Human Embryology
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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. -
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. -
The Effects of Alcohol in Newborns Efeitos Do Álcool No Recém-Nascido
REVIEW The effects of alcohol in newborns Efeitos do álcool no recém-nascido Maria dos Anjos Mesquita* ABSTRACT alcoólicas leva a prejuízos individuais, para a sua família e para The purpose of this article was to present a review of the effects toda a sociedade. Apesar disso, a dificuldade do seu diagnóstico e of alcohol consumption by pregnant mothers on their newborn. a inexperiência dos profissionais de saúde faz com que o espectro Definitions, prevalence, pathophysiology, clinical features, diagnostic dessas lesões seja pouco lembrado e até desconhecido. As lesões criteria, follow-up, treatment and prevention were discussed. A causadas pela ação do álcool no concepto são totalmente prevenidas search was performed in Medline, LILACS, and SciELO databases se a gestante não consumir bebidas alcoólicas durante a gestação. using the following terms: “fetus”, “newborn”, “pregnant woman”, Assim, é fundamental a detecção das mulheres consumidoras “alcohol”, “alcoholism”, “fetal alcohol syndrome”, and “alcohol- de álcool durante a gravidez e o desenvolvimento de programas related disorders”. Portuguese and English articles published from específicos de alerta sobre as consequências do álcool durante a 2000 to 2009 were reviewed. The effects of alcohol consumed by gestação e amamentação. pregnant women on newborns are extremely serious and occur frequently; it is a major issue in Public Health worldwide. Fetal alcohol Descritores: Bebidas alcoólicas/efeitos adversos; Feto; Recém-nascido; spectrum disorders cause harm to individuals, their families, and the Síndrome alcoólica fetal; Transtornos relacionados ao uso de álcool entire society. Nevertheless, diagnostic difficulties and inexperience of healthcare professionals result in such damage, being remembered rarely or even remaining uncovered. -
Gastrulation
Embryology of the spine and spinal cord Andrea Rossi, MD Neuroradiology Unit Istituto Giannina Gaslini Hospital Genoa, Italy [email protected] LEARNING OBJECTIVES: LEARNING OBJECTIVES: 1) To understand the basics of spinal 1) To understand the basics of spinal cord development cord development 2) To understand the general rules of the 2) To understand the general rules of the development of the spine development of the spine 3) To understand the peculiar variations 3) To understand the peculiar variations to the normal spine plan that occur at to the normal spine plan that occur at the CVJ the CVJ Summary of week 1 Week 2-3 GASTRULATION "It is not birth, marriage, or death, but gastrulation, which is truly the most important time in your life." Lewis Wolpert (1986) Gastrulation Conversion of the embryonic disk from a bilaminar to a trilaminar arrangement and establishment of the notochord The three primary germ layers are established The basic body plan is established, including the physical construction of the rudimentary primary body axes As a result of the movements of gastrulation, cells are brought into new positions, allowing them to interact with cells that were initially not near them. This paves the way for inductive interactions, which are the hallmark of neurulation and organogenesis Day 16 H E Day 15 Dorsal view of a 0.4 mm embryo BILAMINAR DISK CRANIAL Epiblast faces the amniotic sac node Hypoblast Primitive pit (primitive endoderm) faces the yolk sac Primitive streak CAUDAL Prospective notochordal cells Dias Dias During -
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. -
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. -
Management of Neonates Born at ≤34 6/7 Weeks' Gestation with Suspected Or Proven Early-Onset Bacterial Sepsis Karen M
CLINICAL REPORT Guidance for the Clinician in Rendering Pediatric Care ≤ ’ Management of Neonates Born at 34 Karen M. Puopolo, MD, PhD, FAAP, a, b William E. Benitz, MD, FAAP, c Theoklis E. Zaoutis, MD, MSCE, FAAP, a, d 6/7COMMITTEE ONWeeks FETUS AND NEWBORN, GestationCOMMITTEE ON INFECTIOUS DISEASES With Suspected or Proven Early-Onset Bacterial Sepsis Early-onset sepsis (EOS) remains a serious and often fatal illness among abstract infants born preterm, particularly among newborn infants of the lowest gestational age. Currently, most preterm infants with very low birth weight are treated empirically with antibiotics for risk of EOS, often for prolonged aDepartment of Pediatrics, Perelman School of Medicine, University periods, in the absence of a culture-confirmed infection. Retrospective of Pennsylvania, Philadelphia, Pennsylvania; bChildren’s Hospital of studies have revealed that antibiotic exposures after birth are associated Philadelphia, and dRoberts Center for Pediatric Research, Philadelphia, Pennsylvania; and cDivision of Neonatal and Developmental Medicine, with multiple subsequent poor outcomes among preterm infants, making the Department of Pediatrics, School of Medicine, Stanford University, Palo risk/benefit balance of these antibiotic treatments uncertain. Gestational Alto, California age is the strongest single predictor of EOS, and the majority of preterm This document is copyrighted and is property of the American Academy of Pediatrics and its Board of Directors. All authors have births occur in the setting of other factors associated with risk of EOS, filed conflict of interest statements with the American Academy of Pediatrics. Any conflicts have been resolved through a process making it difficult to apply risk stratification strategies to preterm infants. -
