Foxl3, a Sexual Switch in Germ Cells, Initiates Two Independent Molecular Pathways for Commitment to Oogenesis in Medaka
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Human Reproductive Systems Males Vs. Females Learning Goals • Students Will Describe the Basic Anatomy and Physiology of the Male and Female Reproductive Systems
Human Reproductive Systems Males vs. Females Learning Goals • Students will describe the basic anatomy and physiology of the male and female reproductive systems. Gonads are sex organs that create gametes? & excrete sex hormones Gonads are sex organs that create gametes & excrete sex hormones Male gonads are called testes Female gonads are called ovaries -Are the site of sperm production -Are the site of egg production & maturation Gametes are also called sex ?cells, and are used to create offspring with a mixture of genetic information. Gametes are also called sex cells, and are used to create offspring with a mixture of genetic information. Male gametes are called sperm Female gametes are called -produce 300-500 million per 5ml eggs/ova of semen -70,000-100,000 at birth -release 1-2 per month from puberty to menopause. Sex Hormones are chemical? signals that tell the sex organs how to function. Sex Hormones are chemical signals that tell the sex organs how to function. Male hormone is called Female hormones are estrogen testosterone and progesterone -released from the testes -released from the ovary -controls sperm production -controls egg production & release Duct systems help deliver gametes from gonads and are the site of fertilization in females and delivers sperm out of the body in males. Male duct systems include: Epididymis -site of sperm maturation (about 20 days for sperm to mature) Male duct systems include: Vas deferens -Tube for sperm to travel through as they leave the testes Male duct systems include: Urethra -shared tube for release of semen from reproductive tract and urine from the bladder. -
Algal Sex Determination and the Evolution of Anisogamy James Umen, Susana Coelho
Algal Sex Determination and the Evolution of Anisogamy James Umen, Susana Coelho To cite this version: James Umen, Susana Coelho. Algal Sex Determination and the Evolution of Anisogamy. Annual Review of Microbiology, Annual Reviews, 2019, 73 (1), 10.1146/annurev-micro-020518-120011. hal- 02187088 HAL Id: hal-02187088 https://hal.sorbonne-universite.fr/hal-02187088 Submitted on 17 Jul 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Annu. Rev. Microbiol. 2019. 73:X–X https://doi.org/10.1146/annurev-micro-020518-120011 Copyright © 2019 by Annual Reviews. All rights reserved Umen • Coelho www.annualreviews.org • Algal Sexes and Mating Systems Algal Sex Determination and the Evolution of Anisogamy James Umen1 and Susana Coelho2 1Donald Danforth Plant Science Center, St. Louis, Missouri 63132, USA; email: [email protected] 2Sorbonne Université, UPMC Université Paris 06, CNRS, Algal Genetics Group, UMR 8227, Integrative Biology of Marine Models, Station Biologique de Roscoff, CS 90074, F-29688, Roscoff, France [**AU: Please write the entire affiliation in French or write it all in English, rather than a combination of English and French**] ; email: [email protected] Abstract Algae are photosynthetic eukaryotes whose taxonomic breadth covers a range of life histories, degrees of cellular and developmental complexity, and diverse patterns of sexual reproduction. -
Meiosis & Sexual Reproduction Heyer 1
Meiosis & Sexual Reproduction Meiosis & Sex Cells Arise From Preexisting Cells I. Asexual (Mitotic) Reproduction a. Mitosis: production of two identical nuclei b. Cytokinesis: physical division of the cell into two II. Sexual (Meiotic) Reproduction a. Meiosis: production of four non-identical nuclei b. Cytokinesis: physical division of the cell c. Fertilization: fusion of two Sexual reproduction creates sex cells d. Syngamy: fusion of new combinations of alleles. two nuclei Diploid cells have Homologous chromosomes [Homologs]: homologous pairs of chromosomes: same loci, maybe different alleles. 