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Explain the effect pathophysiologic changes have on cells, tissues, organ systems.

Admin — Fri, 28 Feb 2025 09:09:58 +0000

BIOL205 – Pathophysiology

Portfolio Project Directions and Rubric

This Portfolio Project is worth 10% of your grade.

Completing this Assessment will help you to meet the following:

Course Outcomes

Explain the effect pathophysiologic changes have on cells, tissues, organ systems.
Examine the role of the inflammatory response and immune system in disease processes.
Correlate clinical manifestations with specific disease states.

Program Outcomes

PTA

Utilize research in order to make evidence-based practice decisions and demonstrate lifelong learning.

BSNG/BSNY

Demonstrate integration of knowledge, skills, professional attitude, through the use of critical thinking, best current evidence, and clinical judgment.in providing care to individuals, groups, and communities with a variety of healthcare needs.

NURA/NURS/ADN

Apply best current evidence and appropriate nursing judgment in collaboration with the patient to guide clinical decision making in the delivery of nursing care

Institutional Outcomes

Information Literacy and Communication – Utilize current technology and resources to locate and evaluate information needed to accomplish a goal, and then communicate findings in visual, written and/or oral formats.
Relational Learning – Transfer knowledge, skills, and behaviors acquired through formal and informal learning and life experiences to new situations.
Thinking Abilities – Employ strategies for reflection on learning and practice in order to adjust learning processes for continual improvement.
Community and Career – Participate in social, academic, and professional communities for individual growth and to function as a citizen of a multicultural world.
Quantitative and Scientific Reasoning – Follow established methods of inquiry and mathematical reasoning to form conclusions and make decisions.

Scenario

You are selected to deliver a 5-8 minute presentation at a work in-service. Your goal is to discuss a specific disorder related to your patient population. You will present to a group of your peers using Microsoft PowerPoint.

In this project, you will explain the effect pathophysiologic changes have on cells, tissues, and organ systems. You will examine the role of the inflammatory response and immune system in disease processes. Lastly, you will correlate clinical manifestations with specific disease states.

Directions

First, you will select a disease/disorder from a list provided by your instructor. Following topic selection, you will choose four scholarly resources. One resource should be the textbook from the course, one resource should be a peer-reviewed journal, and the remaining sources shoule be from credible resources. Your sources will allow you to research the pathophysiology of your disease including signs and symptoms, disease manifestations, disease presentation, treatment, prognosis prevention and more. Once your resources are approved, by the instructor, you will begin to create your PowerPoint presentation. You will receive feedback on a rough draft, then create a final PowerPoint for your presentation. You will either deliver an in person presentation using PowerPoint or a PowerPoint with Voice Over. You instructor will determine which method to use. The PowerPoint will be uploaded to a discusson board for peer review. Following the presentation, you will submit a written reflection on the project. Both the PowerPoint and reflection should be in APA format.

To complete the project, you will reflect upon how this project helped you achieve the course, program, and institutional outcomes listed above. Lastly, you will reflect on how this project helped you prepare for success in the workplace and career.

General Grading Criteria for Presentations and Voiceovers

PowerPoint:

Slides are well organized, and the font color, size, and style is easy to read.
Slides are in bullet-point format and are not written in long paragraphs
Bullet points highlight main points of the reflection questions

Oral Presentation:

Student’s voice should be clear and easy to understand
Student should vary his/her tone of voice and use pauses effectively to place emphasis on important points
Student should provide additional insight to PowerPoint slides in his/her own words. Student should not read verbatim from the slides.
Student should avoid non-words (“Um,” “Uh,” “You Know”) and practice using professional language

For specific grading information, please refer to the Portfolio Project Grading Rubric

Requirements and Formatting

Your Portfolio Project Reflection must be formatted as follows:

APA formatting
Title Page
Times New Roman or Arial 12-point font
1-inch margins
Page numbers in top right corner

Deadline
Deliverable items for the Portfolio Project will be required at different points during the course. Details for each submission are included below in the Deliverable Descriptions.

Deliverable Descriptions

Module 1: Topic Selection

See Tracking Calendar for due dates.

You will choose a topic from the word document provided. From the list of disorders/diseases choose a topic that you will research and present to a group of your peers. Submit your topic selection in the dropbox in blackboard for instructor approval.

Module 2: Reference Selection

See Tracking Calendar for due dates.

Utilize appropriate current technology and four resources to locate and evaluate information needed to accomplish your goal to present the required content below. One resource should be your textbook, the other resources should be from peer-reviewed medical journals found in the Virtual Library.

Submit your four resources via Blackboard dropbox in APA format for approval.

Module 5: Rough Draft of Powerpoint Presentation Peer Review

See Tracking Calendar for due dates.

While creating your PowerPoint presentation include the following:

Title page
All required content (see below)
APA citations as needed
The use of images/graphics is required, cite appropriately
References slide
Slide numbers
Include your notes for the presentation
Required 8 – 10 slides

In your rough draft, include the following:

General Background Information:
- Name(s) of the disorder
- Brief description of the disorder
- Patient population(s) affected by the disorder
The Pathophysiology of the Disease:
- Organ(s), tissue(s), cell(s), and hormone(s) involved in the disorder
- Cause of the disorder, including how homeostasis is altered and the role of inflammation and/or immune system
- Signs and symptoms experienced by a patient and how they are unique to the disease
Clinical Signs and Symptoms
- Disease manifestations in other organ systems
- Diagnosis including testing and physical findings
Education
- Treatment(s), including both pharmacologic and non-pharmacologic treatments
- Prognosis
- long term implications
- Disease prevention
Current state of medical research, including any promising advances
APA formatted references

Submit your rough draft to to the discussion board via Blackboard and receive instructor and student feedback.

Peer Review

Students will peer review three other classmates’ presentations. Peer review should offer the creator of the presentation specific positive and helpful feedback regarding thir PowerPoint and cite specific examples from the PowerPoint. Be sure to use the Peer Review Rubric to complete.

Peer Feedback Tips:

Provided feedback to 3 peers
Peer feedback on PowerPoint was accurate and relevant citing specific examples from the PowerPoint
Peer feedback offers both positive and negative specific feedback

Module 7: Presentation and Final Submission of PowerPoint to ePortfolio

See Tracking Calendar for due dates.

You will be submitting your final Presentation. Incorporate instructor and peer feedback, make any additional corrections, and submit to your ePortfolio.

