User:Z5019526

Student Information (expand to read)
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 Make your own page. Log-in to the embryology website using your student ID and Zpass. Click your student number (shown in red at the top right of the screen following log-in) Create page using the tab at the top of the page, and save. Add the following to the top of your page exactly as shown - {{ANAT2341Student2016}} How would you identify your Type in a group and add to your page. What was the most interesting thing you learnt in the fertilisation lecture? If you have done the above correctly your ZID should be blue and not red on this page link - ANAT2341 2016 Students. Here is the example page I made in Lab 1 Student Page. With a few more explanatory notes. Click here to email Dr Mark Hill Editing Links: Editing Basics | Images | Tables | Referencing | Journal Searches | Copyright | Font Colours | Virtual Slide Permalink | My Preferences | One Page Wiki Card | Printing | Movies | Language Translation | Student Movies | Using OpenOffice | Internet Browsers | Moodle | Navigation/Contribution | Term Link | Short URLs | 2018 Test Student
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. Add a new Sub-heading "Lab 1 Assessment" (without the quotes). Search the database for a reference on "fertilisation" published in the last 5 years. It must be a research article not a Review. The full paper must be available online, not just the abstract. Add a link to this reference using its PMID using this code <pubmed>XXXXX</pubmed> replacing the Xs with just the PMID number (no text). Under the reference write a short summary of the papers main findings. Only 1-2 paragraphs. Must not be a copy of the paper abstract. Save and you are done.
Lab 2 Assessment - Uploading an Image
Upload a research image using the guide information below. The image uploaded for your individual assessment can relate to your project or from fertilisation to week 3 of development (upload only a single image). Add that image to your own individual page (see Images) including an image title and its reference link. No two students should upload the same image, check new images before you upload. No student can delete an image once uploaded, please contact me by email with the image address and I will delete (with no penalty, just glad to help out). 2016 Group Project Topic - Signaling in Development OK you are now in a group Go to the blank group page and add a topic that interests you along with your student signature. No two groups can do the same topic, but at this stage the final topic has not yet been decided (next week). Initially the topic can be as specific or as broad as you want. Chicken embryo E-cad and P-cad gastrulation References
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
Identify a known genetic mutation that is associated with cleft lip or palate. Identify a recent research article on this gene. How does this mutation affect developmental signalling in normal development.
Lab 7 Assessment - Muscular Dystrophy
What is/are the dystrophin mutation(s)? What is the function of dystrophin? What other tissues/organs are affected by this disorder? What therapies exist for DMD? What animal models are available for muscular dystrophy?
Lab 8 Assessment - Quiz
A brief quiz was held in the practical class on urogenital development.
Lab 9 Assessment - Peer Assessment
This will form part of your individual assessment for the course. Each student should now look at each of the other Group projects in the class. Next prepare a critical assessment (should include both positive and negative issues) of each project using the project group assessment criteria. This assessment should be pasted without signature on the top of the specific project's discussion page. (minimum length 3-5 paragraphs/project) This critical assessment should also be pasted on your own student page. Each student should therefore have 5 separate reports pasted on their own page for this assessment item. Length, quality and accuracy of your reports will be part of the overall mark for this assessment. there will be a greater loading on this than simple question assessments.
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. Lab 10 - Stem Cell Presentations 2016 Group Mark Assessor General Comments Group 1: 15/20 Group 2: 19/20 Group 3: 20/20 Group 4: 19/20 Group 5: 16/20 Group 6: 16/20 The students put great effort in their presentation and we heard a nice variety of studies in stem cell biology and regenerative medicine today. The interaction after the presentation was great. As general feedback I would like to advise students to: Never discuss M&M as a separate section in journal clubs. I gave this advice prior to the lab, but still most groups did talk through the M&M section. Do not use your slides as cheat sheets, avoid text on slides, know what messages you need to get across, use images to illustrate these Engage with your slides. Talk through them. Point at panels. Gauge your audience’s understanding by making eye contact with them Avoid using abbreviations. Most people do not readily understand these and will lose track
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
ANAT2341Lectures - Textbook chapters   Lecture (Timetable) Textbook - The Developing Human Textbook - Larsen's Human Embryology Embryology Introduction Introduction to the Developing Human Fertilization First Week of Human Development Gametogenesis, Fertilization, and First Week Week 1 and 2 Second Week of Human Development Second Week: Becoming Bilaminar and Fully Implanting Week 3 Third Week of Human Development Third Week: Becoming Trilaminar and Establishing Body Axes Mesoderm Fourth to Eighth Weeks of Human Development Fourth Week: Forming the Embryo Ectoderm Nervous System Development of the Central Nervous System Early Vascular Cardiovascular System Development of the Vasculature Placenta Placenta and Fetal Membranes Development of the Vasculature Endoderm - GIT Alimentary System Development of the Gastrointestinal Tract Respiratory Respiratory System Development of the Respiratory System and Body Cavities Head Pharyngeal Apparatus, Face, and Neck Development of the Pharyngeal Apparatus and Face Neural Crest Nervous System Development of the Peripheral Nervous System Musculoskeletal Muscular System Development of the Musculoskeletal System Limb Development of Limbs Development of the Limbs Renal Urogenital System Development of the Urinary System Genital Urogenital System Development of the Urinary System Stem Cells Integumentary Integumentary System Development of the Skin and Its Derivatives Endocrine Covered through various chapters (see also alternate text), read head and neck, neural crest and renal chapters. Endocrinology Textbook - Chapter Titles   Nussey S. and Whitehead S. Endocrinology: An Integrated Approach (2001) Oxford: BIOS Scientific Publishers; ISBN-10: 1-85996-252-1. Chapter 1. Principles of endocrinology Chapter 2. The endocrine pancreas Chapter 3. The thyroid gland Chapter 4. The adrenal gland Chapter 5. The parathyroid glands and vitamin D Chapter 6. The gonad Chapter 7. The pituitary gland Chapter 8. Cardiovascular and renal endocrinology Full Table of Contents Heart Cardiovascular System Development of the Heart Sensory Development of Eyes and Ears Development of the Eyes Fetal Fetal Period Fetal Development and the Fetus as Patient Birth and Revision Additional Textbook Content - The following concepts also form part of the theory material covered throughout the course. Principles and Mechanisms of Morphogenesis and Dysmorphogenesis Common Signaling Pathways Used During Development Human Birth Defect ANAT2341 Course Timetable   Week (Mon) Lecture 1 (Mon 1-2pm) Lecture 2 (Tue 3-4pm) Practical (Fri 1-3pm) Week 2 (1 Aug) Introduction Fertilization Lab 1 Week 3 (8 Aug) Week 1 and 2 Week 3 Lab 2 Week 4 (15 Aug) Mesoderm Ectoderm Lab 3 Week 5 (22 Aug) Early Vascular Placenta Lab 4 Week 6 (29 Aug) Gastrointestinal Respiratory Lab 5 Week 7 (5 Sep) Head Neural Crest Lab 6 Week 8 (12 Sep) Musculoskeletal Limb Development Lab 7 Week 9 (19 Sep) Renal Genital Lab 8 Mid-semester break Week 10 (3 Oct) Public Holiday Stem Cells Lab 9 Week 11 (10 Oct) Integumentary Endocrine Lab 10 Week 12 (17 Oct) Heart Sensory Lab 11 Week 13 (24 Oct) Fetal Birth and Revision Lab 12 ANAT2341 2016: Moodle page | ECHO360 | Textbooks | Students 2016 | Projects 2016

