User:Z5015534 - Revision history

Z8600021 at 02:13, 11 November 2015

2015-11-11T02:13:46Z

← Older revision		Revision as of 13:13, 11 November 2015
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	--[[User:Z8600021\|Mark Hill]] ([[User talk:Z8600021\|talk]]) 17:24, 3 September 2015 (AEST) Where is he first assessment item? [[ANAT2341 Lab 1 - Online Assessment]] (0/5)		--[[User:Z8600021\|Mark Hill]] ([[User talk:Z8600021\|talk]]) 17:24, 3 September 2015 (AEST) Where is he first assessment item? [[ANAT2341 Lab 1 - Online Assessment]] (5/5)

	Now completed.		Now completed.
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	--[[User:Z8600021\|Mark Hill]] ([[User talk:Z8600021\|talk]]) 17:28, 3 September 2015 (AEST) I had asked for a sub-heading of the topic(s) covered by your quiz. Q1 is good. Q2 T/F questions are generally a guess and not good design. Q3 the question could be more clearly worded. There is no " villi cell " just chorionic villi if you wanted to be specific. (8/10)		--[[User:Z8600021\|Mark Hill]] ([[User talk:Z8600021\|talk]]) 17:28, 3 September 2015 (AEST) I had asked for a sub-heading of the topic(s) covered by your quiz. Q1 is good. Q2 T/F questions are generally a guess and not good design. Q3 the question could be more clearly worded. There is no " villi cell " just chorionic villi if you wanted to be specific. (8/10)

			--[[User:Z8600021\|Mark Hill]] ([[User talk:Z8600021\|talk]]) 16:18, 28 October 2015 (AEST) Lab 5 assessment is missing.


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	::The results in the study provide direct evidence that thyroid C cells in mice develop from pharyngeal endoderm and not neural crest. Moreover, proliferation of the C cell lineage involves forkhead box transcription factors (Foxa1 and Foxa2) known to be pivotal in organogenesis from foregut endoderm. These features are reciprocated in human MTC tumors suggesting involvement in both tumor growth and progression.		::The results in the study provide direct evidence that thyroid C cells in mice develop from pharyngeal endoderm and not neural crest. Moreover, proliferation of the C cell lineage involves forkhead box transcription factors (Foxa1 and Foxa2) known to be pivotal in organogenesis from foregut endoderm. These features are reciprocated in human MTC tumors suggesting involvement in both tumor growth and progression.

			--[[User:Z8600021\|Mark Hill]] ([[User talk:Z8600021\|talk]]) 16:03, 28 October 2015 (AEST) Toooth development required more detail on embryonic origins. (4/5)

	==Lab 9 Assessment==		==Lab 9 Assessment==
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	The page is good and on its way to being an informative and clear page for students.		The page is good and on its way to being an informative and clear page for students.


			--[[User:Z8600021\|Mark Hill]] ([[User talk:Z8600021\|talk]]) 17:18, 28 October 2015 (AEST) (16/20)


			--[[User:Z8600021\|Mark Hill]] ([[User talk:Z8600021\|talk]]) 16:18, 28 October 2015 (AEST) Lab 10 assessment is missing.
	==References==		==References==

Z8600021 at 21:43, 31 October 2015

2015-10-31T21:43:04Z

← Older revision		Revision as of 08:43, 1 November 2015
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	--[[User:Z8600021\|Mark Hill]] ([[User talk:Z8600021\|talk]]) 17:24, 3 September 2015 (AEST) Where is he first assessment item? [[ANAT2341 Lab 1 - Online Assessment]] (0/5)		--[[User:Z8600021\|Mark Hill]] ([[User talk:Z8600021\|talk]]) 17:24, 3 September 2015 (AEST) Where is he first assessment item? [[ANAT2341 Lab 1 - Online Assessment]] (0/5)

			Now completed.

