User:Z5015544
Mark Hill (talk) 12:31, 5 August 2016 (AEST) Very good. I see though that you have used HTML code (that is fine), but in general I prefer the simpler Wiki coding as it gives a more consistent appearance to the pages. |
External link
Lab Attendance
Z5015544 (talk) 14:41, 12 August 2016 (AEST)Lab 1Z5015544 (talk) 14:41, 12 August 2016 (AEST) Z5015544 (talk) 14:41, 12 August 2016 (AEST)Lab 2Z5015544 (talk) 14:41, 12 August 2016 (AEST) ANAT2341 Lab1
Z5015544 (talk)Lab 4Z5015544 (talk)
Z5015544 (talk) 14:35, 5 August 2016 (AEST)
Z5015544 (talk)Lab 3Z5015544 (talk)
Z5015544 (talk)Lab 5Z5015544 (talk)
Z5015544 (talk) 13:22, 9 September 2016 (AEST)Lab 6Z5015544 (talk) 13:22, 9 September 2016 (AEST)
Student Information (expand to read) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Individual Assessments | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Please leave this template on top of your student page as I will add your assessment items here. Beginning your online work - Working Online in this course
Click here to email Dr Mark Hill | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 1 Assessment - Researching a Topic | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
In the lab I showed you how to find the PubMed reference database and search it using a topic word. Lab 1 assessment will be for you to use this to find a research reference on "fertilization" and write a brief summary of the main finding of the paper.
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Lab 2 Assessment - Uploading an Image | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
OK you are now in a group
Initially the topic can be as specific or as broad as you want. Chicken embryo E-cad and P-cad gastrulation[1] References
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Lab 4 Assessment - GIT Quiz | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
ANAT2341 Quiz Example | Category:Quiz | ANAT2341 Student 2015 Quiz Questions | Design 4 quiz questions based upon gastrointestinal tract. Add the quiz to your own page under Lab 4 assessment and provide a sub-sub-heading on the topic of the quiz. An example is shown below (open this page in view code or edit mode). Note that it is not just how you ask the question, but also how you explain the correct answer. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 5 Assessment - Course Review | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Complete the course review questionnaire and add the fact you have completed to your student page. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 6 Assessment - Cleft Lip and Palate | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Lab 7 Assessment - Muscular Dystrophy | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Lab 8 Assessment - Quiz | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
A brief quiz was held in the practical class on urogenital development. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 9 Assessment - Peer Assessment | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Lab 10 Assessment - Stem Cells | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
As part of the assessment for this course, you will give a 15 minutes journal club presentation in Lab 10. For this you will in your current student group discuss a recent (published after 2011) original research article (not a review!) on stem cell biology or technology.
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Lab 11 Assessment - Heart Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Read the following recent review article on heart repair and from the reference list identify a cited research article and write a brief summary of the paper's main findings. Then describe how the original research result was used in the review article.
<pubmed>26932668</pubmed>Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Belbin model - Teamworker
I believe the role of "Teamworker" appears to match my attitude most compared to the other roles primarily because one of my main priorities when working with others is to ensure that everyone is contributing and henceforth working together as a proactive unit. Having played soccer for eight years, cricket for two years and as a current wardsmen coordinator at a public hospital, I have come to understand that being a teamworker is an attribute that each team member must have in order for a group to reach their goal.
Throughout my experiences when working with different teams I have also come to realise that support and encouragement of others is key in order to promote the contribution of each member. Minimal contributions by other team members is often a challenge I have faced in the past as when this occurs, it slows the team's work progress down and increases the workload for other team members. I always attempted to manage this issue by speaking with the group member(s) and highlighting the importance of their contribution to the team, which in most cases motivates them to invest more energy into working towards the goal.
WEEK 1
Lecture 1: Fertilzation
Prior to attending the second lecture this week, I initially thought that I had a relatively in-depth knowledge regarding the process of fertilization having completed my studies in physiology, histology and year 12 biology. However, after attending this lecture, I was left amazed after having seen the complexity of this process itself. What I found particularly interesting was the fact that all these little processes, such as membrane depolarization and the cortical reaction to name a few, lead to the formation of each human being that we see around us today. The content really made me reflect upon how incredible our bodies really are! I really look forward to learning more about the next steps of the developing embryo!
