for our group assignment but I just did because they were taking up uneccesary space on our page. Just thought i would say this here just in case we were not meant to.--[[User:Z3415141|Z3415141]] ([[User talk:Z3415141|talk]]) 09:17, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Everyone please take off your student signature from the group page as it looks unprofessional. Thanks guys and girls :) --[[User:Z3414515|Z3414515]] ([[User talk:Z3414515|talk]]) 10:07, 8 October 2014 (EST) &lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&lt;br /&gt;
Won Kyu Kim, Hyun Kim, Dae Ho Ahn, Myoung Hee Kim, Hyoung Woo Park Timetable for intestinal rotation in staged human embryos and fetuses. Birth Defects Res. Part A Clin. Mol. Teratol.: 2003, 67(11);941-5 PMID:14745932. I used this in describing midgut rotation.&lt;br /&gt;
&amp;lt;gallery&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/gallery&amp;gt;&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
*References are missing from the overview section. Although it serves as an introduction, you can still include references to support what you're saying. Also, maybe the language of this section should be edited to be a bit more formal, like the 2nd sentence in particular&lt;br /&gt;
*GIT = Gastrointestinal tract, not track&lt;br /&gt;
*The hyphens between &amp;quot;foregut&amp;quot; etc are not needed&lt;br /&gt;
*The timeline is a good idea! Everything was simplified. Maybe look to see if you can add some images to this section&lt;br /&gt;
*Week 6 of timeline: I don't think a liver can &amp;quot;obtain&amp;quot; a colour. Look to change the wording&lt;br /&gt;
*Maybe to simplify the timeline section better, tabulate the findings according to time (weeks), rather than dividing it by the midgut, foregut and hind gut section. It makes it hard to follow&lt;br /&gt;
*Need some more work on the recent findings section. Just some tips, when researching on pubmed, there's an option to look at recent articles by customising dates to say 2012-onwards&lt;br /&gt;
*Many potentials for adding images to the &amp;quot;foregut&amp;quot; section. If you find that copyright is too difficult to get around, then you can sketch or trace images from textbooks and upload them&lt;br /&gt;
*Great effort with the drawn images in the &amp;quot;midgut&amp;quot; section! Be wary of colour choice though, as the green highlighter and blue pen can be a bit difficult to see. Otherwise think of adjusting contrast on the images to make the diagram stand out more&lt;br /&gt;
*Maybe think of adding a video from YouTube to show some features of GIT fetal development, like the rotations. If you do that, be sure to include the 11-digit cache code as your reference point&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=148133</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=148133"/>
		<updated>2014-10-08T01:27:39Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Respiratory */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
===Introduction===&lt;br /&gt;
&lt;br /&gt;
The respiratory system allows the body to take in oxygen and exhale carbon dioxide. The respiratory system is formed by the endoderm. The splanchnic mesoderm develops into connective tissue, cartilage  and muscle of the respiratory system. The respiratory system moves the air in from the nose to the pharynx, larynx, trachea, bronchus and alveoli, which is where gas exchange occurs. During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that till about week 37 or birth is the fetal stage. However the respiratory system does not carry out gas exchange until birth. Whilst the embryo or fetus are in the mother, gas exchange occurs through the placenta. Once born the lungs of the new born are drained and fill up with air automatically. The lungs do not inflate completely till about 2 weeks of the new born. The surfactant in each alveoli helps keep the lungs open and prevents it from collapsing. &lt;br /&gt;
The respiratory tract is divided into two main parts; the conducting zone and the respiratory zone. &lt;br /&gt;
&lt;br /&gt;
===Conducting Zone===&lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles and its function is to filter, warm, and moisten air and conduct it into the lung. The conducting zone includes the nose, pharynx, larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and is where nasal cavity is lined with cilia, mucous membrane and consists of blood filled capillaries. The oral cavity id formed by the stomodeum, which is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm lined depression, separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane. The membrane later breaks down and stomodeum opens into the pharynx forms the vestibule of oral cavity. &lt;br /&gt;
The larynx is developed from endoderm of laryngotracheal tube. The splanchnic mesoderm is important for the development of connective tissue and muscle. The bronchi is formed in week 4 and the lung buds develop and further divide each into more divisions. The left 2 and the right 3. These bronchioles will continue to divide until 17 subdivisions. After the baby is born the the bronchiole tree further divides 6 more divisions. &lt;br /&gt;
&lt;br /&gt;
===Respiratory Zone===&lt;br /&gt;
&lt;br /&gt;
The respiratory zone includes the terminal bronchioles, alveolar ducts and alveoli. The respiratory zone is where the oxygen and carbon dioxide exchange with the blood. The alveolar ducts and the bronchioles cause the 10% of gas exchange. The rest of the 90% is due to the alveoli. &lt;br /&gt;
Terminal bronchioles are the passageway for air to pass through from the bronchioles to the alveoli (air sacs) of the lungs. The alveolar ducts allows the oxygen and the carbon dioxide to move between the lungs and bloodstream.  The alveoli is where the carbon dioxide and the oxygen exchange. &lt;br /&gt;
&lt;br /&gt;
===Lung Development Stages===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The lung is the main organ in the respiratory system and doesn't develop till about week 4 in the embryo. This stage of development is known as the Embryonic stage that covers the period of week 4-5 of the developing embryo. In this stage the 2 lung buds would have formed and lung lobes and the bronchopulmonary segments. The stem diverticulum will have differentiated into trachea and larynx. &lt;br /&gt;
&lt;br /&gt;
The Pseudoglandular stage is the period from 6 weeks to 16 weeks in the growing fetus. The events that occur in this stage include the formation of extensive airway branching of about 14 or more generations of branching resulting in terminal bronchioles. The conducting epithelium tubes are formed and are surrounded by thick mesenchyme. At 2 months all of the segmental bronchi would have formed. The distal structures  at this stage are lined with cuboidal epithelium. &lt;br /&gt;
&lt;br /&gt;
The next stage is the Canalicular stage, from the period of week 16 to 25. The terminal bronchioles divide into two or more respiratory bronchioles and an increase in capillaries that get in contact with the cuboidal epithelium. The beginning of alveolar epithelium development is now underway and the lung morphology has drastic changes occur. the respiratory vasculature is now being developed. the differentiation of the pulmonary epithelium results in the formation of air-blood tissue barrier. This differentiation of cells transforms into specialised cell types known as ciliated, secretory,alveolar cells type 1 and 2.  It is notable that the differentiation of the future conducting airways of the lung from the future gas exchange region is noticeable. &lt;br /&gt;
&lt;br /&gt;
Following is the Saccular stage that covers the period of week 24- 40. The terminal sacs along with the alveolar sacs and ducts have now formed. The saccules both widen and lengthen the air sac. There is a dramatic expansion in future gas exchange region in this stage. Fibroblasts also differentiate, they can now produce extra matrix, collagen and elastin. The vascular tree is also seen to grow in length and diameter. The terminal sacs will continue to develop until well into childhood. &lt;br /&gt;
&lt;br /&gt;
The last stage of lung development is held in the time frame of late fetus week 36- 8 years of age. here the secondary septation occurs and a significant increase in the number and size of capillaries and alveolar. postnatally from 1-3 years the alveoli will continue to form and in asa result increasing the surface area for gas exchange. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
[http://www.nature.com/gimo/contents/pt1/full/gimo5.html/ Anatomy and development of oral cavity and pharynx]&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Current Research, Models and Findings==&lt;br /&gt;
&lt;br /&gt;
===Current Models===&lt;br /&gt;
&lt;br /&gt;
===Current Reseach and Findings===&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract. 1. However, physiologically, the organ can be divided into two parts 2 that occur subsequently:&lt;br /&gt;
#    The Conducting system- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The Functional unit- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location [2].  &lt;br /&gt;
&lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see above for more information for the properties of this stage). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential number of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange[2]. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch:&lt;br /&gt;
&lt;br /&gt;
##	Domain branching&lt;br /&gt;
##	Planar bifurcation&lt;br /&gt;
##	Orthogonal bifurcation&lt;br /&gt;
##	Trifucation --add reference from intro&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013[2], suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
[[File:FGF10 Expression.png|centre|400px]]&lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
&lt;br /&gt;
##	Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
##	Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|450px]]&lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
'''Surfactant'''&lt;br /&gt;
&lt;br /&gt;
*1929: The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
&lt;br /&gt;
*1954: Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
*1959: The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
&lt;br /&gt;
*1963: Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*1994: Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:Lung_historical_image.PNG|400px|thumb|Historical image of lung development]]&lt;br /&gt;
&lt;br /&gt;
'''Alveoli formation'''&lt;br /&gt;
&lt;br /&gt;
*An Italian scientist by the name of Marcello Malpighi (1628-1694) contributed greatly to medicine, particularly the understanding of anatomy as he was a pioneer biologist to utilise newly invented microscopes to closely observe. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*Studies of the early 1900s specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*The differentiation of surrounding mesenchyme into alveoli was contained within a membrane known as the pleural cavity that was separated off the peritoneal and pericardial cavities --&amp;gt; When was this distinction discovered..&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
2. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
4. Lavoisier&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency -caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22151899&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22214468&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;12547712&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Diaphragmatic Hernia===&lt;br /&gt;
[[File:Congenital diaphragmatic hernia 01.jpg|centre|680x336px]]&lt;br /&gt;
'''A:''' Thoracic X-Ray of newborn showing CDH. Loops of bowel can be seen compressing on the developing left lung in the pleural cavity.&lt;br /&gt;
'''B:''' Loops of bowel seen enters through the diaphragmatic Hernia.&lt;br /&gt;
'''C:''' Surgical procedure to the contents of the hernia back into the correct anatomical position.&lt;br /&gt;
'''D:''' Extreme hypoplasia of left lung and slight hypoplasia of right lung revealed in autopsy of newborn suffering from CDH.&lt;br /&gt;
&lt;br /&gt;
[[File:Human congenital diaphragmatic hernia.jpg|thumb|Thoracoscopic surgical repair of Human CDH]]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/12547712 Down-regulation of sonic hedgehog expression in pulmonary hypoplasia is associated with congenital diaphragmatic hernia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16483386 Computer simulation analysis of normal and abnormal development of the mammalian diaphragm.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16140678 Outcomes of congenital diaphragmatic hernia: a population-based study in Western Australia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22214468 Congenital diaphragmatic hernia.]&lt;br /&gt;
&lt;br /&gt;
===Laryngo-tracheo-oesophageal clefts===&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22151899 Laryngo-tracheo-oesophageal clefts]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19712501 Bronchopulmonary Dysplasia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19252722 Surfactant Metabolism Dysfunction and Childhood Interstitial Lung Disease (chILD).]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/23886794 Evaluation of fetal vocal cords to select candidates for successful fetoscopic treatment of congenital high airway obstruction syndrome: preliminary case series.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16651329 The epidemiology of meconium aspiration syndrome: incidence, risk factors, therapies, and outcome.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/11686862 Antenatal infection/inflammation and postnatal lung maturation and injury.]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=147881</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=147881"/>
		<updated>2014-10-08T00:30:31Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
'''Research Article 1:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Research Article 2:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''(1) Time course of embryonic development human testis'''&lt;br /&gt;
&lt;br /&gt;
 image from the historic genital embryology section&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 9==&lt;br /&gt;
&lt;br /&gt;
Peer assessment&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=147866</id>
		<title>User:Z3372817</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=User:Z3372817&amp;diff=147866"/>