In person presentation: After completing the inperson presentation, upload the PowerPoint with notes to your ePortfolio.

PowerPoint with voiceover: upload entire PowerPoint with voiceover to your ePortfolio.

Upload your Portfolio Project to the Program Outcome in your ePortfolio from the list on the first page of your project. Use the following naming convention: BIOL 205 – Portfolio Project. Refer outcomes at top of document and select the correct one based on your program of study.

For directions on how to upload your project to your ePortfolio, please see Student Resources in Blackboard on the navigation pane.

Module 8: Reflection

See Tracking Calendar for due dates.

For the final piece of your Portfolio Project, you will reflect upon the course and how it directly relates to your future workplace. This reflection will be delivered as a Word document 1-2 pages in length.

For this reflection:

Reflect upon how this project helped you achieve the course, program, and institutional outcomes listed above.
Analyze the importance of this project to your future career.

Upload and submit your final reflection.

BIOL205 – Portfolio Project Grading Rubric – Final Submission
Criteria	Exceeds Expectations	Meets Expectations	Needs Improvement		Points
Content 50 points	40 – 50 points All required content is present, appropriate and accurate. Project fully demonstrates student understanding of course outcomes related to the topic presented.	25 – 39 points 1-2 areas of content were not covered adequately or accurately. Project partially shows student understanding of the content. Project partially demonstrates student understanding the course outcomes related to the topic.	0 – 24 points 3 or more areas of content were not covered adequately or accurately. Project minimally shows student understanding of the content. Project minimally demonstrates student understanding the course outcomes and the topic.
Design 10 points	8 – 10 points The PowerPoint was well-designed, the content flowed easily, and there was excellent use of graphics/images. Ability of student to bullet information is demonstrated.	5 – 7 points The design of the PowerPoint was adequately designed, the content flowed adequately, there was adequate use of graphics/images. Student is partially able to bullet information.	0 – 4 points The design of the PowerPoint is less than professional, the content did not flow, the use of graphics/images is poor or lacking. Student is unable to adequately bullet information.
Spelling, mechanics and grammar 10 points	8 – 10 points 1 or less spelling errors. Project has no grammar or punctuation errors. Project is easy to read and understand.	5 – 7 points 2-3 spelling errors. Project contains a few grammar and/or punctuation errors. The errors do not detract from reading or understanding the content.	0 – 4 points Four or more spelling errors. Several grammar and/or punctuation errors are present. Errors interfere with reading and understanding.
Research, Citations and APA formatting 10 points	8 – 10 points 1 or less APA errors. APA format is applied correctly to in-text citations. Four (4) scholastic resources are present.	5 – 7 points 2-3 APA errors. APA format is mostly applied to in-text citations. Fewer than four (4) scholastic sources are present.	0 – 4 points 4 or more APA errors are present. APA format is not applied to in-text citations. Less than three (3) scholastic sources are present.
Presentation/ Delivery 20 Points	18 – 20 points Easily understood, does not use words like, “um,” is professional in appearance, and engaging to watch. The presentation flows and transitions naturally between ideas. Makes excellent use of different inflections, appears enthusiastic, speaks in different tones, and appears comfortable throughout the presentation.	14 – 17 points Easily understood, but may make use of words like “um.” Attempts to use different inflections, changes tone occasionally, varies tone, and appears comfortable throughout the presentation.	0 – 13 points Makes excessive use of words like, “um.” The presentation may be stilted or jarring, and the speaker is monotone throughout. The student appears uncomfortable throughout the presentation.
Instructor Comments:				Total Points:

BIOL205 – Module 5 – Portfolio Project Peer Review Grading Rubric
Criteria	Exceeds Expectations	Meets Expectations	Needs Improvement		Points
Articulation 70 points	60 – 70 points Provides a deep, thoughtful revidew on presentation being reviewed. provides constructive feedback review to peers. offers both positive and helpful feedback citing specific examples in the presentation. Provides feedback on three student presentations.	30 – 59 points Provides limited feedback based on the presentation, may not cite specific examples. Students may or may notoffer both positive and negative feedback. Did not complete three full peer reviews.	0 – 30 points Appropriate feedback is not given to the presentations being reviewed. General feedback is given without citing specifics. Completed one or partial peer reviews.
Delivery 30 points	26 – 30 points Writes in complete sentences and well-developed paragraphs with 0 or 1 errors in grammar, spelling, and punctuation. The responses flow and transitions naturally between ideas. Meaning is clear, and the feedback is easy to read.	14 – 25 points Writes in complete sentences but makes 2 to 4 errors in grammar, spelling, and punctuation. Reflection is generally easy to read and understand.	0 – 13 points Writes in incomplete sentences or uses list/bullet format. Makes 5 or more errors in grammar, spelling, and punctuation. Errors distract the reader. The writer’s meaning is unclear.
Instructor Feedback				Total Points:

BIOL205 – Portfolio Project Reflection Grading Rubric
Criteria	Exceeds Expectations	Meets Expectations	Needs Improvement		Points
Articulation 70 points	60 – 70 points Provides a deep, thoughtful reflection on how knowledge gained from the project will be relevant to career and how the project met the course, program and institutional outcomes listed on the project.	30 – 59 points Provides a reflection on how knowledge gained from the project will be relevant to course, program and institutional outcomes listed on the project.	0 – 30 points Does not make clear connections between the project, and course, program and institutional outcomes listed on the project.
Delivery 30 points	26 – 30 points Writes in complete sentences and well-developed paragraphs with 0 or 1 errors in grammar, spelling, and punctuation. The reflection flows and transitions naturally between ideas. Meaning is clear, and the reflection is easy to read.	14 – 25 points Writes in complete sentences but makes 2 to 4 errors in grammar, spelling, and punctuation. Reflection is generally easy to read and understand.	0 – 13 points Writes in incomplete sentences or uses list/bullet format. Makes 5 or more errors in grammar, spelling, and punctuation. Errors distract the reader. The writer’s meaning is unclear.
Instructor Feedback				Total Points:

Struggling with where to start this assignment? Follow this guide to tackle your BIOL205 Portfolio Project easily!

This BIOL205 Pathophysiology Portfolio Project requires you to create a PowerPoint presentation on a specific disease/disorder and submit a written reflection. Your project will be graded based on content, organization, research quality, presentation skills, and APA formatting. Below is a step-by-step guide to ensure you meet all the requirements successfully.