Lab 1 Assessment
<pubmed>27469431</pubmed>
The research article called "Mitofusin 2 regulates the oocytes development and quality by modulating meiosis and mitochondrial function" by Liu et al. (2016) aims to determine whether a mitochondrial dynamic protein named Mitofusin-2 (Mfn2), influences the quality of oocytes in the process of development by modulating mitochondrial function in vitro. In order to investigate this question, Liu et al. (2016) collected germinal vesicle oocytes from 4-week-old Imprinting Control Region (ICR) female mice and transfected them with Mfn2-siRNA. Multiple variables were investigated such as the levels of Mfn2 expression in oocytes after transfection and the effect of down-regulating Mfn2 upon oocyte maturation and fertilisation (Liu et al., 2016).
Overall it was discovered that the levels of protein and mRNA in the Mfn2-siRNA transfected group appeared to be significantly lower than the control groups who were not transfected (Liu et al., 2016). In addition to these findings, the article also revealed that a knockdown of Mfn2 influenced fertilisation and cleavage rate of oocytes whereby the Mfn2-siRNA group's rate dropped to 61%, a value that was significantly lower than the Cy3-siRNA transfected and untreated groups which had rates of 76% and 77.5% respectively. Furthermore, the knockdown of Mfn2 was also shown to affect oocyte meiosis, such that the microtubules during this process were arranged in a disorderly fashion and also no separated homologous chromosomes were found although the first polar body eduction had already taken place (Liu et al., 2016). It was also revealed that those groups which had low expression of Mfn2 experienced mitochondrial dysfunction in the oocytes (Liu et al., 2016). The article concludes that a reduction in the levels of Mfn2 protein was associated with a reduction in the rates of fertilisation and first polar body extrusion, thus supporting the notion that a knockdown of Mfn2 has the potential to influence the development and quality of oocytes "in vitro" by altering the processes of meiosis and mitochondrial function (Liu et al., 2016).
Mark Hill 18 August 2016 - You have added the citation correctly and written a good brief summary of this very recent article on fertilisation and mitochondrial function. As an aside, mitochondria divide by fission and join together by fusion, these 2 events appear to be independent of the cell cycle mechanisms. Does not affect your assessment, but you seem to like the fiddly HTML text formatting. | Assessment 5/5 |
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Mark Hill 29 August 2016 - All information Reference, Copyright and Student Image template correctly included with the file and referenced on your page here. Note the reference on your page should have a ref name so that you do not have multiple entries in your reference list as shown below
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Assessment 5/5 |
Lab 3 Assessment
Mark Hill 31 August 2016 - Lab 3 Assessment Quiz - Mesoderm and Ectoderm development. | Assessment 4.5/5 |
Assessment 4
Ectoderm and Mesoderm Quiz
Lab 6 (Completed the questionaire)
Lab 7: Genetic mutations in Cleft palate
Question 1: Identify a known genetic mutation that is associated with cleft lip or palate.
Genetic mutation: Mutation is in the Foxf2 gene
Question 2: Identify a recent research article on this gene.
<pubmed>26745863 </pubmed>
Question 3: How does this mutation affect developmental signalling in normal development.
Foxf2 is a gene that is required in the neural crest-derived palatal mesenchyme that is part of the process of normal palatogenesis (development of the palate). It has been found that mutations in this gene will lead to altered patterns of expression of Shh, Ptch1 and Shox 2 genes in the development of palatal shelves in the embryo. In such an instance, inactivation of Foxf2 along with Foxf1 in early neural crest cells resulted in ectopic activation of Fgf18 expression throughout the palatal mesenchyme and dramatic loss of the Shh gene expression throughout the palatal epithelium. In addition, it has been discovered through experiments on mice that those subjects which lacked the Fgf18 gene as a result of Foxf2 mutations seemed to exhibit high penetrance of developing cleft palate [2]. Such associations have also been discovered in humans.
References