Your Name:Martha Bradasich Ch-18: Microbiology Dent 113 PRESENTATION Disease Detectives Objectives: After completing this exercise,

a student will be able to: 1. Fully describe one disease including information regarding symptoms, prognosis, transmission and vaccines (if any.) 2. Determine how vaccine programs can decrease the number of people infected by a particular disease. Instructions: Students should use a variety of resources including health care professionals, public, university or school libraries, hospital and university health education departments and/or the local department of public health. Following is a list of suggested diseases that students may choose to research: Pick any disease of your choice from MDA Ch-18. Few examples are given below:
Viral diseases: Hepatitis : A & C Hepatitis : B, D & E HIV: Human Immunodeficiency Virus Herpes simplex: Type 1 Herpes simplex: Type 2 Swine Flu H1N1 Flu Virus Bacterial diseases: Tuberculosis Periodontal Disease Legionnaires diseases Syphilis Tetanus Bacterial Endocarditis Or Fungal diseases: Oral Candidiasis any dental topic. E.g. MRSA Dental caries Major groups of microorganisms Pandemic Diseases

Grade yourself by filling-in the last columns of the both the rubrics and the drop it in the dropbox in Angel LMS. You can choose to TEACH your topic in ANY FORMAT you like. E.g. Game, Powerpoint (5-7 mintues) or Written report (two pages) and should include visual displays of information (graphs, charts, etc.) . BE CREATIVE. 1

Your report should be concise and as thorough as the resources and documentation allow (see rubric). Note: five minutes per student MINIMUM The presentation must be supported by visual images in the form of slides, database images, posters, or PowerPoint images Five multiple choice test question/answers A separate bibliography Must be scientific/ academic resources.

Whatever your topic is, you must go beyond textbook content in your presentation (see Rubrics for grading expectations).

Reports should include the following information: 1. Diagnosis: What is the name of the disease? What part or parts of the body are affected? 2. Organism Causing Disease: What is causing the disease- a virus, bacteria, parasite or fungus? Give the genus and species or viral name. 3. Symptoms: List the common initial signs of the disease. Do new symptoms develop as the disease progresses? What symptoms are characteristic of this disease? In other words, how is this disease distinguished from other, perhaps similar, diseases? 4. Type of Transmission: How is the disease passed from person to person? 5. Treatment: How is this disease treated? Be sure to consider all aspects of treatment including medication, rest, etc. Are you aware of any treatments which are not based in Western medical tradition? Is there evidence for the effectiveness of these treatments? Why do you think that they may work? 6. Is there a vaccine for the disease? If yes, what type of vaccine is it? What is the recommended schedule of vaccination for this disease? Are booster shots required? Does the vaccine produce any side effects? 7. Prognosis: What is the chance of being cured if you contract this disease? If you are cured, can you get the disease again?

COMMUNICATION DEFINITION-Communication is the ability to understand, interpret, and respond appropriately to information conveyed in verbal, non-verbal, writing, and symbolic ways using a variety of formats.
Communication Rubric (written, verbal, visual) A. Purpose: Adapts communication to purpose, successfully achieves purpose of communication. B. Audience: Communication shows understanding of, and respect for the audience C. Understanding: Demonstrates understanding through analyzing, paraphrasing, or generating knowledge D. Clarity/Focus/Organization: main point is evident and communication focuses on main point; organization is evident E. Analysis: Solid and logically drawn results, implications, and/or arguments F. Technology: Uses technology appropriate to convey message to audience G. Grammar: Communicates correctly and fluently in target language Emerging/ Beginning 1 point Communication was inappropriate to purpose (i.e. teach) Inappropriate level of communication, either too advanced or too basic for audience. Ideas repeated instead of developed. Developing 2 points Communication was somewhat ineffective in its purpose (i.e. teach) Communication was mostly appropriate for audience but some elements missed. Shows some understanding of class materials. Main idea clear but occasionally veers into unrelated topics. Analysis dont always follow a logical pattern. Uses word processor and internet research tools correctly. Grammar occasionally interferes with communication. Layout and design are OK. Work is not appropriately cited. Mastering 5 points Communication was appropriate to purpose and successfully achieved its purpose (i.e. teach). Audience engaged with oral presentation. N/A Self assessment points _5_ / 5

_5_ / 5

Main idea unclear and insufficiently supported by detail. Analysis dont follow a logical pattern. Lack of basic word processing skills evident. Errors in grammar and format (e.g. spelling, punctuation, capitalization). Layout and design are poor.

Shows strong understanding of readings and in-class lectures. Organized paragraphs or speaking points with main topic sentences. The topic is clear. Analysis are logical, solid and backed up with discipline concepts. Demonstrated professional use of word processor, search tools. Communication is grammatically correct.