Step 1: Understanding the Assignment Requirements

Presentation Format:

5–8 minutes long
8–10 PowerPoint slides (bullet points, no long paragraphs)
Professional design (readable fonts, relevant images, slide numbers)
Voiceover or in-person delivery (as determined by the instructor)

Written Reflection:

1–2 pages (APA format, Times New Roman/Arial, 12pt, 1-inch margins)
Discuss how this project helped you achieve course, program, and institutional outcomes
Analyze how this project prepares you for a career in healthcare

Research Requirements:

At least 4 scholarly sources (1 textbook, 1 peer-reviewed journal, 2 credible medical sources)
Proper APA in-text citations and references

Step 2: Selecting a Disease/Disorder (Module 1)

Choose a disease from the instructor’s provided list.
Submit your topic for approval via Blackboard.

Tips for Choosing a Strong Topic:

Pick a disease relevant to your field (e.g., diabetes for nursing, arthritis for physical therapy).
Ensure sufficient research material is available.
Choose a disease with clear symptoms, treatments, and current research advancements.

Step 3: Gathering & Submitting References (Module 2)

Find 4 scholarly sources:
- 1 course textbook
- 1 peer-reviewed journal article
- 2 additional credible sources (medical journals, government reports, etc.)
Submit your reference list in APA format via Blackboard for approval.

Example of an APA Citation for a Journal Article:
Smith, J. (2023). The impact of inflammation on chronic disease progression. Journal of Medical Pathology, 45(2), 112-125. https://doi.org/xxxxx

Step 4: Creating Your PowerPoint (Module 5 – Rough Draft)

Your slides should be visually appealing, well-organized, and concise.

Required Slides & Content:

Slide 1: Title Slide

Disease Name
Your Name
Course Title & CRN
Date

Slide 2: Introduction to the Disorder

Define the disease in simple terms
Provide statistics or prevalence data

Slide 3: Affected Patient Population

Who is most commonly affected? (e.g., age, gender, ethnicity, risk factors)

Slide 4-5: Pathophysiology of the Disease

How does the disease affect cells, tissues, and organs?
Explain the role of inflammation and immune response.
Discuss genetic or environmental factors contributing to the disorder.

Slide 6: Signs, Symptoms, and Clinical Manifestations

Common patient complaints
How does this disease affect other body systems?

Slide 7: Diagnosis & Testing

How is the disease diagnosed? (e.g., blood tests, imaging, biopsies)
Key clinical findings that confirm the diagnosis

Slide 8: Treatment & Management

Pharmacological treatments (e.g., medications, therapy)
Non-pharmacological approaches (e.g., lifestyle changes, physical therapy)

Slide 9: Prognosis & Disease Prevention

Long-term complications and outcomes
Preventive measures (vaccines, screenings, lifestyle modifications)

Slide 10: Current Medical Research & Advances

Recent breakthroughs (new drugs, therapies, clinical trials)
Future outlook on treatment options

Slide 11: References (APA Format)

List all scholarly sources in APA style

Step 5: Delivering Your Presentation (Module 7 – Final Submission)

In-Person Presentation:

Speak clearly and professionally.
Avoid reading directly from slides—use key points and elaborate in your own words.
Use pauses and tone variation for emphasis.
Maintain eye contact and engage with your audience.

Voiceover Presentation:

Record in a quiet setting with clear audio.
Practice before recording to minimize filler words (“um,” “uh”).
Speak at a natural pace with confidence.
Upload the final version to the discussion board & ePortfolio.

Step 6: Peer Review (Module 5 – Peer Feedback)

Review 3 classmates’ presentations.
Provide constructive criticism:
- What was strong about their presentation?
- What could be improved?
Use the Peer Review Rubric to guide your feedback.

Example of Helpful Peer Feedback:
“Your presentation on diabetes was well-organized, and I appreciated how clearly you explained the role of insulin resistance. One suggestion: consider using more visuals to illustrate the effects of high blood sugar on different organs.”

Step 7: Writing Your Reflection (Module 8 – Final Submission)

Your 1-2 page reflection should:
Connect the project to course outcomes (how did it deepen your understanding of pathophysiology?)
Explain its relevance to your future career (how will this knowledge help you as a healthcare professional?)
Analyze personal growth (what did you learn, and how can you apply it in practice?)

Example Reflection Statement:
“This project enhanced my understanding of the inflammatory response in autoimmune diseases. Through research on rheumatoid arthritis, I learned how chronic inflammation damages joints over time. As a future nurse, I will apply this knowledge to recognize early signs and educate patients on symptom management.”

Step 8: Final Submission Checklist

PowerPoint Presentation (Final Version) Uploaded
Peer Reviews Completed (3 Classmates)
Written Reflection Submitted (1-2 Pages, APA Format)
References Page in APA Style
Grammar, Spelling, and Formatting Checked

Final Thoughts

By following this guide, you will create a comprehensive, well-structured, and high-quality portfolio project that meets all grading criteria. Be sure to engage deeply with your topic, use scholarly sources, and present professionally.

The post Explain the effect pathophysiologic changes have on cells, tissues, organ systems. appeared first on blitz.

Police Brutality

Admin — Fri, 28 Feb 2025 09:06:43 +0000

Police Brutality

Instruction

The paper length should be between 6-8 pages in length (excluding references and a cover page). It should be double-spaced, with 12-point type, Times New Roman or Arial font, one-inch margins on all sides, and left justified. 2. The paper should have a cover page with the title, your name, the course title and CRN number of the class, and date of submission. 3. You must have at least 6 references, but preferably more, and all sources must be cited correctly according to APA guidelines. You will need to provide a reference list and that also must be in APA style. If you have questions about how to cite using APA, there are some useful guidelines on the UHD Library website. At least four of your sources must be academic (academic journals, law reviews, scholarly books, and government or organizational reports). Avoid using websites, Wikipedia, and the text as sources. 4. You must check your grammar and spelling carefully. I suggest that you use a program like Grammarly (https://www.grammarly.com.). It checks your grammar and provides suggestions to correct it. It’s free to use for a paper of this length. 5. Paper grades will be based upon the following: a. Evidence of a problem (why is this issue a problem in the field?) (25%) b. Reform policies, legislation, programs, etc. (35%) c. Sources (20%) d. Paper length/grammar/spelling (20%)

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

This Police Brutality research paper requires a well-structured, in-depth analysis of the issue, including evidence of the problem, reforms, and relevant sources. Below is a step-by-step guide to help you successfully complete the assignment.

