My topic that I chose was HIV/AIDS. Attached you will find the rubric and a sample. In addition, are some articles, etc that
My topic that I chose was HIV/AIDS. Attached you will find the rubric and a sample. In addition, are some articles, etc that the professor refers to. You will also find the FINAL PROJECT expectations, although this doesn't pertain to this portion that I am posting, I have attached it for reference for later on.
BIO212 MOD-2 example assignment
Example Student
Disease: COVID-19
· Why did you choose this disease?
I selected this disease because it has had a major impact on the people of the world during 2020. This danger continues to this day as we deal with the fallout of the pandemic. I have had family and friends who became extremely ill but thankfully, no one died. Understanding how a virus like COVID-19 works and how it can infect the human body is important to my pursuit of a health care career. I hope to achieve a better understanding of what we can do as a society and as individuals to avoid a repeat pandemic such as this.
· Why do you think is an important disease we should all know more about?
The US has experienced at least 600,000 deaths from COVID-19. The world has had over 3,889,723 confirmed deaths and many more suspected since the pandemic began. (WHO dashboard, 2021) The speed with which the disease spread and our inability to stop this have surprised many scientists and healthcare professionals. We need to be better prepared for the next disease that will inevitably come. Learning from your mistakes with COVID-19 will make us better prepared and save the lives of millions worldwide.
· What is the microbe that causes this disease and what have you already learned about it? (briefly!)
COVID-19 is a member of the SARS-MERS family of viruses. Related viruses have been found infecting many different species of animals. The infection of COVID-19 is a zoonotic disease. (Hadler, 2020) This means it was mutated in a way that allowed it to infect humans instead of the animals it came from. Scientists think it came from bats and transferred to hogs and other farm animals that have close contact with humans. The research is not complete to clearly identify in which species the virus first appeared.
· What are two significant questions you hope to answer in researching this disease?
1. I believe my research can highlight the causes of the rapid spread of the disease.
2. My research should also shine a light on how we can be better prepared to fight the next pandemic.
References
Haider N, Rothman-Ostrow P, Osman AY, et al. COVID-19-Zoonosis or Emerging Infectious Disease?. Front Public Health. 2020;8:596944. Published 2020 Nov 26. doi:10.3389/fpubh.2020.596944
World Health Organization, Health Emergency Dashboard, (2021). https://covid19.who.int/
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BIO212 MICROBIOLOGY
FINAL PRESENTATION EXPECTATIONS AND GUIDELINES
You have been asked to prepare an educational presentation to a public health class for high school students.
Your presentation will delve in-depth into one particular epidemic disease caused by a microorganism.
You must select an appropriate disease from the list provided in the course module 2 (also shown here). COVID-19 is NOT one of the allowed selections! Any other ideas that are not listed, must be approved by your instructor BEFORE you submit the module 2 proposal.
First: Select one disease process from the list:
· Malaria
· Cholera
· Plague (Bubonic, plague two forms)
· Tuberculous
· Zika
· Ebola
· Spanish Flu
· Swine Flu
· Asian Flu
· Smallpox
· HIV/AIDS
· SARS
· MERS
· H1N1
· Polio
· Yellow fever
Your presentation should include all of the following aspects of this disease:
· The organism that causes the disease
· A thorough examination of what type of organism this is (virus, bacteria, protozoa, etc.)
· Its life cycle in detail, any other species involved besides humans, life stages, etc.
· How it is spread
· The infection process as it happens inside the human body
· Regions of the world where this is found, where it may be spreading, other environmental concerns that impact the life cycle of the organism. Social and economic issues that impact the spread, war, famine, etc.
· Historic perspective, especially if your disease has been around for a long time. When was it first identified? how often has it resulted in epidemics or pandemics?
· Current statistics about this disease, yearly patients, deaths, changes over time, is it getting worse or better?
· The disease process:
· Follow this from infection through all the symptomology and outcomes
· What is the human immune system response?
· Is the patient a carrier, or infected with recurrent episodes or is the surviving patient immune from further infections?
· What is being done to combat this disease and by who?
· Current medications, vaccines, mosquito nets, draining swamps, etc.
· Latest technologies such as genetic modification of infectious insects.
· National and international efforts to eradicate the disease.
· Future prognosis for this disease: will it continue to exist, spread or disappear?
· What can your audience do to protect themselves?
· What can they do to help the fight against this disease?
