Biology

The goal of this assignment is to familiarize you with the process going from the characterization of a disease in human patients, to the identification of a mutated gene causing it, to the use of a mouse model to investigate how this mutation is causing the disease. You will learn about the spinocerebellar ataxia 1 (SCA1) genetic disease as an example of such a process.

This assignment is inspired by and uses content from, the lecture “A Healthy Nervous System: A Delicate Balance” on BioInteractive. Watch the video, (it may also be useful to download the transcript for reference) and answer the questions below.

Question 1: Based on this video, describe the symptoms of the SCA1 disease.

SCA1 is a familial disease as indicated by the pedigree analysis chart shown on the video and in the image below.

Tracing Family History

Question 2: Explain how to read the chart by indicating what the squares and circles represent and what is the difference between filled and hollow shapes.

Question 3: Discuss what conclusions can be drawn from the pedigree eg assuming that the disease is caused by the mutation of one single gene, do you think this mutation is recessive or dominant? Are the affected individuals more likely to be heterozygous or homozygous for this mutation? Is the disease affecting equally men and women? For each conclusion, make sure to explain how it is supported by the pedigree.

The Online Mendelian Inheritance in Man (OMIM) database is a frequently updated database of human genes and genetic diseases.  Search for SCA1 on OMIM. Read quickly through the page to get a general idea of the types of information that can be found on it and how they are presented. Identify the gene whose mutation is responsible for the SCA1 disease, search for it on OMIM and have a quick look at the corresponding page.

Question 4: Based on the descriptions in OMIM and the information from the video, indicate what genetic mutation is responsible for the SCA1 disease and what consequence it has on protein primary structure.

Question 5: Which organ and cell type are primarily affected by the mutation? Is this consistent with the symptoms observed in SCA1 patients?

Mice are generally a good model for human diseases, if you wish, you can read more about the benefits of the mouse model on The Jackson Laboratory website  Advantages of the mouse as a model organism.

Mouse models of SCA1 have been developed and helped researchers to understand this disease and to experiment new treatments.

Question 6: From the video describe the phenotype of the SCA1 mouse. Is it similar to symptoms observed in SCA1 patients?

Question 7: Is SCA1 considered to be caused by a loss of function of the protein affected, or is it thought to be due to another mechanism?

Question 8: Based on the findings from the mouse model, researchers then developed an SCA1 model in Drosophila – what are the advantages of using a Drosophila model over a mouse one

Question 9: Using the Drosophila model of SCA1, what was the protein kinase they found to be implicated in SCA1 associated neurodegeneration and why is this knowledge useful with respect to treating the disease?

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Genetic Testing Paper For Biology 101 Class

Genetic Testing Research Paper

CSUF Biology 101 – Spring 2013

 

This writing assignment is designed to provide opportunities for the student to find, evaluate, select, synthesize, organize, cite, and present information and arguments clearly and effectively for understanding scientific issues on personal, societal, and global levels.

 

While surfing the internet, your grandmother clicked on a pop-up ad for a genetic testing kit that can be purchased online for $100 and can determine a person’s risk of developing several different kinds of diseases. She is intrigued about the possibility of finding hidden diseases in her DNA and is asking you, her favorite grandchild, for more information. Your grandmother is smart but has not had a biology class in 50 years. Therefore you need to be concise and clear, yet thorough.

 

You will write a response in the form of a letter to your grandmother addressing the following (about a paragraph or two for each point):

1. Explain how your DNA can code for a disease. Your explanation should include the key words “Transcription” and “Translation”. Describe one specific genetic disorder that can be tested for using one of these direct-to-consumer genetics test kits. Your description should include a brief background of the disorder and the reason a person would want to be tested for the disorder.

2. Why is it that some tests (i.e. Huntington’s Disease test) determine, for certain, whether you will have the disorder, while other tests (i.e. Type II diabetes test) can only determine if you show an increased likelihood or not of having the disorder? Explain two different reasons for this.

3. Identify two advantages and two disadvantages for allowing companies to freely market direct-to-consumer genetic test kits. In your opinion, should these companies be allowed to freely market any genetic test, including those for conditions that cannot be cured and for which no preventative measures exist? Support your opinion.

4. Would you choose to be genetically tested? Would you choose not to have children if you knew you had the Huntington’s Disease (or equally fatal) allele? Explain why or why not.

 

Make sure to read the following articles from USA Today:

“Genetic testing and disease: Would you want to know?” by Janice Lloyd, April 9, 2012

“Genetic testing: Does Kristin Powers have mom’s fatal gene?” by Janice Lloyd, June 2, 2012

 

You should also review relevant chapters in your textbook, and use other sources to fill in missing information. You must use and reference at least two additional sources for this paper besides one of the USA Today articles listed above and your textbook (making the minimum references for your paper 4). Keep in mind that your paper should be well supported by evidence and having a good number of quality sources will help in this regard.

 

It is important that your response to your grandmother be thoroughly researched and clearly written. You should define all your terms and be concise (1,000 words maximum). This assignment is designed to give you the experience of applying your knowledge of biology to a current controversy or topic of interest. You will use the same sort of method that you will later use as an informed citizen and consumer when making decisions that involve biology.

 

 

Other resources

Primary Sources You will find information in the “primary literature,” which is where the research was originally published. You can find these articles by using CSUF’s on-line search engines, or by asking for the help of a CSUF librarian. Examples of the primary literature include ScienceNatureProceedings of the National Academy, and Genetics.

Secondary Sources You may also find relevant articles in recent newspapers, popular magazines, or popular science journals. These are referred to as “secondary” sources, since they describe research that was published elsewhere. Examples of these include The New York TimesThe Los Angeles TimesThe GuardianTimeScientific AmericanDiscoverNew Scientist, and Science News.

Websites If you choose to use a website, be aware that most websites are not peer-reviewed, and often present inaccurate information. Examples of excellent websites include those of the National Academy of Science, the National Institute of Health, the Centers for Disease Control, and WebMD. If you are unsure of the appropriateness of a website, check with your instructor. Alternatively, the CSUF library has an excellent guide to evaluating websites at http://library.fullerton.edu/ under Guides for Undergraduates.

 

The structure of your response

· Be sure to cover all four points mentioned above and define all technical terms that you use.

 

· Your letter must be between 750 to 1000 words (not including references). Your letter should be double-spaced with one-inch margins, using 12 point Times New Roman font. No cover page is required.

 

· You are not allowed to include any quotes in your paper. All of your writing must be original. You must paraphrase ideas from the literature, even if you provide an in-text citation.

 

· Information and ideas that are paraphrased must be accompanied by proper in-text citations in the body of your paper and a corresponding reference in APA format.

 

· You need to review your paper for format, spelling, grammar and usage errors before you submit it, or you will lose points.

 

· Please also review the grading rubric on Titanium before submitting your paper to make sure that you have done everything you can to receive a good grade.

 

 

 

 

 

Guidelines for Citing References

In-Text Citations

For references in the text, give full surnames for papers by one or two authors, for example (Brown 1983) or (Williams and Brown 1983), but only the surname of the first author, followed by ‘et al.’ for three or more, for example (Brown et al. 1983) (note that ‘et al.’ is not underlined). Check that all references in the text are in the reference list and vice versa, that their dates and spellings match, and that complete bibliographical details are given, including page numbers, names of editors, name of publisher and full place of publication if the article is published in a book. Check foreign language references particularly carefully for accuracy of diacritical marks such as accents and umlauts.

 

Cite references in the text as, for example, Fagen & Young (1978) or, if in parentheses, as (Murton 1963). Note that when there are multiple authors, the primary author always comes first. Do not use commas to separate the author’s name from the date. Use lower-case letters to distinguish between two papers by the same authors in the same year (e.g. Packer 1979a). List multiple citations in chronological order (e.g. Zahavi 1972; Halliday 1978; Arnold 1981a, b), using a semicolon to separate each reference. For websites, if no author is given, use the website name or initials in place of the author, for example (Wikipedia 2008) or (EPA 2006). If no date is given, use the date that you accessed the website.

 

Example: Emlen (1978) proposed that cooperative behavior was critical in the evolution of most species. Recent work with spiders and hyenas has supported this claim (Robinson & Robinson 1970; Johnson 1999.)

 

Reference Page

Your bibliography should be formatted using APA (American Psychological Association) guidelines. You can find a summary of APA guidelines for your reference page at:

http://www.lscc.edu/library/Documents/apacite.pdf

 

Submitting your response

Late papers will not be accepted. You must submit an electronic copy of your paper to Turnitin.com before the beginning of class on the day it is due.