Step 1: Understanding the Assignment Requirements

Before you start writing, ensure you:
Write 6–8 pages (excluding cover page & references).
Use 12-point Times New Roman or Arial, double-spacing, and 1-inch margins.
Include a cover page with:

Title
Your name
Course title & CRN number
Date of submission
Use at least 6 references (4+ must be academic sources).
Format citations and references in APA style.
Check grammar and spelling using a tool like Grammarly.

Step 2: Structuring Your Paper

Your paper should follow a clear, logical structure:

1⃣ Cover Page (Not counted in page length)
2⃣ Introduction (~1 page)
3⃣ Evidence of the Problem (~2 pages)
4⃣ Reforms & Solutions (~3 pages)
5⃣ Conclusion (~1 page)
6⃣ References Page (Not counted in page length)

Step 3: Writing a Strong Introduction (1 Page)

Your introduction should:

Define police brutality and its significance.
Provide background on the issue (historical context, trends, statistics).
State your thesis:
- What are the main issues related to police brutality?
- What reforms or solutions will you discuss?

Example of a Strong Thesis Statement:
“Police brutality remains a pervasive issue in the United States, disproportionately affecting marginalized communities. Despite increased public scrutiny, excessive force incidents continue due to systemic issues such as lack of accountability, inadequate training, and racial biases. This paper will examine the causes and consequences of police brutality and explore potential reforms, including legislative changes, improved training programs, and increased oversight mechanisms.”

Step 4: Presenting Evidence of the Problem (2 Pages | 25% of Grade)

In this section, prove that police brutality is a serious issue by using:
Statistical Data:

Use FBI, Bureau of Justice Statistics, or government reports.
Example: In 2022, there were over 1,000 fatal police shootings in the U.S. (Washington Post, 2023).
Case Studies:
Example: The George Floyd case (2020) sparked global protests due to the use of excessive force leading to his death.
Scholarly Analysis:
Cite academic sources that discuss police brutality’s impact on communities.
Systemic Causes:
Implicit bias, lack of oversight, and militarization of police forces contribute to brutality.

Use APA citations for all claims! Example:
(Smith, 2022, p. 45).

Step 5: Discussing Reforms & Solutions (3 Pages | 35% of Grade)

This section should focus on:

1⃣ Policy & Legislative Reforms

What laws exist to prevent police brutality?

The George Floyd Justice in Policing Act (proposed but not passed).
Body camera mandates and their effectiveness.
Use-of-force policies (e.g., banning chokeholds).

2⃣ Training & Accountability Measures

How can police departments reduce excessive force?
Implicit bias training to address racial profiling.
De-escalation training to reduce unnecessary force.
Civilian oversight boards to review misconduct cases.

3⃣ Community-Based Policing

How can law enforcement build trust?
Encouraging community engagement (officers working closely with residents).
Investing in mental health crisis response teams.

Key Tip:

Support each reform suggestion with evidence, case studies, and scholarly sources.

Step 6: Writing a Strong Conclusion (1 Page)

Your conclusion should:
Restate your thesis (summarize the key points).
Highlight the importance of reform (why these solutions matter).
Provide a call to action (what needs to happen next?).

Example:
“Police brutality is a critical issue that undermines public trust and endangers lives. While existing policies provide some oversight, more comprehensive reforms—such as enhanced training, stricter accountability measures, and stronger community relations—are necessary to reduce incidents of excessive force. By implementing these solutions, we can work toward a more just and accountable policing system.”

Step 7: Formatting & Proofreading

Use in-text citations in APA format (e.g., Smith, 2021, p. 12).
Include a properly formatted References Page (6+ sources, 4 academic).
Check for grammar, spelling, and clarity using Grammarly.
Ensure your paper is 6–8 pages (excluding cover page & references).

Step 8: Submitting Your Paper

Final Checklist Before Submission:
Cover Page (Title, Name, Course, CRN, Date).
6–8 pages of well-structured content.
Minimum 6 sources (4 academic).
APA in-text citations and References Page.
Checked grammar and spelling.

Final Thoughts

By following this guide, you will create a well-researched, structured, and properly formatted paper that meets all requirements. Take your time to analyze the issue deeply, use strong evidence, and suggest practical reforms.

The post Police Brutality appeared first on blitz.

individualism vs. conformity in American society.

