Micro Bio Case Study

/in /by

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

 
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Persuasive Speech: Breastfeeding

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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).

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Guide for the Medical Profession, 7th Ed.

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

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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.

 

 

 

 

 
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Bio Lab 2.

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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

 
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BIOL 102-B04 LUO Discussion Board # 1 Replies

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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.

 
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SCI 115 Quiz 9

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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

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SCI 115 Quiz 8

SCI 115 Quiz 9

SCI 115 Quiz 10

 
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Watching The Video About Vaccines And Answer This Question

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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/

 
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Lab: Scientific Method

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Lab 1: Scientific Method

 

General Instructions

 

Be sure to read the general instructions from the Lessons portion of the class prior to completing this packet.

 

Remember, you are to upload this packet with your quiz for the week!

 

Background

In this lab, we are going to explore elephants, their current status, and discuss why it is so important to survey them. This ties in to the scientific method:

· Ask A Question

· Do Background Research

· Construct A Hypothesis

· Test with an Experiment

· Analyze Data and Draw Conclusions

· Communicate Results

 

Specific Lab Instructions

 

Name:

Date:

 

Go to: Survey Methods for African Elephants https://media.hhmi.org/biointeractive/click/elephants/survey/

 

 

Read the “Why Study Elephants” page and answer the following questions:

1. What is the question that scientists are trying to address with this study?

 

2. What is a potential hypothesis for an experiment involving these elephants?

 

3. Elephants are considered to be a keystone species. What does that mean?

 

4. Name three elephant activities or functions that justify the term “keystone species” and describe how the activity changes African ecosystems.

Elephant Activity Change in Ecosystem

5. Why have elephant populations been declining for the past several decades?

 

 

Click on the Species Range

6. Click on the Forest Elephant Range, then the Savanna Elephant Range. Which is larger?

|_|Forest Elephant Range

|_|Savanna Elephant Range

 

7. Review the Methods, Advantages and Disadvantages of the Species Range data collection; add your thoughts in the table on the last page of this packet.

 

Click on Individual Range.

8. Take the time to watch the video! In general, why to elephants move across the land?

 

9. Why do we only have to collar one mature female to get a lot of data of movement of a group and not all individuals?

 

10. Review the Methods, Advantages and Disadvantages of the Individual Range; add your thoughts in the table on the last page of this packet.

 

Review the methods in the How Many section.

 

11. Discuss the methods, sample type, advantages and disadvantages of each in the table at the end of this packet.

 

Click on the Population Change. Review the video, and read the introductory material.

 

12. Turn on both the 1979 and 2007 range for the elephants on the map. How did the range change? Did it increase, decrease or stay the same?

 

13. Turn off the 1979 and 2007 range layers, and turn on the 2016 trends layer. What types of changes do you notice? Are there specific areas where the population is decreasing or increasing? Why do you think this is?

 

 

 

Adapted from: Click and Learn “Survey Methods.” (2016). HHMI Biointeractive Teaching Materials.

Scientific Method

 

  Information Gathered Methods Used Method (Direct or Indirect) & Type of Count (Total or Sample) Advantages Disadvantages
Species Range

N/A

Individual Range

N/A

Aerial Survey

Individual Registration

Acoustic Surveys

Dung Transects

 
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Bio Lab

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SCIN 130 Lab 7: CSI Wildlife, Case 1

 

General Instructions

 

Be sure to read the general instructions from the Lessons portion of the class prior to completing this packet.

 

Remember, you are to upload this packet with your quiz for the week!

 

Background

 

The scenarios investigated are based on the recently published literature: Wasser, S. K., Brown, L., Mailand, C., Mondol, S., Clark, W., Laurie, C., & Weir, B. S. (2015). Genetic assignment of large seizures of elephant ivory reveals Africa’s major poaching hotspots. Science, 349(6243), 84–87. The underlying data are available on the Dryad Digital Repository: http://dx.doi.org/10.5061/dryad.435p4.

 

Remember, DNA is made up of nucleotides and an allele is an alternative form of a gene which may be from mutation, but is found on the same place in a chromosome in individuals and functions similarly. If you are unfamiliar with these terms, make sure to review them in your book prior to completing the lab.

 

 

Specific Lab Instructions

 

Name: Sarah Springle

Date:12/16/2020

 

Go to: CSI Wildlife on HHMI Biointeractive

 

Part 1: The Introduction

1. Read the instructions on the home page. Then, watch the opening video from the CSI Wildlife Introduction.

2. What is a keystone species?

SCIN 130 Lab 7: CSI Wildlife, Case 1

 

V1 04.2018 Felicetti

Page 2 of 9

 

3. Dr. Wasser states that approximately 50,000 African elephants are killed each year. According to the video, it is estimated that there are around 470,000 African elephants. If these numbers are correct, approximately what percentage of African elephants are killed each year? (Show your work.)

 

4. In one or two sentences, summarize Dr. Wasser’s research and how it is being used to conserve elephants.

 

 

 

Part 2: Case One

1. Watch the crime scene video on the first slide of Case One. Explain the goal of the case.

 

2. Look at the map provided; in what type of location are the majority of African elephants located?

3. Proceed to the How DNA Profiling Works section.

a.

b. What does “STR” stand for and how are they important for identification?