Submitting your response to Turnitin.com

An electronic copy of the paper with references is due to Turnitin.com by the beginning of your class on April 15, 2013. Turnitin.com will not accept papers after the start time of your class. If you do not submit your paper to Turnitin.com by the beginning of your class on April 15, 2013 you will receive a zero for the assignment. Your response must be submitted to Turnitin.com, which is a plagiarism detection program, in order for your paper to be graded. All submissions will be evaluated, but if you submit a paper with a similarity index greater than 10% you will probably be reported to the Vice President for Student Affairs and receive a zero for the assignment. Refer to the attached instructions on how to submit your paper to Turnitin.com.

 

Preparing your paper for submission

Turnitin can accept files in the following formats: MS Word, WordPerfect, PostScript, PDF, HTML, RTF, and plain text. Be sure that you save your paper in one of these formats.

 

NOTE: Your electronic submission should include all in-text citations as well as your reference page.

 

 

 

1

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

The Questions Si On The Description

The Virtual labs (below) are online laboratory simulations that enable you to perform experiments and observations in microscopy, microbial growth, inheritance, and genetic analysis from the relative comfort of your computer.

Use the Virtual Lab Report form to record your observations and results from these online experiments. When saving your work, title your report with your last name, first initial ‘_V1’. Thus the title for Charles Darwin’s report is DarwinC_V1. Use the ‘Save As’ option to save the file as Word 97 .doc file. Submit the report in the Dropbox before 11:00 PM PST on the second Saturday of class.

      Virtual Lab Report Part I         Due: Second Saturday of the course

Virtual Lab 1:            Virtual Microscopy
scales

A. Gauge the size of various biological components and organisms. The Virtual Microscope can be used to make these observations. Estimate the size (length and width in microns) of
•  1. An E. Coli cell
•  2. A mitochondrion.
•  3. A Red blood cell
•  4. A virus.
•  5. A water molecule

B. Observe the various Cell types and learn to distinguish between Bacterial cells, Plant cells (1, 2), and Animal cells (1, 2, 3)
•  1. Observe and describe three differences between prokaryotic and eukaryotic cells.
•  2. Observe and describe three differences and three similarities between plant and animal cells.

C. Form a hypothesis
•  1. Hypothesize about how you might be able to sort a mixed population of cells into prokaryotes and
eukaryotes. Try to be practical, build on your understanding of the differences between the two cell classes.
•  2. Hypothesize about a means to separate out plant cells from a mixed population of eukaryotic cells.

Supplemental:
Cell structures and functions
Virtual Optical Microscope.
Virtual Scanning Electron Microscope (SEM).
Scanning Electron Microscope (SEM) images.
Virtual Lab 2:           Cellular Processes
bacterial growth

A. Bacterial Growth. Observing the growth of the bacteria Streptococcus pneumoniae
These Streptococcus bacteria have been placed on a nutrient rich agar medium and their growth visualized. You can monitor their growth by watching the middle frame and moving through time with the time step buttons.
•   Estimate how long it takes for this population of bacteria to double. Hint- this population doubles multiple times during the duration of this recording.

B. Cellular Reproduction : The Cell Cycle (1 , 2 , 3)Mitosis (1 , 2)Meiosis (1 , 2), and Binary fission (1 , 2).
•  1. Estimate the percentage of time that a constantly developing cell spends in interphase.
•  2. In a random selection of 100 such cells, estimate the number that would be undergoing mitosis at any given time.
•  3. Understand the basic differences between mitosis, meiosis, and binary fission.  Is mitosis
more similar to meiosis or to binary fission? Explain your reasoning.

C. Cellular Metabolism: Cellular Respiration (1 , 2)Photosynthesis (1 , 2), and The Carbon Cycle (1 , 2 , 3)
•  1. In a paragraph or two compare and contrast  photosynthesis and cellular respiration.
•  2. Describe the ecological relationship between photosynthesis and cellular respiration.
•  3. Hypothesize about what might happen if a large number of producers were suddenly removed from the biosphere. Where might carbon accumulate if the ratio of number of producers to consumers was markedly reduced?

Virtual Lab 3:           Genetics I
bug lab Fly lab
Fly lab2

A. Phenotype and genotype of Dragons For fun, you can use this web lab to answer these questions: What genotype(s) result in wings? What genotype(s) result about a brown skinned Dragon? If necessary use your own research to answer the following questions.
•  Define genotype and phenotype.
•  What is an allele?

B. Drosophila Lab Enter the lab as a guest. You need to purchase a breeding pair of  flies. Purchase a female mutant that has a small (vestigial) wing size and a male wild type fly. Breed them and notice the resulting distribution of phenotypes.
•   Describe and explain the characteristic of the first generation (F1) of flies. Is the vestigial wing characteristic dominant or recessive?
•   What percentage of the F1 generation would show the recessive characteristic phenotypically according to your table?  Are your experimental breeding results consistent with what you expect from this assumption and the logic of the Punnet square?
•   Breed two of these F1 flies. To do this select a male and a female from the results of your first cross and put them in the breeding jar. Describe and explain the characteristics of the second generation (F2) flies.

C. Genetic Disorders Library Describe the three main classes of genetic disorders and give an example of each.

Supplemental:
Genetic Terminology Glossary
Punnett squares: an introduction
Alternative Drosophila lab
Genetics

Virtual Lab 4:           Genetics II
electrophoresis
electrophoresis 2
Blood Typing

A.
 Learn how electrophoresis works and answer these questions:
•    On what basis is electrophoresis able to separate molecules? What are the lengths of the three DNA bands that you produce in this lab?

B.  Electrophoresis. Select the pBR322 plasmid (a circular piece of DNA used as a cloning vector) to analyze (menu in upper left hand corner of the simulator). You will then see a diagram of the circular plasmid DNA along with the points along the length of the plasmid where the various restriction enzymes (EcoR I, Ple I, Hinc II, and Bgl I) will cut the DNA. For instance notice that the enzyme EcoR 1 only cuts the plasmid at one location at the top of the diagram, whereas the other enzymes cut the plasmid at other places. To analyzes the DNA we cut it up with different enzymes and slowly piece together an understanding of the entire sequence.
•    Load each lane as follows: lane 1 with Bgl 1; lane 2 with EcoR 1; lane 3 with Hinc II; lane 4 with Ple I; lane 5 with predetermined molecular weight markers.
•    Run the gel and describe and explain the number of bands in lanes 2 and 4.

C. Human blood types and the immune system: Emergency Transfusion!
You can skip the video introduction, but will probably want to read the guide before you attempt the emergency simulation. Repeat the simulation until you can get hired on by the virtual hospital staff. Use your mouse to: 1. Take a blood sample from the patient. 2. Place the blood sample in the antibody solutions. 3. Hang the correct blood transfusion bags, so as to start a blood transfusion.
•   Identify the different blood types, the antibodies associated with each, and the types of blood that each type can receive and donate too.

Supplemental:
Electrophoresis Alternative
Genes and blood types

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Biology 301 Pamphlet Assignment

Biology 301 Pamphlet Assignment

Pamphlet addressing non-scientific community and presentation

 

Addresses Learning Outcome:

Recognize risk factors leading to disease and identify preventive measures and treatments.

This assignment is designed for you to demonstrate your ability to communicate your knowledge of a disease to the lay (non-scientific and non-medical) public.

Botulism

The disease or disorder should not be a common (uncommon) chronic disease or a unique preventable disease that has already addressed in our course.  Common diseases include coronary artery disease, Alzheimer disease, arthritis, diabetes, AIDS, hypo- and hyper-thyroidism, hypertension, psoriasis, sleep apnea, Lyme’s Disease, sinusitis, allergic rhinitis, mononucleosis, asthma, urinary tract infections, many STDs (check with your instructor), irritable bowel disease, strep throat, MRSA, polio, tuberculosis, Lockjaw, anorexia nervosa, autism, Down syndrome, and many cancers (check with your instructor).  For any additions to this list, check with your instructor.

 

Process

Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a six-page pamphlet.

 

Content

The pamphlet should contain the following:

Content and language that targets a lay audience.  All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas.

A brief description of the disease, including its symptoms and signs

Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels

Risk factors contributing to the onset of the disease

Description of preventive steps to avoid the disease (if avoidable)

Available diagnostic and therapeutic tools

Outcomes of the disease (such as prognosis or recovery potential)

Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease

 

Body of the pamphlet

At a minimum, your pamphlet should contain the following required elements:

Introduction

Addresses signs, symptoms

Explains effects of the disease on healthy body functions, and relates this to signs and symptoms

Analyzes risk factors and preventive steps

Describes maintenance of quality of life

Discusses diagnostic and therapeutic tools

Explains expected outcomes and prognosis

Describes current areas of research into prevention, treatment or cure

Describes possible future areas of research into prevention, treatment or cure

Conclusion – summary of your findings

Final list of references included in pamphlet

Clarity, proper grammar, punctuation, spelling

 

List all references at the end of your pamphlet. You must use at least five references from credible, scientifically rigorous sources and cite them using American Psychological Association (APA) style. Two or more references should be from the UMUC Library. The references cited should be no older than seven years (published 2004 – 2011).  References should be listed on a separate page that does not count toward the required length of the paper.