Admin — Fri, 28 Feb 2025 08:50:54 +0000

Pol Sci 001 Homework
Homework No. 3 – TEXT SUBMISSIONS ONLY!!! FILE UPLOADS WILL NOT BE
ACCEPTED!!!!
Give your paper a title
1,000 words minimum – (more is always OK) – type the final word count in the upper left
corner of your paper
Minimum 6 paragraphs
Americans value individualism, yet they tend to be very conforming – (ie: being “on
trend) Links to the definition are below. Groupthink can contribute to stability and order
in a society, but often at great personal, social, environmental and moral cost.
Sometimes groupthink can be socially restrictive as challenges or objections are
ignored. Sometimes, groupthink can keep minor issues from bogging down a project.
YOUR ASSIGNMENT – FOLLOW THE ORDER BELOW:
● FIRST: Write an introductory paragraph. What is the assignment about?
● SECOND:In not less than 500 words (longer is fine, more than one paragraph
here is also fine), read and fully summarize the plot of “The Lottery,” by
Shirley Jackson. The text is below. Start to finish, what happens in the story?
Where does the story take place? What is the story about? What is the point
of the lottery? Why is it held? How long has it been held? What is the
outcome for the people who select blank slips of paper? What is the outcome
for the person who selects the paper with the black mark? How often is the
lottery held? Who participates in the lottery? Be sure to include commentary
on the several age-based perspectives of the characters in the story. How did
the oldest citizens feel about the lottery? Provide supporting quotes. How did
the younger citizens, the school-aged children, feel about the lottery? Provide
supporting quotes for this age group. Describe the villagers in your story
summary. Give examples for old, young and in-between citizens. How does
the story end?
● THIRD:Define good citizenship. WRITE THIS IN YOUR OWN WORDS – DO
NOT GIVE ME A DICTIONARY DEFINITION. THINK FOR YOURSELF. NO
CREDIT FOR DICTIONARY DEFINITIONS.
● THIS DEFINITION IS TO BE COMPLETELY SEPARATE FROM THE
STORY. INCLUDE NOTHING IN THIS SECTION ABOUT THE STORY.
Include these two things in your definition: What do you believe is required of ‘good’
citizens? What are the duties inherent in good citizenship? Be sure to include this: by
your own definition, do you personally engage in good citizenship?
● FOURTH:Define “groupthink” as you understand its meaning. Write this in
your own words, as though you were explaining it to someone else. Give an
example. Is participating in groupthink an act of good citizenship or not?
○ TO BE CLEAR, the term is groupthink, NOT groupthinking or group
thinking. People participate in “groupthink.” Do not use incorrect
terms in your assignments. You will lose points.
● FIFTH:Describe the “main event” that takes place in “The Lottery” on the
particular day described in the story—that is, what do all the townspeople do
together? What is the event in which they all participate? How does this
collective activity qualify as groupthink?
● SIXTH:Finally, compare the actions of the townspeople to your definition of
good citizenship. Are the people of this village ‘good’ citizens or not, and
why? No right or wrong answer – but you need to support and defend your
answer here.
Groupthink definitions:
https://www.communicationtheory.org/groupthink/ (Links to an external site.)
Links to an external site.
https://www.verywellmind.com/what-is-groupthink-2795213 (Links to an external site.)
Links to an external site.
● (Sociology text) the tendency for group members to reach a consensus at all
costs
● The practice of thinking or making decisions as a group in a way that
discouragescreativity or individual responsibility.
● A pattern of thought characterized by self-deception, forced manufacture of
consent,and conformity to group (Links to an external site.)
● Links to an external site.
● values and ethics
● A phenomenon developed in groups and marked by the consensus of opinion
without critical reasoning or evaluation of consequences or alternatives.
Groupthink revolves around a common desire to not upset the balance of a
group of people by creating conflict –– with creativity and individuality
considered potentially harmful traits that should be avoided.
● ••••••••••••••••••••••••••••••••••••••••••••••••••••
“The Lottery”
By Shirley Jackson
https://www.newyorker.com/magazine/1948/06/26/the-lottery
The morning of June 27th was clear and sunny, with the fresh warmth of a
full-summer day; the flowers were blossoming profusely, and the grass was richly green.
The people of the village began to gather in the square, between the post office and the
bank, around ten o’clock; in some towns there were so many people that the lottery took
two days and had to be started on June 26th. but in this village, where there were only
about three hundred people, the whole lottery took less than two hours, so it could begin
at ten o’clock in the morning and still be through in time to allow the villagers to get
home for noon dinner.
The children assembled first, of course. School was recently over for the
summer, and the feeling of liberty sat uneasily on most of them; they tended to gather
together quietly for a while before they broke into boisterous play and their talk was still
of the classroom and the teacher, of books and reprimands.
Bobby Martin had already stuffed his pockets full of stones, and the other boys
soon followed his example, selecting the smoothest and roundest stones; Bobby and
Harry Jones and Dickie Delacroix– the villagers pronounced this name
“Dellacroy”–eventually made a great pile of stones in one corner of the square and
guarded it against the raids of the other boys. The girls stood aside, talking among
themselves, looking over their shoulders at the boys, and the very small children rolled
in the dust or clung to the hands of their older brothers or sisters.
Soon the men began to gather, surveying their own children, speaking of planting
and rain, tractors and taxes. They stood together, away from the pile of stones in the
corner, and their jokes were quiet and they smiled rather than laughed. The women,
wearing faded house dresses and sweaters, came shortly after their menfolk. They
greeted one another and exchanged bits of gossip as they went to join their husbands.
Soon the women, standing by their husbands, began to call to their children, and
the children came reluctantly, having to be called four or five times. Bobby Martin
ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones.
His father spoke up sharply, and Bobby came quickly and took his place between his
father and his oldest brother.
The lottery was conducted––as were the square dances, the teen club, the
Halloween program––by Mr. Summers, who had time and energy to devote to civic
activities. He was a round-faced, jovial man and he ran the coal business, and people
were sorry for him because he had no children and his wife was a scold. When he
arrived in the square, carrying the black wooden box, there was a murmur of
conversation among the villagers, and he waved and called. “Little late today, folks.”
The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the
stool was put in the center of the square and Mr. Summers set the black box down on it.
The villagers kept their distance, leaving a space between themselves and the stool.
And when Mr. Summers said, “Some of you fellows want to give me a hand?” there was
a hesitation before two men, Mr. Martin and his oldest son, Baxter, came forward to hold
the box steady on the stool while Mr. Summers stirred up the papers inside it.
The original paraphernalia for the lottery had been lost long ago, and the black
box now resting on the stool had been put into use even before Old Man Warner, the
oldest man in town, was born.
Mr. Summers spoke frequently to the villagers about making a new box, but no
one liked to upset even as much tradition as was represented by the black box. There
was a story that the present box had been made with some pieces of the box that had
preceded it, the one that had been constructed when the first people settled down to
make a village here. Every year, after the lottery, Mr. Summers began talking again
about a new box, but every year the subject was allowed to fade off without anything’s
being done.
The black box grew shabbier each year: by now it was no longer completely
black but splintered badly along one side to show the original wood color, and in some
places faded or stained.
Mr. Martin and his oldest son, Baxter, held the black box securely on the stool
until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of
the ritual had been forgotten or discarded, Mr. Summers had been successful in having
slips of paper substituted for the chips of wood that had been used for generations.
Chips of wood, Mr. Summers had argued, had been all very well when the village was
tiny, but now that the population was more than three hundred and likely to keep on
growing, it was necessary to use something that would fit more easily into the black box.
The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper
and put them in the box, and it was then taken to the safe of Mr. Summers’ coal
company and locked up until Mr. Summers was ready to take it to the square next
morning. The rest of the year, the box was put way, sometimes one place, sometimes
another; it had spent one year in Mr. Graves’s barn, and another year underfoot in the
post office, and sometimes it was set on a shelf in the Martin grocery and left there.
There was a great deal of fussing to be done before Mr. Summers declared the
lottery open. There were the lists to make up of heads of families, heads of households
in each family, members of each household in each family. There was the proper
swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time,
some people remembered, there had been a recital of some sort, performed by the
official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each
year; some people believed that the official of the lottery used to stand just so when he
said or sang it, others believed that he was supposed to walk among the people, but
years and years ago this part of the ritual had been allowed to lapse. There had been,
also, a ritual salute, which the official of the lottery had had to use in addressing each
person who came up to draw from the box, but this also had changed with time, until
now it was felt necessary only for the official to speak to each person approaching. Mr.
Summers was very good at all this; in his clean white shirt and blue jeans. With one
hand resting carelessly on the black box, he seemed very proper and important as he
talked interminably to Mr. Graves and the Martins.
Just as Mr. Summers finally left off talking and turned to the assembled villagers,
Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over
her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it
was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly.
“Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then
I looked out the window and the kids were gone, and then I remembered it was the
twenty-seventh and came a-running.” She dried her hands on her apron, and Mrs.
Delacroix said, “You’re in time, though. They’re still talking away up there.”