1 set from mom, 1 set from dad. Meiosis: Reductive Division Sex = Meiosis + Syngamy — Reduces Chromosome Number in Half Meiosis has 2 consecutive divisions – Meiosis I: Homologous pairs separate – Meiosis II: Sister chromatids separate Each division has a prophase, metaphase, anaphase and a telophase Meiosis: Syngamy: 2n 1n 1n 2n Diploid haploid Haploid diploid Heyer 1 Meiosis & Sexual Reproduction Chromosomes Matched in Sexual Life Cycles Homologous Pairs (Homologs) Human somatic (body) cells – 23 pairs = 46 chromosomes – Homolog = same size, shape, centromere, and genes Pairs #1 - 22 = Autosomes – Both male and female Pair #23 = Sex Chromosomes – Determine gender – XX = female, XY = male Diploid life history Alternation of Generations Haploid life history (animals) (plants) (fungi) Human karyotype Somatic (body) cells are Diploid Meiosis I Gametes (sex cells) are Haploid Diploid (2n) Prophase I – Two of each kind of chromosome Chromosomes -
The Diversity of Plant Sex Chromosomes Highlighted Through Advances in Genome Sequencing
G C A T T A C G G C A T genes Review The Diversity of Plant Sex Chromosomes Highlighted through Advances in Genome Sequencing Sarah Carey 1,2 , Qingyi Yu 3,* and Alex Harkess 1,2,* 1 Department of Crop, Soil, and Environmental Sciences, Auburn University, Auburn, AL 36849, USA; [email protected] 2 HudsonAlpha Institute for Biotechnology, Huntsville, AL 35806, USA 3 Texas A&M AgriLife Research, Texas A&M University System, Dallas, TX 75252, USA * Correspondence: [email protected] (Q.Y.); [email protected] (A.H.) Abstract: For centuries, scientists have been intrigued by the origin of dioecy in plants, characterizing sex-specific development, uncovering cytological differences between the sexes, and developing theoretical models. Through the invention and continued improvements in genomic technologies, we have truly begun to unlock the genetic basis of dioecy in many species. Here we broadly review the advances in research on dioecy and sex chromosomes. We start by first discussing the early works that built the foundation for current studies and the advances in genome sequencing that have facilitated more-recent findings. We next discuss the analyses of sex chromosomes and sex-determination genes uncovered by genome sequencing. We synthesize these results to find some patterns are emerging, such as the role of duplications, the involvement of hormones in sex-determination, and support for the two-locus model for the origin of dioecy. Though across systems, there are also many novel insights into how sex chromosomes evolve, including different sex-determining genes and routes to suppressed recombination. We propose the future of research in plant sex chromosomes should involve interdisciplinary approaches, combining cutting-edge technologies with the classics Citation: Carey, S.; Yu, Q.; to unravel the patterns that can be found across the hundreds of independent origins. -
Section 6: Sex Cells and Fertilisation
S ection 6: S ex Cells and Fertilisation U se the w ords in the w ord bank below to com plete the sentences below : S maller, vagina, anther, halved, fertilisation, nucleus, male, half, gametes, D N A , stigma, female, ovules, pollen, pollen tube, four, zygote, threadlike, one, identical, genes, amino acids, protein, function, meiosis, sex chromosomes, male S ome plants reproduce sexually. T he sexual parts are inside the flow ers. M ost flow ering plants have flow ers w ith both __ ___ __ and _ ___ __ parts. T hese sexual parts produce special sex cells called _ ____ ___ _. Label the diagram above. T he male part of a flow ering plant is called the ___ ___ ___ _ and produces __ ______. T he female part is called the _ ___ ___ _ and produces ovules. Pollen grains are __ ___ ____ and more numerous than ovules, w hich are larger. Fertilisation in flow ering plants occurs by pollen trains being transferred to the _ ___ ___ _. A _____ ___ __ _____then grow s dow n into the ovary and into an ovule. A male gamete then passes dow n the tube and fuses w ith egg cell. T his process is called 1 __ __________. T he fertilised egg is now called a ___ ___ __. Fertilisation produces variety in the offspring because genetically identical gametes form in different w ays, producing different combinations. S exual Reproduction In H umans Label the follow ing diagrams: 2 In humans, fertilisation takes place in the oviduct. -