Directions for your presentation
This assignment is an opportunity for you to craft a 5 to 8-minute professional presentation of your research on the disease you selected.
· This is an activity that will provide you with skills and techniques that are invaluable as you proceed to future courses and your work in your career.
You have several technology options for executing this presentation (see below), but whatever approach you select, it must be built around a presentation of your disease and include video in some form, either inserted into a PowerPoint or as part of a complete video presentation. Your work must have graphics, diagrams, and illustrations, do not be just a talking head. Think of this as a TED talk.
Presentation Deadlines
· By end of day Thursday (but the earlier the better) of M8, you will need to share a draft of this presentation in our M8 Discussion for peer input (see next page)
· By end of day Sunday of M8, you will need to submit the final version of this presentation (making whatever final edits you see fit).
Content Requirements as outlined above.
Visual Requirements
· Photos and graphics as appropriate illustrations
· Any included graphics should be clear, legible, and labeled correctly with scientific notation.
· All photos and graphics need to have citations included on the slide.
· A video element of you presenting the information, think of a TED talk.
· You must be seen on-screen for at least two minutes (though you may choose to be seen throughout).
Don't just be a talking head!
Technology Options
Select one of the approaches below showcase your work using both voice-over and on-camera narration. There are four approaches for creating your presentation. Please review the BIO 212 course page Audio/Video Tools, Tips and Instructions for technology specific how-to's and recording tips.
2. A video of you presenting your slides (this kind of thing )
3. PowerPoint presentation with webcam video narration (requires latest version of Office 365)
4. PowerPoint presentation with audio narration plus embedded video clips (of you presenting)
· When on-camera: show your upper body, look in the camera, and speak to your audience. Professional attire is highly recommended.
Submission Instructions
Review your presentation and be sure your sound is clear, and you are satisfied with the overall organization.
· Submit your final presentation as a link or a file to the assignment dropbox.
· Include your references as a separate MS Word document.
Your final submission is due in M8 by Sunday, 11:59 PM ET. Per above, you must also post a draft of your presentation to our M8 discussion forum by Thursday, 11:59 PM ET.
Evaluation
Please review the Voice-over PowerPoint Presentation rubric before submitting your work for evaluation details.
This assignment is worth 15 % of your final course grade.
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BIO 212 M2 Project Work Disease Selection and Examination
Criteria A C F F no
submission
Points 25 25 19 14 0
Selected from the list:
The student selected an appropriate
disease from the list or contacted the
instructor for an appropriate alternative
choice
The work uses the provided
list (or instructor approval) to
select an appropriate topic
The work did not use the
provided list or did not
receive prior approval
The submitted work is not
adequate
No submission
Points 50 50 37 27 0
Content:
The work contains complete, correct
and sufficiently detailed and specific
ideas as stipulated in the assignment
about the infectious disease selected.
The work contains complete,
correct and sufficiently
detailed and specific ideas as
stipulated in the assignment
about the disease selected.
The work contains some of
the correct ideas as stipulated
but lacks sufficient details.
The work is incomplete in
many areas.
No submission
Points 25 25 19 14 0
Writing Mechanics & Formatting:
Grammar, spelling and syntax are
correct. Length meets requirements for
the assignment.
No errors in grammar,
spelling or syntax throughout
the entire document; meets
length requirements.
A few minor errors in
grammar, spelling and/or
syntax. Does not adhere to
length requirements.
Significant number of errors
in grammar, spelling and/or
syntax throughout. Does not
adhere to length
requirements.
No submission
Point totals 100 75 55 0
,
BIO 212 M2 Project Work Disease Selection and Examination
Criteria A C F F no
submission
Points 25 25 19 14 0
Selected from the list:
The student selected an appropriate
disease from the list or contacted the
instructor for an appropriate alternative
choice
The work uses the provided
list (or instructor approval) to
select an appropriate topic
The work did not use the
provided list or did not
receive prior approval
The submitted work is not
adequate
No submission
Points 50 50 37 27 0
Content:
The work contains complete, correct
and sufficiently detailed and specific
ideas as stipulated in the assignment
about the infectious disease selected.
The work contains complete,
correct and sufficiently
detailed and specific ideas as
stipulated in the assignment
about the disease selected.
The work contains some of
the correct ideas as stipulated
but lacks sufficient details.
The work is incomplete in
many areas.
No submission
Points 25 25 19 14 0
Writing Mechanics & Formatting:
Grammar, spelling and syntax are
correct. Length meets requirements for
the assignment.
