The Protection of the Human Embryo in Vitro
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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. -
Human Reproduction and Childbirth
8083DV HUMAN REPRODUCTION AND CHILDBIRTH DVD Version ISBN-13: 978-1-55548-681-5 ISBN: 1-55548-681-9 HUMAN REPRODUCTION AND CHILDBIRTH CREDITS Executive Producer Anson W. Schloat Producer Peter Cochran Script Karin Rhines Teacher’s Resource Book Karin Rhines Former Program Director, Westchester County (NY) Department of Health Copyright 2009 Human Relations Media, Inc. HUMAN RELATIONS MEDIA HUMAN REPRODUCTION AND CHILDBIRTH HUMAN REPRODUCTION AND CHILDBIRTH TABLE OF CONTENTS DVD Menu i Introduction 1 Learning Objectives 2 Program Summary 3 Note to the Teacher 4 Student Activities 1. Pre/Post Test 5 2. Male Anatomy 7 3. Female Anatomy 8 4. Comparative Anatomy 9 5. Matching Quiz 12 6. What Happens When? 14 7. The Fertilization Process 17 8. Care Before Birth 19 9. Research Project 20 10. Being a Parent 22 11. Stem Cells 23 Fact Sheets 1. The Menstrual Cycle 24 2. The Production of Sperm 26 3. Prenatal Care 27 4. Fetal Development 28 5. Screening Newborns for Inherited Diseases 31 6. Prenatal Pictures 32 7. Eating for Two 33 8. Fetal Alcohol Syndrome 35 9. What About Multiples? 36 10. Resources 38 11. Bibliography 39 Other Programs from Human Relations Media 40 HUMAN RELATIONS MEDIA HUMAN REPRODUCTION AND CHILDBIRTH HUMAN REPRODUCTION AND CHILDBIRTH DVD MENU MAIN MENU PLAY CHAPTER SELECTION From here you can access many different paths of the DVD, beginning with the introduction and ending with the credits. 1. Introduction 2. The Male Reproductive System 3. The Female Reproductive System 4. Fertilization and Pregnancy 5. First Trimester 6. Second and Third Trimester 7. -
Fertilisation and Moral Status: a Scientific Perspective
Journal ofmedical ethics, 1987, 13, 173-178 J Med Ethics: first published as 10.1136/jme.13.4.173 on 1 December 1987. Downloaded from Fertilisation and moral status: a scientific perspective Karen Dawson Monash University, Australia Author's abstract begins with a spermatozoon, the male gamete, The debate about the moral status ofthe embryo hasgained penetrating the ovum or female gamete and culminates new impetus because of the advances in reproductive in the mingling of the genetic material from each to technology that have made early human embryo form a single-celled zygote. experimentation a possibility, and because of the public Historically, fertilisation was believed to be possible concern that this arouses. Severalphilosophical arguments only in the uterine or fallopian tubes of the female, claiming that fertilisation is the event that accords moral but recent medical advances resulting in many births status to the embryo were initiallyformulated in the context world-wide, have demonstrated that in vitro of the abortion debate. Were they formulated with fertilisation is also possible (3). Regardless of the sufficientprecision to accountforthe scientificfacts as we location of the process, its biological consequences are now understand them? Or do these arguments need the same: fertilisation restores the diploid chromosome three moralstatus number, enhances genetic variation, results in sex modification?Aspects of argumentsfor copyright. beingacquired atfertilisation are examined in relation to determination and is a necessary prerequisite for current scientific knowledge, highlighting the reasons why embryogenesis to proceed (4). such arguments, atpresent, seem toprovide an inadequate basis for the determination of moral status. Fertilisation and moral status: the arguments examined Advances in reproductive technology have made it technically possible for the early human embryo to be Arguments in support of fertilisation as the time at an experimental subject. -
Reproductive System, Day 2 Grades 4-6, Lesson #12
Family Life and Sexual Health, Grades 4, 5 and 6, Lesson 12 F.L.A.S.H. Reproductive System, day 2 Grades 4-6, Lesson #12 Time Needed 40-50 minutes Student Learning Objectives To be able to... 1. Distinguish reproductive system facts from myths. 2. Distinguish among definitions of: ovulation, ejaculation, intercourse, fertilization, implantation, conception, circumcision, genitals, and semen. 3. Explain the process of the menstrual cycle and sperm production/ejaculation. Agenda 1. Explain lesson’s purpose. 2. Use transparencies or your own drawing skills to explain the processes of the male and female reproductive systems and to answer “Anonymous Question Box” questions. 