	==Lab 1 Assesment==		==Lab 1 Assesment==

Z8600021 at 21:41, 31 October 2015

2015-10-31T21:41:36Z

← Older revision		Revision as of 08:41, 1 November 2015
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	look at this<ref><pubmed>26244658</pubmed></ref>		look at this<ref><pubmed>26244658</pubmed></ref>

			--[[User:Z8600021\|Mark Hill]] ([[User talk:Z8600021\|talk]]) 08:41, 1 November 2015 (AEDT) Catei submitted (5)



	{{StudentPage2015}}		{{StudentPage2015}}

Z5015534 at 01:13, 16 October 2015

2015-10-16T01:13:21Z

← Older revision		Revision as of 12:13, 16 October 2015
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	==Lab Attendance==		==Lab Attendance==
	--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:45, 7 August 2015 (AEST)		--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:45, 7 August 2015 (AEST)
	--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:32, 14 August 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:14, 21 August 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:23, 28 August 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 12:15, 4 September 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:19, 11 September 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:04, 18 September 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 12:28, 9 October 2015 (AEDT)		--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:32, 14 August 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:14, 21 August 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:23, 28 August 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 12:15, 4 September 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:19, 11 September 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 13:04, 18 September 2015 (AEST)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 12:28, 9 October 2015 (AEDT)--[[User:Z5015534\|Z5015534]] ([[User talk:Z5015534\|talk]]) 12:13, 16 October 2015 (AEDT)

	[[Test student 2015]]		[[Test student 2015]]

Z5015534 at 00:03, 16 October 2015

2015-10-16T00:03:21Z

← Older revision		Revision as of 11:03, 16 October 2015
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	==Lab 9 Assessment==		==Lab 9 Assessment==

	'''Group 1'''		'''Group 1'''

	This wiki page does well in covering a lot of areas relating to the topic, however the website does not outline the information found/used quite clear enough or to the right extent. The page would benefit largely in focusing much more attention to the mechanics of the process itself and how it physically works. There is lots of information regarding other various aspects relating to the topic, however the fundamentals of the topic are not clearly discussed on the page, and it is not clear what goes on in the process.		This wiki page does well in covering a lot of areas relating to the topic, however the website does not outline the information found/used quite clear enough or to the right extent. The page would benefit largely in focusing much more attention to the mechanics of the process itself and how it physically works. There is lots of information regarding other various aspects relating to the topic, however the fundamentals of the topic are not clearly discussed on the page, and it is not clear what goes on in the process.

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	'''Group 2'''		'''Group 2'''

	This page clearly and efficiently explains the topic of choice. It covers all relevant matters well and the text is descriptive and informative. After reading the page, I felt as though I had a greater understanding of the topic. The subheadings used are good, and are placed appropriately in order - providing an element of cohesiveness between the page and the topic in general. Good use of linking statements – connecting all the elements discussed on the page.		This page clearly and efficiently explains the topic of choice. It covers all relevant matters well and the text is descriptive and informative. After reading the page, I felt as though I had a greater understanding of the topic. The subheadings used are good, and are placed appropriately in order - providing an element of cohesiveness between the page and the topic in general. Good use of linking statements – connecting all the elements discussed on the page.

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	'''Group 3'''		'''Group 3'''

	This page initially gives an amazing first impression with the hand drawn image of the ovary – the text in the introduction is clear, succinct and very effectively lets readers know what the topic is about – and what that topic is. It does a good job at enticing the reader to continue on reading for the rest of the page.		This page initially gives an amazing first impression with the hand drawn image of the ovary – the text in the introduction is clear, succinct and very effectively lets readers know what the topic is about – and what that topic is. It does a good job at enticing the reader to continue on reading for the rest of the page.

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	Otherwise a really good page that has had a lot of work put into it – and it can be seen!		Otherwise a really good page that has had a lot of work put into it – and it can be seen!


	'''Group 4'''		'''Group 4'''

	This topic clearly is extremely broad – and requires a whole lot of information to be covered. The students have done well in trying to reduce the denseness of the text as much as possible – however it is still quite hard to read the whole page at once and can get slightly tiresome. I think where possible you should just try and add a variety of media files, more videos and animations that will reduce the denseness of the whole page.		This topic clearly is extremely broad – and requires a whole lot of information to be covered. The students have done well in trying to reduce the denseness of the text as much as possible – however it is still quite hard to read the whole page at once and can get slightly tiresome. I think where possible you should just try and add a variety of media files, more videos and animations that will reduce the denseness of the whole page.

