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Microbiology & Immunology | Microbiology & Immunology …

The Department of Microbiology and Immunology is a community of over 200 individuals, all of whom share a common passion for research and learning. We have over 25 faculty among our ranks, ~50 graduate students, over 100 post-doctoral fellows, ~25 research, administrative and support staff and ~25 undergraduate and medical students working in labs. About 40% of our faculty have an M.D. and 70% a Ph.D. with most also holding joint appointments in other departments in the School.

The Department was founded almost 100 years ago andMore has gone by a number of names since that time, each reflecting a particular stage in the evolution of medicine and the life sciences. Our current name was granted by the University in 1987 when the Department made a major push to expand its focus into the complex interplay between microbe and host. This is a unifying theme that permeates the Departments research and teaching and that only seems to be growing in relevance with each passing year.Less

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Microbiology & Immunology | Microbiology & Immunology ...

Duke Embryology – Craniofacial Development

Click here to launch the Simbryo Head & Neck Development animation (and some really trippy music -you'll understand once the window opens...)

I. Pharyngeal apparatus

A. Fates of pharyngeal clefts

The pharyngeal clefts are ectodermal-lined recesses that appear on the OUTSIDE of the pharnyx between the arches; cleft 1 is between arch 1 and 2, cleft 2 is between arches 2 and 3, etc.

1. pharyngeal cleft 1: develops into the external auditory meatus (the corresponding 1st pharyngeal pouch develops into the auditory (or Eustacian) tube, and the intervening membrane develops into the tympanic membrane).

Defects in the development of pharyngeal cleft 1 can result in preauricular (i.e. in front of the pinna of the ear) cysts and/or fistulas.

2. pharyngeal clefts 2, 3, and 4 are overgrown by expansion of the 2nd pharyngeal arch and usually obliterated

Remnants of pharyngeal clefts 2-4 can appear in the form of cervical cysts or fistulas found along the anterior border of the sternocleidomastoid muscle.

B. Fates of pharyngeal arches

1. Pharyngeal Arch 1 (mandibular arch)

2. Pharyngeal Arch 2 (hyoid arch)

3. Pharyngeal Arch 3

4. Pharyngeal Arch 4

5. Pharyngeal Arch 6

The fates of the pharyngeal arches and their derivative structures can be summarized by the two figures below:

C. Fates of pharyngeal pouches

The pharyngeal pouches are endodermal-lined pockets that form on the INSIDE of the pharynx between the arches; pouch 1 forms between arch 1 and arch 2, pouch 2 forms between arch 2 and arch 3, etc.

1. Pharyngeal Pouch 1 develops into the auditory tube and middle ear cavity

2. Pharyngeal Pouch 2 forms numerous infoldings that become the crypts of the palatine tonsil; later, lymphocytes (from the thymus and bone marrow) infiltrate the underlying lamina propria to establish the definitive palatine tonsil.

3. Pharyngeal Pouch 3 divides into a superior (or dorsal) and inferior (or ventral) portion:

dorsal portion of pouch 3: forms the inferior parathyroid glands the chief (or principal) and oxyphil cells are derived from the endodermal lining of the pouch ventral portion of pouch 3: forms the thymus the epithelial reticular cells (including those that comprise the thymic or Hassall's corpuscles) are derived from the endodermal lining of the pouch. T-cell progenitors from the bone marrow infiltrate the cortex to establish the definitive thymus.

4. Pharyngeal Pouch 4 also divides into a superior (or dorsal) and inferior (or ventral) portion:

dorsal portion of pouch 4: forms the superior parathyroid glands the chief (or principal) and oxyphil cells are derived from the endodermal lining of the pouch

ventral portion of pouch 4: forms a diverticulum called the ultimobranchial body, the cells of which migrate into the thyroid gland and differentiate into parafollicular (C) cells of the thyroid gland.

Anomalous development of the derivatives of pouches 3 and/or 4 can result in ectopic or absent parathyroid, thymic, or parafollicular thyroid tissue. The most common disorder in which this occurs is DiGeorge syndrome, caused by a deletion in the long (or "q") arm of chromosome 22, leading to a hypoplasia of 2nd and 3rd pharyngeal pouch derivatives. Symptoms and signs of DiGeorge often include:

Interestingly, the hypoplasia of the 2nd and 3rd arches can also disrupt the 1st and arch, leading to the following additional findings:

II. Development of the tongue

A. Anterior 2/3 of the tongue:

1. Formation: the anterior 2/3 of the tongue is derived from median and lateral tongue buds that arise from the floor of the 1st pharyngeal arch and then grow rostrally. The tongue buds are then invaded by occipital myoblasts that form the intrinsic muscles of the tongue.

