User:Z3422484: Difference between revisions

From Embryology
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lab 7 --[[User:Z3422484|Z3422484]] ([[User talk:Z3422484|talk]]) 11:04, 17 September 2014 (EST)
lab 7 --[[User:Z3422484|Z3422484]] ([[User talk:Z3422484|talk]]) 11:04, 17 September 2014 (EST)


lab 8 (Apologises, forgot to sign to this lab but still attended) --[[User:Z3422484|Z3422484]] ([[User talk:Z3422484|talk]]) 11:01, 8 October 2014 (EST)
Lab 9 --[[User:Z3422484|Z3422484]] ([[User talk:Z3422484|talk]]) 11:01, 8 October 2014 (EST)
http://www.ncbi.nlm.nih.gov/pubmed
http://www.ncbi.nlm.nih.gov/pubmed



Revision as of 11:01, 8 October 2014

Welcome to the 2014 Embryology Course!

Links: Timetable | How to work online | One page Wiki Reference Card | Moodle
  • Each week the individual assessment questions will be displayed in the practical class pages and also added here.
  • Copy the assessment items to your own page and provide your answer.
  • Note - Some guest assessments may require completion of a worksheet that will be handed in in class with your student name and ID.
Individual Lab Assessment
  1. Lab 1 Assessment - Fertilization References
  2. Lab 2 Assessment - Uploading a Research Image
  3. Lab 3 Assessment - Researching your Project Sub-Heading
  4. Lab 4 Assessment - Cord Stem Cells
  5. Lab 5 Assessment - Abnormalities
  6. Lab 6 Assessment - Group Work (As announced in the lecture, No individual assessment item for this Lab, but I do expect you to have added content to your Group project by tomorrow's Lab.)
  7. Lab 7 Assessment - Endocrine+Teeth
  8. Lab 8 - Genital
  9. Lab 9 - Peer Assessment
  10. Lab 10 - Sensory Development
  11. Lab 11 - Stem Cells
  12. Lab 12 - Stem Cells Presentation (see preparation information)
Lab 12 - Stem Cell Presentation Assessment More Info
Group Comment Mark (10)
1/8
  • Lots of effort to place article in larger context
  • Slide lay out could be improved: lots of empty space, use larger images and talk through them
  • Results presentation a bit convoluted. Try to finish discussion of each experiment with a clear conclusion.
  • Repetition of information towards the end
  • One presenter had an unprofessional style of presentation
7
2
  • Good well-structured presentation
  • Good introduction
  • Methods discussed separately. Try to avoid this, and incorporate in discussion of experiments. Not sure if technology was understood very well.
7.5
3
  • Good well-structured presentation
  • Do not discuss methods as a separate section
  • Discussion of results not always very clear, comprehension?
7.5
4
  • Good well-structured presentation
  • Lots of text on slides, improve talking through images, blow up images
  • Good discussion
8.5
5
  • Good well-structured presentation, amount of text on slides relatively good.
  • Figures too small, discussion bit convoluted
  • Slightly over time
8.5
6
  • Good comprehension and well-structured presentation.
  • Too much text on slides
  • Experiments discussed in a lot of detail. Try to be more concise and discuss aim of experiment, approach, summarize results, conclude.
  • No talking through figures
8.5
7
  • Good well-structured presentation, great introduction, inclusion of images in presentation done relatively well.
  • Methods discussed separately. Incorporate methods in discussion of the experiments in the results section.
  • Try not to depend too much on text on your slides
  • Talking through results images was not very clear, comprehension?
7.5
More Useful Links
Student Projects
Group 1 Respiratory User:Z3330991 User:Z3332339 User:Z3333429 User:Z3372817
Group 2 Renal User:Z3463310 User:Z3465141 User:Z3465654 User:Z5030311
Group 3 Gastrointestinal User:Z3414515 User:Z3375627 User:Z3415141 User:Z3415242
Group 4 Genital User:Z3415716 User:Z3416697 User:Z3417458 User:Z3417753
Group 5 Integumentary User:Z3417796 User:Z3417843 User:Z3418340 User:Z3418488
Group 6 Endocrine User:Z3418702 User:Z3418837 User:Z3418698 User:Z3414648
Group 7 Neural User:Z3418981 User:Z3419587 User:Z3422484 User:Z3374116
Group 8 Musculoskeletal User:Z3418779 User:Z3418718 User:Z3418989
Student Projects Fetal Development of a specific System.
2014 Course: Week 2 Lecture 1 Lecture 2 Lab 1 | Week 3 Lecture 3 Lecture 4 Lab 2 | Week 4 Lecture 5 Lecture 6 Lab 3 | Week 5 Lecture 7 Lecture 8 Lab 4 | Week 6 Lecture 9 Lecture 10 Lab 5 | Week 7 Lecture 11 Lecture 12 Lab 6 | Week 8 Lecture 13 Lecture 14 Lab 7 | Week 9 Lecture 15 Lecture 16 Lab 8 | Week 10 Lecture 17 Lecture 18 Lab 9 | Week 11 Lecture 19 Lecture 20 Lab 10 | Week 12 Lecture 21 Lecture 22 Lab 11 | Week 13 Lecture 23 Lecture 24 Lab 12
Student Projects - Group 1 | Group 2 | Group 3 | Group 4 | Group 5 | Group 6 | Group 7 | Group 8 | Moodle

