Introduction to Human Development 3
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3 Embryology and Development
BIOL 6505 − INTRODUCTION TO FETAL MEDICINE 3. EMBRYOLOGY AND DEVELOPMENT Arlet G. Kurkchubasche, M.D. INTRODUCTION Embryology – the field of study that pertains to the developing organism/human Basic embryology –usually taught in the chronologic sequence of events. These events are the basis for understanding the congenital anomalies that we encounter in the fetus, and help explain the relationships to other organ system concerns. Below is a synopsis of some of the critical steps in embryogenesis from the anatomic rather than molecular basis. These concepts will be more intuitive and evident in conjunction with diagrams and animated sequences. This text is a synopsis of material provided in Langman’s Medical Embryology, 9th ed. First week – ovulation to fertilization to implantation Fertilization restores 1) the diploid number of chromosomes, 2) determines the chromosomal sex and 3) initiates cleavage. Cleavage of the fertilized ovum results in mitotic divisions generating blastomeres that form a 16-cell morula. The dense morula develops a central cavity and now forms the blastocyst, which restructures into 2 components. The inner cell mass forms the embryoblast and outer cell mass the trophoblast. Consequences for fetal management: Variances in cleavage, i.e. splitting of the zygote at various stages/locations - leads to monozygotic twinning with various relationships of the fetal membranes. Cleavage at later weeks will lead to conjoined twinning. Second week: the week of twos – marked by bilaminar germ disc formation. Commences with blastocyst partially embedded in endometrial stroma Trophoblast forms – 1) cytotrophoblast – mitotic cells that coalesce to form 2) syncytiotrophoblast – erodes into maternal tissues, forms lacunae which are critical to development of the uteroplacental circulation. -
Determination of Cell Development, Differentiation and Growth
Pediat. Res. I: 395-408 (1967) Determination of Cell Development, Differentiation and Growth A Review D.M.BROWN[ISO] Department of Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota, USA Introduction plasmic synthesis, water uptake, or, in the case of intact tissue, intercellular deposition. It may include prolifera It has become increasingly apparent that the basis for tion or the multiplication of identical cells and may be biologic variation in relation to disease states is in accompanied by differentiation which implies anatomical large part predetermined from early embryonic stages. as well as functional changes. The number of cellular Consideration of variations of growth and development units in a tissue may be related to the deoxyribonucleic must take into account the genetic constitution and acid (DNA) content or nucleocytoplasmic units [24, early embryonic events of tissue and organ develop 59, 143]. Differentiation may refer to physical and ment. chemical organization of subcellular components or The incidence of congenital malformation has been to changes in the structure and organization of cells estimated to be 2 to 3 percent of all live born infants and leading to specialized organs. may double by one year [133]. Minor abnormalities are even more common [79]. Furthermore, the large variety of well-defined 'inborn errors of metabolism', Control of Embryonic Chemical Development as well as the less apparent molecular and chromosomal abnormalities, should no doubt be considered as mal Protein syntheses during oogenesis and embryogenesis formations despite the possible lack of gross somatic are guided by nuclear and nucleolar ribonucleic acid aberrations. Low birth weight is a frequent accom (RNA) which are in turn controlled by primer DNA. -
Early Childhood Development Our Strategy for Unleashing Girls’ Potential from the Start
Early Childhood Development Our strategy for unleashing girls’ potential from the start A girl’s earliest years can change But those years are fraught with her life–and our world. challenges for girls and their caregivers. Children’s first years represent a window of opportunity. Their brains are developing Few preschool programs offer the rapidly, building the cognitive and gender-responsive education children need to socio-emotional skills that set the stage develop healthy perceptions of themselves and for later success. Social and emotional each other. At the same time, caregivers and role learning that promotes more equal gender models for those children — most often women and relationships during these critical years can older girls — face their own set of challenges. empower both girls and boys to break the Because affordable, high-quality childcare can be cycle of gender discrimination, opening up hard to come by, mothers often give up paid work tremendous possibility for girls in particular. and older sisters must forgo their own education to care for their family. “Care is integral to child development and wellbeing...[but] too much of That’s why Echidna funds efforts the responsibility for childcare falls to support gender equality from on women.” –Overseas Development Institute, Women’s Work report the start. In early childhood, we support girls and their caregivers so both can thrive. Our grantmaking focuses on enabling quality, gender-responsive early childhood programs and high quality childcare. This sets the stage for girls to persevere and perform better in school, for boys and men to to take on a wider spectrum of roles, and for caretakers to maintain their own wellbeing. -