2. Innervation of the anterior 2/3 of the tongue:

B. Posterior 1/3 of the tongue:

1. Formation: swellings from the floor of the 3rd and 4th pharyngeal arches overgrow the 2nd arch and fuse with the anterior 2/3 of the tongue. Thus, the posterior 1/3 of the tongue is derived from the 3rd and 4th arches and there is NO contribution of the 2nd pharyngeal arch in the adult tongue. Intrinsic musculature is also derived from occipital myoblasts. The line of fusion of the anterior 2/3 and posterior 1/3 of the tongue is indicated by the terminal sulcus.

2. Innervation of the posterior 1/3 of the tongue:

III. Development of the thyroid gland

Anomalies in thyroid development can result in ectopic thyroid tissue and/or cysts present along the course of the thyroglossal duct, which is a midline structure (as opposed to cervical cysts, which are remnants of pharyngeal clefts 2-4 and are found lateral to the sternocleidomastoid muscles).

IV. Development of the skull

Because the brain continues to grow in size up until 6-7 years of age, premature fusion of the sutures or fontanelles will result in abnormal shaping of the head as the brain will cause displacement of the bones that remain unfused.

V. Development of the face

Below is a summary of the contributions of the prominences to the adult face:

Disruption of the development of any of the facial prominences can result in a variety of facial anomalies, such as (from left to right in figures below):

VI. Development of the palate

A. Primary palate

B. Secondary palate

Complete fusion of the primary and secondary palate is a complex process involving growth of the component tissues, epithelial to mesenchymal transformation, cell migration, and programmed cell death at fusion sites disruption of any part of this process can result in cleft palate. Given the involvement of the maxillary and nasal prominences, cleft palate is often (but NOT always) accompanied by cleft lip.

Practice Questions

1. In craniofacial development, paraxial mesoderm contributes to which of the following?

A. occipital bone B. muscles of the tongue C. extraocular muscles D. NONE of the above E. ALL of the above

ANSWER

2. The craniofacial defect illustrated in the figure below was most likely caused by which of the following?

ANSWER

3. The condition shown in the figure below was most likely caused by:

A. failure of the medial and lateral nasal processes to fuse with the maxillary process. B. incomplete merging of the maxillary and mandibular processes. C. incomplete fusion of the medial nasal processes. D. overgrowth of the frontonasal process. E. incomplete growth of the mandibular process.

ANSWER

4. The thyroid gland is derived primarily from the:

A. 1st pharyngeal pouch. B. 2nd pharngeal pouch. C. ventral portion of the 3rd pharyngeal pouch. D. dorsal portion of the 4th pharyngeal pouch. E. foramen cecum at the base of the tongue.

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Duke Embryology - Craniofacial Development

Biomedical Sciences Graduate Program | Physiology

Research in Physiology at UVA aims to elucidate the cellular and molecular mechanisms of basic biological phenomena and to understand the pathological alterations of these processes that result in disease.

Our research seeks to integrate insights gained at the molecular and cellular levels into the broader framework of organ function, with the goal of understanding the function of living systems at all levels. This understanding is based on knowledge of atomic and molecular structure and function. Thus a modern molecular physiologist may investigate the function of the heart by cloning a membrane channel or transport protein, expressing it and studying its kinetics through patch clamping in a model cell system, while exploring the relationship between molecular structure and function through crystallography and spectroscopy.

We emphasize interdisciplinary systems approaches. Consequently,members of our program are associated with many departments in basic sciences, clinical medicine, and in particular theRobert Berne Cardiovascular Research CenterandBiomedical Engineering.

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Biomedical Sciences Graduate Program | Physiology

Holocaust and Human Behavior | Facing History and Ourselves

Schindlers List tells the story of Oskar Schindler, a war profiteer and member of the Nazi party who saved over 1,100 Jews during World War II. The movie explores the human capacity for monumental evil as well as for extraordinary courage, caring, and compassion. It turns history into an opportunity for moral reflection.

This workshop fee is $25 payable via check to the Holocaust Memorial Tolerance Center on the day of the workshop.