 

Format of the pamphlet

Single-spaced

Two tri-fold pages (if printed back to back this tri-fold would be one page printed on both sides)

All content written in your own words

Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)

 

 

Pamphlet and PPT presentation (10%): Explain a disease of the reproductive system that has a genetic basis — risk factors, prevention, maintenance of health, treatment, outcomes; chronic disease—maintenance of state (prevention/slow progression), quality of life. If none is to your liking, OK to choose another disease that you have not chosen before. Also explain the disease’s effects on the body.  Post the Pamphlet in your Assignments Folder but the PPT in the Discussion of week # 8.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Micro Bio Case Study

Texas Southern University*** Clinical Laboratory Science *** CLSC 369 – Case Studies I

Name: _______________________________________________ Score: ________/50

Case 1:

This organism was isolated from blood-tinged, nasal discharge of a diabetic, 65-year-old male.

Growth was detected after 2 days of incubation at 25ºC on Sabouraud dextrose agar (SDA), with no growth on Mycosel agar.

image1.jpg

1. Identify this fungus.

2. This fungus belong to the class _____________________

3. This class of fungus has __________ hyphae and an asexual reproductive structure called a ___________________.

4. Macroscopically, this fungus’ colony is described as:

5. This class of fungi is the causative agent of ________________which is associated with infection of the __________________________.

Case 2:

This fungus was isolated from the lung of a 35-year-old female lymphoma patient. Growth was detected after 3 days of incubation at 25ºC on SDA, with no growth on Inhibitory mold agar.

image2.jpg

1. Identify this fungus.

2. What test(s) would you performed to identify your named fungus?

3. Microscopic characteristics of this fungus include: _______________________________________________________________________

4. Some species of this genus are the etiologic agents of __________________________

Case 3:

This fungus was isolated from the sputum of a 35-year-old male. A brown colony was detected at 72 hours of incubation at 25ºC on SDA, with no growth on Mycosel agar.

image3.jpg

1. Identify this fungus.

2. Microscopic characteristics of this fungus include:

3. Clinically, this fungus is considered to be a/an:

Case 4:

This organism was isolated from an inflamed cornea of a 14-year-old male contact lens wearer.

Growth was detected on SDA on day 3 of incubation at 25ºC with no growth on Mycosel agar.

image4.jpg

1. Identify this fungus.

2. Clinically, this fungus is considered to be a/an:

3. A medical student submitted to the laboratory a Mycosel slant inoculated at bedside with corneal scrapings he had collected from a 20-year-old female inpatient. He indicated that the physician was trying to rule out mycotic keratitis. What is the next best step?

Case 5:

Shown is a Periodic-Acid-Schiff (PAS) stain of a lung biopsy from a 58-year-old male who complained of a chronic, productive cough. He smoked two to three packs of cigarettes a day for the last 35-40 years. Upon x-ray, a homogeneous mass was noted in his left lung. The wet preparations are of the organism growth after 12 days of 35ºC incubation.

 

1. Identify this fungus.

2. The microscopic morphology of this organism’s growth at 25° C characteristically exhibits __________________________________________________________

Case 6:

A 24-year old male forestry student from Washington State developed an infection on

his left third finger, which drained serous fluid. Shortly thereafter he developed painful

hyperpigmented nodules up the dorsal left arm. On examination he had 2 nonfluctant nodules that were palpable along this line. Two pustules were present over the left biceps muscle and no axillary lymphadenopathy was present. A diagnosis of staphylococcal cellulitis was made and the patient was treated without resolution of the lesions. The patient returned home to Rochester, Minnesota and went directly to St. Mary’s Hospital Emergency Department. A history of handling sphagnum moss was given by the patient. A nodule was aspirated and the exudate sent for culture. The patient was placed on itraconazole therapy and sent home.

Slide-1 Slide-2 Slide-3
image7.jpg image8.jpg image9.jpg
Slide-4 Slide-5 Slide-6
image10.jpg image11.jpg image12.jpg

image13.jpg

1. Identify this fungus.

2. Describe the characteristics, macroscopic and microscopic morphology of the fungus growth at 25° C.

Page 3 of 3

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Persuasive Speech: Breastfeeding

International Journal of Pediatrics , Vol.2, N.4-1, Serial No.10, October 2014 339

Review Article

 

http:// ijp.mums.ac.ir

The Importance of Breastfeeding in Holy Quran

Saeed Bayyenat 1 , Seyed Amirhosein Ghazizade Hashemi

2 ,

Abbasali Purbafrani 3 , Masumeh Saeidi

4 , *Gholam Hasan Khodaee

5

 

1 Assistant Professor of Anesthesiology , Department of Anesthesiology, Baqiyatallah University of Medical Sciences,

Tehran, Iran. 2 Assistant Professor of Otorhinolaryngology, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

3 Medical Education, Ministry of Health and Medical Education, Tehran, Iran.

134 Students Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.

5 Mashhad University of Medical Sciences, Mashhad, Iran.

 

Abstract

Breastfeeding is the ideal and most natural way of nurturing infants. The importance of breastfeeding has

been proved unequivocally, and the United Nations Children’s Fund (UNICEF) and World Health

Organization (WHO) have issued guidelines to ensure breastfeeding. More than 14 centuries is that in

Islamic teachings with the most comprehensive, most beautiful and most powerful motivation, is raised important points in the form of advice and education about breastfeeding. Included in Islam

recommended every mother to breastfeed her children up to the age of two years if the lactation period

was to be completed. Aware of these recommendations and the usage of them, will lead to the most efficient and effective incentives to promote breast-feeding.

Keywords: Breastfeeding, Quran, Infants.

 

 

 

 

 

 

 

 

 

Corresponding Author: Gholam Hasan Khodaee, Mashhad University of Medical Sciences, Mashhad, Iran.

Email: Khodaeegh@mums.ac.ir

Received date: Sep 26, 2014 ; Accepted date: Sep 27, 2014

 

 

 

Breastfeeding in Quran

International Journal of Pediatrics , Vol.2, N.4-1, Serial No.10, October 2014 340

Introduction

The History of Breastfeeding

1. Infants have been breast-fed since the beginning of humanity. Only since the

20th century have reasonable alternatives to

breastfeeding become available.

2. Alternatives to breastfeeding include:

a. Modified mammalian milk

(cow’s milk based formula became available

only in the 20th century).

b. Unmodified mammalian milk (such as

cows milk or goat milk) can cause metabolic

problems in the young infant.

c. Grain or legume based beverages

– soy milk based formula (only available

recently).

– other gruels based on carbohydrates are

usually low in fat and protein and do not

support adequate infant growth.

d. Wet nurse – a woman who nurses

another’s baby:

– many upper class women hired wet nurses

during various periods of history.

– infants orphaned due to maternal death

have been wet-nursed.

– women worked as wet nurses for pay.

3. Inability to keep non-human milk clean led to very high infant mortality rates

until the 20th century. This is still true in

many parts of the developing world.

Human breast milk is uniquely composed

to meet the needs of human infants

1. It has a high concentration of lactose (milk sugar). This is an excellent source of

carbohydrates.

2. There are 3 different categories of proteins in human milk: whey proteins,

casein proteins, and non-protein nitrogen.

The predominant type of protein in cows

milk is the casein protein (curds). The whey

proteins which are predominant in human

milk are much easier for infants to digest.

Human milk protein is 40% casein and 60%

whey compared to 80% casein and 20%

whey protein in cows’ milk.

3. Infants fed human milk tend to have stools that are less foul smelling and softer

than those of infants who are fed cow’s milk

or soymilk based formula. This is due to the

large number of Bifidobacterium and

Lactobacillus bacteria, and the resulting

lower PH in the gastrointestinal tract of

infants who are solely breast fed.

Constipation, defined as hard stools (not the

absence of a daily stool), does not occur in

healthy breast fed infants.

4. The composition of the milk of mothers who are breastfeeding varies during

the time of the day and during the feeding.

The hind milk (latter part of a breastfeeding)

has a much higher fat content than milk

produced during the beginning portion of the

feeding.

5. The odor and/or taste of breast milk may change depending on the mother’s diet.

This may help infants get used to different

tastes.

6. More information on nutritional factors in breast milk is found in the section

on Mature Milk Components (1-3).