 

c. Look at the gel on the screen. What do the bands on the agarose gel represent?

d. What is the purpose of the DNA ladder on the agarose gel?

 

e. DNA profiling is also called DNA fingerprinting. A common misconception about DNA fingerprinting is that the analysis has to do with actual fingerprints. Explain one similarity and one difference between a human being’s pattern of bands on an electrophoresis gel and a human fingerprint.

 

4.

5. Click on Technique.

a. List three sources to obtain elephant DNA for analysis.

 

b. Watch the animation on the polymerase chain reaction under Technique. What is the purpose of heating the DNA strand? What is the purpose of cooling the DNA strand?

 

c. What is the relationship between the size of a DNA fragment and the distance it migrates in the gel?

 

d. Why does DNA migrate to the positive electrode?

 

e. Run the gel in the Technique section by pressing the Start button. Which elephant (left or right) has both the largest and smallest fragments?       Approximately what size is the largest fragment (bp)?       Smallest?      .

6. Proceed to the Application section and look at the gel.

a. For Marker C, are the two elephants in the gel on the left homozygous or heterozygous? How do you know?

 

7. Read the Review section, and make sure you can answer the questions.

8.

9. Go to Finding a Match

a. Click on the “+” next to each marker. Compare the bands in the agarose gel from the unidentified elephant and the known elephants. Which elephant (there are two pages of them) matches the unidentified elephant?

10. Watch the video on the “Case Solved” slide.

a.

b. Name two properties of a good marker and explain why good markers are important.

 

Adapted from: Click and Learn “CSI Wildlife” (2016). CSI Wildlife Explorer Worksheet. HHMI Biointeractive Teaching Materials.

 
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Discussion Board 3: Designer Babies

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The topic of your lesson this week is Biotechnology and Genomics. A designer baby is a human embryo which has been genetically modified, usually following guidelines set by the parent or scientist, to produce desirable traits. This is done using various methods, such as germline engineering or pre-implantation genetic diagnosis (PGD). This technology is the subject of ethical debate, bringing up the concept of genetically modified “superhumans” to interbreed with and eventually replace modern humans.

Creating genetically modified children is no longer a science fiction fantasy, it’s likely a future scenario. Biologist Paul Knoepfler estimates that within fifteen years, scientists could use the gene editing technology CRISPR to make certain ‘upgrades’ to human embryos-from altering appearances to eliminating the risk of auto-immune diseases.

Pre-implantation genetic diagnosis has the ability to select an embryo based on gender preferences. Since changing a gender is not needed, but desired this could cause much controversy. Additionally, the procedure is able to create a donor offspring or a “savior sibling”, which can assist a pre-existing offspring for medical purposes. PGD can help select for desirable traits by avoiding implanting embryos with genes that have serious diseases or disabilities.

Human leukocyte antigen (HLA) typing is used to match patients and donors for bone marrow or cord blood transplants. HLA are proteins, or markers, found on most cells of your body. Your immune system uses these markers to recognize which cells belong in your body and which do not. It’s a donor whose HLA are very closely matched to the recipients. The best donors for HLA are siblings. Siblings are more closely matched than non siblings.

In vitro fertilization (IVF) is an assisted reproductive technology (ART) commonly referred to as IVF. IVF is the process of fertilization by extracting eggs, retrieving a sperm sample, and then manually combining an egg and sperm in a laboratory dish. The embryo(s) is then transferred to the uterus.

The first designer baby in the United States was Adam Nash was from Colorado in 1990. In 1989 Adam Nash was conceived to save his 6 year old sister Molly, who was dying from an extremely rare genetic disease called Fanconi anemia. This rare bone marrow failure disease is passed down through families as an autosomal recessive disease. It results in decreased production of all types of red blood cells. Molly was unable to find a bone marrow match for a transplant. Through IVF, HLA Typing, and PGD, the Nash family had Adam. He had the stem cells in his umbilical cord that would save her life. Molly is now 23 years old. The Nash family went on to have a third, healthy child through IVF, again selecting an embryo without the Fanconi gene. The book My Sister’s Keeper (2009) was written by Jodi Picoult and loosely based on the Nash family. It is now a movie starring Cameron Diaz and Abigail Breslin.

Britain’s first designer baby was Jodie, born in 2005. Her older brother Joshua had a rare, incurable bone marrow disease called Diamond Blackfin Anemia.

Take it one step further…In 2018 in China, genetics researcher He Jiankui at the Southern University of Science and Technology used a DNA editing technique called CRISPR-Cas9 on human embryos to create twin girls with a modification to reduce the rick of HIV infection. His team performed “gene surgery” on embryos created from their parents’ sperm and eggs to protect the children from the human immunodeficiency virus which causes AIDS. The father is HIV positive.