How would you identify your type in a group?

I found myself falling under multiple types. However, people who have worked with me in the past have always said that I am enthusiastic and diligent. For this reason, I would classify myself as the Resource Investigator. I'm always excited to do new things and integrate things from outside the box. I don't think I'm very creative with brainstorming new ideas, but with what ideas my teammates do bring, I would try my best to make it happen. It's true how it says that we start off great but tend to lose momentum towards the end. I find that this happens to me a lot, but I always strive to finish off just as enthusiastic as how I started.

What was the most interesting thing you learnt in the fertilisation lecture?

Prior to studying Embryology, I studied Histology and Evolutionary and Functional Biology where I first heard of the process of fertilisation. So, I was familiar with some words/phrases such as 'corpus luteum', 'antrum' and 'the secretory phase', however, I was overwhelmed by the detail explained in the fertilisation lecture. The previous subjects only provided a brief summary and would continue on the course. I also never heard of a lot of the words used in the lecture such as 'gametogenesis' and the process of 'patterning' and 'gastrulation', so there's definitely a lot for me to study. The most interesting thing I learnt in the lecture was how the follicle enlarges, ruptures and releases the oocyte, surrounding cells and fluid in ovulation but not all the follicle gets released. The remainder of the follicle remains in the uterus goes to form corpus luteum, which plays a big role in pregnancy as it secretes progesterone.

Lab Attendance

Z5019526 (talk) 14:42, 12 August 2016 (AEST)

Z5019526 (talk) 13:13, 19 August 2016 (AEST)

Z5019526 (talk) 13:26, 26 August 2016 (AEST)

Lab 1 Assessment

<pubmed>25624660</pubmed>

For an infertile couple, in vitro fertilisation (IVF) can be the solution. The purpose of this article was to explore the most common cause of infertility in both males and females; and to investigate the reasons why many couples, who seem strongly motivated at the beginning, end up discontinuing from IVF cycles in India. In this study, there were 88 cases of IVF. This consisted of couples aged between 20-40 years old who attended IVF clinics during 2009-2012, was in their first cycle of IVF treatment and whose last and only option left was IVF. The research was conducted over a 4 month period from May - August 2013.