Spawning & Larviculture of Bivalve Mollusks
Spawning & Larviculture of Bivalve Mollusks Grade Level: Subject Area: Time: 9-12 Aquaculture, Biology, Preparation: 30 minutes to prepare Reproduction, Anatomy Activity: 50 minute lecture (may require 1 ½ class periods) Clean-up: NA SPS (SSS): 06.04 Employ correct terminologies for animal species and conditions (e.g. sex, age, etc.) (LA.A.1.4.1-4; LA.A.2.4.4; LA.B.1.4.1-3; LA.B.2.4.1-3; LA.C.1.4.1; LA.C.2.4.1). 11.09 Develop an information file in aquaculture species (LA.A.1.4, 2.4; LA.B.1.4, 2.4; LA.C.1.4, 2.4, 3.4; LA.D.2.4; SC.D.1.4; SC.F.1.4, 2.4; SC.G.1.4, 2.4). 11.10 List and describe the major factors in the growth of aquatic fauna and flora (LA.A.1.4, 2.4; LA.B.1.4, 2.4; LA.C.1.4, 2.4, 3.4; LA.D.2.4; SC.D.1.4, SC.F.1.4, 2.4; SC.G.1.4, 2.4). 13.02 Explain how changes in water affect aquatic life (LA.A.1.4, 2.4; LA.B.2.4; LA.C.1.4, 2.4; LA.D.2.4; SC.F.1.4; SC.G.1.4). 13.03 Explain, monitor, and maintain freshwater/saltwater quality standards for the production of desirable species (LA.A.1.4, 2.4; LA.B.2.4; LA.C.1.4, 2.4; LA.D.2.4; MA>B.1.4; MA.E.1.4, 2.4, 3.4; SC.E.2.4; SC.F.2.4; SC.G.1.4). -
Early Childhood Behavior Problems and the Gender Gap in Educational
Research Article Sociology of Education 2016, 89(3) 236–258 Early Childhood Behavior Ó American Sociological Association 2016 DOI: 10.1177/0038040716650926 Problems and the Gender http://soe.sagepub.com Gap in Educational Attainment in the United States Jayanti Owens1 Abstract Why do men in the United States today complete less schooling than women? One reason may be gender differences in early self-regulation and prosocial behaviors. Scholars have found that boys’ early behavioral disadvantage predicts their lower average academic achievement during elementary school. In this study, I examine longer-term effects: Do these early behavioral differences predict boys’ lower rates of high school graduation, college enrollment and graduation, and fewer years of schooling completed in adulthood? If so, through what pathways are they linked? I leverage a nationally representative sample of children born in the 1980s to women in their early to mid-20s and followed into adulthood. I use decomposition and path analytic tools to show that boys’ higher average levels of behavior problems at age 4 to 5 years help explain the current gender gap in schooling by age 26 to 29, controlling for other observed early childhood fac- tors. In addition, I find that early behavior problems predict outcomes more for boys than for girls. Early behavior problems matter for adult educational attainment because they tend to predict later behavior problems and lower achievement. Keywords gender, behavioral skills/behavior problems, educational attainment, life course, inequality In the United States today, men face a gender gap conditional on enrolling. The relatively small gen- in education: They are less likely than women to der gap in high school completion is due to a stag- finish high school, enroll in college, and complete nation, or by some measures a decline, in men’s a four-year college degree (Aud et al. -
Chapter 9 Reproduction in Animals.Pmd
9 Reproduction in Animals MULTIPLE CHOICE QUESTIONS 1. Sets of reproductive terms are given below. Choose the set that has an incorrect combination. (a) sperm, testis, sperm duct, penis (b) menstruation, egg, oviduct, uterus (c) sperm, oviduct, egg, uterus (d) ovulation, egg, oviduct, uterus 2. In humans, the development of fertilised egg takes place in the (a) ovary (c) oviduct (b) testis (d) uterus 3. In the list of animals given below, hen is the odd one out. human being, cow, dog, hen The reason for this is (a) it undergoes internal fertilisation. (b) it is oviparous. (c) it is viviparous. (d) it undergoes external fertilisation. 4. Animals exhibiting external fertilisation produce a large number of gametes. Pick the appropriate reason from the following. (a) The animals are small in size and want to produce more offsprings. (b) Food is available in plenty in water. (c) To ensure better chance of fertilisation. (d) Water promotes production of large number of gametes. 5. Reproduction by budding takes place in (a) hydra (c) paramecium (b) amoeba (d) bacteria 6. Which of the following statements about reproduction in humans is correct? (a) Fertilisation takes place externally. 12/04/18 48 EEE XEMPLAR PROBLEMS (b) Fertilisation takes place in the testes. (c) During fertilisation egg moves towards the sperm. (d) Fertilisation takes place in the human female. 7. In human beings, after fertilisation, the structure which gets embedded in the wall of uterus is (a) ovum (c) foetus (b) embryo (d) zygote 8. Aquatic animals in which fertilisation occurs in water are said to be: (a) viviparous without fertilisation. -