For this discussion board:

From the information given in the videos and the reading, answer each question below in numbered paragraphs

1. In the TEDTalk, Paul Knoepfler talked about two hypothetical kids, Jenna and Maryann. Describe what he said were the differences between a “natural’ kid and a “GM’ kid.
2. Describe what kind of risks/issues, good and bad, can be seen with these “GM” kids?
3. Explain how CRISPR-Cas9 is used to create GM kids.
4. Is it wrong to produce designer babies, tested to ensure the absence of harmful genes, to be tissue donors for sick siblings? Share your thoughts.
5. Read your classmate’s posts and respond to one student whose thoughts about designer babies used to treat sick siblings was different from yours.

It will be necessary for you to find sources to get information on your stories. Remember to always give credit or cite your source information. This should be written in your own words. You show understanding of the topic when you can summarize it without using the same phrases or word choice as the original sites or videos. Changing a few words in a sentence is still plagiarism. The link below is a good tutorial about avoiding plagiarism in your writing.

https://library.tccd.edu/resources/tutorials/plagiarism/index.php

Cite your sources using APA style. The website below has information to help you cite your source(s) correctly.

https://library.purdueglobal.edu/writingcenter/citationguides

Hover over “Citation Guides” to choose the correct type of source.

Below is another resource regarding APA style from the TCC Library.

https://library.tccd.edu/academic_support/citations

Choose reliable sources like those found using the article database from the TCC library (Today’s Science and Science in Context by Gale are great), information from universities, and governmental websites (https://www.choosemyplate.gov

https://www.usda.gov/topics/food-and-nutrition) Wikipedia and personal websites/blogs are not good sources.

Grading criteria (Please see Grading Rubric for more detailed criteria):

10 points – grammar and source information, numbered paragraphs

8 points – described the differences between a ‘natural’ kid and a “GM’ kid.

8 points – described risks/issues for “GM” kids

8 points – explained how CRISPR-Cas9 is used to make “GM” kids

8 points – gave thoughts on designer babies being used to treat sick siblings

8 points – read your classmate’s posts and responded to thoughts different from yours about designer babies used to treat sick siblings

0

 
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Ii Have An Exam Right Now And I Need To Solve These Questions Below ,, I Need The Answers ASAP , I Just Have One Hour Lef

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6. An example of how nonverbals can regulate communication would be:

b. Closing your eyes and covering your mouth with your hand when telling the nurse you feel nauseous

 

c. Quickly placing your hand over your two-year-old’s mouth to stop her from telling your mother-in-law how her breath smells like “poop

8. Melissa is preparing to complete a physical therapy evaluation on Mrs. Ruffner, who had a left hip replacement two days ago. According to Mrs. Ruffner’s medical chart, she is only 50 years old and was healthy, active, and independent before her surgery. However, when Melissa enters the patient’s room, she observes Mrs. Ruffner grimacing in pain; her skin is cold and clammy; she is short of breath; and she tells Melissa that she may vomit at any moment. The best course of action for Melissa to take would be to:

A. Complete the physical therapy evaluation as quickly as possible, avoiding any unnecessary movement of the patient, so the evaluation form can be placed in the medical chart

B. Leave Mrs. Ruffner’s room and immediately verbally report these physical changes and the patient’s complaints directly to the nurse who is responsible for Mrs. Ruffner’s daily medical care

C. Document the following in the patient’s medical chart: “Physical therapy evaluation attempted this date; however, the patient presented with numerous physical complaints and illnesses. Nursing immediately informed me of the patient’s declining physical condition. I will perform an evaluation as patient’s medical condition improves.”

D: Both b and c

15. What are the four basic resources that managers in the health care environment have to accomplish the goals and objectives of the organization?

A. Financial

B. Material

C. Informational

D. Contractual

E. Directional

F. Human

A, B, C, F or  A, B, C, D ????

 

 

16. All of the following are found in a formal organization except:

A: Focuses more on the behavioral style of management

B. Focuses more on the classical style of management

Aliza is a new graduate in occupational therapy and is now working in an outpatient clinic. She believes that one of her patients would benefit from electrical stimulation to get muscle movement in his right arm. Aliza has never been formally trained in using this modality and tries it on the patient anyway. The patient asks “Are you sure you know what you are doing?,” and then makes a complaint to Aliza’s supervisor. When Aliza’s supervisor approaches her about this, Aliza takes responsibility for her actions and follows the supervisor’s recommendation on taking a continuing education course on electrical stimulation. This is an example of what core health care value?

20. In the question above, if Aliza had caused a tissue burn to her patient because of her lack of skill in using electrical stimulation, she would have violated which principle of medical ethics?

A- Autonomy

b- Beneficence

c-Justice

d-All of the above

 

6. When discussing a patient’s Bill of Rights in class, we reviewed the case of Terri Schiavo. Her situation could have been resolved more quickly if, prior to her hospitalization, she would’ve expressed her desires against extraordinary measures to prolong her life, assigned someone to make care decisions for her when she was unable, and created a plan concerning the type of treatment she wanted. These ideas correspond to which of the following specific terms?

A. medical advice

B. informed consent

C. living will

D. ombudsmen

E. health care power of attorney

F. advanced directive

C, D, E, or C, E, F????

 
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