Breastfeeding is the act of milk transference

from mother to baby (4) that is needed for

the survival and healthy growth of the baby

into an adult (5,6). Breastfeeding creates an

inimitable psychosocial bond between the

mother and baby (7,8), enhances modest

cognitive development (9) and it is the

underpinning of the infant’s wellbeing in the

first year of life (8,10) even into the second

year of life with appropriate complementary

foods from 6 months (11). Furthermore,

breastfeeding reduces the risk of neonatal

complications (15), respiratory and other

varieties of illnesses (13-16).

 

 

Bayyenat et al.

International Journal of Pediatrics , Vol.2, N.4-1, Serial No.10, October 2014 341

Based on anecdotal and empirical evidence

on the benefits of breastfeeding to the

mother and baby, the World Health

Organization (WHO) (11) has recommended

2 year breastfeeding; first 6 months

exclusive breastfeeding; more than 8 times

breastfeeding of the baby per day in the first

3 months of an infant’s life. The WHO and

the United Nations Children’s Fund

(UNICEF) global effort to implement

practices that protect, promote and support

breastfeeding through the Baby-Friendly

Hospital Initiative has recorded attendant

successes (17).

Results is shown that breastfeeding has

numerous benefits both for infants and

mothers. It provides all the nutrients that

infants need for healthy development and

protects children from common childhood

illnesses such as diarrhea, asthma, lower

respiratory infections, and ear infections.

Furthermore, it is positively associated with

children’s cognitive development.

Breastfeeding also benefits mothers by

lowering the risks of breast cancer, ovarian

cancer, and obesity, as well as by cutting

back on household expenses (18-23).

Breastfeeding in Eastern Mediterranean

Region

Infants should be exclusively breastfed for

the first six months of life to achieve optimal

growth, development and health. Thereafter,

to meet their evolving nutritional

requirements, infants should receive

nutritionally-adequate and safe

complementary foods while breastfeeding

continues for up to two years or beyond.

Special attention and practical support is

needed for feeding in exceptionally difficult

circumstances. WHO regional policy for

breastfeeding is to implement the Global

Strategy for Infant and Young Child Feeding

by protecting, promoting and supporting

breastfeeding and timely, adequate and safe

complementary feeding of infants and young

children. The circumstances where specific

recommendations apply include: infants less

than six months of age who are

malnourished, low birth-weight infants,

infants and children in emergencies, infants

born to HIV-positive women and children

living in special circumstances, such as

orphans and vulnerable children or infants

born to adolescent mothers. Many countries

in the WHO Eastern Mediterranean Region

report high rates (>60%) of early initiation

of breastfeeding of infants and more than

60% of infants continue to be breastfed at

one year. However, rates of exclusive

breastfeeding seem to have declined, with

only 40% or less of infants under six months

in countries of the Region being exclusively

breastfed.

Breastfeeding in European Region

The WHO European Region has one of the

lowest average proportions in the world of

children exclusively breastfed at 6 months of

age. Strong evidence shows that exclusive

breastfeeding is the natural and most

efficient method to ensure optimal child

growth and development. The theme of

World Breastfeeding Week (1–7 August

2013) is supporting mothers through peer

counselling. Although mothers may begin

well, breastfeeding rates decline sharply

over time. The proportion of children

exclusively breastfed at 3 months of age was

50% or less in 24 out of 36 countries in the

European Region that participated in

 

 

Breastfeeding in Quran

International Journal of Pediatrics , Vol.2, N.4-1, Serial No.10, October 2014 342

national surveys in 2005–2010. Only in 1

country in the Region were more than 50%

of 6-month-olds exclusively breastfed.

Breastfeeding in Pacific Region

 In the Western Pacific Region,

breastfeeding initiation within the first hour

of life is not yet optimal across several

countries. The rates in the following

countries are as follows: Samoa (88%),

Nauru (76%), Solomon Islands (75%),

Vanuatu (72%), the Marshall Islands (73%),

Mongolia (71%), Cambodia (65%), Fiji

(57%), the Philippines (54%), China (41%),

Viet Nam (40%), the Lao People’s

Democratic Republic (30%) and Tuvalu

(15%).

National surveys in 2005–2010. Only in 1

country in the Region were more than 50%

of 6-month-olds exclusively breastfed.

Breastfeeding in Pacific Region

 In the Western Pacific Region,

breastfeeding initiation within the first hour

of life is not yet optimal across several

countries. The rates in the following

countries are as follows: Samoa (88%),

Nauru (76%), Solomon Islands (75%),

Vanuatu (72%), the Marshall Islands (73%),

Mongolia (71%), Cambodia (65%), Fiji

(57%), the Philippines (54%), China (41%),

Viet Nam (40%), the Lao People’s

Democratic Republic (30%) and Tuvalu

(15%).

Breastfeeding in Region of the Americas

The United Nations and governments set

eight Millennium Development Goals

(MDGs) to be reached by 2015. Protection,

promotion and support of exclusive and

continued breastfeeding can contribute to all

eight. The WHO recommends that infants

are exclusively breastfed for 6 months and

that breastfeeding continue with

complementary foods for 2 years or more.

However, in the Americas, practices are far

from optimal as well as highly variable.

Although virtually all babies initiate

breastfeeding at birth, the proportion less

than 6 months of age who are exclusively

breastfed ranges from a low of 7.7% to a

high of 68.3%. The median duration of

breastfeeding is equally variable, ranging

from a low of 6 months to a high of 21.7

months. Countries that have made tremen-

dous progress are starting to show evidence

of stagnation while in others no progress and

sometimes deterioration has been observed.

U.S National (%):

 

 Ever Breastfed: 76.5;

 Breastfeeding at 6 months: 49;

 Breastfeeding at 12 months: 27;

 Breastfeeding at 3 months: 37.7;

Exclusive Breastfeeding at 6 months: 16.4.

 

Breastfeeding in African Region

Breastfeeding has a lifelong impact on

health and survival of newborns, infants and

young children. Breast milk is the ideal food

for newborns and infants: it gives all the

nutrients they need and contains antibodies

that help protect them from common

childhood illnesses, such as diarrhoea and

pneumonia, two leading causes of mortality

in children under 5 years old in the African

Region. Proper infant and young child

feeding is key to improving child survival

 

 

Bayyenat et al.

International Journal of Pediatrics , Vol.2, N.4-1, Serial No.10, October 2014 343

and promoting healthy growth and

development, thus contributing to the

attainment of Millennium Development

Goal 4 of reducing by two thirds, between

1990 and 2015, the under-five mortality rate.

WHO recommends that all infants should be

exclusively breastfed starting within one

hour of birth and for the first 6 months of

life. Exclusive breastfeeding, according to

the Innocenti Declaration, means that no

other drink or food is given to the infant.

Worldwide, the actual practice is low at

38%. after 6 months, nutritious

complementary foods should be added while

continuing to breastfeed for up to 2 years or

beyond. Globally, only about half of

children aged between 20 and 23 months are

still breastfed. Data from the African Health

Observatory shows that in the great majority

of countries of the African Region the rate

of children exclusively breastfed in the first

six months is quite low, with an average of

35% for the 2007-2012 period. WHO global

target is to increase exclusive breastfeeding

in the first 6 months to at least 50% by 2025.

Early initiation of breastfeeding in the

Region shows a similar trend (48%) between

2006 and 2011. The percentage of children

6–8 months introduced to solid, semi-solid

or soft foods is high, with a regional average

of 71% in 2011.

 

Breastfeeding in South-East Asia Region

Initiation of breastfeeding within one hour

of birth and exclusive breastfeeding for the

first six months of an infant’s life is a key

factor for the survival of a newborn.

Ensuring optimal breastfeeding depends on

the care and support a mother receives

during pregnancy, child birth and

immediately after delivery. Healthcare

providers play a critical role in assisting

mothers and their families to initiate and

promote breastfeeding and enable all infants

to reach the goal of survival, optimum

growth and development. In the Member

States of WHO’s South-East Asia Region an

estimated 51% of the infants are exclusively

breastfed, with a range varying from 15% to

85%. Sustained efforts are required to

enhance the breastfeeding rates further in the

countries. Nearly a million newborns die

every year in WHO’s South-East Asia

Region, many of whom can be saved by

early and exclusive breastfeeding. High

newborn mortality in this Region is one of

the reasons that the Millennium

Development Goal’s target of reducing child

mortality by two-thirds by 2015 is unlikely

to be achieved. In recognition of this

constraint, WHO promotes a package of

‘Essential Newborn Care Interventions’ that

includes breastfeeding as an important

component (24).