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	'''Group 6'''		'''Group 6'''

	The topic for this page is clearly broad and there is a lot of information that needs to be addressed, it can be inferred that a lot of concise research and time has been spent on this page. The students also do a good job to reference in text correctly and most of their images have correct copyright information.		The topic for this page is clearly broad and there is a lot of information that needs to be addressed, it can be inferred that a lot of concise research and time has been spent on this page. The students also do a good job to reference in text correctly and most of their images have correct copyright information.

Z5015534 at 00:02, 16 October 2015

2015-10-16T00:02:31Z

← Older revision		Revision as of 11:02, 16 October 2015
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	==Lab 9 Assessment==		==Lab 9 Assessment==

	'''Group 1'''		'''Group 1'''

	This wiki page does well in covering a lot of areas relating to the topic, however the website does not outline the information found/used quite clear enough or to the right extent. The page would benefit largely in focusing much more attention to the mechanics of the process itself and how it physically works. There is lots of information regarding other various aspects relating to the topic, however the fundamentals of the topic are not clearly discussed on the page, and it is not clear what goes on in the process.		This wiki page does well in covering a lot of areas relating to the topic, however the website does not outline the information found/used quite clear enough or to the right extent. The page would benefit largely in focusing much more attention to the mechanics of the process itself and how it physically works. There is lots of information regarding other various aspects relating to the topic, however the fundamentals of the topic are not clearly discussed on the page, and it is not clear what goes on in the process.

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	'''Group 2'''		'''Group 2'''

	This page clearly and efficiently explains the topic of choice. It covers all relevant matters well and the text is descriptive and informative. After reading the page, I felt as though I had a greater understanding of the topic. The subheadings used are good, and are placed appropriately in order - providing an element of cohesiveness between the page and the topic in general. Good use of linking statements – connecting all the elements discussed on the page.		This page clearly and efficiently explains the topic of choice. It covers all relevant matters well and the text is descriptive and informative. After reading the page, I felt as though I had a greater understanding of the topic. The subheadings used are good, and are placed appropriately in order - providing an element of cohesiveness between the page and the topic in general. Good use of linking statements – connecting all the elements discussed on the page.

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	'''Group 3'''		'''Group 3'''

	This page initially gives an amazing first impression with the hand drawn image of the ovary – the text in the introduction is clear, succinct and very effectively lets readers know what the topic is about – and what that topic is. It does a good job at enticing the reader to continue on reading for the rest of the page.		This page initially gives an amazing first impression with the hand drawn image of the ovary – the text in the introduction is clear, succinct and very effectively lets readers know what the topic is about – and what that topic is. It does a good job at enticing the reader to continue on reading for the rest of the page.

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	'''Group 4'''		'''Group 4'''

	This topic clearly is extremely broad – and requires a whole lot of information to be covered. The students have done well in trying to reduce the denseness of the text as much as possible – however it is still quite hard to read the whole page at once and can get slightly tiresome. I think where possible you should just try and add a variety of media files, more videos and animations that will reduce the denseness of the whole page.		This topic clearly is extremely broad – and requires a whole lot of information to be covered. The students have done well in trying to reduce the denseness of the text as much as possible – however it is still quite hard to read the whole page at once and can get slightly tiresome. I think where possible you should just try and add a variety of media files, more videos and animations that will reduce the denseness of the whole page.

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	'''Group 6'''		'''Group 6'''

	The topic for this page is clearly broad and there is a lot of information that needs to be addressed, it can be inferred that a lot of concise research and time has been spent on this page. The students also do a good job to reference in text correctly and most of their images have correct copyright information.		The topic for this page is clearly broad and there is a lot of information that needs to be addressed, it can be inferred that a lot of concise research and time has been spent on this page. The students also do a good job to reference in text correctly and most of their images have correct copyright information.

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	The order of the text is also somewhat complicated and scattered – try to simplify the text where possible and link all subheadings together, making the page more cohesive as a whole. Irrelevant bits of information should be deleted and reduced as much as possible.		The order of the text is also somewhat complicated and scattered – try to simplify the text where possible and link all subheadings together, making the page more cohesive as a whole. Irrelevant bits of information should be deleted and reduced as much as possible.
	The page is good and on its way to being an informative and clear page for students.		The page is good and on its way to being an informative and clear page for students.