		<updated>2014-10-08T00:28:28Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Lab Attendance */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;==Lab Attendance==&lt;br /&gt;
Lab 1 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 12:45, 6 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 2 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:10, 13 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 3 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:13, 20 August 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 4 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 5 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:53, 3 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 6 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:01, 10 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 7 -- Absent&lt;br /&gt;
&lt;br /&gt;
Lab 8 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:05, 24 September 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
Lab 9 --[[User:Z3372817|Z3372817]] ([[User talk:Z3372817|talk]]) 11:28, 8 October 2014 (EST)&lt;br /&gt;
&lt;br /&gt;
http://www.ncbi.nlm.nih.gov/pubmed&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pubmed PubMed]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118885/ PMID2508416]&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 1==&lt;br /&gt;
&lt;br /&gt;
'''Research Article 1:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24992752&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
This article tests the effect of traditional Chinese herbs on infertile women. The method employed was to conduct tests on 433 infertile women below the age of 42 and dividing the groups into test subjects, those who will be administered Chinese herbs, against the control. The groups were made up of 216 people and 217 in the respective groups. All subjects were given 1 out of 4 options of ultra-ovulation-promoting therapy to assist in the in-vitro fertilisation.&lt;br /&gt;
&lt;br /&gt;
The main categories of measurement and the subsequent findings were:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Endometrium thickness&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Number of acquired eggs&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|No difference with control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Rates of normal fertility&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|High quality embryos&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Biochemical and clinical pregnancy rate of subjects&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher than control &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed an overall improved quality of fertility in these otherwise infertile women of the intervention group. The embryos also exhibited increased quality. This finding then suggested an improved success rate of IVF-embryo transplantation cycles and increased outcomes and safety of assisted reproductive technology.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Research Article 2:'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23835722&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
The effect of two different oxygen levels on embryo development was tested. The female gametes (oocyte) of 258 women were divided in a randomised study into 2 different groups; incubator of 5% oxygen concentration versus an incubator of 20% oxygen concentration. The purpose of the incubator is to ensure oxygen concentration is constant throughout the course of the experiment.&lt;br /&gt;
&lt;br /&gt;
The matters of interest along with the clinical outcomes are as follows:&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Category&lt;br /&gt;
!align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Result&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Fertilisation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Cleavage&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Same between groups&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Embryo quality&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
(more blastomeres, more cycles of favourable embryos)&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Blastocyst formation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group&lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Implantation&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Pregnancy&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Live birth rates&lt;br /&gt;
|align=&amp;quot;center&amp;quot; valign=&amp;quot;center&amp;quot;|Higher in 5% conc. group &lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
The findings showed higher, greater quality embryos were seen in test subjects of the 5% oxygen concentration group. Smaller oxygen levels in incubation during embryo development was more favourable.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] Very good. (5/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 2==&lt;br /&gt;
&lt;br /&gt;
[[File:Immunolocalisation_of_GAD_and_GABA_receptors_in_fetal_lung_tissue_sections_in_mice.png]]&lt;br /&gt;
&lt;br /&gt;
IHC image of mice fetal lung tissue showing the role of GAD and GABA in respiratory fetal development&lt;br /&gt;
&lt;br /&gt;
'''Reference'''&lt;br /&gt;
&lt;br /&gt;
Chintagari NR, Jin N, Gao L, Wang Y, Xi D, et al. (2010) '''Role of GABA Receptors in Fetal Lung Development in Rats.''' PLoS ONE 5(11): e14171. doi:10.1371/journal.pone.0014171 | [http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0014171 PLoS One: Role of GABA Receptors in Fetal Lung Development in Rats]&lt;br /&gt;
&lt;br /&gt;
© 2010 Chintagari et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] This is the correct reference link shown below. you do not need to include the student image template here (I have deleted), only with the uploaded file information. (4/5)&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;21152393&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 3==&lt;br /&gt;
1. &amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt; &lt;br /&gt;
Comparison between historical and current literature in regards to the development of the respiratory system&lt;br /&gt;
&lt;br /&gt;
2. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
3. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
4. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Z8600021|Mark Hill]] I would have liked to have seen references initially not from textbooks or the current website, but from the research literature. (4/5)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 4==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(1) Paper on cord stem cells'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;23978163&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The neurodevelopmental disorder of autism is poorly understood and therapy is currently dependent on the study of behaviour of the individuals in which the disorder manifests itself in. The utilisation of stem cells in treatment of autism is innovative, which this study outlines. The focus of the investigation is concerned with the combined transplantation of human cord blood mononuclear cells (CBMNCs) and umbilical cord-derived mesenchymal stem cells (UCMSCs) in treating children with autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The study does this through non-randomized, open-label, single center phase I/II trial investigations of 37 subjects diagnosed with autism. These subjects were then divided into three groups: &lt;br /&gt;
&lt;br /&gt;
- Group 1 (14 subjects): received CBMNC transplantation and rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 2 (9 subjects): received transplantation of both CBMNC and UCMSC as well as rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
- Group 3 (14 subjects): received only rehabilitation therapy&lt;br /&gt;
&lt;br /&gt;
Group 3 was used as the control for the trial.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Transplantations were performed by 4 separate stem cell infusion injections once a week. The Childhood Autism Rating Scale (CARS), Clinical Global Impression (CGI) scale and Aberrant Behavior Checklist (ABC) were used to comparatively assess between the therapeutic efficacy preceding and following treatment. Conclusions made to the study found that Group 2 combination treatment showed the greatest therapeutic effect for autism.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Developmental vascular shunts'''&lt;br /&gt;
&lt;br /&gt;
There are 3 development vascular shunts present in the embryo which later close postnatally. They are:&lt;br /&gt;
&lt;br /&gt;
''Foramen ovale'': anatomical location is between the right and left atrium of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus arteriosus'': anatomical location between the descending aorta and the pulmonary artery of the heart.&lt;br /&gt;
&lt;br /&gt;
''Ductus venosus'': anatomical location is within the liver and the veins in connection with it. The source of blood passing through this shunt is from the umbilical vein, which then drains into the IVC.&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 5==&lt;br /&gt;
&lt;br /&gt;
'''Causes for Meconium plug syndrome'''&lt;br /&gt;
&lt;br /&gt;
This abnormality of gastrointestinal (GIT) development is characterised by the failure of the newborn to pass the meconium from its GIT system within 24-48 hours of being born. The aetiology is somewhat unclear, but there are a number of commonly associated factors that are related to the manifestation of this abnormality in neonates. These are:&lt;br /&gt;
&lt;br /&gt;
(1) ''Prematurity:'' The condition is substantially prominent in premature neonates along with a variation of other factors &amp;lt;ref name=&amp;quot;PMID10569507&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10569507&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The approximate incidence for its occurrence in newborns is estimated to range from 1 in every 500 to 1 in every 1,000 neonates.&lt;br /&gt;
&lt;br /&gt;
(2) ''A thickened immobile meconium:'' The abnormality is of a transient nature where it is most commonly associated to the presence of a thickened and immobile meconium that obstructs the distal colon or rectum. The condition is somewhat alleviated when the infant passes the meconium plug, with normal bowel movements following this. Some newborns may require some form of rectal stimulation in order to relieve them from the plug obstructing the normal passage, such as the administration of saline enemas &amp;lt;ref name=&amp;quot;PMID3528519&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3528519&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(3) ''Hirschsprung's disease:'' In a study conducted to determine the current significance of meconium plug syndrome, it was concluded that 13 per cent of patients who were found to have a meconium plug were followed up after the passing of the plug and later found to be diagnosed with Hirschsprung's disease &amp;lt;ref name=&amp;quot;PMID18485962&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18485962&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
(4) ''Location:'' As the abnormality is a benign condition, this means it is often restricted to the distal colon or rectum, unlike other plugs such as the ileal meconium plug &amp;lt;ref name=&amp;quot;PMID7416777&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;7416777&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
(5) ''Colon aganglionosis:'' The loss of normal ganglion-cell content along the wall of the bowel has been found to be a factor that is also associated with the abnormality &amp;lt;ref name=&amp;quot;PMID14246296&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14246296&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 7==&lt;br /&gt;
&lt;br /&gt;
'''(1) Recent findings on pancreatic development'''&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24265565&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Congenital anomalies of the pancreas and pancreatic ducts may go undetected until adulthood and only discovered randomly upon unintentional discovery such as during surgery. Imaging is highly recommended for adults who experience persistent signs and symptoms of abdominal pain. This paper outlines two pioneering imaging technologies - MRCP and MDCT - which allows for early detection of ductal anatomic variants and congenital anomalies of the pancreas juxtaposed to normal pancreatic embryology. These techniques are a breakthrough in pancreatic-related pathology and diagnosis.&lt;br /&gt;
&lt;br /&gt;
Magnetic resonance cholangiopancreaticography (MRCP) is increasing in its use as it can detect deviations from the norm in the anatomy of the biliary tree and pancreatic duct in a non-invasive manner. It identifies the course and drainage patterns of the ducts to diagnose developmental anomalies. Improvements in multidetected computed tomography (MDCT) technology allows scanning of the biliary tree and pancreas. It produces high resolution images that allow the identification of the optimum planes for viewing to be selected to provide more accurate results in diagnosis.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''(2) Embryonic layers and tissues contributing to teeth development'''&lt;br /&gt;
&lt;br /&gt;
*Epithelial/mesenchymal interactions are important during the course of teeth development:&lt;br /&gt;
&lt;br /&gt;
- Ectoderm from the first overlying pharyngeal arch&lt;br /&gt;
&lt;br /&gt;
- Neural crest cell contribution: NCCs have an inductive influence with the overlying ectoderm&lt;br /&gt;
&lt;br /&gt;
- Ectomesenchymal cells&lt;br /&gt;
&lt;br /&gt;
*Odontoblasts: Mesenchymal cells derived from NCCs which differentiate under the influence of enamel epithelium. It forms predentin which calcifies to form dentin&lt;br /&gt;
*Ameloblasts: Produce enamel which lead to teeth growth within the ossifying mandible (jaw)&lt;br /&gt;
&lt;br /&gt;
==Lab Assessment 8==&lt;br /&gt;
&lt;br /&gt;
'''(1) Time course of embryonic development human testis'''&lt;br /&gt;
&lt;br /&gt;
 image from the historic genital embryology section&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=147731</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=147731"/>
		<updated>2014-10-07T23:38:06Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Historic findings */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
===Introduction===&lt;br /&gt;
&lt;br /&gt;