No errors in grammar,
spelling or syntax throughout
the entire document; meets
length requirements.
A few minor errors in
grammar, spelling and/or
syntax. Does not adhere to
length requirements.
Significant number of errors
in grammar, spelling and/or
syntax throughout. Does not
adhere to length
requirements.
No submission
Point totals 100 75 55 0
,
Key facts about major deadly diseases
Managing epidemics
VERSION 1
Key facts about major deadly diseases
Managing epidemics
© World Health Organization 2018
Some rights reserved. This work is available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO licence (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/ by-nc-sa/3.0/igo).
Under the terms of this licence, you may copy, redistribute and adapt the work for non-commercial purposes, provided the work is appropriately cited, as indicated below. In any use of this work, there should be no suggestion that WHO endorses any specific organization, products or services. The use of the WHO logo is not permitted. If you adapt the work, then you must license your work under the same or equivalent Creative Commons licence. If you create a translation of this work, you should add the following disclaimer along with the suggested citation: “This translation was not created by the World Health Organization (WHO). WHO is not responsible for the content or accuracy of this translation. The original English edition shall be the binding and authentic edition”.
Any mediation relating to disputes arising under the licence shall be conducted in accordance with the mediation rules of the World Intellectual Property Organization.
Suggested citation. Managing epidemics: key facts about major deadly diseases. Geneva: World Health Organization; 2018. Licence: CC BY-NC-SA 3.0 IGO. Cataloguing-in-Publication (CIP) data. CIP data are available at http://apps.who.int/iris. Sales, rights and licensing. To purchase WHO publications, see http://apps.who.int/bookorders. To submit requests for commercial use and queries on rights and licensing, see http://www.who. int/about/licensing.
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The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by WHO in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters.
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Printed in Luxembourg
Managing epidemics: key facts about major deadly diseases
ISBN 978-92-4-156553-0
Contents
The re-emergence of infectious diseases – The threat continues – The 21st century: already a long series of scourges – Faster and further with a greater impact – Ready and able to detect the next outbreak – One Health and emerging and re-emerging pathogens – Known epidemics: still a severe threat – Strengthening health systems: essential in epidemics
Burden of epidemics: illustrations
Challenges and risk factors for 21st century epidemics – New lifestyles spread diseases further – Revisiting traditional control measures – Equity and solidarity – Epidemics of rumours: a new risk to health
Foreword About this handbook
PART I : EPIDEMICS OF THE 21ST CENTURY
10 11
14 14 15 17 18 19 20 21
22
25 25 26 26 26
Key insights into infectious disease epidemics
Response tips and checklists – Coordinating responders – Health Information – Communicating risk – Health Interventions
Focus 1: Community engagement during epidemics – Defining a community – Why engage communities – Three elements of community engagement – Ten things to know – Ensuring effective community engagement
Focus 2: Risk communication – a life-saving action in public health emergencies – The essence of risk communication – 21st century aspects change and complicate risk communication – Making it effective – Ten things to know and do – Other factors to remember
Focus 3: Treating patients and protecting the health workforce – Advances in medicine: antibiotics, antivirals, vaccines and new treatments – Treating patients with supportive care – Protecting frontline responders – Confronting the human resources crisis
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31 32 33 34 36
38 38 38 39 40 41
42 42 43 44 45 47
48 48 49 49 50
PART II: BE IN THE KNOW. 10 KEY FACTS ABOUT 15 DEADLY DISEASES
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66
76
86
100
110
120
130
140
150
160
170
180
190
200
EBOLA VIRUS DISEASE
LASSA FEVER
CRIMEAN-CONGO HAEMORRHAGIC FEVER (CCHF)
YELLOW FEVER
ZIKA
CHIKUNGUNYA
AVIAN AND OTHER ZOONOTIC INFLUENZA
SEASONAL INFLUENZA
PANDEMIC INFLUENZA
MIDDLE EAST RESPIRATORY SYNDROME (MERS)
CHOLERA
MONKEYPOX
PLAGUE
LEPTOSPIROSIS
MENINGOCOCCAL MENINGITIS
PART III: TOOL BOXES
Tool box 1: The role of WHO Tool box 2: The International Coordinating Group (ICG) on vaccine provision Tool box 3: Tables for laboratory diagnosis and shipment of infectious substances Tool box 4: Transport of infectious substances Tool box 5: Vector control during epidemics
Acknowledgements
214 227 231 244 248
256
Foreword Can we create a pandemic-free world? There is no such thing as a guarantee, but with meticulous preparation and rapid response, we can prevent most outbreaks from getting out of control, and limit the impact of those that spread internationally.