10 facts on breastfeeding

1.WHO recommends exclusive breastfeeding

for the first six months of life. At six months,

solid foods, such as mashed fruits and

vegetables, should be introduced to

complement breastfeeding for up to two

years or more. In addition:

 breastfeeding should begin within

one hour of birth;

 breastfeeding should be “on demand”,

as often as the child wants day and night; and

 bottles or pacifiers should be avoided.

2. Breast milk is the ideal food for newborns

and infants. It gives infants all the nutrients

they need for healthy development. It is safe

and contains antibodies that help protect

infants from common childhood illnesses

such as diarrhoea and pneumonia, the two

primary causes of child mortality

worldwide. Breast milk is readily available

and affordable, which helps to ensure that

infants get adequate nutrition.

 

 

Breastfeeding in Quran

International Journal of Pediatrics , Vol.2, N.4-1, Serial No.10, October 2014 344

3. Breastfeeding also benefits mothers.

Exclusive breastfeeding is associated with a

natural (though not fail-safe) method of birth

control (98% protection in the first six

months after birth). It reduces risks of breast

and ovarian cancer later in life, helps women

return to their pre-pregnancy weight faster,

and lowers rates of obesity.

4. Beyond the immediate benefits for

children, breastfeeding contributes to a

lifetime of good health. Adolescents and

adults who were breastfed as babies are less

likely to be overweight or obese. They are

less likely to have type-2 diabetes and

perform better in intelligence tests.

5. Infant formula does not contain the

antibodies found in breast milk. When infant

formula is not properly prepared, there are

risks arising from the use of unsafe water

and unsterilized equipment or the potential

presence of bacteria in powdered formula.

Malnutrition can result from over-diluting

formula to “stretch” supplies. While frequent

feeding maintains breast milk supply, if

formula is used but becomes unavailable, a

return to breastfeeding may not be an option

due to diminished breast milk production.

6. An the human immunodeficiency virus

(HIV-infected) mother can pass the infection

to her infant during pregnancy, delivery and

through breastfeeding. Antiretroviral (ARV)

drugs given to either the mother or HIV-

exposed infant reduces the risk of

transmission. Together, breastfeeding and

ARVs have the potential to significantly

improve infants’ chances of surviving while

remaining HIV uninfected. WHO

recommends that when HIV-infected

mothers breastfeed, they should receive

ARVs and follow WHO guidance for infant

feeding.

7. An international code to regulate the

marketing of breast-milk substitutes was

adopted in 1981. It calls for:

 all formula labels and information to

state the benefits of breastfeeding and the

health risks of substitutes;

 no promotion of breast-milk

substitutes;

 no free samples of substitutes to be

given to pregnant women, mothers or their

families;

 no distribution of free or subsidized

substitutes to health workers or facilities.

8. Breastfeeding has to be learned and

many women encounter difficulties at the

beginning. Nipple pain, and fear that there is

not enough milk to sustain the baby are

common. Health facilities that support

breastfeeding by making trained

breastfeeding counsellors available to new

mothers encourage higher rates of the

practice. To provide this support and

improve care for mothers and newborns,

there are “baby-friendly” facilities in about

152 countries thanks to the WHO-UNICEF

Baby-friendly Hospital initiative.

9. Many mothers who return to work

abandon breastfeeding partially or

completely because they do not have

sufficient time, or a place to breastfeed,

express and store their milk. Mothers need a

safe, clean and private place in or near their

workplace to continue breastfeeding.

Enabling conditions at work, such as paid

maternity leave, part-time work

arrangements, on-site crèches, facilities for

expressing and storing breast milk, and

breastfeeding breaks, can help.

10. To meet the growing needs of babies at

six months of age, mashed solid foods

should be introduced as a complement to

continued breastfeeding. Foods for the baby

can be specially prepared or modified from

family meals. WHO notes that:

 breastfeeding should not be

decreased when starting on solids;

 

 

Bayyenat et al.

International Journal of Pediatrics , Vol.2, N.4-1, Serial No.10, October 2014 345

 food should be given with a spoon or

cup, not in a bottle;

 food should be clean, safe and

locally available; and

 ample time is needed for young

children to learn to eat solid foods (24-27).

Results

 

More than 14 centuries ago, before any

medical knowledge on health values and the

benefits of breastfeeding was available, Islam

recommended every mother to breastfed her

children up to the age of two years if the

lactation period was to be completed.

Breastfeeding is very clearly encouraged in

the Quran and breast feeding by the mother

to her new born infant is greatly beneficial as

science had proven, and it is mandatory in the

Quran. Allah Almighty Commanded the

mother to breast feed her child for two full

years:

“The mothers shall give such to their

offspring for two whole years, if the father

desires to complete the term. But he shall

bear the cost of their food and clothing on

equitable terms. No soul shall have a burden

laid on it greater than it can bear. No mother

shall be treated unfairly on account of her

child. Nor father on account of his child, an

heir shall be chargeable in the same way. If

they both decide on weaning, by mutual

consent, and after due consultation, there is

no blame on them. If ye decide on a foster-

mother for your offspring, there is no blame

on you, provided ye pay (the mother) what ye

offered, on equitable terms. But fear God and

know that God sees well what ye do” (28).

“And We have commended unto man

kindness toward parents. His mother beareth

him with reluctance, and bringeth him forth

with reluctance, and the bearing of him and

the weaning of him is thirty months, till,

when he attaineth full strength and reacheth

forty years, he saith: My Lord! Arouse me

that I may give thanks for the favour

wherewith Thou hast favoured me and my

parents, and that I may do right acceptable

unto Thee. And be gracious unto me in the

matter of my seed. Lo! I have turned unto

Thee repentant, and lo! I am of those who

surrender (unto Thee)” (29).

“And We have enjoined upon man

concerning his partners – His mother beareth

him in weakness upon weakness, and his

weaning is in two years – Give thanks unto

Me and unto thy parents. Unto Me is the

journeying” (30).

“Forbidden unto you are your mothers, and

your daughters, and your sisters, and your

father’s sisters, and your mother’s sisters,

and your brother’s daughters and your

sister’s daughters, and your foster-mothers,

and your foster-sisters, and your mothers-in-

law, and your step-daughters who are under

your protection (born) of your women unto

whom ye have gone in – but if ye have not

gone in unto them, then it is no sin for you

(to marry their daughters) – and the wives of

your sons who (spring) from your own loins.

And (it is forbidden unto you) that ye should

have two sisters together, except what hath

already happened (of that nature) in the past.

Lo! Allah is ever Forgiving, Merciful. (This

verse refers to foster the relationship)” (31).

“Lodge them where ye dwell, according to

your wealth, and harass them not so as to

straiten life for them. And if they are with

child, then spend for them till they bring

forth their burden. Then, if they give suck

for you, give them their due payment and

consult together in kindness; but if ye make

difficulties for one another, then let some

other woman give suck for him (the father of

the child)” (32).

 

 

Breastfeeding in Quran

International Journal of Pediatrics , Vol.2, N.4-1, Serial No.10, October 2014 346

“On the day when ye behold it, every

nursing mother will forget her nursling and

every pregnant one will be delivered of her

burden, and thou (Muhammad) wilt see

mankind as drunken, yet they will not be

drunken, but the Doom of Allah will be

strong (upon them)” (33).

“And We inspired the mother of Moses,

saying: Suckle him and, when thou fearest

for him, then cast him into the river and fear

not nor grieve. Lo! We shall bring him back

unto thee and shall make him (one) of Our

messengers” (34).

“And We had before forbidden foster-

mothers for him, so she said: Shall I show

you a household who will rear him for you

and take care of him?” (35).

Conclusion

Breastfeeding is the ideal and most

natural way of nurturing infants. The

importance of breastfeeding has been proved

unequivocally, and UNICEF and WHO have

issued guidelines to ensure breastfeeding.

Breastfeeding is very clearly encouraged in

the Quran. Breast feeding had been proven

to be extremely important to the infant’s

health and body growth. It is so amazing

that Allah Almighty’s Divine Claims in the

Noble Quran are always scientifically

proven to be accurate and Greatly beneficial

to humanity. It is now very evident why

breastfeeding is to be done for two complete

years, as illustrated in the Quran. Modern

science has further highlighted the

miraculous recommendation of the Quran

regarding this matter, that was revealed

more than one thousand four hundred years

ago. Allaah The Almighty Says (what

means): “We will show them Our signs in

the horizons and within themselves until it

becomes clear to them that it is the truth. But

is it not sufficient concerning your Lord that

He is, over all things, a Witness?” (36).

References 1. Lawrence RA, Lawrence RM. Breastfeeding: A

Guide for the Medical Profession, 7th Ed.