The respiratory system allows the body to take in oxygen and exhale carbon dioxide. The respiratory system is formed by the endoderm. The splanchnic mesoderm develops into connective tissue, cartilage  and muscle of the respiratory system. The respiratory system moves the air in from the nose to the pharynx, larynx, trachea, bronchus and alveoli, which is where gas exchange occurs. During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that till about week 37 or birth is the fetal stage. However the respiratory system does not carry out gas exchange until birth. Whilst the embryo or fetus are in the mother, gas exchange occurs through the placenta. Once born the lungs of the new born are drained and fill up with air automatically. The lungs do not inflate completely till about 2 weeks of the new born. The surfactant in each alveoli helps keep the lungs open and prevents it from collapsing. &lt;br /&gt;
The respiratory tract is divided into two main parts; the conducting zone and the respiratory zone. &lt;br /&gt;
&lt;br /&gt;
===Conducting Zone===&lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles and its function is to filter, warm, and moisten air and conduct it into the lung. The conducting zone includes the nose, pharynx, larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and is where nasal cavity is lined with cilia, mucous membrane and consists of blood filled capillaries. The oral cavity id formed by the stomodeum, which is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm lined depression, separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane. The membrane later breaks down and stomodeum opens into the pharynx forms the vestibule of oral cavity. &lt;br /&gt;
The larynx is developed from endoderm of laryngotracheal tube. The splanchnic mesoderm is important for the development of connective tissue and muscle. The bronchi is formed in week 4 and the lung buds develop and further divide each into more divisions. The left 2 and the right 3. These bronchioles will continue to divide until 17 subdivisions. After the baby is born the the bronchiole tree further divides 6 more divisions. &lt;br /&gt;
&lt;br /&gt;
===Respiratory Zone===&lt;br /&gt;
&lt;br /&gt;
The respiratory zone includes the terminal bronchioles, alveolar ducts and alveoli. The respiratory zone is where the oxygen and carbon dioxide exchange with the blood. The alveolar ducts and the bronchioles cause the 10% of gas exchange. The rest of the 90% is due to the alveoli. &lt;br /&gt;
Terminal bronchioles are the passageway for air to pass through from the bronchioles to the alveoli (air sacs) of the lungs. The alveolar ducts allows the oxygen and the carbon dioxide to move between the lungs and bloodstream.  The alveoli is where the carbon dioxide and the oxygen exchange. &lt;br /&gt;
&lt;br /&gt;
===Lung Development Stages===&lt;br /&gt;
&lt;br /&gt;
The lung is the main organ in the respiratory system and doesn't develop till about week 4 in the embryo. This stage of development is known as the Embryonic stage that covers the period of week 4-5 of the developing embryo. In this stage the 2 lung buds would have formed and lung lobes and the bronchopulmonary segments. The stem diverticulum will have differentiated into trachea and larynx. &lt;br /&gt;
&lt;br /&gt;
The Pseudoglandular stage is the period from 6 weeks to 16 weeks in the growing fetus. The events that occur in this stage include the formation of extensive airway branching of about 14 or more generations of branching resulting in terminal bronchioles. The conducting epithelium tubes are formed and are surrounded by thick mesenchyme. At 2 months all of the segmental bronchi would have formed. The distal structures  at this stage are lined with cuboidal epithelium. &lt;br /&gt;
&lt;br /&gt;
The next stage is the Canalicular stage, from the period of week 16 to 25. The terminal bronchioles divide into two or more respiratory bronchioles and an increase in capillaries that get in contact with the cuboidal epithelium. The beginning of alveolar epithelium development is now underway and the lung morphology has drastic changes occur. the respiratory vasculature is now being developed. the differentiation of the pulmonary epithelium results in the formation of air-blood tissue barrier. This differentiation of cells transforms into specialised cell types known as ciliated, secretory,alveolar cells type 1 and 2.  It is notable that the differentiation of the future conducting airways of the lung from the future gas exchange region is noticeable. &lt;br /&gt;
&lt;br /&gt;
Following is the Saccular stage that covers the period of week 24- 40. The terminal sacs along with the alveolar sacs and ducts have now formed. The saccules both widen and lengthen the air sac. There is a dramatic expansion in future gas exchange region in this stage. Fibroblasts also differentiate, they can now produce extra matrix, collagen and elastin. The vascular tree is also seen to grow in length and diameter. The terminal sacs will continue to develop until well into childhood. &lt;br /&gt;
&lt;br /&gt;
The last stage of lung development is held in the time frame of late fetus week 36- 8 years of age. here the secondary septation occurs and a significant increase in the number and size of capillaries and alveolar. postnatally from 1-3 years the alveoli will continue to form and in asa result increasing the surface area for gas exchange. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
[http://www.nature.com/gimo/contents/pt1/full/gimo5.html/ Anatomy and development of oral cavity and pharynx]&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Current Research, Models and Findings==&lt;br /&gt;
&lt;br /&gt;
===Current Models===&lt;br /&gt;
&lt;br /&gt;
===Current Reseach and Findings===&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract. 1. However, physiologically, the organ can be divided into two parts 2 that occur subsequently:&lt;br /&gt;
#    The Conducting system- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The Functional unit- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location [2].  &lt;br /&gt;
&lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see above for more information for the properties of this stage). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential number of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange[2]. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch:&lt;br /&gt;
&lt;br /&gt;
##	Domain branching&lt;br /&gt;
##	Planar bifurcation&lt;br /&gt;
##	Orthogonal bifurcation&lt;br /&gt;
##	Trifucation --add reference from intro&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013[2], suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
[[File:FGF10 Expression.png|centre|400px]]&lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
&lt;br /&gt;
##	Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
##	Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|450px]]&lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
'''Surfactant'''&lt;br /&gt;
&lt;br /&gt;
*1929: The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
&lt;br /&gt;
*1954: Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
*1959: The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
&lt;br /&gt;
*1963: Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*1994: Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:Lung_historical_image.PNG|400px|thumb|Historical image of lung development]]&lt;br /&gt;
&lt;br /&gt;
'''Alveoli formation'''&lt;br /&gt;
&lt;br /&gt;
*An Italian scientist by the name of Marcello Malpighi (1628-1694) contributed greatly to medicine, particularly the understanding of anatomy as he was a pioneer biologist to utilise newly invented microscopes to closely observe. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*Studies of the early 1900s specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*The differentiation of surrounding mesenchyme into alveoli was contained within a membrane known as the pleural cavity that was separated off the peritoneal and pericardial cavities --&amp;gt; When was this distinction discovered..&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
2. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
4. Lavoisier&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency -caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22151899&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22214468&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;12547712&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Diaphragmatic Hernia===&lt;br /&gt;
[[File:Congenital diaphragmatic hernia 01.jpg|centre|680x336px]]&lt;br /&gt;
'''A:''' Thoracic X-Ray of newborn showing CDH. Loops of bowel can be seen compressing on the developing left lung in the pleural cavity.&lt;br /&gt;
'''B:''' Loops of bowel seen enters through the diaphragmatic Hernia.&lt;br /&gt;
'''C:''' Surgical procedure to the contents of the hernia back into the correct anatomical position.&lt;br /&gt;
'''D:''' Extreme hypoplasia of left lung and slight hypoplasia of right lung revealed in autopsy of newborn suffering from CDH.&lt;br /&gt;
&lt;br /&gt;
[[File:Human congenital diaphragmatic hernia.jpg|thumb|Thoracoscopic surgical repair of Human CDH]]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/12547712 Down-regulation of sonic hedgehog expression in pulmonary hypoplasia is associated with congenital diaphragmatic hernia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16483386 Computer simulation analysis of normal and abnormal development of the mammalian diaphragm.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16140678 Outcomes of congenital diaphragmatic hernia: a population-based study in Western Australia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22214468 Congenital diaphragmatic hernia.]&lt;br /&gt;
&lt;br /&gt;
===Laryngo-tracheo-oesophageal clefts===&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22151899 Laryngo-tracheo-oesophageal clefts]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19712501 Bronchopulmonary Dysplasia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19252722 Surfactant Metabolism Dysfunction and Childhood Interstitial Lung Disease (chILD).]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/23886794 Evaluation of fetal vocal cords to select candidates for successful fetoscopic treatment of congenital high airway obstruction syndrome: preliminary case series.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16651329 The epidemiology of meconium aspiration syndrome: incidence, risk factors, therapies, and outcome.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/11686862 Antenatal infection/inflammation and postnatal lung maturation and injury.]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=147716</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=147716"/>
		<updated>2014-10-07T23:31:37Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Historic findings */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
===Introduction===&lt;br /&gt;
&lt;br /&gt;
The respiratory system allows the body to take in oxygen and exhale carbon dioxide. The respiratory system is formed by the endoderm. The splanchnic mesoderm develops into connective tissue, cartilage  and muscle of the respiratory system. The respiratory system moves the air in from the nose to the pharynx, larynx, trachea, bronchus and alveoli, which is where gas exchange occurs. During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that till about week 37 or birth is the fetal stage. However the respiratory system does not carry out gas exchange until birth. Whilst the embryo or fetus are in the mother, gas exchange occurs through the placenta. Once born the lungs of the new born are drained and fill up with air automatically. The lungs do not inflate completely till about 2 weeks of the new born. The surfactant in each alveoli helps keep the lungs open and prevents it from collapsing. &lt;br /&gt;
The respiratory tract is divided into two main parts; the conducting zone and the respiratory zone. &lt;br /&gt;
&lt;br /&gt;
===Conducting Zone===&lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles and its function is to filter, warm, and moisten air and conduct it into the lung. The conducting zone includes the nose, pharynx, larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and is where nasal cavity is lined with cilia, mucous membrane and consists of blood filled capillaries. The oral cavity id formed by the stomodeum, which is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm lined depression, separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane. The membrane later breaks down and stomodeum opens into the pharynx forms the vestibule of oral cavity. &lt;br /&gt;
The larynx is developed from endoderm of laryngotracheal tube. The splanchnic mesoderm is important for the development of connective tissue and muscle. The bronchi is formed in week 4 and the lung buds develop and further divide each into more divisions. The left 2 and the right 3. These bronchioles will continue to divide until 17 subdivisions. After the baby is born the the bronchiole tree further divides 6 more divisions. &lt;br /&gt;
&lt;br /&gt;
===Respiratory Zone===&lt;br /&gt;
&lt;br /&gt;
The respiratory zone includes the terminal bronchioles, alveolar ducts and alveoli. The respiratory zone is where the oxygen and carbon dioxide exchange with the blood. The alveolar ducts and the bronchioles cause the 10% of gas exchange. The rest of the 90% is due to the alveoli. &lt;br /&gt;
Terminal bronchioles are the passageway for air to pass through from the bronchioles to the alveoli (air sacs) of the lungs. The alveolar ducts allows the oxygen and the carbon dioxide to move between the lungs and bloodstream.  The alveoli is where the carbon dioxide and the oxygen exchange. &lt;br /&gt;
&lt;br /&gt;
===Lung Development Stages===&lt;br /&gt;
&lt;br /&gt;
The lung is the main organ in the respiratory system and doesn't develop till about week 4 in the embryo. This stage of development is known as the Embryonic stage that covers the period of week 4-5 of the developing embryo. In this stage the 2 lung buds would have formed and lung lobes and the bronchopulmonary segments. The stem diverticulum will have differentiated into trachea and larynx. &lt;br /&gt;
&lt;br /&gt;
The Pseudoglandular stage is the period from 6 weeks to 16 weeks in the growing fetus. The events that occur in this stage include the formation of extensive airway branching of about 14 or more generations of branching resulting in terminal bronchioles. The conducting epithelium tubes are formed and are surrounded by thick mesenchyme. At 2 months all of the segmental bronchi would have formed. The distal structures  at this stage are lined with cuboidal epithelium. &lt;br /&gt;