LAB ATTENDANCE

lab 1 --Z3422484 (talk) 12:51, 6 August 2014 (EST)

lab 2--Z3422484 (talk) 12:42, 13 August 2014

lab 3 --Z3422484 (talk) 11:11, 20 August 2014 (EST)

lab 4 --Z3422484 (talk) 11:18, 27 August 2014 (EST)

lab 5 --Z3422484 (talk) 11:21, 3 September 2014 (EST)

lab 6 --Z3422484 (talk) 10:57, 10 September 2014 (EST)

lab 7 --Z3422484 (talk) 11:04, 17 September 2014 (EST)

lab 8 (Apologises, forgot to sign to this lab but still attended) --Z3422484 (talk) 11:01, 8 October 2014 (EST)

Lab 9 --Z3422484 (talk) 11:01, 8 October 2014 (EST) http://www.ncbi.nlm.nih.gov/pubmed

Pubmed


PMID2508416


<pubmed>25084016</pubmed>

Lab 1 Assessment

<pubmed>25100708</pubmed>

The article above investigates in detail, the acrosome reaction occurring within spermatozoa and whether other roles are involved with [Ca2+]i. This was facilitated by using FM4-64, Fluo-4 AM (fluorescent dye) and Sytox green (represent whether cell death has occurred) as well as progesterone, Ham's F-10 media, FITC-PSA and ionomycin. The three major steps undertaken in the experiment (method) involve the preparation of the human sperm samples, viewing of spermatozoa samples and the use of the scanning electron microscope. The preparation of the sperm samples involved culturing sperm in a Ham’s F-10 medium in an incubator at room temperature and then placed into medium allowing capacitation to occur. Spermatozoa were then suspended in various reagents including the FM4-64 DYE, incubated then viewed under an inverted microscope. The spermatozoa (given progesterone) were then viewed under a scanning electron microscope.

The study found that applying ionomycin with the FM4-64 dye led to a more accurate image forming on the acrosomal region of spermatozoa due to an increase in fluorescence. With this in mind, distribution changes occurred when AR inducers (ionomycin and progesterone) were applied. The acrosomal reaction is heavily dependent on extracellular Ca2+. The staining revealed the formation of tube-like structures on the spermatozoa head. These structures were unique in that developed while capacitation was underway. Also, it was found that progesterone did not affect spontaneous Ca2+ oscillation and therefore no correlation was found.


<pubmed>25031361</pubmed>

The aim of the experiment was to identify and discuss how nuerotensin affects the functioning of sperm. The above article utilised an epididymis removed from mice and placed in a human tubal fluid medium containing various reagents. Cumulus oocyte complexes were then isolated from antral follicles and then applied with IVM. NTR1 and NTR2 were then analysed using immunofluorescence in spermatozoa. The oviduct and uterus dissected from four to five mice was then immersed in Bouin’s fixing solution and then viewed under a fluorescence microscope. RT-PCR was then used to analyse cumulus tissues and female reproductive tissue as well as the monitoring of neurotensin levels in samples.