Elsevier Mosby, Maryland Hts, Missouri;

2011. 2. Mennella JA, Beauchamp GK. Maternal diet

alters the sensory qualities of human milk and

the nursling’s behavior. Pediatrics 1991: 88(4): 737-44.

3. Breastfeeding Basics. 2014. Available at:

http://www.breastfeedingbasics.org/cgi- bin/deliver.cgi/content/Introduction/index.html

. [accessed Sep 21, 2014].

4. Academy of Breastfeeding Medicine. Position

on breastfeeding. 2008. Available at: http://www.bfmed.org. [assessed 12/07/2011]

5. United Nations Children’s Fund (UNICEF) Tracking progress on child and maternal nutrition: a survival and development priority.

2009. Available at: http://www.unicef.org.

[assessed 11/06/2012] 6. Heckman JJ. Factors influencing milk

production in nursing mothers. 2011. Available

at: http://child-encyclopedia.com. [assessed

12/04/12] 7. Singh K, Srivastava P. The effect of

colostrums on infant mortality: urban rural

differentials. Health and population. Perspect Issues1992; 6(3&4):94–100.

8. Okolo SN, Ogbonna C. Knowledge, attitude and practice of health workers in Keffi local

government hospitals regarding baby-friendly hospital initiative (BFHI) practices. Eur J Clin

Nutr 2002; 6(5):438–441.

9. Fergusson DM, Beautrais AL, Silva PA. Breast-feeding and cognitive development in

the first seven years of life. Soc Sci Med 1982;

6:1705–1708. 10. United Nations Children’s Fund (UNICEF)

Breastfeeding: Foundation for a healthy future.

1999. Available at:

http://www.unicef.org/publications/files/pub_b rochure_en.pdf. [assessed 07/06/2012]

11. World Health Organization (WHO) The global strategy for infant and young child feeding. Geneva: WHO; 2003. Available at:

http://whqlibdoc.who.int/publications/2003/92

41562218.pdf. [assessed 12/07/2011]

 

 

Bayyenat et al.

International Journal of Pediatrics , Vol.2, N.4-1, Serial No.10, October 2014 347

12. Furman L, Minch NM, Hack M. Breastfeeding of very low birth weight. J-Hum-Lact 1998;6(1):29–34.

13. López-Alarcón M, Villalpando S, Fajardo A. Breast-feeding lowers the frequency and duration of acute respiratory infection and

diarrhea in infants under six months of age. J

Nutr 1997;6(3):436–43.

14. Cushing AH, Samet JM, Lambert WE, Skipper BJ, Hunt WC, Young SA, et al. Breastfeeding

reduces risk of respiratory illness in infants. Am

J Epidemiol 1998; 6(9):863–870. 15. Akobeng AK, Ramanan AV, Buchan I, Heller

RF. Effect of breast feeding on risk of coeliac

disease: a systematic review and meta-analysis of observational studies. Arch Dis Child 2006;

6:39–43.

16. Chantry CJ, Howard CR, Auinger P. Full breastfeeding duration and associated decrease in respiratory tract infection in US children.

Pediatrics 2006; 6(2):425–32.

17. WHO/UNICEF. Innocenti declaration on the protection, promotion and support of

breastfeeding. 1990. Available at:

http://www.unicef.org/programme/breastfeeding

/innocenti.htm. [accessed 12/08/2012] 18. Organisation for Economic Co-operation and

Development. Family databse, child

outcome(CO)1.5 breastfeeding rates. Available at:

http://www.oecd.org/els/soc/oecdfamilydatabase

.htm. [accessed on 15 June 2013] 19. Organisation for Economic Co-operation and

Development. Breastfeeding rate, family

database OECD. Available at:

http://www.oecd.org/els/family/43136964.pdf. [accessed on 15 June 2013].

20. Hoseini BL, Vakili R, Khakshour A, Saeidi M.

Maternal Knowledge and Attitude toward Exclusive Breast Milk Feeding (BMF) in the

First 6 Months of Infant Life in Mashhad. Int J Peditr 2014; 2(1):63-9.

21. Esfandiari R, Baghiani Moghadam MH, Faroughi F, Saeidi M. Study of Maternal

Knowledge and Attitude toward Exclusive

Breast Milk Feeding (BMF) in the First 6 Months of Infant in Yazd-Iran. Int J Peditr

2014;3-1(7):175-181.

22. Ghazizade Hashemi SA, Bayyenat S, Purbafrani A, Taghizade Moghaddam H, Saeidi M.

Comparison of Immunization in Iran and Turkey

between Years 1980- 2013. International J of

Pediatrics 2014; 2(3.3): 75-83. 23. Saeidi M, Vakili R, Hoseini BL, Khakshour A,

Zarif B, Nateghi S. Assessment the Relationship

Between Parents’ Literacy Level with Children Growth in Mashhad: An Analytic Descriptive

Study. International J of Pediatrics 2013; 1(2):

39-43. 24. World Health Organization. Programs and

projects, nutrition topics, exclusive

breastfeeding. [accessed on 15 September 2014].

Available at: http://www.who.int/nutrition/topics/exclusive_br

eastfeeding/en. [accessed on 15 Sep 2014]

25.American Academy of Pediatrics. Section on breastfeeding: policy statement: breastfeeding

and the use of human milk. Pediatrics.

2012;129:e827–e841.

26. American Academy of Pediatrics. Executive summary, 2012 breastfeeding and the use of

human milk. Available at:

http://www2.aap.org/breastfeeding/files/pdf/Bre astfeeding2012ExecSum.pdf. [accessed on 15

June 2013]

27.Eidelman AI. Breastfeeding and the use of human milk: an analysis of the American

Academy of Pediatrics 2012 Breastfeeding Policy Statement. Breastfeed Med 2012;7:323–4. 28. The Noble Quran, Chapter 2: Verse 233. 29. The Noble Quran, Chapter 46: Verse 15.

30. The Noble Quran, Chapter 31: Verse 14.

31. The Noble Quran, Chapter 4: Verse 23.

32. The Noble Quran, Chapter 65:Verse 6. 33. The Noble Quran, Chapter 22:Verse 2.

34. The Noble Quran, Chapter 28:Verse 7.

35. The Noble Quran, Chapter 28:Verse 12. 36. The Noble Quran, Chapter 41:Verse 53.

 

 

 

 

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Bio Lab 2.

BI 101 Online Lab Procedures

Lab 2: Survivorship, Distribution, and Population Growth

 

Learning Objectives:

By the end of this lab you will be able to: ● Create a survivorship curve. ● Describe how parental care affects offspring survivorship. ● Determine the index of dispersion for a population. ● Use population growth equations to predict the size of a population.

Additional resources needed:

The following resources are located in the Week 2 “Research and Report” section of the Moodle course. ● Lab 2 Report​: You will record your data and answer analysis questions in this report. Once

complete, you will submit this report through the submission page on the course website. ● Lab 2 Spreadsheet​: This document has tables and graphs that you will generate as you go

through the activities outlined in this document. It is not to be turned in, but you will need it to create graphs and analyze your data.

It is highly recommended that you print this document to facilitate ease of access while

completing the activities.

Before you begin this lab, obtain the following items from your lab kit:

● Feathers

You will need to provide:

● 25 local obituaries from 2018

Introduction to Survivorship

Within a population, some individuals die very young while others live into old age. Until quite recently, the pattern of mortality for humans has been influenced primarily by disease. When the number of survivors of a population is plotted against time or life span the graph is termed a ​survivorship curve​. Three patterns of survivorship are recognized. These three can be displayed by survivorship curves, graphs that indicate the pattern of mortality in a population. While survivorship curves for humans are relatively easy to generate, information about other species is more difficult to determine. It can be quite a trick to simply determine the age of an individual plant or animal, not to mention watching an entire population over a period of years. However, the principle of determining survivorship can be demonstrated by using population data and non-living objects. In this exercise you will produce survivorship curves using data from obituaries and feathers.

Part 1: Human Survivorship

Obtain obituaries from your local newspaper or website source. You will need 25 for this exercise. 1. Complete ​Table 1 found in your Lab Report by recording the year born, the year died, and age at

death for 5 individuals found in your obituaries. Place a “1” in each cell if the individual lived to that

Survivorship, Distribution, and Population Growth – 1

 

 

BI 101 Online Lab Procedures

age interval (AI). For example, if the age at death was 43, then the first 5 age interval columns would be marked with 1’s. If the individual did not survive into a particular interval, enter a “0” in the corresponding box. When all rows are complete, add together all of the numbers for each column and record the total in the last row of the table. These totals represent the number of individuals that survived into that interval. You should have a total of 5 for the first AI. As your population gets older, you should see this number decrease.