Mrs. Hutchinson craned her neck to see through the crowd and found her
husband and children standing near the front. She tapped Mrs. Delacroix on the arm as
a farewell and began to make her way through the crowd. The people separated
good-humoredly to let her through: two or three people said, in voices just loud enough
to be heard across the crowd, “Here comes your, Missus, Hutchinson,” and “Bill, she
made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had
been waiting, said cheerfully, “Thought we were going to have to get on without you,
Tessie.”
Mrs. Hutchinson said, grinning, “Wouldn’t have me leave m’dishes in the sink,
now, would you. Joe?” and soft laughter ran through the crowd as the people stirred
back into position after Mrs. Hutchinson’s arrival.
“Well, now.” Mr. Summers said soberly, “guess we better get started, get this over
with, so’s we can go back to work. Anybody ain’t here?”
“Dunbar.” several people said. “Dunbar. Dunbar.”
Mr. Summers consulted his list. “Clyde Dunbar.” he said. “That’s right. He’s broke
his leg, hasn’t he? Who’s drawing for him?”
“Me. I guess,” a woman said, and Mr. Summers turned to look at her. “Wife
draws for her husband.” Mr. Summers said. “Don’t you have a grown boy to do it for
you, Janey?” Although Mr. Summers and everyone else in the village knew the answer
perfectly well, it was the business of the official of the lottery to ask such questions
formally. Mr. Summers waited with an expression of polite interest while
Mrs. Dunbar answered.
“Horace’s not but sixteen yet.” Mrs. Dunbar said regretfully. “Guess I gotta fill in
for the old man this year.”
“Right.” Sr. Summers said. He made a note on the list he was holding. Then he
asked, “Watson boy drawing this year?”
A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for my
mother and me.” He blinked his eyes nervously and ducked his head as several voices
in the crowd said things like “Good fellow, lack.” and “Glad to see your mother’s got a
man to do it.”
“Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”
“Here,” a voice said, and Mr. Summers nodded.
A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked
at the list. “All ready?” he called. “Now, I’ll read the names––heads of families first––and
the men come up and take a paper out of the box. Keep the paper folded in your hand
without looking at it until everyone has had a turn. Everything clear?”
The people had done it so many times that they only half listened to the
directions: most of them were quiet, wetting their lips, not looking around.
Then Mr. Summers raised one hand high and said, “Adams.”
A man disengaged himself from the crowd and came forward. “Hi. Steve.” Mr.
Summers said, and Mr. Adams said. “Hi. Joe.” They grinned at one another humorlessly
and nervously.
Then Mr. Adams reached into the black box and took out a folded paper. He held
it firmly by one corner as he turned and went hastily back to his place in the crowd,
where he stood a little apart from his family, not looking down at his hand.
“Allen.” Mr. Summers said. “Anderson…. Bentham.”