	==References==		==References==

Z5015534 at 00:01, 16 October 2015

2015-10-16T00:01:23Z

← Older revision		Revision as of 11:01, 16 October 2015
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	==Lab 9 Assessment==		==Lab 9 Assessment==

	'''Group 1'''		'''Group 1'''

	This wiki page does well in covering a lot of areas relating to the topic, however the website does not outline the information found/used quite clear enough or to the right extent. The page would benefit largely in focusing much more attention to the mechanics of the process itself and how it physically works. There is lots of information regarding other various aspects relating to the topic, however the fundamentals of the topic are not clearly discussed on the page, and it is not clear what goes on in the process.		This wiki page does well in covering a lot of areas relating to the topic, however the website does not outline the information found/used quite clear enough or to the right extent. The page would benefit largely in focusing much more attention to the mechanics of the process itself and how it physically works. There is lots of information regarding other various aspects relating to the topic, however the fundamentals of the topic are not clearly discussed on the page, and it is not clear what goes on in the process.

Line 113:		Line 115:

	'''Group 2'''		'''Group 2'''

	This page clearly and efficiently explains the topic of choice. It covers all relevant matters well and the text is descriptive and informative. After reading the page, I felt as though I had a greater understanding of the topic. The subheadings used are good, and are placed appropriately in order - providing an element of cohesiveness between the page and the topic in general. Good use of linking statements – connecting all the elements discussed on the page.		This page clearly and efficiently explains the topic of choice. It covers all relevant matters well and the text is descriptive and informative. After reading the page, I felt as though I had a greater understanding of the topic. The subheadings used are good, and are placed appropriately in order - providing an element of cohesiveness between the page and the topic in general. Good use of linking statements – connecting all the elements discussed on the page.

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	'''Group 3'''		'''Group 3'''

	This page initially gives an amazing first impression with the hand drawn image of the ovary – the text in the introduction is clear, succinct and very effectively lets readers know what the topic is about – and what that topic is. It does a good job at enticing the reader to continue on reading for the rest of the page.		This page initially gives an amazing first impression with the hand drawn image of the ovary – the text in the introduction is clear, succinct and very effectively lets readers know what the topic is about – and what that topic is. It does a good job at enticing the reader to continue on reading for the rest of the page.

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	'''Group 4'''		'''Group 4'''

	This topic clearly is extremely broad – and requires a whole lot of information to be covered. The students have done well in trying to reduce the denseness of the text as much as possible – however it is still quite hard to read the whole page at once and can get slightly tiresome. I think where possible you should just try and add a variety of media files, more videos and animations that will reduce the denseness of the whole page.		This topic clearly is extremely broad – and requires a whole lot of information to be covered. The students have done well in trying to reduce the denseness of the text as much as possible – however it is still quite hard to read the whole page at once and can get slightly tiresome. I think where possible you should just try and add a variety of media files, more videos and animations that will reduce the denseness of the whole page.

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	A good page that tackles an extremely extensive amount of information needed to be covered. The page does well and there are just a few things that need fixing up to improve the page. The referencing throughout the page is well done and most of the images had correct copyright and referencing material.		A good page that tackles an extremely extensive amount of information needed to be covered. The page does well and there are just a few things that need fixing up to improve the page. The referencing throughout the page is well done and most of the images had correct copyright and referencing material.


			'''Group 6'''

			The topic for this page is clearly broad and there is a lot of information that needs to be addressed, it can be inferred that a lot of concise research and time has been spent on this page. The students also do a good job to reference in text correctly and most of their images have correct copyright information.

			There is a LOT of text used on this page – more attention needs to be payed to reducing and compressing the sections of text within the page – try adding different formatting styles to the way the text sits on the page, or putting some of the information into tables or possibly using a video where applicable to simplify the explanation of an issue.
			I would also recommend trying to keep consistent formatting/presentation of all images throughout the page. Some are in thumbnails, others don’t have descriptions etc.. Keeping consistency with the formatting will make the page look much clearer and cohesiveness.