Establishing Sexual Dimorphism in Humans
CORE Metadata, citation and similar papers at core.ac.uk Coll. Antropol. 30 (2006) 3: 653–658 Review Establishing Sexual Dimorphism in Humans Roxani Angelopoulou, Giagkos Lavranos and Panagiota Manolakou Department of Histology and Embryology, School of Medicine, University of Athens, Athens, Greece ABSTRACT Sexual dimorphism, i.e. the distinct recognition of only two sexes per species, is the phenotypic expression of a multi- stage procedure at chromosomal, gonadal, hormonal and behavioral level. Chromosomal – genetic sexual dimorphism refers to the presence of two identical (XX) or two different (XY) gonosomes in females and males, respectively. This is due to the distinct content of the X and Y-chromosomes in both genes and regulatory sequences, SRY being the key regulator. Hormones (AMH, testosterone, Insl3) secreted by the foetal testis (gonadal sexual dimorphism), impede Müller duct de- velopment, masculinize Wolff duct derivatives and are involved in testicular descent (hormonal sexual dimorphism). Steroid hormone receptors detected in the nervous system, link androgens with behavioral sexual dimorphism. Further- more, sex chromosome genes directly affect brain sexual dimorphism and this may precede gonadal differentiation. Key words: SRY, Insl3, testis differentiation, gonads, androgens, AMH, Müller / Wolff ducts, aromatase, brain, be- havioral sex Introduction Sex is a set model of anatomy and behavior, character- latter referring to the two identical gonosomes in each ized by the ability to contribute to the process of repro- diploid cell. duction. Although the latter is possible in the absence of sex or in its multiple presences, the most typical pattern The basis of sexual dimorphism in mammals derives and the one corresponding to humans is that of sexual di- from the evolution of the sex chromosomes2. -
Orphanet Report Series Rare Diseases Collection
Marche des Maladies Rares – Alliance Maladies Rares Orphanet Report Series Rare Diseases collection DecemberOctober 2013 2009 List of rare diseases and synonyms Listed in alphabetical order www.orpha.net 20102206 Rare diseases listed in alphabetical order ORPHA ORPHA ORPHA Disease name Disease name Disease name Number Number Number 289157 1-alpha-hydroxylase deficiency 309127 3-hydroxyacyl-CoA dehydrogenase 228384 5q14.3 microdeletion syndrome deficiency 293948 1p21.3 microdeletion syndrome 314655 5q31.3 microdeletion syndrome 939 3-hydroxyisobutyric aciduria 1606 1p36 deletion syndrome 228415 5q35 microduplication syndrome 2616 3M syndrome 250989 1q21.1 microdeletion syndrome 96125 6p subtelomeric deletion syndrome 2616 3-M syndrome 250994 1q21.1 microduplication syndrome 251046 6p22 microdeletion syndrome 293843 3MC syndrome 250999 1q41q42 microdeletion syndrome 96125 6p25 microdeletion syndrome 6 3-methylcrotonylglycinuria 250999 1q41-q42 microdeletion syndrome 99135 6-phosphogluconate dehydrogenase 67046 3-methylglutaconic aciduria type 1 deficiency 238769 1q44 microdeletion syndrome 111 3-methylglutaconic aciduria type 2 13 6-pyruvoyl-tetrahydropterin synthase 976 2,8 dihydroxyadenine urolithiasis deficiency 67047 3-methylglutaconic aciduria type 3 869 2A syndrome 75857 6q terminal deletion 67048 3-methylglutaconic aciduria type 4 79154 2-aminoadipic 2-oxoadipic aciduria 171829 6q16 deletion syndrome 66634 3-methylglutaconic aciduria type 5 19 2-hydroxyglutaric acidemia 251056 6q25 microdeletion syndrome 352328 3-methylglutaconic -
Feminization of Pheromone-Sensing Neurons Affects Mating Decisions in Drosophila Males