2. Using the lab spreadsheet, create a survivorship curve for your sample size of 5 in the spreadsheet. Open the lab spreadsheet. Click on the first tab at the bottom of the spreadsheet titled “Human Survivorship 5”. Enter your totals from the last row ​Table 1 into the yellow highlighted column in the spreadsheet. A graph will be automatically generated. Add an image of your graph into your lab report. The easiest way (that I know of) for PC users to do this is ​use the Snipping Tool . Mac users can ​take a screenshot of part of your screen . Save as an image and insert it into your lab report.

3. Now use the spreadsheet to create another survivorship curve, but this time using a sample size of 25. Click on the second tab titled “Human Survivorship 25”. Notice that the type of data being plotted has changed. When reporting data in populations that are large, it is easier to analyze the data as a percent of the population instead of actual headcounts, as you did in the first graph. In the yellow highlighted column, enter the year born for 25 individuals you found in your collected obituaries. (It’s ok to use the 5 you already used in your first data set).

4. Answer the questions in the lab report, using the two graphs you just generated.

5. Click on the tab in the spreadsheet titled “Human Survivorship Historical”, observe the survivorship curves of human populations during different points in history, and discuss your observations in your lab report. Please note, the green line that represents deaths after 1940 is created from your data set of 25 individuals, so you must complete that graph to answer the question in the lab report.

6. Using your graph with 25 data points, interpret the data by answering the questions in the lab report. Make note of the differences in how the data is reported when answering the questions! Remember, your population of 5 is reported as ​total number of people still alive, while the population of 25 is reported as ​percent of the population​ that is still alive.

Part 2: Feather Survivorship

You learned that the three different types of survivorship curves indicate certain characteristics of that species, including level of parental care. In this activity, you will test this using feathers as your test “species”. You will measure the “time to death” after tossing each feather into the air. “Time to death” is recorded as time that passes from the moment the feather leaves your hand to the moment the feather touches the ground or other surface. You might find it helpful to enlist the help of a volunteer to assist you in monitoring time until death. Population 1​ – ​Control Set​: Do not give any assistance to the feather to keep it “alive”, just let it be. Record the time it takes to land.

Survivorship, Distribution, and Population Growth – 2

 

 

BI 101 Online Lab Procedures

Population 2​ – ​Parental Care​: Once the feather leaves your hand, you will give your “offspring” assistance to keep alive. You can wave a paper or your hands under it, blow it upward to keep it going, or fan it somehow in an effort to keep the feather in the air and prevent it from hitting the ground (“dying”).

Instructions:

1. Toss a feather in the air or drop it from an elevated height. Time starts when it leaves your hand. 2. Observe and time how long the feather takes to land (in seconds). Assume the maximum lifespan is

30 seconds. If it takes longer than 30 seconds for the feather to drop, enter 30 into your chart. 3. Record your data in ​Table 2​ of your lab report. Repeat steps until you have 20 data points. 4. Transfer your data to the ​Feather Survivorship​ tab in the Spreadsheet. 5. Save your graph, similar to how you saved the survivorship curves, and insert it into the report. 6. Answer the analysis questions in your lab report.

Part 3: Distribution Patterns

Ecologists use the term “dispersion” to describe the distribution pattern of individuals in their habitat. This pattern may vary from a ​random​, ​uniform​, or ​clumped distribution. Dispersion can be an important factor in evaluating the impact a population can have on its habitat or how exploiting a habitat can impact a native population. For example, the action of an equal number of clumped individuals will be different than if the same number had been uniformly distributed.

Instructions:

The last page of this lab represents a 100 square meter (m​2​) intertidal area that is the habitat for a variety of marine plants and animals, among them algae and sea urchins. Print out the last page and use it to determine the pattern of dispersion by following the instructions below: 1. Using a penny, flip the coin onto the page. Where the coin lands, count the total number of algae that

are touching any part of the coin. Record this number in ​Table 3 in your lab report. Repeat this process 20 times.

2. Use ​Table 4​ to summarize your data. a. Column 1: Target Species per Plot (X)

This column represents the number of individuals that were touching the coin with each flip.

b. Column 2: Number of Plots (E) Look at your data in Table 3. How many times did you flip the coin and not land on any algae? This is the number that is recorded in the first row. How many times did your coin land on 1 algae? Record this number in row 2. For example, if your coin touched 3 algae four coins flips out of 20, then you enter “4” into the row where X=3. Repeat this until all pertinent rows are complete.

c. Column 3: Number of Algae Counted This column represents the total number of individuals that were touched with each flip (Column 1 multiplied by column 2). For example: If (X) = 3, and (E) = 6, then 6 of your 20 coin flips resulted in touching 3 algae, and you counted 18 individuals. (6 flips x 3 algae = 18 algae counted).

Survivorship, Distribution, and Population Growth – 3

 

 

BI 101 Online Lab Procedures

d. Totals The last row of the table is the sum of each column of data. (n) = Total number of coin flips (N) = Total number of algae counted

3. In the spreadsheet, click on the “Index of Dispersion” tab. Enter your data from column 2 of ​Table 4

into the cells highlighted in yellow. Make sure your own calculations correspond with those generated in the spreadsheet. You should see an index (I​d​) value automatically in cell C24, calculated after you enter your (E) values. Record this index in the last row of ​Table 4​.

Use the following information to determine the distribution pattern of the algae. You will discuss the value in part 4 of the lab report. (Note: Your calculated I​d will probably not be exact, but should be much closer to one of the following values than the others.)

If ​I​d​ = 1​, then distribution pattern is random. If ​I​d​ = n​, then distribution pattern is clumped. If ​I​d​ = 0​, then distribution pattern is uniform.

Part 4: Population Growth

The last page of this lab (the same that you used in Part 3) represents a 100 square meter (m​2​) intertidal area that is the habitat for a variety of marine plants and animals, among them algae and sea urchins. The date at time of count is December 31​st​, 2015 (end of year)..

Instructions:

Using the printout on the last page, count the number of algae and sea urchins present in your tide pool on December 31st, 2015. Record these numbers in ​Table 5​ of the lab report.

Density and Distribution of Algae

1. Calculate the density of the algae. Recall that species density refers to the amount of space an individual takes up in a habitat. Your answer should be expressed as # of algae per square meter (Units must be included!). Not sure how to calculate density? The lecture materials has examples!

2. Identify the index of dispersion you calculated in part 3 in your lab report.

3. Discuss what this index tells us about the lifestyle of algae

Sea Urchin Population

1. On January 1st, 2015, the sea urchin population consisted of the adult urchins and those that died throughout the year. (Remember, the young urchins were born after January 1st!) Determine the population size at the ​BEGINNING of 2015​ and record in your lab report.

2. On December 31st, 2015, the urchin population consisted of all the adult sea urchins plus those that were born during the year. (Remember, the dead urchins can’t be counted as part of the population at the end of the year since they are dead!) Determine the population size at the ​END of 2015 and record in your lab report.

Survivorship, Distribution, and Population Growth – 4

 

 

BI 101 Online Lab Procedures

3. Using the population size you determined for the ​beginning of the year, determine the birth rate (b) for the sea urchin population in 2015. Record this in your lab report.

4. Again using the population size you determined for the beginning of the year, determine the death rate (d) for the sea urchin population in 2015. Record this in your lab report.

5. Calculate the growth rate (r) for the sea urchin population.

6. Using your calculations, predict the growth of the sea urchin over the course of 5 years. Remember: G = (r) x (population size). G represents the number of individuals added to the population within a given time frame. Refer to the lecture slides and study guide to see examples of how to determine population size over the course of several years. ​Start your calculations using the original population size you calculated at the beginning of the year in 2015​.

7. Record the population size for 5 years of growth in the last section of the lab report and discuss your results.

Survivorship, Distribution, and Population Growth – 5

 

 

BI 101 Online Lab Procedures

 

Survivorship, Distribution, and Population Growth – 6

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

BIOL 102-B04 LUO Discussion Board # 1 Replies

Each reply must be 125 words.

Response #1

Nicole Brown Alcoholism

Effects of Alcohol Abuse

Alcoholism is a topic that hits close to home for me. Growing up I witnessed the negative effects alcoholism can have on not only your health, but family and social life as well. Now that I am grown and have developed my faith in God I know that as Christians, we are not supposed to drink excessively. Romans 13:13 (NIV) states, “3Let us behave decently, as in the daytime, not in carousing and drunkenness, not in sexual immorality and debauchery, not in dissension and jealousy.”

Out of the many health related risks of drinking, I would like to talk about those which I have witnessed most often during my career in the healthcare field.  When I was working in memory care facilities, we would often get patients with alcohol induced Dementia. There is no cure for dementia, and it is a disease that slowly worsens. Alcohol supports the disease process and often makes it progress more quickly.