3. Use Reproductive System Worksheets #3 and/or #4 to reinforce new terminology. 4. Use Reproductive System Worksheet #5 as a large group exercise to reinforce understanding of the reproductive process. 5. Use Reproductive System Worksheet #6 to further reinforce Activity #2, above. This lesson was most recently edited August, 2009. Public Health - Seattle & King County • Family Planning Program • © 1986 • revised 2009 • www.kingcounty.gov/health/flash 12 - 1 Family Life and Sexual Health, Grades 4, 5 and 6, Lesson 12 F.L.A.S.H. Materials Needed Classroom Materials: OPTIONAL: Reproductive System Transparency/Worksheets #1 – 2, as 4 transparencies (if you prefer not to draw) OPTIONAL: Overhead projector Student Materials: (for each student) Reproductive System Worksheets 3-6 (Which to use depends upon your class’ skill level. Each requires slightly higher level thinking.) Public Health - Seattle & King County • Family Planning Program • © 1986 • revised 2009 • www.kingcounty.gov/health/flash 12 - 2 Family Life and Sexual Health, Grades 4, 5 and 6, Lesson 12 F.L.A.S.H. -
Female Reproductive System External Female Reproductive Organs Internal Female Reproductive Organs Menstrual Cycle
Prevention and Recognition of Obstetric Fistula Training Package Module 3: Female Reproductive System External female reproductive organs Internal female reproductive organs Menstrual cycle • Menstruation usually starts when a girl is between 11-15 years of age (menarche) and continues until 50-60 years of age (menopause) • Monthly cycle if a woman is not pregnant or breastfeeding (can also be affected by some methods of family planning) • Controlled by hormone cycles – Follicular stimulating hormone (FSH) and Luteinizing hormone (LH) from the pituitary gland – Estrogen and progesterone from the ovaries • After the egg is released from the ovary (ovulation) if there is no fertilization with sperm, there is a discharge of blood and mucous from the uterus and the cycle repeats Changes during pregnancy • A woman can get pregnant if she has sex during or near the time of ovulation • Symptoms of pregnancy women may notice: missed menstruation, soreness and enlargement of breasts, nausea, frequent urination and fatigue • As the fetus grows inside the uterus, it stretches and extends above the pelvic bones Impact of nutrition on reproduction • Inadequate nutrition interferes with physical growth – height and weight – of children • Young women who had inadequate nutrition as children may be short in stature, undernourished and have pelvic bones not well developed for pregnancy and childbirth • Under-nutrition can also interfere with reproductive hormones and increase risk of anemia. Women who are undernourished may not have normal menstrual cycles and may have difficulty getting pregnancy and staying healthy during pregnancy. -
Knowledge About Human Reproduction and Experience of Puberty 4
KNOWLEDGE ABOUT HUMAN REPRODUCTION AND EXPERIENCE OF PUBERTY 4 4.1 KNOWLEDGE AND EXPERIENCE OF PUBERTY Knowledge of the physiology of human reproduction and the means to protect oneself against sexual or reproductive problems and diseases should be available to adolescents. Better knowledge of these subjects among young adults will lead to correct attitudes and responsible reproductive health behavior. 4.1.1 Knowledge of Physical Changes In the 2002-2003 Indonesia Young Adult Reproductive Health Survey (IYARHS), respondents were asked several questions to measure their knowledge about human reproduction and the experience of puberty. They were asked to name any physical changes that a boy or a girl goes through during the transition from childhood to adolescence. The responses were spontaneous, without any prompting from the interviewer. The findings are presented in Table 4.1. It is interesting to note that while the respondents may have experienced some of the physical changes listed in the questionnaire, some may not have recognized them as part of the process of growing up into adulthood; others may not report them to the interviewer. Table 4.1 Knowledge of physical changes at puberty Percentage of unmarried women and men age 15-24 who know of specific physical changes in a boy and a girl at puberty, by age, IYARHS 2002-2003 Women Men Indicators of physical changes 15-19 20-24 Total 15-19 20-24 Total In a boy Develop muscles 26.3 27.7 26.8 33.1 30.4 32.0 Change in voice 52.2 65.6 56.7 35.5 44.6 39.2 Growth of facial hair, pubic hair, -
20. Riesgos Y Complicaciones En FIV-ICSI