Pregnancy and Prenatal Development Chapter 4
Child Growth and Development Pregnancy and Prenatal Development Chapter 4 Prepared by: Debbie Laffranchini From: Papalia, Olds, Feldman Prenatal Development: Three Stages • Germinal stage – Zygote • Embryonic stage – Embryo • Fetal stage – Fetus • Principles of development: – Cephalocaudal* – Proximodistal* Germinal Stage • Fertilization to 2 weeks • Zygote divides – Mitosis – Within 24 hours, 64 cells – Travels down the fallopian tube, approximately 3 – 4 days – Changes to a blastocyst – Cell differentiation begins • Embryonic disk – Differentiates into two layers » Ectoderm: outer layer of skin, nails, hair, teeth, sensory organs, nervous system, including brain and spinal cord » Endoderm: digestive system, liver, pancreas, salivary glands, respiratory system – Later a middle layer, mesoderm, will develop into skin, muscles, skeleton, excretory and circulatory systems – Implants about the 6th day after fertilization – Only 10% - 20% of fertilized ova complete the task of implantation • 800 billion cells eventually Germinal Stage (cont) • Blastocyst develops – Amniotic sac, outer layers, amnion, chorion, placenta and umbilical cord – Placenta allows oxygen, nourishment, and wastes to pass between mother and baby • Maternal and embryonic tissue • Placenta filters some infections • Produces hormones – To support pregnancy – Prepares mother’s breasts for lactation – Signals contractions for labor – Umbilical cord is connected to embryo • Mother’s circulatory system not directly connected to embryo system, no blood transfers Embryonic Stage: -
Adolescence and Adulthood 10
PSY_C10.qxd 1/2/05 3:36 pm Page 202 Adolescence and Adulthood 10 CHAPTER OUTLINE LEARNING OBJECTIVES INTRODUCTION ADOLESCENCE Physical development Cognitive development Social and emotional development EARLY ADULTHOOD Physical development Cognitive development Social and emotional development MIDDLE ADULTHOOD Physical development Cognitive development Social and emotional development LATE ADULTHOOD Physical development Cognitive development Social and emotional development FINAL THOUGHTS SUMMARY REVISION QUESTIONS FURTHER READING PSY_C10.qxd 1/2/05 3:36 pm Page 203 Learning Objectives By the end of this chapter you should appreciate that: n the journey from adolescence through adulthood involves considerable individual variation; n psychological development involves physical, sensory, cognitive, social and emotional processes, and the interactions among them; n although adolescence is a time of new discoveries and attainments, it is by no means the end of development; n there is some evidence of broad patterns of adult development (perhaps even stages), yet there is also evidence of diversity; n some abilities diminish with age, while others increase. INTRODUCTION Development is a lifelong affair, which does not the decisions of others, or governed by pure stop when we reach adulthood. Try this thought chance? Do you look forward to change (and experiment. Whatever your current age, imagine ageing), or does the prospect unnerve you? yourself ten years from now. Will your life have It soon becomes clear when we contemplate progressed? Will -
Introduction to Plant Embryology Dr
Introduction to Plant embryology Dr. Pallavi J.N.L. College Khagaul Plant Embryology • Embryology is the study of structure and development of embryo, including the structure and development of male and female reproductive organs, fertilisation and similar other processes. • Father of Indian Plant empryology- Panchanan Maheshwari • Plant embryogenesis is a process that occurs after the fertilization of an ovule to produce a fully developed plant embryo. This is a pertinent stage in the plant life cycle that is followed by dormancy and germination. • The zygote produced after fertilization, must undergo various cellular divisions and differentiations to become a mature embryo. An end stage embryo has five major components including the shoot apical meristem, hypocotyl, root meristem, root cap, and cotyledons. Unlike animal embryogenesis, plant embryogenesis results in an immature form of the plant, lacking most structures like leaves, stems, and reproductive structures. • The Phanerogams (the flowering-plants) are also called spermatophytes (the seed bearing plants). These plants propagate mainly through seeds. The seed is a structure in which the embryo is enclosed. Adjacent to the embryo, foods are stored either inside the endosperm (albuminous) or in cotyledon (exalbuminous) for future use. Life cycle of flowering plants • Alternation between a dominant sporophytic generation and a highly reduced gametophytic generation. Dominant sporophytic generation is diploid and reduced gaThe normal sexual cycle (amphimixing) involves two important processes: • (i) Meiosis and • (ii) Fertilization • In meiosis also known as reduction division, a diploid sporophytic cell spore mother cell) • gets converted into four haploid gametophytic cells. (“2n” number of chromosomes becomes half i.e. “n” number of chromosome) gametophytic generation is haploid. -
Biology of the Corpus Luteum