It was found that tyrosine phosphorylation was not enhanced when neurotensin was present. However, NT did speed up the rate at which the acrosome reaction occurred. Furthermore, when expression levels were monitored in female reproductive tissues and cumulus cells, the ampulla displaced a significantly higher expression level compared to the isthmus or uterus. Lastly, when cumulus oocyte complexes in the presence of FSH or EGF, neurotensin released from cumulus was affected greatly (significant increase).


--Mark Hill These are good summaries of the 2 research articles. (5/5)

Where are your submissions for Lab 2 and 3 assessments?

Lab 4 Assessment

Part 1

<pubmed>19156219</pubmed>

The article above looks at whether regulatory T lymphocytes cultured with human cord blood stem cells prevents the occurrence of type 1 diabetes in non-obese mice. Diabetes mellitus type 1 is caused by the immune system attacking and destroying beta cells distributed within the islets of Langerhans. Beta cells are imperative for survival as they responsible for producing the peptide hormone insulin, responsible for lowering blood glucose levels. Therefore, the destruction of these insulin producing beta cells by auto-reactive effector T cells is a major issue. It has been noted that Tregs (Regulatory T cells) display an essential role by having an inhibitory effect on auto-reactive effector T cells. Defects or abnormalities in Tregs accelerates the occurrence of type 1 diabetes.


The findings show that by applying purified autologous CD4(+)CD62L(+)co-cultured with human blood stem cells boots the regeneration of beta cells and an increase in beta-cell mass and hence an increase in insulin production and restoring the framework of pancreatic islets. Furthermore a decrease in islet inflammation, re-establishment of blood cytokine balance (Th1/Th2) and inhibiting leukocyte triggered apoptosis in pancreatic islets. The implications of these findings provide as possible strategy in treating type 1 Diabetes in regenerative medicine.

Part 2

Ductus Arteriosus - shunts pulmonary artery to aorta above heart

Ductus venosus - shunts left umbilical vein to inferior vena cava near the liver

Foramen ovale - located in atrial septum, allowing blood from right atrium to enter left atrium

Lab 5 Assessment

Alveolar Capillary Dysplasia

Alveolar capillary dysplasia is a developmental condition occurring in newborns involving improper positioning of pulmonary veins and unsuccessful formation alveolar capillaries where there is no contact to the alveolar mucosa as well as increased thickness of the alveolar wall as well as reduced distribution of these capillaries. Associated with this is also pulmonary hypertension leading to respiratory distress and can eventually be fatal for newborns as well as lead to other congenital abnormalities.

It has been strongly noted that a genetic abnormality is major contributing factor to the cause of alveolar capillary dysplasia. This involves mutations such as micro- deletions in a specific gene referred to as the FOX1 gene. The FOX1 gene is important in lung development and its vasculature as well as gastrointestinal tract development. The FOX1 gene produces a transcription factor responsible in regulation activity of other genes by binding to specific regions of DNA. A mutation in the FOX1 gene leads to an inactivated protein leading to lung blood vessel abnormalities. Furthermore deletion in genes along the region of 16q24.1 of chromosome 16 can further lead to the progression of this disease.


--Mark Hill (talk) 11:27, 26 August 2014 (EST) This image should also be on your student page.


File:Trophoblast_and_villous_epithelium_of_the_placenta.png

Lab 6 Assessment

Part 1

<pubmed>23274887</pubmed>

The article looks at whether the occurrence of beta-cell dysfunction is in relation to the peroxisome proliferator-activated receptor-y coactivator-1a or PGC-1a. PGC-1a, co-regulates the activity of glucocorticoids binding onto the GC receptor. It was found that PGC-1a overexpression affected glucose tolerance and glucose stimulated insulin secretion (GSIS). Furthermore, impairment in B-cell gene expression reduced B-cell mass and insulin composition in the pancreas as well as Langerhans cell islets and islet mitotic growth (hypertrophy). A unique finding demonstrated in the article is that PGC-1a overexpression in the adult stage does not affect glucose tolerance and GSIS but only in the fetal stage. Furthermore, neurod1; which has a regulatory effect on insulin gene expression is reduced by PGC-1a overexpression. This transcription factor when leads to the above exhibited effects on GSIS and pancreatic islet number and growth.

Part 2