_5_ / 5

_5_ / 5

__5 / 5

_5_ / 5

_5_ / 5

H. Visual Elements: Layout, color is good

I. References: Appropriate credit given, Student does not give communication is students own ideas credit to others when

Layout and design are well-designed with good use of color etc. Student appreciates copyright laws, does not

__5 / 5 _5_/ 5

using their information.

plagiarize.

Technical and Information Literacy: A set of abilities requiring individuals to recognize when information is needed, to choose the appropriate tools to locate, effectively gather and evaluate the required information. Technical and Information N/A Self Emerging/ Beginning Developing Mastering
Literacy Rubric

1 point
1. Identify and formulate a research plan for an information Need (Forming a plan) 2. Selecting and Using Tools
Student is unable to articulate a topic or formulate a research plan when presented with an information need Student has little or no experience selecting and using tools to locate resources. Student requires extensive assistance with how to use appropriate tools Gathers information from one source; no evidence of search/selection criteria or diversity in resource type

2 points
Student is able to articulate a topic, but unable to formulate an organized research plan

5 points
Able to create an organized research plan, including a topic, keywords, and outline

assessment points

__5 / 5

Student is sometimes able to select and use appropriate tools to locate resources. Student requires minimal assistance on how to use appropriate tools Gathers information from limited sources that are limited to one or two resource types. Minimal evidence of search/selection criteria Discerns fact from opinion and begins the rough integration of multiple viewpoints; implications are considered but are not clearly developed. Minimal evidence of selection based on quality or appropriateness. Cites references and sources, but does not use a citation format Student demonstrates minimal use of technologies, software applications, and electronic tools, but requires assistance to complete specific tasks or use particular features

Student is able to select and use tools to locate resources and needs no assistance with how to use the appropriate tools

_5_ / 5

3. Gathering Information

(getting info)

4. Evaluates and Synthesizes Information

(bringing it together)

Lacks evidence of evaluation and fails to identify implications. No evidence of selection for quality or appropriateness

Gathers extensive information from a variety of valid and reliable sources including journals, texts, and technology specific to the subject. Clear evidence of search/selection criteria applied to resources Considers context, data, assumptions and evidence; implications are clearly developed. Advanced evidence of selection based on quality or appropriateness

__5 / 5

_5_ / 5

5. Uses information responsibly and ethically

(Using info correctly)

Plagiarizes or uses information in assignments without identifying sources Student does not apply appropriate technologies, software applications, or electronic tools to assignments

Presents a comprehensive list of appropriately cited references used in information gathering Student applies appropriate technologies, software applications, and electronic tools to complete assignments and enhance information sharing with minimal assistance

_5_ / 5

6. Applies technology, software, and electronic tools to enhance learning

_5_ / 5

Teamwork: An ability to work cooperatively in a group to advance a common goal. Grade yourself thinking about what your peer student of your group will grade you for teamwork. Ask yourself: did I participate my share of load for the team assignment/project? N/A Self Teamwork Criteria Emerging/ Developing Mastering assessment Beginning
points

1 point I. II. Working with team members Time Management

Rarely listens to, shares, is not patient with, and is competitive with team members Rarely gets things done by the deadlines AND team has to adjust deadlines or work responsibilities because of this person's inadequate time management. Rarely provides useful ideas when participating in group discussion. May refuse to engage in the decision making process. Often is publicly critical of the project or the work of the team. Often has a negative attitude about the task(s). Is overbearing, group members feel smothered by too many unwanted and/or unneeded orders OR takes no responsibility for group project

2 points
Usually listens to, shares, patient with, and supports the efforts of the team members. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Sometimes provides useful ideas when participating in the group discussion. Only does what is required. Occasionally is publicly critical of the purpose and goals of team. Usually has a neutral attitude about the task(s). Takes some responsibility for project. Shows leadership on certain aspects of the project

5 points
Always listens to, shares with, is patient and encourages team members. Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities. Assists other team members with tasks if the need arises. Understands common purpose and goals and effectively works with team by contributing ideas to develop a plan of action. Always has a positive attitude about the project and task(s) of the project.

__5 / 5

_5_ / 5

III.

Contributions

__5 / 5

IV.

Attitude

_5_ / 5

V.

Leadership & Participation

Takes responsibility when asked or elected, shows good organizational and leadership skills within the group

_5_ / 5

Teamwork Total /25 Communication Total /45 Information & Technical Literacy Total Assignment Total 5 /30 / 100

Be honest when grading yourself. If you gave yourself less than 5 points: Think how you are going to improve next time. If you like you can write down here. Also If you did great and would like to share then you can write down that too here.