&lt;br /&gt;
The next stage is the Canalicular stage, from the period of week 16 to 25. The terminal bronchioles divide into two or more respiratory bronchioles and an increase in capillaries that get in contact with the cuboidal epithelium. The beginning of alveolar epithelium development is now underway and the lung morphology has drastic changes occur. the respiratory vasculature is now being developed. the differentiation of the pulmonary epithelium results in the formation of air-blood tissue barrier. This differentiation of cells transforms into specialised cell types known as ciliated, secretory,alveolar cells type 1 and 2.  It is notable that the differentiation of the future conducting airways of the lung from the future gas exchange region is noticeable. &lt;br /&gt;
&lt;br /&gt;
Following is the Saccular stage that covers the period of week 24- 40. The terminal sacs along with the alveolar sacs and ducts have now formed. The saccules both widen and lengthen the air sac. There is a dramatic expansion in future gas exchange region in this stage. Fibroblasts also differentiate, they can now produce extra matrix, collagen and elastin. The vascular tree is also seen to grow in length and diameter. The terminal sacs will continue to develop until well into childhood. &lt;br /&gt;
&lt;br /&gt;
The last stage of lung development is held in the time frame of late fetus week 36- 8 years of age. here the secondary septation occurs and a significant increase in the number and size of capillaries and alveolar. postnatally from 1-3 years the alveoli will continue to form and in asa result increasing the surface area for gas exchange. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
[http://www.nature.com/gimo/contents/pt1/full/gimo5.html/ Anatomy and development of oral cavity and pharynx]&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Current Research, Models and Findings==&lt;br /&gt;
&lt;br /&gt;
===Current Models===&lt;br /&gt;
&lt;br /&gt;
===Current Reseach and Findings===&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract. 1. However, physiologically, the organ can be divided into two parts 2 that occur subsequently:&lt;br /&gt;
#    The Conducting system- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The Functional unit- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location [2].  &lt;br /&gt;
&lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see above for more information for the properties of this stage). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential number of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange[2]. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch:&lt;br /&gt;
&lt;br /&gt;
##	Domain branching&lt;br /&gt;
##	Planar bifurcation&lt;br /&gt;
##	Orthogonal bifurcation&lt;br /&gt;
##	Trifucation --add reference from intro&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013[2], suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
[[File:FGF10 Expression.png|centre|400px]]&lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
&lt;br /&gt;
##	Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
##	Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|450px]]&lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
'''Surfactant'''&lt;br /&gt;
&lt;br /&gt;
*1929: The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
&lt;br /&gt;
*1954: Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
*1959: The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
&lt;br /&gt;
*1963: Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*1994: Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:Lung_historical_image.PNG|300px|thumb|Historical image of lung development]]&lt;br /&gt;
&lt;br /&gt;
'''Alveoli formation'''&lt;br /&gt;
&lt;br /&gt;
*An Italian scientist by the name of Marcello Malpighi (1628-1694) contributed greatly to medicine, particularly the understanding of anatomy as he was a pioneer biologist to utilise newly invented microscopes to closely observe. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*Studies of the early 1900s specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*The differentiation of surrounding mesenchyme into alveoli was contained within a membrane known as the pleural cavity that was separated off the peritoneal and pericardial cavities --&amp;gt; When was this distinction discovered..&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
2. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
4. Lavoisier&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency -caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22151899&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22214468&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;12547712&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Diaphragmatic Hernia===&lt;br /&gt;
[[File:Congenital diaphragmatic hernia 01.jpg|centre|680x336px]]&lt;br /&gt;
'''A:''' Thoracic X-Ray of newborn showing CDH. Loops of bowel can be seen compressing on the developing left lung in the pleural cavity.&lt;br /&gt;
'''B:''' Loops of bowel seen enters through the diaphragmatic Hernia.&lt;br /&gt;
'''C:''' Surgical procedure to the contents of the hernia back into the correct anatomical position.&lt;br /&gt;
'''D:''' Extreme hypoplasia of left lung and slight hypoplasia of right lung revealed in autopsy of newborn suffering from CDH.&lt;br /&gt;
&lt;br /&gt;
[[File:Human congenital diaphragmatic hernia.jpg|thumb|Thoracoscopic surgical repair of Human CDH]]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/12547712 Down-regulation of sonic hedgehog expression in pulmonary hypoplasia is associated with congenital diaphragmatic hernia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16483386 Computer simulation analysis of normal and abnormal development of the mammalian diaphragm.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16140678 Outcomes of congenital diaphragmatic hernia: a population-based study in Western Australia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22214468 Congenital diaphragmatic hernia.]&lt;br /&gt;
&lt;br /&gt;
===Laryngo-tracheo-oesophageal clefts===&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22151899 Laryngo-tracheo-oesophageal clefts]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19712501 Bronchopulmonary Dysplasia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19252722 Surfactant Metabolism Dysfunction and Childhood Interstitial Lung Disease (chILD).]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/23886794 Evaluation of fetal vocal cords to select candidates for successful fetoscopic treatment of congenital high airway obstruction syndrome: preliminary case series.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16651329 The epidemiology of meconium aspiration syndrome: incidence, risk factors, therapies, and outcome.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/11686862 Antenatal infection/inflammation and postnatal lung maturation and injury.]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=145919</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=145919"/>
		<updated>2014-10-06T07:13:34Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Historic findings */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
http://onlinelibrary.wiley.com/doi/10.1046/j.1469-7580.2002.00097.x/full Airway and blood vessel interaction during lung development.]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2877937/ A retinoic acid–dependent network in the foregut controls formation of the mouse lung primordium.]&lt;br /&gt;
&lt;br /&gt;
[http://www.pnas.org/cgi/pmidlookup?view=long&amp;amp;pmid=24058167  Lung epithelial branching program antagonizes alveolar differentiation.]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The respiratory system allows the body to take in oxygen and exhale carbon dioxide through a process called breathing. the respiratory system moves the air in from the nose to the pharynx, larynx, trachea, bronchus and alveoli, which is where gas exchange occurs. During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that till about week 37 or birth is the fetal stage. However the respiratory system does not carry out gas exchange until birth. Whilst the embryo and fetus are in the mother, gas exchange occurs through the placenta. Once born the baby's lungs are drained and fill up with air automatically. The lungs do not inflate completely till about 2 weeks of the new born and the surfactant in each alveoli helps keep the lungs open and prevents it from collapsing. &lt;br /&gt;
&lt;br /&gt;
the lung develops at week 4. the endoderm is he epithelium responsible for the development of the respiratory system. the splanchnic mesoderm developes into connective tissue, cartilage  and muscle of the respiratory system. &lt;br /&gt;
&lt;br /&gt;
'''Conducting zone''' &lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles and its function is to filter, warm, and moisten air and conduct it into the lung. the conducting zone includes the nose, pharynx. larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and is where nasal cavity is lined with cilia, mucous membrane and consists of blood filled capillaries. &lt;br /&gt;
&lt;br /&gt;
''Oral Cavity'' &lt;br /&gt;
&lt;br /&gt;
The first arch development from the pharyngeal arch is the substructure for the formation of the face,palate and oral cavity. To form the oral cavity the first arch must split into two portions; the maxillary and the mandibular. after 4 weeks of development these further divide into frontonasal process the 2 maxillary and 2 mandibular swellings. the neural crest cells, are abundant in these swellings as they are responsible for the growth of swellings. once these swellings fuse it forms the external face. there will be a small gap that becomes the mouth. &lt;br /&gt;
[http://www.nature.com/gimo/contents/pt1/full/gimo5.html#relatedcontent]&lt;br /&gt;
&lt;br /&gt;
The Stomodeum is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm lined depression, separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane.  the membrane later breaks down and stomodeum opens into the pharynx forms the vestibule of oral cavity. &lt;br /&gt;
&lt;br /&gt;
''Pharynx'' &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
''Larynx''&lt;br /&gt;
epithelium develops from endoderm of laryngotracheal tube. The splanchnic mesoderm is responsible for the connective tissue cartilage and muscle. however some of the cartilage develop from neural crest cells. &lt;br /&gt;
&lt;br /&gt;
''Bronchi''&lt;br /&gt;
Week 4 the lung bud develop and divides into two lung buds and each divides further. the left divides into two main bronchi and the right divides into three. these bronchis will ontinue to divide until there is about 17 subdividsions. &lt;br /&gt;
''Bronchiole''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Respiratory zone''' &lt;br /&gt;
The respiratory zone is where the oxygen and the carbon dioxide exchange with the blood. 10% of gas exchange is due to the alveolar ducts and the bronchioles, the other 90% is because of the alveoli. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
''Terminal Bronchioles''&lt;br /&gt;
&lt;br /&gt;
''Alveolar ducts'' &lt;br /&gt;
&lt;br /&gt;
''Alveoli'' &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;quot;Birth&amp;quot;&lt;br /&gt;
at birth the tracheal bification is at the leve of 4th thoracic verterbra. &lt;br /&gt;
after birth there will be an additional 6 divisions in the bronchial tree. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
5 stages of take place when the lungs develop;&lt;br /&gt;
&lt;br /&gt;
''Embryonic stage - week 4-5''  Lung buds are formed from ventral wall of foregut where lobar division occurs. &lt;br /&gt;
&lt;br /&gt;
''Pseudoglandular stage - week 5-17''  The conducting epithelium tubes surrounded by thick mesenchyme are formed, extensive airway branching. By two months there would have formed all of the segmental bronchi. At this stage the more distal structures are lined with cuboidal epithelium. &lt;br /&gt;
&lt;br /&gt;
''Canalicular stage - week 16-25'' The bronchioles have formed and there is now an increase in capillary which are in contact with cuboidal epithelium and beginning of alveolar epithelium development. the lung morphology changes dramatically. the future air-blood tissue barrier is formed as a result of the differentiation of the pulmonary epithelium. the differentiation of the future conducting airways of the lung from the future gas exchange region is distinguishable. &lt;br /&gt;
&lt;br /&gt;
''Saccular stage - week 24-40'' alveolar ducts and air sacs are developed and the terminal sac. the saccules widen and lengthen the airspac. the future gas exchange region expands dramatically. fibroblasts also differentiate , they produce extra matrix, collagen and elastin. Vascular tree and also grows in length and diameter during this time. &lt;br /&gt;
&lt;br /&gt;
''Alveolar stage- late fetal to 8 years of age'' the secondary septation occurs and there is a significant increase of number and size in capillaries and the alveolar. during the 1-3 years postnatally the alveoli continue to form increasing the gas exchange surface area.&lt;br /&gt;
&lt;br /&gt;
==Current Research, Models and Findings==&lt;br /&gt;
&lt;br /&gt;
===Current Models===&lt;br /&gt;
&lt;br /&gt;
===Current Reseach and Findings===&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract. 1. However, physiologically, the organ can be divided into two parts 2 that occur subsequently:&lt;br /&gt;
#    The Conducting system- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The Functional unit- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location [2].  &lt;br /&gt;
&lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see above for more information for the properties of this stage). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential number of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange[2]. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch:&lt;br /&gt;
&lt;br /&gt;
##	Domain branching&lt;br /&gt;
##	Planar bifurcation&lt;br /&gt;
##	Orthogonal bifurcation&lt;br /&gt;
##	Trifucation --add reference from intro&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013[2], suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
&lt;br /&gt;
