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Welcome to The Visible Embryo, a comprehensive educational resource on human development from conception to birth.

The Visible Embryo provides visual references for changes in fetal development throughout pregnancy and can be navigated via fetal development or maternal changes.

The National Institutes of Child Health and Human Development awarded Phase I and Phase II Small Business Innovative Research Grants to develop The Visible Embryo. Initally designed to evaluate the internet as a teaching tool for first year medical students, The Visible Embryo is linked to over 600 educational institutions and is viewed by more than ' million visitors each month.


WHO International Clinical Trials Registry Platform
The World Health Organization (WHO) has created a new Web site to help researchers, doctors and patients obtain reliable information on high-quality clinical trials. Now you can go to one website and search all registers to identify clinical trial research underway around the world!



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Disclaimer: The Visible Embryo web site is provided for your general information only. The information contained on this site should not be treated as a substitute for medical, legal or other professional advice. Neither is The Visible Embryo responsible or liable for the contents of any websites of third parties which are listed on this site.
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Pregnancy Timeline by SemestersFemale Reproductive SystemFertilizationThe Appearance of SomitesFirst TrimesterSecond TrimesterThird TrimesterFetal liver is producing blood cellsHead may position into pelvisBrain convolutions beginFull TermWhite fat begins to be madeWhite fat begins to be madeHead may position into pelvisImmune system beginningImmune system beginningPeriod of rapid brain growthBrain convolutions beginLungs begin to produce surfactantSensory brain waves begin to activateSensory brain waves begin to activateInner Ear Bones HardenBone marrow starts making blood cellsBone marrow starts making blood cellsBrown fat surrounds lymphatic systemFetal sexual organs visibleFinger and toe prints appearFinger and toe prints appearHeartbeat can be detectedHeartbeat can be detectedBasic Brain Structure in PlaceThe Appearance of SomitesFirst Detectable Brain WavesA Four Chambered HeartBeginning Cerebral HemispheresEnd of Embryonic PeriodEnd of Embryonic PeriodFirst Thin Layer of Skin AppearsThird TrimesterDevelopmental Timeline
Click weeks 0 - 40 and follow fetal growth
Google Search artcles published since 2007
 
November 18, 2011--------News Archive

Increasing Uterine Development Genes Improve IVF
Increasing certain developmental genes at precise times in the uterus might improve pregnancy rates from in vitro fertilization-embryo transfers (IVF-ET).

“Silent” Strokes in Children with Sickle Cell Anemia
Silent strokes are the most common form of neurological injury found in SCA, with more than 25 percent of children with the disorder suffering a SCI by age six and nearly 40 percent by age 14.

Mystery Atom In Enzyme Critical for Life
All life requires the element nitrogen from the atmosphere to form amino acids and build proteins. But how to single out the atom in the middle of the process?

November 17, 2011--------News Archive

Breast-Milk Stem Cells!
Embryonic-like stem cells have been isolated from breast milk in large numbers.

All Mammals Share Common Brain Organization
Animal studies show that the outer layer of the brain – the cortex – is organized by genes which exhibit highly similar regional patterns between species.

3 p.m. Slump? A Sugar Rush Is NOT The Answer
Protein, not sugar, stimulates cells to keep us thin and awake, new study suggests

November 16, 2011--------News Archive

Delayed Cord Clamping Protects Babe from Iron Loss
Waiting for at least three minutes before clamping the umbilical cord in healthy newborns improves their iron levels at four months.

Mom's Brain More Damaged by Alcohol than Dad's
After only four years of problem drinking, a significant decrease in the function of the serotonin system in women's brains can be seen.

Regenerative Medicine
Engineered, Blood Vessels Reverse Anemia in Mice
System combining gene therapy with tissue engineering could avoid the need for frequent injections of recombinant drugs.

November 15, 2011--------News Archive

Parkinson's Risk Great if Exposed Trichloroethylene
Symptoms of disease may appear 10 to 40 years following exposure.

Fetal Placental Stem Cells May Help Maternal Heart
Researchers have discovered the therapeutic benefit of fetal stem cells in helping the maternal heart recover after heart attack or other injury.