“Seems like there’s no time at all between lotteries anymore.” Mrs. Delacroix said
to Mrs. Graves in the back row.
“Seems like we got through with the last one only last week.”
“Time sure goes fast,” Mrs. Graves said.
“Clark…. Delacroix.”
“There goes my old man.” Mrs. Delacroix said. She held her breath while her
husband went forward.
“Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one
of the women said.
“Go on, Janey,” and another said, “There she goes.”
“We’re next.” Mrs. Graves said. She watched while Mr. Graves came around
from the side of the box, greeted Mr. Summers gravely and selected a slip of paper from
the box. By now, all through the crowd there were men holding the small folded papers
in their large hand. turning them over and over nervously Mrs. Dunbar and her two sons
stood together, Mrs. Dunbar holding the slip of paper.
“Harburt…. Hutchinson.”
“Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.
“Jones.”
“They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that
over in the north village they’re talking of giving up the lottery.”
Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young
folks, nothing’s good enough for them. Next thing you know, they’ll be wanting to go
back to living in caves, nobody work anymore, live that way for a while. Used to be a
saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be
eating stewed chickweed and acorns. There’s always been a lottery,” he added
petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”
“Some places have already quit lotteries.” Mrs. Adams said.
“Nothing but trouble in that,” Old Man Warner said stoutly. “Pack of young fools.”
“Martin.” And Bobby Martin watched his father go forward.
“Overdyke…. Percy.”
“I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”
“They’re almost through,” her son said.
“You get ready to run tell Dad,” Mrs. Dunbar said.
Mr. Summers called his own name and then stepped forward precisely and
selected a slip from the box. Then he called, “Warner.”
“Seventy-seventh year I been in the lottery,” Old Man Warner said as he went
through the crowd. “Seventy-seventh time.”
“Watson” The tall boy came awkwardly through the crowd. Someone said, “Don’t
be nervous, Jack,” and Mr. Summers said, “Take your time, son.”
“Zanini.”
After that, there was a long pause, a breathless pause, until Mr. Summers,
holding his slip of paper in the air, said, “All right, fellows.”
For a minute, no one moved, and then all the slips of paper were opened.
Suddenly, all the women began to speak at once, saving. “Who is it?” “Who’s got
it?” “Is it the Dunbars?” “Is it the Watsons?” Then the voices began to say, “It’s
Hutchinson. It’s Bill. Bill Hutchinson’s got it.”
“Go tell your father,” Mrs. Dunbar said to her older son.
People began to look around to see the Hutchinsons. Bill Hutchinson was
standing quiet, staring down at the paper in his hand.
Suddenly, Tessie Hutchinson shouted to Mr. Summers. “You didn’t give him time
enough to take any paper he wanted. I saw you. It wasn’t fair!”
“Be a good sport, Tessie.” Mrs. Delacroix called, and Mrs. Graves said, “All of us
took the same chance.”
“Shut up, Tessie,” Bill Hutchinson said.
“Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve
got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he
said, “you draw for the Hutchinson family. You got any other households in the
Hutchinsons?”
“There’s Don and Eva,” Mrs. Hutchinson yelled. “Make them take their chance!”
“Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently.
“You know that as well as anyone else.”
“It wasn’t fair,” Tessie said.
“I guess not, Joe.” Bill Hutchinson said regretfully. “My daughter draws with her
husband’s family; that’s only fair. And I’ve got no other family except the kids.”
“Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in
explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”
“Right,” Bill Hutchinson said.
“How many kids, Bill?” Mr. Summers asked formally.
“Three,” Bill Hutchinson said.
“There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”
“All right, then,” Mr. Summers said. “Harry, you got their tickets back?”
Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,”
Mr. Summers directed.
“Take Bill’s and put it in.”
“I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I
tell you it wasn’t fair.
You didn’t give him time enough to choose. Everybody saw that.”
Mr. Graves had selected the five slips and put them in the box, and he dropped
all the papers but those onto the ground, where the breeze caught them and lifted them
off.
“Listen, everybody,” Mrs. Hutchinson was saying to the people around her.
“Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance
around at his wife and children, nodded.
“Remember,” Mr. Summers said, “take the slips and keep them folded until each
person has taken one.
Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came
willingly with him up to the box.
“Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into
the box and laughed. “Take just one paper,” Mr. Summers said. “Harry, you hold it for
him.”
Mr. Graves took the child’s hand and removed the folded paper from the tight fist
and held it while little Dave stood next to him and looked up at him wonderingly.
“Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends
breathed heavily as she went forward switching her skirt, and took a slip daintily from
the box.
“Bill, Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, near
knocked the box over as he got a paper out. “Tessie,” Mr. Summers said.
She hesitated for a minute, looking around defiantly, and then set her lips and
went up to the box. She snatched a paper out and held it behind her.
“Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt
around, bringing his hand out at last with the slip of paper in it.
The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of
the whisper reached the edges of the crowd.
“It’s not the way it used to be.” Old Man Warner said clearly. “People ain’t the way
they used to be.”
“All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”
Mr. Graves opened the slip of paper and there was a general sigh through the crowd as
he held it up and everyone could see that it was blank. Nancy and Bill. Jr. opened theirs
at the same time and both beamed and laughed, turning around to the crowd and
holding their slips of paper above their heads.
“Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked
at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.
“It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper.
Bill.”
Bill Hutchinson went over to his wife and forced the slip of paper out of her hand.
It had a black spot on it, the black spot Mr. Summers had made the night before with the
heavy pencil in the coal company office. Bill Hutchinson held it up, and there was a stir
in the crowd. “All right, folks.” Mr. Summers said. “Let’s finish quickly.”
Although the villagers had forgotten the ritual and lost the original black box, they
still remembered to use stones. The pile of stones the boys had made earlier was
ready; there were stones on the ground with the blowing scraps of paper that had come
out of the box.
Mrs. Delacroix selected a stone so large she had to pick it up with both hands
and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.” Mr. Dunbar had small
stones in both hands, and Mrs. Delacroix said, gasping for breath, “I can’t run at all.
You’ll have to go ahead, and I’ll catch up with you.”
The children had stones already. And someone gave little Davy Hutchinson few
pebbles. Tessie Hutchinson was in the center of a cleared space by now, and she held
her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A
stone hit her on the side of the head.
Old Man Warner was saying, “Come on, come on, everyone.”
Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside
him.
“It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon
her.

Your assignment requires a detailed analysis of “The Lottery” by Shirley Jackson while exploring themes of groupthink and good citizenship. Below is a structured breakdown to help you tackle each section effectively.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Write an Introduction

Introduce the topic of individualism vs. conformity in American society.
Briefly mention groupthink, its role in maintaining order, and its potential consequences.
State that you will analyze “The Lottery”, define good citizenship, explain groupthink, and compare the villagers’ actions to your definition of good citizenship.

Step 2: Summarize “The Lottery” (500+ words)

Start by identifying the setting: A small village on June 27th, where an annual lottery takes place.
Summarize the plot:
- Villagers gather in the square, preparing for a long-standing ritual.
- Families draw slips of paper from a black box.
- The Hutchinson family is selected, and Tessie Hutchinson ultimately draws the marked paper.
- The “winner” is stoned to death by the villagers, including her family.
Discuss the significance of the lottery:
- It’s a tradition followed blindly.
- No one questions its morality.
- It reflects groupthink, where dissent is ignored.
Analyze the age-based perspectives:
- Old villagers (e.g., Old Man Warner) strongly support the tradition.
- Middle-aged villagers participate without question.
- Children mimic adults and are conditioned to follow the tradition.

Step 3: Define Good Citizenship

Write in your own words—no dictionary definitions!
Define it based on two things:
1. What is required of good citizens?
  - Upholding justice, fairness, and the well-being of society.
2. What are their duties?
  - Questioning unethical practices, contributing positively, and being responsible members of society.
Reflect on yourself:
- Do you practice good citizenship? Why or why not?

Step 4: Define Groupthink

Explain groupthink in your own words:
- When people conform to a group’s decisions without questioning them.
Provide an example:
- A historical event (e.g., the Salem Witch Trials, Nazi Germany, or the Challenger disaster).
Answer: Is groupthink an act of good citizenship?
- Argue either side but explain your reasoning.

Step 5: Describe the “Main Event” in “The Lottery”

Explain the ritualistic nature of the event.
Describe how the townspeople participate collectively in the stoning.
Show how groupthink prevents anyone from challenging the lottery.

Step 6: Compare the Villagers’ Actions to Good Citizenship

Are they good citizens?
- Yes? They follow tradition, maintain order.
- No? They blindly follow a cruel system, refusing to question it.
Support your answer with evidence from the story.
Conclude with your final thoughts on groupthink vs. morality.

The post individualism vs. conformity in American society. appeared first on blitz.

Mastering the BIOL120 Microbiology Portfolio Project: A Step-by-Step Guide

Admin — Fri, 28 Feb 2025 08:45:45 +0000

BIOL120 – Microbiology Applications

Portfolio Project Directions and Rubric

Overview

This Portfolio Project is worth 10% of your overall grade.

Completing this assessment will help you achieve the following:

Course Outcomes:

Identify characteristics and types of common microorganisms.
Examine modes of transmission and methods for preventing the spread of microorganisms.
Explain treatment of infectious diseases, including antimicrobial medications and bacterial resistance.
Categorize infectious diseases of body systems of current epidemiological concern.