152 Research Article Feminization of pheromone-sensing neurons affects mating decisions in Drosophila males Beika Lu1, Kathleen M. Zelle1, Raya Seltzer2, Abraham Hefetz2 and Yehuda Ben-Shahar1,* 1Department of Biology, Washington University in St Louis, MO 63130, USA 2Department of Zoology, George S. Wise Faculty of Life Sciences, Tel Aviv University, 69978 Tel Aviv, Israel *Author for correspondence ([email protected]) Biology Open 3, 152–160 doi: 10.1242/bio.20147369 Received 5th December 2013 Accepted 12th December 2013 Summary The response of individual animals to mating signals depends which can be modulated by variable social contexts. Finally, on the sexual identity of the individual and the genetics of the we show that feminization of ppk23-expressing sensory mating targets, which represent the mating social context neurons lead to major transcriptional shifts, which may (social environment). However, how social signals are sensed explain the altered interpretation of the social environment and integrated during mating decisions remains a mystery. by feminized males. Together, these data indicate that the One of the models for understanding mating behaviors in sexual cellular identity of pheromone sensing GRNs plays a molecular and cellular terms is the male courtship ritual in major role in how individual flies interpret their social the fruit fly (Drosophila melanogaster). We have recently environment in the context of mating decisions. shown that a subset of gustatory receptor neurons (GRNs) that are enriched in the male -
History of Sex Education Table of Contents
History of Sex Education Table of contents Introduction 5 The social hygiene movement 9 Schools and character-building organizations 13 The influence of WWI 17 Moving beyond disease prevention 19 Family life education 21 The sexual revolution and culture wars 25 Controversies erupt 29 The culture wars 33 AIDS changes the debate 37 The fight between abstinence-only and comprehensive sexuality education 39 The rise of the abstinence-only movement 43 Abstinence-only programs face criticism 49 Evidence-based programs and beyond 51 The fight continues 55 Looking forward: Sex ed as a vehicle for social change 59 2 3 Introduction Sex education in the United States has great potential to educate both individuals and society. It can give us knowledge about our bodies; debunk harmful stereotypes about sex, race, and gender; provide opportunities for us to think critically about our own values and relationships; and empower us to stand up for our rights and the rights of others to pleasure, bodily autonomy, and consent. This was not, however, what sex education was initially designed to do. Too often, over the past 100 years of American history, it has been used to do just the opposite. 4 5 Those who originally pushed the importance of SIECUS believes, however, that sex education— educating the public about sexuality did so out if done properly—has the power to serve as a of a fear that their comfortable, white, middle vehicle for social change. Understanding the class way of living was being threatened by the history of sex education in this country, the loosening of sexual morals. -
Same-Sex Sexual Behavior in Xenogryllus Marmoratus (Haan, 1844) (Grylloidea: Gryllidae: Eneopterinae): Observation in the Wild from Youtube
Short Communication P. OLIVERO AND T. ROBILLARDJournal of Orthoptera Research 2017, 26(1): 1-51 Same-sex sexual behavior in Xenogryllus marmoratus (Haan, 1844) (Grylloidea: Gryllidae: Eneopterinae): Observation in the wild from YouTube PAOLA OLIVERO1, TONY ROBILLARD2 1 Instituto de Diversidad y Ecología Animal (IDEA), CONICET-UNC and Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba. Av. Vélez Sarsfield 299 CP X5000JJC. Córdoba, Argentina. 