##	Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
##	Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|250px]]&lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
'''Surfactant'''&lt;br /&gt;
&lt;br /&gt;
*1929: The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
&lt;br /&gt;
*1954: Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
*1959: The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
&lt;br /&gt;
*1963: Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*1994: Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:Lung_historical_image.PNG|thumb|Historical image of lung development]]&lt;br /&gt;
&lt;br /&gt;
'''Alveoli formation'''&lt;br /&gt;
&lt;br /&gt;
*An Italian scientist by the name of Marcello Malpighi (1628-1694) contributed greatly to medicine, particularly the understanding of anatomy as he was a pioneer biologist to utilise newly invented microscopes to closely observe. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*Studies of the early 1900s specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*The differentiation of surrounding mesenchyme into alveoli was contained within a membrane known as the pleural cavity that was separated off the peritoneal and pericardial cavities --&amp;gt; When was this distinction discovered..&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
2. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
4. Lavoisier&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency -caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22151899&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22214468&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;12547712&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Diaphragmatic Hernia===&lt;br /&gt;
[[File:Congenital diaphragmatic hernia 01.jpg|centre|680x336px]]&lt;br /&gt;
'''A:''' Thoracic X-Ray of newborn showing CDH. Loops of bowel can be seen compressing on the developing left lung in the pleural cavity.&lt;br /&gt;
'''B:''' Loops of bowel seen enters through the diaphragmatic Hernia.&lt;br /&gt;
'''C:''' Surgical procedure to the contents of the hernia back into the correct anatomical position.&lt;br /&gt;
'''D:''' Extreme hypoplasia of left lung and slight hypoplasia of right lung revealed in autopsy of newborn suffering from CDH.&lt;br /&gt;
&lt;br /&gt;
[[File:Human congenital diaphragmatic hernia.jpg|thumb|Thoracoscopic surgical repair of Human CDH]]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/12547712 Down-regulation of sonic hedgehog expression in pulmonary hypoplasia is associated with congenital diaphragmatic hernia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16483386 Computer simulation analysis of normal and abnormal development of the mammalian diaphragm.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16140678 Outcomes of congenital diaphragmatic hernia: a population-based study in Western Australia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22214468 Congenital diaphragmatic hernia.]&lt;br /&gt;
&lt;br /&gt;
===Laryngo-tracheo-oesophageal clefts===&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22151899 Laryngo-tracheo-oesophageal clefts]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19712501 Bronchopulmonary Dysplasia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19252722 Surfactant Metabolism Dysfunction and Childhood Interstitial Lung Disease (chILD).]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/23886794 Evaluation of fetal vocal cords to select candidates for successful fetoscopic treatment of congenital high airway obstruction syndrome: preliminary case series.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16651329 The epidemiology of meconium aspiration syndrome: incidence, risk factors, therapies, and outcome.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/11686862 Antenatal infection/inflammation and postnatal lung maturation and injury.]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=145907</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=145907"/>
		<updated>2014-10-06T07:04:31Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Historic findings */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
http://onlinelibrary.wiley.com/doi/10.1046/j.1469-7580.2002.00097.x/full Airway and blood vessel interaction during lung development.]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2877937/ A retinoic acid–dependent network in the foregut controls formation of the mouse lung primordium.]&lt;br /&gt;
&lt;br /&gt;
[http://www.pnas.org/cgi/pmidlookup?view=long&amp;amp;pmid=24058167  Lung epithelial branching program antagonizes alveolar differentiation.]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The respiratory system allows the body to take in oxygen and exhale carbon dioxide through a process called breathing. the respiratory system moves the air in from the nose to the pharynx, larynx, trachea, bronchus and alveoli, which is where gas exchange occurs. During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that till about week 37 or birth is the fetal stage. However the respiratory system does not carry out gas exchange until birth. Whilst the embryo and fetus are in the mother, gas exchange occurs through the placenta. Once born the baby's lungs are drained and fill up with air automatically. The lungs do not inflate completely till about 2 weeks of the new born and the surfactant in each alveoli helps keep the lungs open and prevents it from collapsing. &lt;br /&gt;
&lt;br /&gt;
the lung develops at week 4. the endoderm is he epithelium responsible for the development of the respiratory system. the splanchnic mesoderm developes into connective tissue, cartilage  and muscle of the respiratory system. &lt;br /&gt;
&lt;br /&gt;
'''Conducting zone''' &lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles and its function is to filter, warm, and moisten air and conduct it into the lung. the conducting zone includes the nose, pharynx. larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and is where nasal cavity is lined with cilia, mucous membrane and consists of blood filled capillaries. &lt;br /&gt;
&lt;br /&gt;
''Oral Cavity'' &lt;br /&gt;
&lt;br /&gt;
The first arch development from the pharyngeal arch is the substructure for the formation of the face,palate and oral cavity. To form the oral cavity the first arch must split into two portions; the maxillary and the mandibular. after 4 weeks of development these further divide into frontonasal process the 2 maxillary and 2 mandibular swellings. the neural crest cells, are abundant in these swellings as they are responsible for the growth of swellings. once these swellings fuse it forms the external face. there will be a small gap that becomes the mouth. &lt;br /&gt;
[http://www.nature.com/gimo/contents/pt1/full/gimo5.html#relatedcontent]&lt;br /&gt;
&lt;br /&gt;
The Stomodeum is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm lined depression, separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane.  the membrane later breaks down and stomodeum opens into the pharynx forms the vestibule of oral cavity. &lt;br /&gt;
&lt;br /&gt;
''Pharynx'' &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
''Larynx''&lt;br /&gt;
epithelium develops from endoderm of laryngotracheal tube. The splanchnic mesoderm is responsible for the connective tissue cartilage and muscle. however some of the cartilage develop from neural crest cells. &lt;br /&gt;
&lt;br /&gt;
''Bronchi''&lt;br /&gt;
Week 4 the lung bud develop and divides into two lung buds and each divides further. the left divides into two main bronchi and the right divides into three. these bronchis will ontinue to divide until there is about 17 subdividsions. &lt;br /&gt;
''Bronchiole''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Respiratory zone''' &lt;br /&gt;
The respiratory zone is where the oxygen and the carbon dioxide exchange with the blood. 10% of gas exchange is due to the alveolar ducts and the bronchioles, the other 90% is because of the alveoli. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
''Terminal Bronchioles''&lt;br /&gt;
&lt;br /&gt;
''Alveolar ducts'' &lt;br /&gt;
&lt;br /&gt;
''Alveoli'' &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;quot;Birth&amp;quot;&lt;br /&gt;
at birth the tracheal bification is at the leve of 4th thoracic verterbra. &lt;br /&gt;
after birth there will be an additional 6 divisions in the bronchial tree. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
5 stages of take place when the lungs develop;&lt;br /&gt;
&lt;br /&gt;
''Embryonic stage - week 4-5''  Lung buds are formed from ventral wall of foregut where lobar division occurs. &lt;br /&gt;
&lt;br /&gt;
''Pseudoglandular stage - week 5-17''  The conducting epithelium tubes surrounded by thick mesenchyme are formed, extensive airway branching. By two months there would have formed all of the segmental bronchi. At this stage the more distal structures are lined with cuboidal epithelium. &lt;br /&gt;
&lt;br /&gt;
''Canalicular stage - week 16-25'' The bronchioles have formed and there is now an increase in capillary which are in contact with cuboidal epithelium and beginning of alveolar epithelium development. the lung morphology changes dramatically. the future air-blood tissue barrier is formed as a result of the differentiation of the pulmonary epithelium. the differentiation of the future conducting airways of the lung from the future gas exchange region is distinguishable. &lt;br /&gt;
&lt;br /&gt;
''Saccular stage - week 24-40'' alveolar ducts and air sacs are developed and the terminal sac. the saccules widen and lengthen the airspac. the future gas exchange region expands dramatically. fibroblasts also differentiate , they produce extra matrix, collagen and elastin. Vascular tree and also grows in length and diameter during this time. &lt;br /&gt;
&lt;br /&gt;
''Alveolar stage- late fetal to 8 years of age'' the secondary septation occurs and there is a significant increase of number and size in capillaries and the alveolar. during the 1-3 years postnatally the alveoli continue to form increasing the gas exchange surface area.&lt;br /&gt;
&lt;br /&gt;
==Current Research, Models and Findings==&lt;br /&gt;
&lt;br /&gt;
===Current Models===&lt;br /&gt;
&lt;br /&gt;
===Current Reseach and Findings===&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract. 1. However, physiologically, the organ can be divided into two parts 2 that occur subsequently:&lt;br /&gt;
#    The Conducting system- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The Functional unit- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location [2].  &lt;br /&gt;
&lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see above for more information for the properties of this stage). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential number of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange[2]. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch:&lt;br /&gt;
&lt;br /&gt;
##	Domain branching&lt;br /&gt;
##	Planar bifurcation&lt;br /&gt;
##	Orthogonal bifurcation&lt;br /&gt;
##	Trifucation --add reference from intro&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013[2], suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
&lt;br /&gt;
##	Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
##	Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|250px]]&lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
'''Surfactant'''&lt;br /&gt;
&lt;br /&gt;
*1929: The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
&lt;br /&gt;
*1954: Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
*1959: The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
&lt;br /&gt;
*1963: Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*1994: Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:Lung_historical_image.PNG|frame|Historical image of lung development|200px]]&lt;br /&gt;
&lt;br /&gt;
'''Alveoli formation'''&lt;br /&gt;
&lt;br /&gt;
*An Italian scientist by the name of Marcello Malpighi (1628-1694) contributed greatly to medicine, particularly the understanding of anatomy as he was a pioneer biologist to utilise newly invented microscopes to closely observe. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*Studies of the early 1900s specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*The differentiation of surrounding mesenchyme into alveoli was contained within a membrane known as the pleural cavity that was separated off the peritoneal and pericardial cavities --&amp;gt; When was this distinction discovered..&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
2. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
4. Lavoisier&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency -caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22151899&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22214468&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;12547712&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Diaphragmatic Hernia===&lt;br /&gt;
[[File:Congenital diaphragmatic hernia 01.jpg|centre|680x336px]]&lt;br /&gt;
'''A:''' Thoracic X-Ray of newborn showing CDH. Loops of bowel can be seen compressing on the developing left lung in the pleural cavity.&lt;br /&gt;
'''B:''' Loops of bowel seen enters through the diaphragmatic Hernia.&lt;br /&gt;
'''C:''' Surgical procedure to the contents of the hernia back into the correct anatomical position.&lt;br /&gt;
'''D:''' Extreme hypoplasia of left lung and slight hypoplasia of right lung revealed in autopsy of newborn suffering from CDH.&lt;br /&gt;
&lt;br /&gt;
[[File:Human congenital diaphragmatic hernia.jpg|thumb|Thoracoscopic surgical repair of Human CDH]]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/12547712 Down-regulation of sonic hedgehog expression in pulmonary hypoplasia is associated with congenital diaphragmatic hernia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16483386 Computer simulation analysis of normal and abnormal development of the mammalian diaphragm.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16140678 Outcomes of congenital diaphragmatic hernia: a population-based study in Western Australia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22214468 Congenital diaphragmatic hernia.]&lt;br /&gt;
&lt;br /&gt;