First, we must build and sustain resilient capacities at national, regional and global levels to prevent, detect and respond to outbreaks, in accordance with the International Health Regulations.
And second, we must ensure that populations affected by emergencies have rapid access to essential life- saving health services, including medicines and vaccines.
That’s why WHO works all around the world to strengthen health systems, built on the foundation of people-centred primary health care that focuses on health promotion and disease prevention, with a strong focus on surveillance systems.
Delivering on these priorities will cost money of course, but only a fraction of what remaining unprepared will cost. In the end, prevention is not only better than cure; it’s cheaper.
This year marks the 100th anniversary of Spanish flu, the deadliest outbreak in recorded history. Up to 50 million people were killed, more than the death toll from the First World War.
Thankfully, we have not seen a public health emergency on that scale since then. But we may at any time. Outbreaks are a fact of life, and the world remains vulnerable. We do not know where or when the next global pandemic will occur, but we do know that it will take a terrible toll, both on human life, and on the global economy.
None of us will ever forget the West African Ebola outbreak in 2014. It taught us a valuable lesson: that global health security is only as strong as its weakest link. No-one is safe until everyone is safe.
Keeping the world safe is one of WHO’s three top strategic priorities in our new General Programme of Work. We are setting ourselves a goal that over the next five years, 1 billion more people will be better protected from epidemics and other health emergencies.
This manual is a valuable tool to help countries make progress towards that goal. It offers expert guidance to help WHO’s country representatives and others to respond quickly in the earliest stages of an outbreak.
But it’s not enough just to respond to outbreaks. We must do our best to prevent them by addressing the root cause of health insecurity: the lack of access of the most vulnerable people to essential health services.
Ultimately, it’s the absence of universal health coverage that is the greatest threat to health security. Universal health coverage and health security are two sides of the same coin.
2018 is also a milestone year for WHO.
It’s our 70th birthday – a reminder that the reasons we were created are as relevant now as they were at our beginning. WHO was founded on the principle that all people should be able to realize their right to the highest possible level of health. “Health for all” has always been our guiding vision.
Dr Tedros Adhanom Ghebreyesus Director-General of the World Health Organization
10
About this handbook Handbook purpose Epidemics of infectious diseases are occurring more often, and spreading faster and further than ever, in many different regions of the world. The background factors of this threat are biological, environmental and lifestyle changes, among others.
A potentially fatal combination of newly-discovered diseases, and the re-emergence of many long-established ones, demands urgent responses in all countries. Planning and preparation for epidemic prevention and control are essential.
The purpose of this “Managing epidemics” manual is to provide expert guidance on those responses.
Although this publication is open to a wide readership, it is primarily intended to help the World Health Organization (WHO) country representatives (WRs) to respond effectively and rapidly at the very start of an outbreak.
The manual provides concise and basic up-to-date knowledge with which WRs can advise Ministries of Health in all countries. Specifically, it examines and explains in detail a total of 15 different infectious diseases and the necessary responses to each and every one of them.
These diseases have been selected because they represent potential international threats for which immediate responses are critical. Nearly all of them are subject to WHO’s International Health Regulations (2005) monitoring, and are part of the Global Health Security Agenda.
Perhaps the greatest threat outlined in the manual is an influenza pandemic, which is both unpredictable and inevitable. In the worst-case scenario, there will be no protective vaccine for six months or longer after the virus is identified, and even there will be a global shortage of doses.
On this and other threats, the manual focuses on practical and indispensable things to know about infectious diseases that are most important for national political and operational decision-makers; it also links readers to more exhaustive WHO guidance. It has been developed in parallel with the creation of the WHO MOOCs (Massive Open Online Courses) on openWHO (https://openwho.org).
Handbook structure The manual is structured in three parts.
• Part One “Epidemics of the 21st century” provides vital insights on the main features of the 21st century upsurge and the indispensable elements to manage them.
• Part Two “Be in the know. 10 key facts about 15 deadly diseases” contains key information about 15 diseases (Ebola Virus Disease, Lassa Fever, Crimean-Congo haemorrhagic fever, Yellow Fever, Zika, Chikungunya, Avian and Other Zoonotic Influenza, Seasonal Influenza, Pandemic Influenza, Middle East Respiratory Syndrome, Cholera, Monkeypox, Plague, Leptospirosis and Meningococcal Meningitis). This section provides tips on the interventions required to respond to epidemics of all these diseases.