In this study, it was found that 21% of the female participants had tubal pathology, making it the most common cause of infertility in women. Another important factor of infertility that should be considered is age. The mean age of the women was 30.9 years old, with 34% between 31-35 years old and 16% between 36-40 years old. If these female participants underwent IVF earlier, their chances of a successful outcome would have increased as age is a significant factor for a positive pregnancy. Oligo-asthenospermia was found to be the most dominant cause among male participants (13%). In addition, poor lifestyle habits such as smoking and stress could have a negative effect on sperm quality, quantity and mobility. The study also concluded that financial burden was the main reason behind IVF cycle drop out, with 65% of the couples discontinuing the treatment due to its high expenses. However, this came as a surprise as only 19% of women were classified under the low-income group and more than half (52%) belonged to the middle-income group. Other minor reasons why couples backed out from the IVF cycle was because 6.25% took on alternative methods such as adoption. An important note to take into consideration is that the infertile couples also go though stress, worry and agony, and unfortunately, those feelings cannot be quantitated.

Mark Hill 18 August 2016 - You have added the citation correctly and written a good brief summary of the article findings. While the paper does relate to fertilisation, it is not linked to the biological process, please stay focussed on the course topics.

Assessment 4/5

Lab 2 Assessment

The cell behaviours and its different locations down the AP embryonic axis

Mark Hill 29 August 2016 - All information Reference, Copyright and Student Image template included with the file and citation referenced on your page here. There are some formatting issues in the file information box, that have not affected your final mark. See my comments with the file.

Assessment 5/5

Lab 3 Assessment

Mark Hill 31 August 2016 - Lab 3 Assessment Quiz - Mesoderm and Ectoderm development. Question 1 - somites Question 4 - brain flexures Question 5 - maternal diet

Assessment 2.5/5

Lab 4 Assessment

1 What 3 major body cavities does the coelomic cavity form?

	Endoderm, Mesoderm, Ectoderm
	Pericardial, pleural, peritoneal
	Dorsal body cavity, Superior body cavity, Ventral body cavity

2 A defensive player is marking an offensive player with the disc. The defensive player gets to 'Five' in the stall count when the offensive player calls out 'disc space'. The defensive player agrees with the call and should :

	step back and continue counting from 'One'
	step back and continue counting from 'Four'
	step back and continue counting from 'Five'
	step back and continue counting from 'Six'

3 The disc stops on the sideline after an incomplete pass. A player for the team to play offense stretches out so his feet are five feet apart then picks up the disc. The offensive player has a choice of which foot to use as a pivot when bringing the disc back into play.

	true
	false

4 A handler throws a very low pass to a receiver who manages to snag the disc. A defensive player calls the disc 'down' since she saw the disc brush the grass before possession was gained. The offensive player states that he was watching the disc the whole time and adamantly denies the disc brushed the grass, suggesting perhaps the wind from the low pass moved the grass. None of the other players had a good view of what happened. What is the correct resolution when an agreement cannot be reached ?

	do it over again (back to the player who threw the disputed pass).
	defensive calls override offensive when it comes to disc up/down.
	the offensive player was closer to the disc, therefor had best perspective and makes the call.

5 The receiver of a pass has final say on whether she is in or out of bounds on a reception.

	true
	false

6 An offensive player cuts down the field and makes a diving bid for the disc. She catches the disc and her feet land in the endzone before she slides out of bounds. Near the end of her slide, her opponent's bag (off the field) knocks the disc out of her hands before she gets up.

	Point
	Receiver gets the disc on the goal line
	Incomplete pass

7 The offense (team A) sends a striker deep and the handler hucks the disc to them. The deep defender (team B) manages to sky the offensive player and catch the disc. The defender then puts the disc on the ground and sprints to get into cutting position.

	the D stands - team B keeps possession
	double turnover - team A gets the disc where the team B player dropped it

8 Any uncontested foul committed by a defender that affects an attempted reception in the endzone results in a point.

	true
	false

9 When initiating a stall count there must be a full second between announcing 'Stalling' and 'One'.

	true
	false

10 It is valid for a thrower to call a 'Fast Count' violation if their marker did not initiate the stall count with the word 'Stalling'.

	true
	false

11 Offensive player receives the disc while running at high speed, does not change direction but fakes a throw then delivers a quick pass before his third step after catching. Can 'travel' legitimately be called?

	yes
	no

12 It is a violation to not verify that one's reception was in bounds when an opposing player calls "Check Feet".

	true
	false

13 A dead disc is when play has stopped. Is there possibility of turnover?

	yes
	no

14 An offensive player catches a disc while heading towards the sideline at full sprint. Her momentum takes her out of bounds where she falls. After regaining her composure, she jogs back to the sideline and establishes a pivot. A player on defense, waiting at the sideline where the offensive receiver went out, had started counting and is at stall 'six' when the offensive player establishes her pivot.

	The offensive player may call 'fast count'.
	The defensive player is playing according to the rules.

15 If you commit a foul, you should always call it yourself.

	true
	false

16 A huck goes up to a receiver who was at midfield when the throw was released, the disc floats over the endzone and the receiver and a defender go up for it, but miss. The receiver calls foul, and the defender contests. The disc returns to the thrower. Where do the receiver and defender set up before the disc is put back into play by the thrower?

	At the spot of the foul.
	At the goal line.
	Where they were when the throw went off.