===Laryngo-tracheo-oesophageal clefts===&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22151899 Laryngo-tracheo-oesophageal clefts]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19712501 Bronchopulmonary Dysplasia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19252722 Surfactant Metabolism Dysfunction and Childhood Interstitial Lung Disease (chILD).]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/23886794 Evaluation of fetal vocal cords to select candidates for successful fetoscopic treatment of congenital high airway obstruction syndrome: preliminary case series.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16651329 The epidemiology of meconium aspiration syndrome: incidence, risk factors, therapies, and outcome.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/11686862 Antenatal infection/inflammation and postnatal lung maturation and injury.]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=145904</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=145904"/>
		<updated>2014-10-06T07:01:32Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Historic findings */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
http://onlinelibrary.wiley.com/doi/10.1046/j.1469-7580.2002.00097.x/full Airway and blood vessel interaction during lung development.]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2877937/ A retinoic acid–dependent network in the foregut controls formation of the mouse lung primordium.]&lt;br /&gt;
&lt;br /&gt;
[http://www.pnas.org/cgi/pmidlookup?view=long&amp;amp;pmid=24058167  Lung epithelial branching program antagonizes alveolar differentiation.]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The respiratory system allows the body to take in oxygen and exhale carbon dioxide through a process called breathing. the respiratory system moves the air in from the nose to the pharynx, larynx, trachea, bronchus and alveoli, which is where gas exchange occurs. During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that till about week 37 or birth is the fetal stage. However the respiratory system does not carry out gas exchange until birth. Whilst the embryo and fetus are in the mother, gas exchange occurs through the placenta. Once born the baby's lungs are drained and fill up with air automatically. The lungs do not inflate completely till about 2 weeks of the new born and the surfactant in each alveoli helps keep the lungs open and prevents it from collapsing. &lt;br /&gt;
&lt;br /&gt;
the lung develops at week 4. the endoderm is he epithelium responsible for the development of the respiratory system. the splanchnic mesoderm developes into connective tissue, cartilage  and muscle of the respiratory system. &lt;br /&gt;
&lt;br /&gt;
'''Conducting zone''' &lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles and its function is to filter, warm, and moisten air and conduct it into the lung. the conducting zone includes the nose, pharynx. larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and is where nasal cavity is lined with cilia, mucous membrane and consists of blood filled capillaries. &lt;br /&gt;
&lt;br /&gt;
''Oral Cavity'' &lt;br /&gt;
&lt;br /&gt;
The first arch development from the pharyngeal arch is the substructure for the formation of the face,palate and oral cavity. To form the oral cavity the first arch must split into two portions; the maxillary and the mandibular. after 4 weeks of development these further divide into frontonasal process the 2 maxillary and 2 mandibular swellings. the neural crest cells, are abundant in these swellings as they are responsible for the growth of swellings. once these swellings fuse it forms the external face. there will be a small gap that becomes the mouth. &lt;br /&gt;
[http://www.nature.com/gimo/contents/pt1/full/gimo5.html#relatedcontent]&lt;br /&gt;
&lt;br /&gt;
The Stomodeum is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm lined depression, separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane.  the membrane later breaks down and stomodeum opens into the pharynx forms the vestibule of oral cavity. &lt;br /&gt;
&lt;br /&gt;
''Pharynx'' &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
''Larynx''&lt;br /&gt;
epithelium develops from endoderm of laryngotracheal tube. The splanchnic mesoderm is responsible for the connective tissue cartilage and muscle. however some of the cartilage develop from neural crest cells. &lt;br /&gt;
&lt;br /&gt;
''Bronchi''&lt;br /&gt;
Week 4 the lung bud develop and divides into two lung buds and each divides further. the left divides into two main bronchi and the right divides into three. these bronchis will ontinue to divide until there is about 17 subdividsions. &lt;br /&gt;
''Bronchiole''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Respiratory zone''' &lt;br /&gt;
The respiratory zone is where the oxygen and the carbon dioxide exchange with the blood. 10% of gas exchange is due to the alveolar ducts and the bronchioles, the other 90% is because of the alveoli. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
''Terminal Bronchioles''&lt;br /&gt;
&lt;br /&gt;
''Alveolar ducts'' &lt;br /&gt;
&lt;br /&gt;
''Alveoli'' &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;quot;Birth&amp;quot;&lt;br /&gt;
at birth the tracheal bification is at the leve of 4th thoracic verterbra. &lt;br /&gt;
after birth there will be an additional 6 divisions in the bronchial tree. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
5 stages of take place when the lungs develop;&lt;br /&gt;
&lt;br /&gt;
''Embryonic stage - week 4-5''  Lung buds are formed from ventral wall of foregut where lobar division occurs. &lt;br /&gt;
&lt;br /&gt;
''Pseudoglandular stage - week 5-17''  The conducting epithelium tubes surrounded by thick mesenchyme are formed, extensive airway branching. By two months there would have formed all of the segmental bronchi. At this stage the more distal structures are lined with cuboidal epithelium. &lt;br /&gt;
&lt;br /&gt;
''Canalicular stage - week 16-25'' The bronchioles have formed and there is now an increase in capillary which are in contact with cuboidal epithelium and beginning of alveolar epithelium development. the lung morphology changes dramatically. the future air-blood tissue barrier is formed as a result of the differentiation of the pulmonary epithelium. the differentiation of the future conducting airways of the lung from the future gas exchange region is distinguishable. &lt;br /&gt;
&lt;br /&gt;
''Saccular stage - week 24-40'' alveolar ducts and air sacs are developed and the terminal sac. the saccules widen and lengthen the airspac. the future gas exchange region expands dramatically. fibroblasts also differentiate , they produce extra matrix, collagen and elastin. Vascular tree and also grows in length and diameter during this time. &lt;br /&gt;
&lt;br /&gt;
''Alveolar stage- late fetal to 8 years of age'' the secondary septation occurs and there is a significant increase of number and size in capillaries and the alveolar. during the 1-3 years postnatally the alveoli continue to form increasing the gas exchange surface area.&lt;br /&gt;
&lt;br /&gt;
==Current Research, Models and Findings==&lt;br /&gt;
&lt;br /&gt;
===Current Models===&lt;br /&gt;
&lt;br /&gt;
===Current Reseach and Findings===&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract. 1. However, physiologically, the organ can be divided into two parts 2 that occur subsequently:&lt;br /&gt;
#    The Conducting system- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The Functional unit- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location [2].  &lt;br /&gt;
&lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see above for more information for the properties of this stage). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential number of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange[2]. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch:&lt;br /&gt;
&lt;br /&gt;
##	Domain branching&lt;br /&gt;
##	Planar bifurcation&lt;br /&gt;
##	Orthogonal bifurcation&lt;br /&gt;
##	Trifucation --add reference from intro&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013[2], suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
&lt;br /&gt;
##	Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
##	Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|250px]]&lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
'''Surfactant'''&lt;br /&gt;
&lt;br /&gt;
*1929: The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
&lt;br /&gt;
*1954: Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
*1959: The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
&lt;br /&gt;
*1963: Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*1994: Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:Lung_historical_image.PNG|frame|Historical image of lung development|400px]]&lt;br /&gt;
&lt;br /&gt;
'''Alveoli formation'''&lt;br /&gt;
&lt;br /&gt;
*An Italian scientist by the name of Marcello Malpighi (1628-1694) contributed greatly to medicine, particularly the understanding of anatomy as he was a pioneer biologist to utilise newly invented microscopes to closely observe. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*Studies of the early 1900s specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*The differentiation of surrounding mesenchyme into alveoli was contained within a membrane known as the pleural cavity that was separated off the peritoneal and pericardial cavities --&amp;gt; When was this distinction discovered..&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
2. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
4. Lavoisier&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency -caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22151899&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22214468&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;12547712&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Diaphragmatic Hernia===&lt;br /&gt;
[[File:Congenital diaphragmatic hernia 01.jpg|centre|680x336px]]&lt;br /&gt;
'''A:''' Thoracic X-Ray of newborn showing CDH. Loops of bowel can be seen compressing on the developing left lung in the pleural cavity.&lt;br /&gt;
'''B:''' Loops of bowel seen enters through the diaphragmatic Hernia.&lt;br /&gt;
'''C:''' Surgical procedure to the contents of the hernia back into the correct anatomical position.&lt;br /&gt;
'''D:''' Extreme hypoplasia of left lung and slight hypoplasia of right lung revealed in autopsy of newborn suffering from CDH.&lt;br /&gt;
&lt;br /&gt;
[[File:Human congenital diaphragmatic hernia.jpg|thumb|Thoracoscopic surgical repair of Human CDH]]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/12547712 Down-regulation of sonic hedgehog expression in pulmonary hypoplasia is associated with congenital diaphragmatic hernia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16483386 Computer simulation analysis of normal and abnormal development of the mammalian diaphragm.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16140678 Outcomes of congenital diaphragmatic hernia: a population-based study in Western Australia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22214468 Congenital diaphragmatic hernia.]&lt;br /&gt;
&lt;br /&gt;
===Laryngo-tracheo-oesophageal clefts===&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22151899 Laryngo-tracheo-oesophageal clefts]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19712501 Bronchopulmonary Dysplasia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19252722 Surfactant Metabolism Dysfunction and Childhood Interstitial Lung Disease (chILD).]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/23886794 Evaluation of fetal vocal cords to select candidates for successful fetoscopic treatment of congenital high airway obstruction syndrome: preliminary case series.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16651329 The epidemiology of meconium aspiration syndrome: incidence, risk factors, therapies, and outcome.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/11686862 Antenatal infection/inflammation and postnatal lung maturation and injury.]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
	<entry>
		<id>https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=145898</id>
		<title>2014 Group Project 1</title>
		<link rel="alternate" type="text/html" href="https://embryology.med.unsw.edu.au/embryology/index.php?title=2014_Group_Project_1&amp;diff=145898"/>
		<updated>2014-10-06T06:58:18Z</updated>

		<summary type="html">&lt;p&gt;Z3372817: /* Historic findings */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{ANAT2341Project2014header}}&lt;br /&gt;
&lt;br /&gt;
=Respiratory =&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
http://onlinelibrary.wiley.com/doi/10.1046/j.1469-7580.2002.00097.x/full Airway and blood vessel interaction during lung development.]&lt;br /&gt;
&lt;br /&gt;
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2877937/ A retinoic acid–dependent network in the foregut controls formation of the mouse lung primordium.]&lt;br /&gt;
&lt;br /&gt;
[http://www.pnas.org/cgi/pmidlookup?view=long&amp;amp;pmid=24058167  Lung epithelial branching program antagonizes alveolar differentiation.]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
The respiratory system allows the body to take in oxygen and exhale carbon dioxide through a process called breathing. the respiratory system moves the air in from the nose to the pharynx, larynx, trachea, bronchus and alveoli, which is where gas exchange occurs. During the embryonic and fetal stage the respiratory system is developing. The embryonic stage is the first 1-8 weeks and anything after that till about week 37 or birth is the fetal stage. However the respiratory system does not carry out gas exchange until birth. Whilst the embryo and fetus are in the mother, gas exchange occurs through the placenta. Once born the baby's lungs are drained and fill up with air automatically. The lungs do not inflate completely till about 2 weeks of the new born and the surfactant in each alveoli helps keep the lungs open and prevents it from collapsing. &lt;br /&gt;
&lt;br /&gt;
the lung develops at week 4. the endoderm is he epithelium responsible for the development of the respiratory system. the splanchnic mesoderm developes into connective tissue, cartilage  and muscle of the respiratory system. &lt;br /&gt;
&lt;br /&gt;
'''Conducting zone''' &lt;br /&gt;
&lt;br /&gt;
The conducting zone is made up nose to bronchioles and its function is to filter, warm, and moisten air and conduct it into the lung. the conducting zone includes the nose, pharynx. larynx, trachea, bronchi and bronchioles. Nares are the opening into the nose and is where nasal cavity is lined with cilia, mucous membrane and consists of blood filled capillaries. &lt;br /&gt;
&lt;br /&gt;
''Oral Cavity'' &lt;br /&gt;
&lt;br /&gt;