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Holocaust and Human Behavior | Facing History and Ourselves

Master of Science (MSc) in Neuroscience – Trondheim – NTNU

Are you wondering how thoughts and emotions arise in the nerve cells in the brain? Do you want to use a wide range of methods from the natural sciences to investigate how the brain works, and what goes wrong when disease occurs? If so, NTNU's interdisciplinary MSc in Neuroscience is the right choice for you.

The application deadline for for applicants from non-EU/non-EEA students is 1 December. The application deadline for students from EU/EEA countries is 1 March. The application for students from Nordic countries is 15 April. You submit your application electronically.

The MSc in Neuroscience is suitable for students motivated towards research or teaching in neuroscience in particular, or the natural sciences in general. The introduction to experimental and analytical methods is relevant to other academic areas as well.

The MSc is a two-year, full-time programme starting in the autumn semester. There are two main components: a master's thesis worth 60 credits, and theoretical and methodological courses totalling a further 60 credits.

Contact our student advisor if you have any questions about the MSc in Neuroscience. Email: studies@kavli.ntnu.edu/ Telephone: +4773 59 82 66

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Master of Science (MSc) in Neuroscience - Trondheim - NTNU

Human Behavior Science Projects – Science Buddies

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If you're interested in learning more about how people think, what motivates them, how well their memories work, or any other of the fascinating things that make us human, then you're in the right place! Browse our collection of human behavior science projects to find an experiment that appeals to you.

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Human Behavior Science Projects - Science Buddies

RW Genetics

RW Genetics is a family-owned and operated facility known for producing winning show pigs for your local county show, major show or national competion since 1996. We offer future champion Durocs, Yorks, and Crosses all produced from our closed herd. Also, we offer lucrative bred gilts and semen to meet all your needs. Group pricing is available, and we are always apt to work toward every budget to allow everyone a competitive chance. We take a firm stand behind our pigs and the young exhibitors who exhibit them. We can't wait to see your show ring success! FEATURED NEWS & ANNOUNCEMENTS Add News & Announcement Post

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RW Genetics

Human Behavior (GB) – temple.edu

Academic Programs / General Education

Requirement: One 3-credit hour course.

GenEd Human Behavior courses address the relationships between individuals and communities. Courses may focus on the relationship between individuals and communities in general or may engage those relationships from specific perspectives (such as art, music, education, religion, economics, politics or education), or look at them within specific themes (such as food & eating, crime, crisis, sexuality, or adolescence).

Human Behavior courses are intended to teach students how to:

Understand relationships between individuals and communities; Understand theories or explanations of human behavior used to describe social phenomena; Examine the development of individuals' beliefs, behaviors, and assumptions and how these affect individuals and communities; Apply one disciplinary method to understand human behavior or explain social phenomena; Access and analyze materials related to individuals, communities or social phenomena; and Compare and contrast similar social phenomena across individuals or communities.

Below, you will find the current list of GenEd courses in this area.

Please be advised that GenEd offerings vary from semester to semester and that all GenEd courses will not be offered every semester. For the most current list of GenEd offerings, please consult the Class Schedule.

In addition, a single GenEd course may be offered by more than one department. GenEd courses offered by more than one department will have the same course number and the same course title. A student may not take the same course from multiple departments and earn credit toward graduation. However, if a student wishes to replace her/his grade in a GenEd course, s/he may replace the grade with any course bearing the same course number and the same course title regardless of department.

Waiver: Students pursuing undergraduate degrees in education, including art, middle or secondary certifications, may be exempted from the GenEd Human Behavior requirement upon completion of collegiate requirements.

A student will be waived from the GenEd Human Behavior requirement upon completion of one of the following multi-course sequences:

Consult an academic advisor for more information.

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Human Behavior (GB) - temple.edu

What is Mutation? – Genetics

The whole human family is one species with the same genes. Mutation creates slightlydifferent versions of the same genes, called alleles. These small differences in DNA sequencemake every individual unique. They account for the variation we see in human hair color, skincolor, height, shape, behavior, and susceptibility to disease. Individuals in other speciesvary too, in both physical appearance and behavior.

Genetic variation is useful because it helps populations change over time. Variations thathelp an organism survive and reproduce are passed on to the next generation. Variations thathinder survival and reproduction are eliminated from the population. This process of naturalselection can lead to significant changes in the appearance, behavior, or physiology ofindividuals in a population, in just a few generations.

Once new alleles arise, meiosis and sexual reproduction combine different alleles in newways to increase genetic variation.

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What is Mutation? - Genetics