01 serono 1-6 OK:Maquetación 1 8/3/07 12:14 Página 223 20. Riesgos y complicaciones en FIV-ICSI RIESGOS DERIVADOS DEL TRATAMIENTO HORMONAL Estimulación ovárica y riesgo de cáncer La medicación para estimular la ovulación se utiliza desde hace unos cuarenta años para tratar la infertilidad. En los últimos veinte años, diferentes estudios empiezan a cuestio- nar la seguridad de estos fármacos y su relación con distintos tipos de cáncer. Ayhan y cols. en una revisión en el año 2004, concluyen que se necesitan estudios prospectivos, multicéntricos y durante largos periodos de tiempo para determinar la relación entre el uso de los fármacos para estimular la ovulación y el riesgo de cáncer(1). En el año 2000, Klip et al. realizan una revisión desde 1966 a 1999 donde se analiza la relación entre el uso de fármacos de estimulación ovárica y el riesgo de cáncer de ova- rio, mama, endometrio, tiroides y melanoma. Aunque se sugiere una relación entre el uso de los fármacos y el riesgo de cáncer, no existen estudios epidemiológicos que lo demues- tren(2). Más tarde, Kashyap et al. 2004, en su metaanálisis, demuestran una tendencia hacia un efecto beneficioso de las técnicas de reproducción asistida, ya que suelen fina- lizar en embarazo, que es un factor protector contra el cáncer de ovario(3). Sin embargo, Ness et al., 2002, publicaron un metaanálisis(4), en el que encontraban un ligero aumento de riesgo de neoplasia borderline en pacientes que habían sido expues- tas a tratamientos de infertilidad, cuando se comparaba con la población normal, pero Mosgaard demostró que ello es debido en parte a la propia infertilidad(5). -
A Rapid and Effective Nonsurgical Artificial Insemination Protocol Using
Transgenic Res (2015) 24:775–781 DOI 10.1007/s11248-015-9887-3 TECHNICAL REPORT A rapid and effective nonsurgical artificial insemination protocol using the NSETTM device for sperm transfer in mice without anesthesia Barbara J. Stone . Kendra H. Steele . Angelika Fath-Goodin Received: 27 January 2015 / Accepted: 3 June 2015 / Published online: 12 June 2015 Ó The Author(s) 2015. This article is published with open access at Springerlink.com Abstract Artificial insemination (AI) is an assisted Introduction reproductive technique that is implemented success- fully in humans as a fertility treatment, performed Artificial insemination (AI) is used to assist in extensively for commercial breeding of livestock, and reproduction by directly delivering motile sperm to is also successful in laboratory rodents. AI in the the female reproductive tract. Artificial insemination mouse may be especially useful for breeding of in mice can be useful as an alternative to breeding for transgenic or mutant mice with fertility problems, strains which are not easily bred due to physical or expansion of mouse colonies, and as an alternative to behavioral issues. The techniques of AI and in vitro in vitro fertilization. Nonsurgical AI techniques for the fertilization (IVF) can both be used to generate viable mouse have been described previously but are not embryos. Development after AI simply continues in often implemented due to technical difficulties. Here the recipient female, while embryos generated from we compare various protocols for preparation of CD1 IVF must be transferred to a pseudopregnant recipient. recipients prior to AI for naı¨ve (in estrus), ovulation- AI or IVF can be used to generate embryos after induced, and superovulated females. -
Sperm Penetration and Early Patterning in the Mouse 5805
Development 129, 5803-5813 5803 © 2002 The Company of Biologists Ltd doi:10.1242/dev.00170 Early patterning of the mouse embryo – contributions of sperm and egg Karolina Piotrowska* and Magdalena Zernicka-Goetz† Wellcome Trust/Cancer Research UK Institute, and Department of Genetics, University of Cambridge, Tennis Court Road, Cambridge CB2 1QR, UK *On leave from the Department of Experimental Embryology, Polish Academy of Sciences, Jastrzebiec, Poland †Author for correspondence (e-mail: [email protected]) Accepted 12 September 2002 SUMMARY The first cleavage of the fertilised mouse egg divides the 2-cell blastomere to divide in parthenogenetic embryo does zygote into two cells that have a tendency to follow not necessarily contribute more cells to the blastocyst. distinguishable fates. One divides first and contributes its However, even when descendants of the first dividing progeny predominantly to the embryonic part of the blastomere do predominate, they show no strong blastocyst, while the other, later dividing cell, contributes predisposition to occupy the embryonic part. Thus mainly to the abembryonic part. We have