Another negative effect of drinking is depression. Many people drink because they are depressed and looking for an outlet, and many people fall into the trap of alcoholism and become depressed as the need for alcohol takes over their lives. I have witnessed this firsthand, being that my mother took up drinking after my father passed away. From sunrise to sunset my mother would drink. People who abuse alcohol and have depression are also more likely to abuse other substances and mix medications with alcohol, which is not recommended and can lead to other serious health problems.

Heavy drinking can slow down the body’s immune system, making it more susceptible to disease. When intoxicated, your body is not able to protect itself and preform functions needed to guard you from infections. People who drink are more likely to engage in risky sexual activity, which often results in contracting an infectious disease. The Bible warns of immoral acts like this. 1 Corinthians 6:18(NIV) “18Flee from sexual immorality. All other sins a person commits are outside the body, but whoever sins sexually, sins against their own body”.

In the state of Virginia, between the years of 2006-2010 there have been 1,871 documented alcohol related deaths alone. Imagine the amount of undocumented cases. I hope to one day see a world without alcohol abuse, very unlikely scenario but wouldn’t it be wonderful? I hope as Christians we can all remember the negative effects of alcohol abuse and abstain from partaking in excessive drinking. Remember to glorify God in all that you do and treat your body as a temple.

References:

Freeman, D. (2011). 12 Health Risks of Chronic Heavy Drinking. Retrieved from https://www.webmd.com/mental-health/addiction/features/12-health-risks-of-chronic-heavy-drinking#1

Centers for Disease Control and Prevention. Alcohol Related Disease Impact (ARDI) application, 2013. Available at www.cdc.gov/ARDI.

Response 2

Brenda Barber Alcoholism

Alcohol is a common addiction issue in our society.  It is socially acceptable and often found to be the source of entertainment in young people today.  People often do not realize the longterm effects it can have on their system.  We are warned in Proverbs 20:1 “Wine is a mocker, and whoever is led astray bit it is not wise”.  One has to wonder why we would need a warning if something is safe for our system.  (NKJV)

The obvious issues that we see with alcoholism is the effects that it has on our relationships and safety concerns with driving ability, but there are many other issues to take into consideration with our general health.  Longterm alcohol use can change how our system functions.  Anemia can be caused by alcoholism, which is a decrease in the red blood cells that causes fatigue, shortness of breath and lightheadedness.   These same symptoms are also common in cardiovascular disease, which can also be caused by longterm alcohol use/abuse.   Alcohol causes platelets to be more likely to clump together and form blood clots that can cause heart attacks or strokes.  If our blood thickens it makes it harder to pump the blood through our system and create blood pressure issues.  High blood pressure makes the heart work harder to move the blood and just like any other muscle in our system the heart is a muscle.  If you work a muscle more you build it up just like working out builds your muscles.  When the heart wall thickens it becomes enlarged, this is known as cardiomyopathy.  Cardiomyopathy causes the heart to pump blood less efficiently and blood can backup into the lungs or the rest of the body.  All of our lives we have been told the importance of what we feed our body and brain.  When we feed our brain alcohol it can lead to dementia.  Our brains shrink slowly as we age and  studies have shown that alcohol speeds up the rate that they brain shrinks.  When I think back to the scripture in Proverbs these things make me realize that we should be warned about the issues with alcohol.

If you believe that Jesus is your savior, then you know that we are all sinners.  In Romans 3:23, Paul describes us,  “all have sinned and fall short of the glory of God.”  (NKJV).   Paul refers to the flesh as weak.  Galatians 5:19-21, “Now the works of the flesh are evident, which are: adultery, fornication, uncleanness, lewdness, 20 Idolatry, sorcery, hatred, contentions, jealousies, outburst of wrath, selfish ambitions, dissensions, heresies, 21 envy, murders, drunkennness, revelries, and the like; of which I tell you beforehand, just as I also told you in the past, that those who practice such things will not inherit the kingdom of God.” (NKJVS)  He also mentions in Ephesians 5:18, “And do not be drunk with wine, in which is dissipation; but be filled with the Spirit.  Consumption of an alcoholic beverage is not a sin, however, it can lead to sinful behaviors including alcoholism.  Alcoholism is not just the choice to drink in excessiveness, but is a chemical change in the system that makes a person dependent on alcohol.   If our goal is to be is to be like Christ  we should protect ourselves from things that challenge our abilities of self control, as mentioned in  Romans 13:13-14, “Let us walk properly, as in the day, not in revelry and drunkenness, not in lewdness and lust, not in strife and envy.  14 But put on the Lord Jesus Christ, and make no provision for the flesh, to fulfill its lusts.” (NKJV)

References:

The Holy Bible. New King James Version.Holman Bible Publishers.(2013)

Beckerman,MD, J. (2018,February 12). Heart Disease and Cardiomyopathy. Webmd.com/heart-disease/guide/muscle-cardiomyopathy.

Freeman, D. (2011).12 Health Risk of Chronic Heavy Drinking. Webmd.com/mental-health/addiction/features/12-health-risks-of-chronic-heavy-drinking#1.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

SCI 115 Quiz 9

COUNT AND SCROLL DOWN BELOW THIS PAGE TO DOWNLOAD FILES WITH ANSWERS.

Version 1

1. Which of the following is a disadvantage of an exoskeleton?

2. Which of the following animals do NOT have tissues?

3. Which of the following organisms have an exoskeleton?

4. Tetrapods are the direct descendants of

5. In amphibians, what function does the cloaca serve?

6. This vertebrate is a fish, has a cartilaginous skeleton, no jaws, and a tooth-covered tongue. This animal is a

7. The number of individuals of the same species in some specified area or volume of habitat is the

8. The most common type of population distribution is

9. A change in a population that is NOT related strictly to the size of the population is best described as

10. Which of the following models of growth takes place when the amount of available resources is not limiting?

11. Jellyfish are as likely to die at one age as any other. Thus, a type ___ survivorship curve characterizes their life history.

12. What invention about 11,000 years ago led to a boom in the human population?

Version 2

1. This animal has radial symmetry, a gastrovascular cavity, and the same opening is for the entry of food and expulsion of waste. It is ___.

2. Which of the following are characterized by radially symmetrical members?

3. Sponges are

4. This animal is a tetrapod that has a cloaca, aquatic larvae, and is tailless as an adult. This animal is

5. Amniotes differ from amphibians by

6. This vertebrate is a fish, has a cartilaginous skeleton, no jaws, and a tooth-covered tongue. This animal is a

7. The most common type of population distribution is

8. The number of individuals that make up a population gene pool is the

9. Which of the following factors is NOT a density-independent factor?

10. A change in a population that is NOT related strictly to the size of the population is best described as

11. Most octopuses die early in life; those that survive can live up to 5 years. Octopuses are best characterized by a type __ survivorship curve.

12. What invention about 11,000 years ago led to a boom in the human population?

BUY MORE MATERIALS FOR THIS COURSE:

SCI 115 Quiz 1

SCI 115 Quiz 2

SCI 115 Quiz 3

SCI 115 Quiz 4

SCI 115 Quiz 5

SCI 115 Quiz 6

SCI 115 Quiz 7

SCI 115 Quiz 8

SCI 115 Quiz 9

SCI 115 Quiz 10

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Watching The Video About Vaccines And Answer This Question

Discussion questions:

  1. Through a published schedule and set of guidelines, the Centers for Disease Control and Prevention (CDC) and public health officials recommend that every child receive certain vaccinations by age 6. What are the benefits of this recommendation to public health officials, to the community and to other children?
  2. Some parents and health care professionals question the CDC’s recommendations and decide not to vaccinate their children, while others, like Jennifer Margulis, choose to vaccinate their children along an alternative schedule. How might her decision affect both her own children and others?
  3. In what ways is vaccination different from other types of personal health decisions?
    Who should be involved in deciding whether children receive a specific vaccine?
  4. Should the government have the right to compel vaccination? Should parents have the right to refuse it?
  5. What role has Jenny McCarthy and Handly had in the vaccine debate? Do you agree with disagree with her?
  6. Describe Andrew Wakefield’s research published in The Lancet?
  7. What connection is there with vaccines and autism? Explain.
  8. What is “herd immunity” and how related to vaccine use?
  9. What recent extremely contagious disease has brought this issue back into the news?
    1. Why might some people be especially concerned about having their children in schools that have vaccinations optional?

10. What is the San Diego connection? Links here San Diego connection (Links to an external site.)  (Links to an external site.) and here (Links to an external site.) to this story?

Video link is http://www.pbs.org/wgbh/pages/frontline/vaccines/view/

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!