PERIODICUM BIOLOGORUM UDC 57:61 VOL. 113, No 1, 43–49, 2011 CODEN PDBIAD ISSN 0031-5362 Review Biology of the Corpus luteum Abstract JELENA TOMAC \UR\ICA CEKINOVI] Corpus luteum (CL) is a small, transient endocrine gland formed fol- JURICA ARAPOVI] lowing ovulation from the secretory cells of the ovarian follicles. The main function of CL is the production of progesterone, a hormone which regu- Department of Histology and Embryology lates various reproductive functions. Progesterone plays a key role in the reg- Medical Faculty, University of Rijeka B. Branchetta 20, Rijeka, Croatia ulation of the length of estrous cycle and in the implantation of the blastocysts. Preovulatory surge of luteinizing hormone (LH) is crucial for Correspondence: the luteinization of follicular cells and CL maintenance, but there are also Jelena Tomac other factors which support the CL development and its functioning. In the Department of Histology and Embryology Medical Faculty, University of Rijeka absence of pregnancy, CL will cease to produce progesterone and induce it- B. Branchetta 20, Rijeka, Croatia self degradation known as luteolysis. This review is designed to provide a E-mail: [email protected] short overview of the events during the life span of corpus luteum (CL) and to make an insight in the synthesis and secretion of its main product – pro- Key words: Ovary, Corpus Luteum, gesterone. The major biologic mechanisms involved in CL development, Progesterone, Luteinization, Luteolysis function, and regression will also be discussed. INTRODUCTION orpus luteum (CL) is a transient endocrine gland, established by Cresidual follicular wall cells (granulosa and theca cells) following ovulation. -
The Legacy of Reinier De Graaf
A Portrait in History The Legacy of Reinier De Graaf Venita Jay, MD, FRCPC n the second half of the 17th century, a young Dutch I physician and anatomist left a lasting legacy in medi- cine. Reinier (also spelled Regner and Regnier) de Graaf (1641±1673), in a short but extremely productive life, made remarkable contributions to medicine. He unraveled the mysteries of the human reproductive system, and his name remains irrevocably associated with the ovarian fol- licle. De Graaf was born in Schoonhaven, Holland. After studying in Utrecht, Holland, De Graaf started at the fa- mous Leiden University. As a student, De Graaf helped Johannes van Horne in the preparation of anatomical spec- imens. He became known for using a syringe to inject liquids and wax into blood vessels. At Leiden, he also studied under the legendary Franciscus Sylvius. De Graaf became a pioneer in the study of the pancreas and its secretions. In 1664, De Graaf published his work, De Succi Pancreatici Natura et Usu Exercitatio Anatomica Med- ica, which discussed his work on pancreatic juices, saliva, and bile. In this work, he described the method of col- lecting pancreatic secretions through a temporary pancre- atic ®stula by introducing a cannula into the pancreatic duct in a live dog. De Graaf also used an arti®cial biliary ®stula to collect bile. In 1665, De Graaf went to France and continued his anatomical research on the pancreas. In July of 1665, he received his doctorate in medicine with honors from the University of Angers, France. De Graaf then returned to the Netherlands, where it was anticipated that he would succeed Sylvius at Leiden University. -
Evolution of Oviductal Gestation in Amphibians MARVALEE H
THE JOURNAL OF EXPERIMENTAL ZOOLOGY 266394-413 (1993) Evolution of Oviductal Gestation in Amphibians MARVALEE H. WAKE Department of Integrative Biology and Museum of Vertebrate Zoology, University of California,Berkeley, California 94720 ABSTRACT Oviductal retention of developing embryos, with provision for maternal nutrition after yolk is exhausted (viviparity) and maintenance through metamorphosis, has evolved indepen- dently in each of the three living orders of amphibians, the Anura (frogs and toads), the Urodela (salamanders and newts), and the Gymnophiona (caecilians). In anurans and urodeles obligate vivi- parity is very rare (less than 1%of species); a few additional species retain the developing young, but nutrition is yolk-dependent (ovoviviparity) and, at least in salamanders, the young may be born be- fore metamorphosis is complete. However, in caecilians probably the majority of the approximately 170 species are viviparous, and none are ovoviviparous. All of the amphibians that retain their young oviductally practice internal fertilization; the mechanism is cloaca1 apposition in frogs, spermato- phore reception in salamanders, and intromission in caecilians. Internal fertilization is a necessary but not sufficient exaptation (sensu Gould and Vrba: Paleobiology 8:4-15, ’82) for viviparity. The sala- manders and all but one of the frogs that are oviductal developers live at high altitudes and are subject to rigorous climatic variables; hence, it has been suggested that cold might be a “selection pressure” for the evolution of egg retention. However, one frog and all the live-bearing caecilians are tropical low to middle elevation inhabitants, so factors other than cold are implicated in the evolu- tion of live-bearing.