The first arch development from the pharyngeal arch is the substructure for the formation of the face,palate and oral cavity. To form the oral cavity the first arch must split into two portions; the maxillary and the mandibular. after 4 weeks of development these further divide into frontonasal process the 2 maxillary and 2 mandibular swellings. the neural crest cells, are abundant in these swellings as they are responsible for the growth of swellings. once these swellings fuse it forms the external face. there will be a small gap that becomes the mouth. &lt;br /&gt;
[http://www.nature.com/gimo/contents/pt1/full/gimo5.html#relatedcontent]&lt;br /&gt;
&lt;br /&gt;
The Stomodeum is the depression in the embryo located between the brain and the pericardium. This depression is known as the precursor of the mouth and the anterior portion of the pituitary gland. The stomodeum is ectoderm lined depression, separates the primitive pharynx by the buccopharyngeal (oropharyngeal) membrane.  the membrane later breaks down and stomodeum opens into the pharynx forms the vestibule of oral cavity. &lt;br /&gt;
&lt;br /&gt;
''Pharynx'' &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
''Larynx''&lt;br /&gt;
epithelium develops from endoderm of laryngotracheal tube. The splanchnic mesoderm is responsible for the connective tissue cartilage and muscle. however some of the cartilage develop from neural crest cells. &lt;br /&gt;
&lt;br /&gt;
''Bronchi''&lt;br /&gt;
Week 4 the lung bud develop and divides into two lung buds and each divides further. the left divides into two main bronchi and the right divides into three. these bronchis will ontinue to divide until there is about 17 subdividsions. &lt;br /&gt;
''Bronchiole''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''Respiratory zone''' &lt;br /&gt;
The respiratory zone is where the oxygen and the carbon dioxide exchange with the blood. 10% of gas exchange is due to the alveolar ducts and the bronchioles, the other 90% is because of the alveoli. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
''Terminal Bronchioles''&lt;br /&gt;
&lt;br /&gt;
''Alveolar ducts'' &lt;br /&gt;
&lt;br /&gt;
''Alveoli'' &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;quot;Birth&amp;quot;&lt;br /&gt;
at birth the tracheal bification is at the leve of 4th thoracic verterbra. &lt;br /&gt;
after birth there will be an additional 6 divisions in the bronchial tree. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
5 stages of take place when the lungs develop;&lt;br /&gt;
&lt;br /&gt;
''Embryonic stage - week 4-5''  Lung buds are formed from ventral wall of foregut where lobar division occurs. &lt;br /&gt;
&lt;br /&gt;
''Pseudoglandular stage - week 5-17''  The conducting epithelium tubes surrounded by thick mesenchyme are formed, extensive airway branching. By two months there would have formed all of the segmental bronchi. At this stage the more distal structures are lined with cuboidal epithelium. &lt;br /&gt;
&lt;br /&gt;
''Canalicular stage - week 16-25'' The bronchioles have formed and there is now an increase in capillary which are in contact with cuboidal epithelium and beginning of alveolar epithelium development. the lung morphology changes dramatically. the future air-blood tissue barrier is formed as a result of the differentiation of the pulmonary epithelium. the differentiation of the future conducting airways of the lung from the future gas exchange region is distinguishable. &lt;br /&gt;
&lt;br /&gt;
''Saccular stage - week 24-40'' alveolar ducts and air sacs are developed and the terminal sac. the saccules widen and lengthen the airspac. the future gas exchange region expands dramatically. fibroblasts also differentiate , they produce extra matrix, collagen and elastin. Vascular tree and also grows in length and diameter during this time. &lt;br /&gt;
&lt;br /&gt;
''Alveolar stage- late fetal to 8 years of age'' the secondary septation occurs and there is a significant increase of number and size in capillaries and the alveolar. during the 1-3 years postnatally the alveoli continue to form increasing the gas exchange surface area.&lt;br /&gt;
&lt;br /&gt;
==Current Research, Models and Findings==&lt;br /&gt;
&lt;br /&gt;
===Current Models===&lt;br /&gt;
&lt;br /&gt;
===Current Reseach and Findings===&lt;br /&gt;
Current research looks at the molecular processes that underpin two important developmental stages of the lung. The lung can anatomically be divided into two parts; an upper respiratory tract and a lower respiratory tract. 1. However, physiologically, the organ can be divided into two parts 2 that occur subsequently:&lt;br /&gt;
#    The Conducting system- consisting of all the tubular structures such as the larynx, trachea, and bronchi. &lt;br /&gt;
#    The Functional unit- An alveolus. Alveoli (''Plural''). Specialised epithelial cell, the at which gas exchange of carbon dioxide and oxygen takes. &lt;br /&gt;
&lt;br /&gt;
Much research has been undertaken to understand how each of these processes occurs individually. However, a study conducted last year shows evidence that during later stages of fetal development, when the expands, these two important processes involve  co-ordinated cellular interactions and take place at a precise time within development and at a specific location [2].  &lt;br /&gt;
&lt;br /&gt;
By week 8, the respiratory system of the fetus is well underway and the development of the lung is at the pseudoglandular stage (see above for more information for the properties of this stage). The three germ layers (ectoderm, mesoderm and endoderm) have each contributed to the development of the lung and their involvement is crucial for regulating a cascade of sequential number of events including bronchial  branching (see 1. The conducting system) and alveolar differentiation (see section 2. Functional Unit). &lt;br /&gt;
&lt;br /&gt;
1. '''The Conducting system''' - The respiratory network&lt;br /&gt;
&lt;br /&gt;
Branching morphogenesis is the growth and branching formation to build a treelike tubular network ending with specialized air bubbles (alveoli) as sites for gas exchange[2]. &lt;br /&gt;
&lt;br /&gt;
•	In 2013, a review study conceptualised how we now currently understand the model of branching morphogenesis. There are currently three geometrically models proposed for the way in which the primary bronchial buds branch:&lt;br /&gt;
&lt;br /&gt;
##	Domain branching&lt;br /&gt;
##	Planar bifurcation&lt;br /&gt;
##	Orthogonal bifurcation&lt;br /&gt;
##	Trifucation --add reference from intro&lt;br /&gt;
&lt;br /&gt;
•	Another recent study conducted in 2013[2], suggests that there is a  correlative interaction between the lung epithelium and the surrounding plural mesenchyme. The mesenchyme secretes fibroblast growth factor (FGF10) secreted by the mesenchyme, which in turn activates its membrane receptor co-worker (FGFR2).  The epithelium, sequentially then generates a small amount of GTPase (KRAS). Both these contributions are involved in a cascade of signaling pathways essential for normal branching morphogenesis of the lung. &lt;br /&gt;
&lt;br /&gt;
2. '''The Functional Unit'''&lt;br /&gt;
&lt;br /&gt;
At the end of the conducting system or at the end of the tertiary bronchial, lie the sites of gas exchange- alveolar air sacs. This process of differentiation from building on to the branched duct to specialised alveolar cells is a process named alveolar differentiation. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
•	There are two alveolar cell types[2]:&lt;br /&gt;
&lt;br /&gt;
##	Type I alveolar cells are flat and cover more than 90% of the alveolar surface, across which gases diffuse. The exchange of carbon dioxide, CO2 for 02. However, whilst the fetus is still growing inside the uterus this gas exchange does not occur. The first &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
##	Type II alveolar cells are cuboidal and play and crucial role in the respiratory development of the fetus post-natally. They synthesize pulmonary surfactants, lipoprotein complexes that hydrate the alveolar surface and prevent alveolar collapsing by reducing surface tension. &lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;24058167&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22844507&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;20692626&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22359491&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[[File:Lung Models Normal vs. Diseased.png|250px]]&lt;br /&gt;
&lt;br /&gt;
==Historic findings==&lt;br /&gt;
&lt;br /&gt;
Historical knowledge predating modern imaging techniques has most often been confirmed by contemporary studies that provided evidence for the claims of early respiratory development. At times, theories put forward for fetal respiratory development were enhanced with further detail, whereas elsewhere paradigms were shifted and challenged due to the availability of proof otherwise &amp;lt;ref name=&amp;quot;PMID23431607&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23431607&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The understanding of the development of the upper and lower respiratory system during the fetal period from week 8 onwards, as well as their respective functions, have been around since the 19th Century &amp;lt;ref name=&amp;quot;PMID16601307&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16601307&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
[[File:Bailey282.jpg|center|500px]]&lt;br /&gt;
&lt;br /&gt;
'''Surfactant'''&lt;br /&gt;
&lt;br /&gt;
*1929: The earliest recorded observation regarding the necessary presence of something in the lungs was proposed by Swiss physiologist Kurt von Neergaard through experiments performed observing the surface tension within the alveoli &amp;lt;ref name=&amp;quot;PMID18446178&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;18446178&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Unfortunately these findings were largely disregarded until decades later when they resurfaced in importance.&lt;br /&gt;
&lt;br /&gt;
*1954: Research on warfare chemicals by Pattle, Radford and Clements led to the understanding of the physical properties of surfactant &amp;lt;ref name=&amp;quot;PMID15985753&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15985753&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
*1959: The final link to provide a sound understanding of the importance of surfactant was by Mary Ellen Avery and Jere Mead. They had published a study showing that premature neonates were dying from respiratory distress syndrome (RDS) due to insufficient pulmonary surfactant &amp;lt;ref name=&amp;quot;PMID14509914&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14509914&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The lung extracts obtained from hyaline membranes of babies with RDS showed this deficiency.&lt;br /&gt;
&lt;br /&gt;
*1963: Adams et al observed that fetal lung surfactant possessed particular characteristics that indicated it came to be present within the lung due to an active secretory process, which became foundational in linking the role of Type II pneumocytes with the secretion of surfactant. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*1994: Discovery made regarding the reversed process of clearing pulmonary fluid from the lung rather than secreting it as surfactant by the baby upon birth, was conducted by Hummer et al. The experiment was performed in mice and indicated towards neonates who die as a result of failure to clear liquid from their lungs in the first 2 days of birth. &amp;lt;ref name=&amp;quot;PMID24160653&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24160653&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:Lung_historical_image.PNG|400px|frame|Historical image of lung development]]&lt;br /&gt;
&lt;br /&gt;
'''Alveoli formation'''&lt;br /&gt;
&lt;br /&gt;
*An Italian scientist by the name of Marcello Malpighi (1628-1694) contributed greatly to medicine, particularly the understanding of anatomy as he was a pioneer biologist to utilise newly invented microscopes to closely observe. For this reason, he is most recognised as the discoverer of the pulmonary capillaries and alveoli. &amp;lt;ref name=&amp;quot;PMID23377345&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;23377345&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*Studies of the early 1900s specifically in regards to the cellular content of alveolar wall linings indicated that there was a high presence of nucleated cells in the fetus. This led to a greater understanding in the functionality of the alveoli when just at the fetal stage. &amp;lt;ref name=&amp;quot;PMID19972530&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19972530&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt; &lt;br /&gt;
&lt;br /&gt;
*J. Ernest Frazer conducted studies to research lung development along with improving the understanding of general human anatomy during his time. &amp;lt;ref&amp;gt;Keith, A. (1902) Human Embryology and Morphology. London: Edward Arnold.&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
*The differentiation of surrounding mesenchyme into alveoli was contained within a membrane known as the pleural cavity that was separated off the peritoneal and pericardial cavities --&amp;gt; When was this distinction discovered..&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''References'''&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
1. Developmental Biology, 6th edition &lt;br /&gt;
By &lt;br /&gt;
Scott F Gilbert.&lt;br /&gt;
Swarthmore College&lt;br /&gt;
Sunderland (MA): Sinauer Associates; 2000.&lt;br /&gt;
ISBN-10: 0-87893-243-7&lt;br /&gt;
:'''Links:''' [http://www.ncbi.nlm.nih.gov/books/NBK9983/ | Developmental Biology]&lt;br /&gt;
&lt;br /&gt;
Comparative embryology with detail on historical understandings of early respiratory development observed in various species. Accessible through PubMed.&lt;br /&gt;
&lt;br /&gt;
2. Human Embryology and Morphology, 1902&lt;br /&gt;
By&lt;br /&gt;
Arthur Keith &lt;br /&gt;
London: Edward Arnold.&lt;br /&gt;
:'''Links:''' [http://php.med.unsw.edu.au/embryology/index.php?title=Book_-_Human_Embryology_and_Morphology_2 | Human Embryology and Morphology]&lt;br /&gt;
&lt;br /&gt;
Historical images of past understandings on respiratory development&lt;br /&gt;
&lt;br /&gt;
3. [https://m.youtube.com/watch?v=iktuxwfGpWE YouTube]&lt;br /&gt;
Video explaining early respiratory development&lt;br /&gt;
&lt;br /&gt;
4. Lavoisier&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;5323506&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Abnormalities==&lt;br /&gt;