2 Institut de Systématique, Évolution et Biodiversité, ISYEB – UMR 7205 CNRS, MNHN, UPMC, EPHE, Muséum national d’Histoire naturelle, Sorbonne Universités, case postale 50, 57 rue Cuvier, F-75231 Paris cedex 05, France. Corresponding author: T. Robillard ([email protected]) Academic editor: Corinna Bazelet | Received 20 April 2017 | Accepted 30 May 2017 | Published 28 June 2017 http://zoobank.org/9864E869-7928-44CB-A93F-903D0DDB3F45 Citation: Olivero P, Robillard T (2017) Same-sex sexual behavior in Xenogryllus marmoratus (Haan, 1844) (Grylloidea: Gryllidae: Eneopterinae): Observation in the wild from YouTube. Journal of Orthoptera Research 26(1): 1–5. https://doi.org/10.3897/jor.26.14569 Abstract media, it is common to get information about the location where the video was made, along with sounds and images that Searching on the internet for supplementary information about spe- facilitate identification. Online videos can be particularly helpful cies of interest can be helpful when trying to document a quite common when trying to document a species that is relatively common, but but under studied species. While revising the genus Xenogryllus Bolívar, under studied. Recently, the study of such under studied species 1890, we used this method to find additional references about the species of eneopterine crickets has revealed the existence of a system of Xenogryllus marmoratus (Haan, 1844). -
Review Questions Meiosis
Review Questions Meiosis 1. Asexual reproduction versus sexual reproduction: which is better? Asexual reproduction is much more efficient than sexual reproduction in a number of ways. An organism doesn’t have to find a mate. An organism donates 100% of its’ genetic material to its offspring (with sex, only 50% end up in the offspring). All members of a population can produce offspring, not just females, enabling asexual organisms to out-reproduce sexual rivals. 2. So why is there sex? Why are there boys? If females can reproduce easier and more efficiently asexually, then why bother with males? Sex is good for evolution because it creates genetic variety. All organisms depend on mutations for genetic variation. Sex takes these preexisting traits (created by mutations) and shuffles them into new combinations (genetic recombination). For example, if we wanted a rice plant that was fast-growing but also had a high yield, we would have to wait a long time for a fast-growing rice to undergo a mutation that would also make it highly productive. An easy way to combine these two desirable traits is through sexually reproduction. By breeding a fast-growing variety with a high-yielding variety, we can create offspring with both traits. In an asexual organism, all the offspring are genetically identical to the parent (unless there was a mutation) and genetically identically to each other. Sexual reproduction creates offspring that are genetically different from the parents and genetically different from their siblings. In a stable environment, asexual reproduction may work just fine. However, most ecosystems are dynamic places. -
The Human Reproductive System
ANATOMY- PHYSIOLOGY-REPRODUCTIVE SYSTEM - IN RESPONSE TO CONVID 19 APRIL 2, 2020 nd Dear students and parents, April 2 , 2020 Beginning two days prior to our last day at school I issued work packets to all students in all classed; the content of which was spanning a two-three week period. Now that our removal from school will continue to at least May 1st, I have provided the following work packets which will span the remainder of the year, should our crisis continue. The following folders are available: ANATOMY – PHYSIOLOGY 1. Packet – THE HUMAN REPRODUCATIVE AND ENDOCRINE SYSTEMS. 2. Packet- THE HUMAN NERVOUS SYSTEM 3. Packet handed our prior to our last day: THE HUMAN EXCRETORY SYSTEM ZOOLOGY 1. Packet- STUDY OF THE CRUSTACEANS 2. Packet- STUDY OF THE INSECTS 3. Packet- handed our prior to our last day- INTRODUCTION TO THE ARTRHROPODS- CLASSES MYRIAPODA AND ARACHNIDA AP BIOLOGY – as per the newly devised topics of study focus, structure of adapted test, test dates and supports provided as per the guidelines and policies of The College Board TO ALL STUDENTS! THESE PACKETS WILL BE GUIDED BY THE SAME PROCEDURES WE EMBRACED DURING FALL TECH WEEK WHERE YOU ARE RESPONSIBLE FOR THE WORK IN THE PACKETS- DELIVERED UPON YOUR RETURN TO SCHOOL OR AS PER UNFORESEEN CHANGES WHICH COME OUR WAY. COLLABORATION IS ENCOURAGED- SO STAY IN TOUCH AND DIG IN! YOUR PACKETS WILL BE A NOTEBOOK GRADE. EVENTUALLY YOU SHALL TAKE AN INDIVIDUAL TEST OF EACH PACKET = AN EXAM GRADE! SCHOOL IS OFF SITE BUT NOT SHUT DOWN SO PLEASE DO THE BODY OF WORK ASSIGNED IN THE PACKETS PROVIDED.