• Part Three “Tool boxes” gives an overview and summarized guidance on some other important topics, including: the role of WHO, the International Coordinating Group, laboratory diagnosis and shipment of infectious diseases substances, and vector control.
The handbook enables the three levels of WHO – its Headquarters, Regional Offices and Country Offices to work efficiently together by building the foundations of a shared conceptual and thinking framework, which includes common terminology.
This “Managing epidemics” manual will be regularly updated. The next versions will incorporate additional infectious diseases.
11
PART I Epidemics of the 21st century
13
The re-emergence of infectious diseases The threat continues We are continuously learning about the unpredictable powers of nature. This is nowhere more true than in the continuous evolution of new infectious threats to human health that emerge – often without warning – from the natural environment.
Already in these first two decades of the 21st century, the world has been sharply reminded time after time of the degree to which people in all countries and on all continents remain chronically vulnerable to infectious diseases, known and unknown.
In the 1970s, and for years afterwards, this remarkable progress, including the development of new vaccines, antibiotics and other treatments and technologies, led to a proclamation of a victory of mankind over microbes. Many experts thought it was “the time to close the book on the problem of infectious diseases” (Jesse Steinfeld, MD, US Surgeon General, 1969).
Here lay the roots of a dangerous complacency. The microbes didn’t go away. They just went out of sight. Instead, the focus turned to chronic, noncommunicable diseases, which came to receive much more attention. But nature was by no means in retreat. In fact, it seemed to return and took many health institutions and decision makers by surprise.
Since 1970, more than 1,500 new pathogens were discovered, of which 70% proved to be of animal origin: a connection that deserves renewed scrutiny. Not all of them have had a public health impact but some of them have become famous. They included the Ebola virus, in 1976, and the human immunodeficiency virus (HIV), in 1983.
Pause for a moment and reflect that HIV, a relatively new disease in human history, has infected about 70 million people in just 35 years, and killed an estimated 35 million people in the same period. Consider also that in the last 40 years, Ebola has surfaced in almost 25 separate and deadly outbreaks, often after long spells in which it has apparently lain dormant. And now ask the question:
Will history repeat itself?
The answer must be: Yes, it will. A new HIV, a new Ebola, a new plague, a new influenza pandemic are not mere probabilities. Whether transmitted by mosquitoes, other insects, contact with animals or person-to-person, the only major uncertainty is when they, or something equally lethal, will arrive.
The obvious follow-up question is: So what are we doing about it? This purpose of this handbook is to provide as many answers as possible. In doing so it examines a range of challenges and real or potential solutions, ranging from the medical and technological to the social and political.
PART IMANAGING EPIDEMICS | KEY FACTS ABOUT MAJOR DEADLY DISEASES 14
The 21st century: already a long series of scourges In order to try to see the road ahead more clearly, we need frequently to look over our shoulders – all the more so, because these early years of the 21st century have already been deeply scarred by so many major epidemics.
Take plague, one of the most ancient scourges. A thing of the past? By no means. A major outbreak in Madagascar in 2017 led to a total of at least 2,417 confirmed, probable and suspected cases, including 209 deaths. Most cases were of the more fatal pneumonic type which is also transmissible from person to person, but there were also several hundred cases of bubonic plague. Nine countries and territories with trade and travel links to Madagascar were put on plague preparedness alert.
The lesson here is that, over time, diseases very rarely disappear. And there always seems to be room for new ones.
SARS – Severe acute respiratory syndrome – was unheard of before 2003. But it affected more than 8,000 people, killing about one in ten of them, causing fear and panic across the world, and inflicting enormous economic damage, especially in Asian countries.
In 2009, a novel influenza virus, H1N1, started to spread, creating the first influenza pandemic of the 21st century. But – and this is a reason for cautious hope – it was not as severe as expected thanks to recent preparedness efforts. The importance of these efforts is a core issue in this handbook.
In 2012-2013, a new virus surfaced in the Middle East, causing an epidemic of what became MERS – Middle East respiratory syndrome – that spreads fatally into many countries beyond that region.
The Ebola epidemic in West Africa (Guinea, Liberia, and Sierra Leone) in 2014 was unlike the previous 24 localized outbreaks observed since 1976. Instead of being restricted geographically
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