===Newborn Respiratory Distress Syndrome (Hyaline Membrane Disease)===&lt;br /&gt;
Newborn Respiratory Distress Syndrome (NRDS), also known as Hyaline Membrane Disease (HMD) is characterised by the lack of or inability to synthesise surfactant in the premature lung of neonates. &lt;br /&gt;
&lt;br /&gt;
The incidence of NRDS occurs in babies suffering form immature lung development, usually from premature birth with increased severity and incidence in correlation to decreased gestational age &amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Preterm births do not allow for full lung maturation of the preterm infant due to process in which the respiratory system forms (from upper respiratory tree to lower). Type II Pneumocytes secrete surfactant into the alveoli, reducing surface tension and thus preventing the collapse of the alveolus – they are the last respiratory cells to differentiate. Preterm infants usually lack Type II Pneumocytes in their lung tissue causing the instability of their alveoli, oedema from immature alveolar capillaries and hyaline membrane formation&amp;lt;ref name=&amp;quot;PMID6071188&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;6071188&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
NRDS mostly occurs in preterm neonates but can occur in post-term and term babies for a variety of reasons including:&amp;lt;ref name=&amp;quot;PMID10829971&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10829971&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Intrauterine Asphyxia – commonly caused by wrapping umbilical cord around the neck of the neonate, impairing development&amp;lt;ref name=&amp;quot;PMID20468585&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20468585&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Maternal diabetes – high levels of insulin can delay surfactant synthesis&amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Multiple pregnancy (twins, triplets etc) – associated with high rates of preterm births and resulting lung immaturity &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&lt;br /&gt;
&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Rapid labour, fetal distress, placenta previa, preeclampsia, placental abruption – that impair lung maturation in final stages of pregnancy &amp;lt;ref name=&amp;quot;PMID20848797&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;20848797&amp;lt;/Pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Preterm Caesarean delivery – not allowing for lung maturation&amp;lt;ref name=&amp;quot;PMID14629318&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14629318&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Genetic abnormalities that impair surfactant synthesis (ABCA3)&amp;lt;ref name=&amp;quot;PMID15044640&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;15044640&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
*Meconium Aspiration Syndrome (MAS) - causes damage to the lower respiratory tract after aspiration of Meconium in amniotic fluid&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Meconium Aspiration Syndrome (MAS)===&lt;br /&gt;
Meconium Aspiration Syndrome (MAS) affects newborn infants in response to some form of fetal stress during the third trimester and/or parturition, often due to: acute hypoxia, intrauterine hypoxia (often caused by the wrapping of the umbilical cord around the neck of the baby) and other physiological maturational events. &amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID16651329&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16651329&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.[[File:Meconium_aspiration_syndrome_01.jpg|thumb|X-Ray showing Meconium Aspiration Syndrome in Newborn]]&lt;br /&gt;
Stress on the baby before or during labor can cause relaxation of the anal sphincter leading to expulsion of Meconium by the foetus into the surrounding amniotic fluid which can then be aspirated by the fetus, damaging the upper respiratory tract and possibly the lower respiratory tract. &amp;lt;ref name=&amp;quot;PMID19399004&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19399004&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
Problems associated with Meconium aspiration include&amp;lt;ref name=&amp;quot;PMID10612363&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;10612363&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
*Pulmonary gas exchange deficiency -caused by damage to the lower respiratory tract epithelium.&lt;br /&gt;
*Pneumitis and pneumonia - due to chemical damage and irritation from Meconium interaction with the airways. &lt;br /&gt;
*Blockage of the airways&lt;br /&gt;
&lt;br /&gt;
===Bronchopulmonary Dysplasia===&lt;br /&gt;
Bronchopulmonary dysplasia (BPD) is a common complication in the treatment of Newborn Respiratory Distress Syndrome (NRDS) in infants born more than 10 weeks premature and of low weight. Efforts to treat breathing difficulties associated with NRDS can cause damage to the vulnerable lungs of the infant&amp;lt;ref name=&amp;quot;PMID22785261&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22785261&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The complications can occur from a number of reasons following treatment&amp;lt;ref name=&amp;quot;PMID1971501&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;19712501&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
*Oxygen therapy causing inflammation to the lung epithelium due to the higher amounts of oxygen administered&lt;br /&gt;
*Used in more critical cases because of the complications associated with this form of treatment, air pressure from ventilation machines can further damage the premature lungs.&lt;br /&gt;
*There is some growing evidence that genetics may play a role in the predisposition of BPD &amp;lt;ref name=&amp;quot;PMID25031518&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;25031518&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Infections from treatments involving ventilation can also occur leading to inflammation of the upper respiratory tract.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
===Cystic Fibrosis===&lt;br /&gt;
Cystic fibrosis (CF) is caused by a mutations of the cystic fibrosis transmembrane conductance regulator (CFTR)&amp;lt;ref name=&amp;quot;PMID24685676&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24685676&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. The defect associated with this mutation results in the excretory glands of the body producing a thick sticky mucus as well as salty sweat. The disease affects several organs in the body but mainly affects the respiratory system allowing impairing the response to bacterial infection and causing inflammation in the airways&amp;lt;ref name=&amp;quot;PMID16928707&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16928707&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&amp;lt;ref name=&amp;quot;PMID22763554&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22763554&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This aberrant production of mucus can lead to the mucus stasis in the pulmonary epithelium, airway plugging, inflammation and chronic bacterial infection causing the decrease in lung function. &lt;br /&gt;
&lt;br /&gt;
===Laryngeal Atresia===&lt;br /&gt;
Laryngeal Atresia (LA) is incredibly rare and occurs as a failure of the laryngo-tracheal tube to recanalise, obstructing the upper respiratory tract leading to a larynx with no lumen&amp;lt;ref name=&amp;quot;PMID14325849&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;14325849&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. This can cause Congenital High Airway Obstruction Syndrome (CHAOS) &amp;lt;ref name=&amp;quot;PMID2342705&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;2342705&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Genetic abnormalities have been identified as having an association with AL &amp;lt;ref name=&amp;quot;PMID3566610&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;3566610&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
===Congenital High Airway Obstruction Syndrome (CHAOS)===&lt;br /&gt;
Congenital High Airway Obstruction Syndrome (CHAOS) is extremely rare and is the result of an obstruction to the fetal airways. This obstruction can be caused by atresia of the larynx or trachea, laryngeal cysts, laryngeal webs and subglottic stenosis&amp;lt;ref name=&amp;quot;PMID22167132&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;22167132&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Reviews have revealed that most cases are fatal&amp;lt;ref name=&amp;quot;PMID12778398&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;12778398&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;  but ex-utero partum treatments (EXIT) have been successful in treating this condition&amp;lt;ref name=&amp;quot;PMID9802816&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;9802816&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Laryngeal Webs===&lt;br /&gt;
Similarly to Laryngeal Atresia, Congenial Laryngeal Webs (CLW) are caused by failure of the laryngo-tracheal tube to recanalise, usually at the level of the vocal chords. The lumen and vocal chords of the larynx is usually developed after the epithelium is reabsorbed but in the case of CLW, this reabsorption is incomplete leaving ‘web-like’ formations in the larynx that obstruct normal development and airflow. &amp;lt;ref name=&amp;quot;PMID16798587&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16798587&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Pulmonary Airway Malformation===&lt;br /&gt;
Congenital Pulmonary Airway Malformation (CPAM) occurs at varying degrees and is defined by its location in and the level of differentiation of alveoli&amp;lt;ref name=&amp;quot;PMID24672262&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;24672262&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. In the cases of type I and II, CPAM involves the presence of cysts affecting the terminal bronchioles and lung parenchyma. CPAM is thought to be caused by an abnormal development of the lung bud in week 4-5 of development and leads to the malformation of the pulmonary airways via the formation of lung abscesses, pulmonary infections and the sequestration of areas of the lung&amp;lt;ref name=&amp;quot;PMID21355683&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21355683&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;. Recent reviews have also suggest that thyroid transcription factor 1 (TTF1) may have a role in CPAM as it is involved in the differentiation of lung epithelium and overall pulmonary development. &amp;lt;ref name=&amp;quot;PMID21762550&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;21762550&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
*Type I - is defined by large multilocular cysts occurring in one of the pulmonary lobes&lt;br /&gt;
*Type II – define by the presence of smaller more uniform cysts.&lt;br /&gt;
*Type III – is defined by larger lesions that affect the lung parenchyma of en entire lobe.&lt;br /&gt;
&lt;br /&gt;
===Azygos Lobe===&lt;br /&gt;
Azygos lobe (also known as Adam's lobe) occurs due to the aberrant formation of the azygos vein as it veers from its normal course over the apex of the right lung to penetrate the upper lobe. An accessory fissure is formed in the upper lobe and the pulmonary parenchyma located in the medial portion is identified as the Azygos Lobe. There have been three observed types of azygos lobe that are relatively harmless and present little clinical significance (except during surgery due to variations in the course of the phrenic nerve): &amp;lt;ref name=&amp;quot;PMID16333920&amp;quot;&amp;gt;&amp;lt;pubmed&amp;gt;16333920&amp;lt;/pubmed&amp;gt;&amp;lt;/ref&amp;gt;.&lt;br /&gt;
*Upper Azygos Lobe &lt;br /&gt;
*Lower Azygos Lobe &lt;br /&gt;
*the Lobe of the Azygos Vein &lt;br /&gt;
&lt;br /&gt;
===References===&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22151899&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;22214468&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&amp;lt;pubmed&amp;gt;12547712&amp;lt;/pubmed&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Congenital Diaphragmatic Hernia===&lt;br /&gt;
[[File:Congenital diaphragmatic hernia 01.jpg|centre|680x336px]]&lt;br /&gt;
'''A:''' Thoracic X-Ray of newborn showing CDH. Loops of bowel can be seen compressing on the developing left lung in the pleural cavity.&lt;br /&gt;
'''B:''' Loops of bowel seen enters through the diaphragmatic Hernia.&lt;br /&gt;
'''C:''' Surgical procedure to the contents of the hernia back into the correct anatomical position.&lt;br /&gt;
'''D:''' Extreme hypoplasia of left lung and slight hypoplasia of right lung revealed in autopsy of newborn suffering from CDH.&lt;br /&gt;
&lt;br /&gt;
[[File:Human congenital diaphragmatic hernia.jpg|thumb|Thoracoscopic surgical repair of Human CDH]]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/12547712 Down-regulation of sonic hedgehog expression in pulmonary hypoplasia is associated with congenital diaphragmatic hernia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16483386 Computer simulation analysis of normal and abnormal development of the mammalian diaphragm.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16140678 Outcomes of congenital diaphragmatic hernia: a population-based study in Western Australia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22214468 Congenital diaphragmatic hernia.]&lt;br /&gt;
&lt;br /&gt;
===Laryngo-tracheo-oesophageal clefts===&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/22151899 Laryngo-tracheo-oesophageal clefts]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19712501 Bronchopulmonary Dysplasia.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/19252722 Surfactant Metabolism Dysfunction and Childhood Interstitial Lung Disease (chILD).]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/23886794 Evaluation of fetal vocal cords to select candidates for successful fetoscopic treatment of congenital high airway obstruction syndrome: preliminary case series.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/16651329 The epidemiology of meconium aspiration syndrome: incidence, risk factors, therapies, and outcome.]&lt;br /&gt;
*[http://www.ncbi.nlm.nih.gov/pubmed/11686862 Antenatal infection/inflammation and postnatal lung maturation and injury.]&lt;/div&gt;</summary>
		<author><name>Z3372817</name></author>
	</entry>
</feed>