			The whole page will largely benefit from a greater increase in the number of media files used, particularly in the top section of the page. Readers want to be enticed into the page so having many images and media files at the start of the page will go a long way in keeping readers interested and encouraging them to keep working through the page.

			The order of the text is also somewhat complicated and scattered – try to simplify the text where possible and link all subheadings together, making the page more cohesive as a whole. Irrelevant bits of information should be deleted and reduced as much as possible.
			The page is good and on its way to being an informative and clear page for students.


	==References==		==References==

Z5015534 at 23:47, 15 October 2015

2015-10-15T23:47:52Z

← Older revision		Revision as of 10:47, 16 October 2015
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	Otherwise a really good page that has had a lot of work put into it – and it can be seen!		Otherwise a really good page that has had a lot of work put into it – and it can be seen!

			'''Group 4'''
			This topic clearly is extremely broad – and requires a whole lot of information to be covered. The students have done well in trying to reduce the denseness of the text as much as possible – however it is still quite hard to read the whole page at once and can get slightly tiresome. I think where possible you should just try and add a variety of media files, more videos and animations that will reduce the denseness of the whole page.

			Most of the text used is relevant and necessary – so some time should be spent trying to cut down as much as possible, however it might be beneficial to adjust the position of the images within the text – just to seemingly break up the denseness of the text and the format of the page.
			The tables used in the page are relevant and informative – however there are quite a lot used.

			A good page that tackles an extremely extensive amount of information needed to be covered. The page does well and there are just a few things that need fixing up to improve the page. The referencing throughout the page is well done and most of the images had correct copyright and referencing material.

	==References==		==References==

Z5015534 at 23:30, 15 October 2015

2015-10-15T23:30:46Z

← Older revision		Revision as of 10:30, 16 October 2015
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	The diagram drawn is neat and cited correctly.		The diagram drawn is neat and cited correctly.


			'''Group 3'''
			This page initially gives an amazing first impression with the hand drawn image of the ovary – the text in the introduction is clear, succinct and very effectively lets readers know what the topic is about – and what that topic is. It does a good job at enticing the reader to continue on reading for the rest of the page.

			Particularly for the introduction and generally on the whole page, the use of text is clear, not too dense and easy to understand. That is a really beneficial element to have on a clearly complicated topic and makes the topic interesting to read even for people who do not have training in that field.

			After the introduction section of the page, the text howver can become a bit crowded - this could be broken up through the use of more media files. Particular in the ‘causes’ section – something could be added there to break up the page. I would also recommend using media files other then images. Adding smething such as videos, animations or gifs would really add to the level of the page and make it much more interesting.

			I would also suggest that more information needs to be added to the ‘current treatments’ section. Not sure if this is quite complete yet, but this is quite a dramatic and important element of the topic, and the information currently present does not really delve into enough detail. A glossary added to the page would also add to its cohesiveness.

			Otherwise a really good page that has had a lot of work put into it – and it can be seen!
	==References==		==References==

Z5015534 at 04:08, 13 October 2015

2015-10-13T04:08:24Z

← Older revision		Revision as of 15:08, 13 October 2015
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	The page used a good amount of supporting pubmed articles, hwoever more images/media files could be used to break up the concentrated use of text. The video used is relevant and informative – however there is no copyright information.		The page used a good amount of supporting pubmed articles, hwoever more images/media files could be used to break up the concentrated use of text. The video used is relevant and informative – however there is no copyright information.


			'''Group 2'''
			This page clearly and efficiently explains the topic of choice. It covers all relevant matters well and the text is descriptive and informative. After reading the page, I felt as though I had a greater understanding of the topic. The subheadings used are good, and are placed appropriately in order - providing an element of cohesiveness between the page and the topic in general. Good use of linking statements – connecting all the elements discussed on the page.

			There is however an excessive amount of text used. Although the information is relevant and informative, the page is dense and reading all at once is tiresome. Reducing/sifting through the amount of text on the page – and also adding a great deal more media files will help to break up the denseness of the page. There is only 1 image on the whole page – greater attention needs to be paid to alternative media files and sources to help break up the page. Additional media files will also add to increasing the understanding of readers.
			The diagram drawn is neat and cited correctly.

	==References==		==References==