Pituitary-Like Tissue Grown From Mouse Stem Cells
Creating functional, three-dimensional tissue and organs from pluripotent embryonic stem cells (EScs) is one of the grand challenges of stem cell research.

November 14, 2011--------News Archive

Dyslexia Not Tied To Low IQ
Research on brain activity fails to support widely believed expectation that dyslexic students may have lower reading ability.

Intestinal E. coli Can Convert Sugar to Biodiesel Fuel
Biodiesel can be generated using E. coli as a catalyst, which will produce high volumes of the fuel with just a little tweaking of the bacteria's cell controls.

Cooked Food May Account For Human Big Brains
Harvard study finds an increase in energy from meat, suggesting cooking food was key to human evolution.

WHO Child Growth Charts

Left, brain areas active in typical developing reader engaged in a rhyming task.
Right, the brain area activated in poor readers involved in the same task.

Regardless of high or low overall scores on an IQ test, children with dyslexia show similar patterns of brain activity, according to researchers supported by the National Institutes of Health. The results refute the discrepancy model — the practice of classifying a child as dyslexic on the basis of a lag between reading ability and overall IQ scores.

In many school systems, the discrepancy model is the criteria for determining whether a child will be provided with specialized reading instruction.

With the discrepancy model, children with dyslexia and lower-than-average IQ scores may not be classified as learning disabled and so may not be eligible for special educational services to help them learn to read.

"The study results indicate that the discrepancy model is not a valid basis for allocating special educational services in reading," said Brett Miller, Ph.D., director of the Reading, Writing and Related Learning Disabilities Program at the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), the part of the National Institutes of Health that funded the study.

"It follows that, whether they have high IQ scores or low IQ scores, children with great difficulty in learning to read stand to benefit from educational services to help them learn to read."

Originally, the U.S. Individuals with Disabilities Education Act required the use of the discrepancy model to identify those students who needed assistance for a learning disability. In the 1990s, studies showed that children who had difficulty learning to read had difficulty with phonological awareness — matching printed letters of the alphabet to the speech sounds that those letters represented. Based on these findings, the reauthorization of the Act dropped the requirement that school systems use the discrepancy model. Many school systems, however, retained the discrepancy model as a means to classify students needing special educational services in reading.

The current study showed that, when they engaged in tasks involving phonological awareness, children with dyslexia showed the same patterns of brain activation, regardless of whether or not they had high or low IQ scores in relation to their reading abilities.

To conduct the study, the researchers measured the brain activity of 131 typical and poor readers from schools in the greater Pittsburgh and San Francisco Bay areas, using functional magnetic resonance imaging scanners. The students were from 7 to 16 years old. Based on IQ testing, the students were classified into three groups:

1) Typical readers, having typical reading and IQ scores.
2) Discrepant poor readers (having poor reading scores and typical IQ scores).
3) Poor readers with low IQ scores.

As shown in the illustration above, the left image shows brain areas active in typically developing readers engaged in a rhyming task. Shown at right is the brain area activated in poor readers involved in the same task.

The researchers imaged the children’s brain activity as the students looked at pairs of words on a computer screen and indicated whether they rhymed (bate and gait) or did not rhyme (price and miss).

After comparing scans from the three groups, the researchers found no basis for distinguishing between groups of poor readers based on their IQ scores.

"These findings suggest there is little reason to rely on the discrepancy model in the classroom any longer," said Dr. Hoeft.

"Regardless of IQ, all children with dyslexia should be eligible for support in learning to read."

The study findings were published online in Psychological Science. The study was conducted by Fumiko Hoeft, M.D., Ph.D., of Stanford University, in Stanford, Calif., and colleagues at Boston College; York University, in Toronto; and the Massachusetts Institute of Technology, in Cambridge.

About the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD): The NICHD sponsors research on development, before and after birth; maternal, child, and family health; reproductive biology and population issues; and medical rehabilitation. For more information, visit the Institute's website at http://www.nichd.nih.gov/.

About the National Institutes of Health (NIH): NIH, the nation's medical research agency, includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. NIH is the primary federal agency conducting and supporting basic, clinical, and translational medical research, and is investigating the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit www.nih.gov.

Original article: http://www.nih.gov/news/health/nov2011/nichd-03.htm