previously blastomere fate does not appear to be decided by observed that both the plane of this first cleavage and the differential cell division alone. Finally, when the cortical subsequent order of blastomere division tend to correlate cytoplasm at the site of sperm entry is removed, the first with the position of the fertilisation cone that forms after cleavage plane no longer tends to divide the embryo sperm entry. But does sperm entry contribute to assigning into embryonic and abembryonic parts. Together these the distinguishable fates to the first two blastomeres or is results indicate that in normal development fertilisation their fate an intrinsic property of the egg itself? To answer contributes to setting up embryonic patterning, alongside this question we examined the distribution of the progeny the role of the egg. -
Human Blastocyst Morphological Quality Is Significantly Improved In
Human blastocyst morphological quality is significantly improved in embryos classified as fast on day 3 (R10 cells), bringing into question current embryological dogma Martha Luna, M.D.,a,b Alan B. Copperman, M.D.,a,b Marlena Duke, M.Sc.,a,b Diego Ezcurra, D.V.M.,c Benjamin Sandler, M.D.,a,b and Jason Barritt, Ph.D.a,b a Mount Sinai School of Medicine, Department of Obstetrics and Gynecology, Department of Reproductive Endocrinology and Infertility, and b Reproductive Medicine Associates of New York, New York, New York; and c EMD Serono, Rockland, Massachusetts Objective: To evaluate developmental potential of fast cleaving day 3 embryos. Design: Retrospective analysis. Setting: Academic reproductive center. Patient(s): Three thousand five hundred twenty-nine embryos. Intervention(s): Day 3 embryos were classified according to cell number: slow cleaving: %6 cells, intermediate cleaving: 7–9 cells, and fast cleaving: R10 cells, and further evaluated on day 5. The preimplantation genetic diagnosis (PGD) results of 43 fast cleaving embryos were correlated to blastocyst formation. Clinical outcomes of transfers involving only fast cleaving embryos (n ¼ 4) were evaluated. Main Outcome Measure(s): Blastocyst morphology correlated to day 3 blastomere number. Relationship between euploidy and blastocyst formation of fast cleaving embryos. Implantation, pregnancy (PR), and birth rates resulting from fast embryo transfers. Result(s): Blastocyst formation rate was significantly greater in the intermediate cleaving (72.7%) and fast cleav- ing (54.2%) groups when compared to the slow cleaving group (38%). Highest quality blastocysts were formed significantly more often in the fast cleaving group. Twenty fast cleaving embryos that underwent PGD, formed blastocysts, of which 45% (9/20) were diagnosed as euploid. -
The ART of Assisted Reproductive Technology
Infertility • THEME The ART of assisted reproductive technology BACKGROUND One in six Australian couples of The Australian Institute of Health and Welfare's reproductive age experience difficulties in National Perinatal Statistical Unit's annual report Jeffrey Persson, conceiving a child. Once a couple has been Assisted reproductive technology in Australia and New MD, FRANZCOG, CREI, is Clinical appropriately assessed, assisted reproductive Zealand 2002, shows that babies born in 2002 using Director (City), technology (ART) techniques can be used to assisted reproductive technology (ART) had longer IVFAustralia. overcome problems with ovulation, tubal patency, gestational ages, higher birth weights and fewer peri- [email protected] male fertility or unexplained infertility. natal deaths than their counterparts of 2 years OBJECTIVE This article discusses the range of previously.1 ART techniques available to subfertile couples. This is the first year national data have been avail- able on the age of women (and their partners) using DISCUSSION Intracytoplasmic sperm injection is now the most common form of ART used in ART. The average age of women undergoing treat- Australia, being used in almost half of all fresh ment in 2002 was 35.2 years, and the average cycles, with in vitro fertilisation being used in age of partners was 37.6 years.1 Age remains the approximately one-third of all fresh cycles. most significant issue affecting a couple's chance of conceiving and carrying a pregnancy to full term. Women need to understand the impact age has on their chance of becoming pregnant. Once a couple has been assessed and investigations suggest subfer- tility, the treatment options depend on the underlying cause (Table 1). -
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.