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. -
Animal Form & Function
Animals Animal Form & Function By far, most diversity of bauplane (body forms). And most variations within bauplane. Animals are Animated “ANIMAL” ≠ MAMMAL — Fascinating Behaviors Animal Cells • Eukaryotic • No cell wall No plastids No central vacuole • Multicellular: – extensive specialization & differentiation – unique cell-cell junctions Heyer 1 Animals Animals Blastulation & Gastrulation • Motile • Early embryonic development in animals 3 In most animals, cleavage results in the formation of a multicellular stage called a 1 The zygote of an animal • Highly differentiated blastula. The blastula of many animals is a undergoes a succession of mitotic tissues cell divisions called cleavage. hollow ball of cells. Blastocoel • Intercellular junctions Cleavage Cleavage – tissue-specific cadherins 6 The endoderm of the archenteron develops into Eight-cell stage Blastula Cross section Zygote • Extracellular protein the the animal’s of blastula fibers digestive tract. Blastocoel Endoderm – collagen 5 The blind pouch formed by gastrulation, called Ectoderm • Diploid life cycle the archenteron, opens to the outside Gastrula Gastrulation via the blastopore. Blastopore 4 Most animals also undergo gastrulation, a • Blastula/gastrula rearrangement of the embryo in which one end of the embryo folds inward, expands, and eventually fills the embryo blastocoel, producing layers of embryonic tissues: the Figure 32.2 ectoderm (outer layer) and the endoderm (inner layer). Primary embryonic germ layers Primary embryonic germ layers • Diploblastic: two germ -
Embryology BOLK’S COMPANIONS FOR‑THE STUDY of MEDICINE
Embryology BOLK’S COMPANIONS FOR‑THE STUDY OF MEDICINE EMBRYOLOGY Early development from a phenomenological point of view Guus van der Bie MD We would be interested to hear your opinion about this publication. You can let us know at http:// www.kingfishergroup.nl/ questionnaire/ About the Louis Bolk Institute The Louis Bolk Institute has conducted scientific research to further the development of organic and sustainable agriculture, nutrition, and health care since 1976. Its basic tenet is that nature is the source of knowledge about life. The Institute plays a pioneering role in its field through national and international collaboration by using experiential knowledge and by considering data as part of a greater whole. Through its groundbreaking research, the Institute seeks to contribute to a healthy future for people, animals, and the environment. For the Companions the Institute works together with the Kingfisher Foundation. Publication number: GVO 01 ISBN 90-74021-29-8 Price 10 € (excl. postage) KvK 41197208 Triodos Bank 212185764 IBAN: NL77 TRIO 0212185764 BIC code/Swift code: TRIONL 2U For credit card payment visit our website at www.louisbolk.nl/companions For further information: Louis Bolk Institute Hoofdstraat 24 NL 3972 LA Driebergen, Netherlands Tel: (++31) (0) 343 - 523860 Fax: (++31) (0) 343 - 515611 www.louisbolk.nl [email protected] Colofon: © Guus van der Bie MD, 2001, reprint 2011 Translation: Christa van Tellingen and Sherry Wildfeuer Design: Fingerprint.nl Cover painting: Leonardo da Vinci BOLK FOR THE STUDY OF MEDICINE Embryology ’S COMPANIONS Early Development from a Phenomenological Point of view Guus van der Bie MD About the author Guus van der Bie MD (1945) worked from 1967 to Education, a project of the Louis Bolk Instituut to 1976 as a lecturer at the Department of Medical produce a complement to the current biomedical Anatomy and Embryology at Utrecht State scientific approach of the human being. -
Virginia Commonwealth University Volunteer Doula Program Training Manual Kathleen M
Virginia Commonwealth University VCU Scholars Compass School of Nursing Publications School of Nursing 2015 Virginia Commonwealth University Volunteer Doula Program Training Manual Kathleen M. Bell Virginia Commonwealth University, [email protected] Susan L. Linder Virginia Commonwealth University, [email protected] Follow this and additional works at: http://scholarscompass.vcu.edu/nursing_pubs Part of the Maternal, Child Health and Neonatal Nursing Commons Copyright © 2015 The Authors Downloaded from http://scholarscompass.vcu.edu/nursing_pubs/16 This Curriculum Material is brought to you for free and open access by the School of Nursing at VCU Scholars Compass. It has been accepted for inclusion in School of Nursing Publications by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Virginia Commonwealth University Volunteer Doula Program Training Manual “Empowerment, advocacy and support for one of life’s greatest journeys.” 1 Reflection and Discussion Why are you here? Why did you decide to do this doula training? What experiences do you have with birth, and how have they shaped your desire to participate in this program? What does it mean to be a doula with the VCU School of Nursing? What other reflections do you have? 2 Table of Contents 1. An overview of birth: Statistics and trends………………page 4-6 2. Birth workers and their roles………………...……………pages 7-10 3. You are a doula! Your birth-bag and preparation………..pages 11-14 4. Anatomy and Physiology of birth………………………...pages 15-18 5. Hormonal regulation of labor and birth…………………..pages 19-21 6. Pharmacologic management of labor…………………….pages 22-26 7.