Institutional Outcomes:

Information Literacy and Communication – Utilize current technology and resources to locate and evaluate information needed to accomplish a goal and then communicate findings in visual, written, and/or oral formats.
Relational Learning – Transfer knowledge, skills, and behaviors acquired through formal and informal learning to new situations.
Thinking Abilities – Reflect on learning and practice to adjust learning processes for continual improvement.
Quantitative and Scientific Reasoning – Apply scientific inquiry and mathematical reasoning to draw conclusions and make decisions.
Community and Career – Engage in academic and professional communities for personal and career growth in a multicultural world.

Scenario

The CDC (Centers for Disease Control and Prevention) has designated certain diseases as notifiable diseases. This means that local health departments MUST report cases of these diseases to the CDC to aid epidemiological tracking and control efforts.

These diseases are categorized as:

Notifiable Infectious Diseases (e.g., Legionellosis).
Notifiable Noninfectious Diseases (e.g., Carbon monoxide poisoning).

The CDC.gov website and the National Notifiable Diseases Surveillance System (NNDSS) provide public data on these diseases, which are published in the Morbidity and Mortality Weekly Report (MMWR).

For this project, you will research a CDC-notifiable infectious disease assigned by your instructor.

Project Role:

Imagine that you work for your local health department and have been asked to give a presentation at a town hall meeting about an infectious disease that is currently a public health concern.

You will create a PowerPoint presentation with a voiceover that explains the disease, its epidemiology, symptoms, prevention, and treatment.

Additionally, you must collect and analyze incidence data for your disease for two different years:

Most recent full year (e.g., 2024).
Five years prior (e.g., 2019).

After collecting the data, you will provide a brief analysis of your findings.

Project Deliverables & Deadlines

Each component of this project has a specific deadline as outlined in your tracking calendar. Below are the details for each module submission:

Module 2: Topic Selection

Due Date: Refer to your tracking calendar.

What to Do:

Confirm your assigned pathogen with your instructor.
Write a 150-word reflection about what you hope to learn from researching this pathogen.
Submit your reflection.

What is Expected?

A well-thought-out response demonstrating curiosity.
Clear writing and proper grammar.

Module 3: Reference Selection

Due Date: Refer to your tracking calendar.

What to Do:

Find at least three scholarly references on your assigned pathogen.
Include one peer-reviewed journal article and two credible sources (e.g., CDC, WHO, Mayo Clinic).
Format references in APA style and submit them for instructor approval.

What is Expected?

High-quality, reliable sources.
Correct APA citation formatting.

Module 4: Research Questions

Due Date: Refer to your tracking calendar.

What to Do:

Create a PowerPoint (4-5 slides) covering:
1. Basic Characteristics of the Organism:
  - Type of microbe, morphology, and reproduction.
  - Include an image of the pathogen.
2. Etiology and Pathology:
  - Etiology: Mode of transmission, portal of entry/exit, infectious dose, virulence factors.
  - Pathology: Symptoms, targeted tissues, prevention, and treatment.
Submit the PowerPoint to your instructor for feedback.
Post the PowerPoint to the discussion board for peer review.

What is Expected?

Concise, bullet-point slides (NOT long paragraphs).
Images and visual elements (properly cited).

Module 5: MMWR Data Collection & Analysis

Due Date: Refer to your tracking calendar.

What to Do:

Use CDC data tools to collect incidence rates for two years.
Create a 2-line graph comparing the years.
Write a brief analysis, describing:
- Incidence trends over time.
- Possible reasons for changes in incidence.

What is Expected?

Accurate data collection and a well-labeled graph.
A clear, logical analysis of trends.

Module 6: Portfolio Project Final Submission

Due Date: Refer to your tracking calendar.

What to Do:

Revise your PowerPoint (based on feedback).
Add a voiceover (4-6 minutes) explaining the content.
Ensure your PowerPoint includes:
- Title Slide (Your name, Course Title, Topic Title).
- 5+ slides covering research & epidemiological data.
- Graphs, images, and citations (APA format).
Upload the final PowerPoint to your ePortfolio.

What is Expected?

Professional, polished slides.
Engaging voiceover (speak clearly, avoid “um”/”uh”).

Module 7: Project Presentation & Peer Review

Due Date: Refer to your tracking calendar.

What to Do:

Submit your final presentation to the discussion board.
Provide feedback to at least two peers based on:
- Design and formatting.
- Accuracy and depth of information.
- Clarity for a general audience.

What is Expected?

Detailed, constructive feedback.

Module 8: Final Reflection

Due Date: Refer to your tracking calendar.

What to Do:

Write a 500-word reflection (APA format) on:
- How the project helped demonstrate institutional outcomes.
- The relevance of this research to your future career.
- How this project meets course learning objectives.
Submit via Blackboard.

What is Expected?

Well-organized, thoughtful writing.
Proper APA formatting.

Grading Criteria

Content – Organism Research (45 points)
MMWR Data & Analysis (20 points)
Presentation Design & Writing (15 points)
Oral Presentation Delivery (20 points)

Struggling with where to start? Follow this detailed guide to complete your assignment successfully!

This Portfolio Project requires you to research a CDC-notifiable infectious disease and present your findings in a 4-6-minute PowerPoint presentation with voiceover. You’ll also analyze epidemiological data and complete a 500-word reflection to connect your work to professional and academic outcomes.

Step 1: Topic Selection (Module 2)

Due Date: Refer to your tracking calendar.

What to Do:

Confirm your assigned pathogen with your instructor.
Research the basics of the pathogen to understand its relevance.
Write a 150-word reflection on what you hope to learn.
Submit to your instructor.

What is Expected?

A thoughtful, well-organized response demonstrating curiosity.
Clear writing and proper grammar.

Step 2: Reference Selection (Module 3)

Due Date: Refer to your tracking calendar.

What to Do:

Find three scholarly references related to your pathogen:
- One peer-reviewed journal article (e.g., from PubMed, CDC).
- Two credible sources (e.g., WHO, Mayo Clinic, textbooks).
Format your references in APA style.
Submit your sources to your instructor for approval.

What is Expected?

High-quality, recent (≤5 years) sources that support your research.
Proper APA citation formatting.

Step 3: Research Questions (Module 4)

Due Date: Refer to your tracking calendar.

What to Do:

Create a 4-5 slide PowerPoint covering the following:
- Basic Characteristics of the Organism:
  - Microbe type, morphology, reproduction.
  - Include an image of the pathogen (cited).
- Etiology and Pathology:
  - Etiology: Transmission, portal of entry/exit, infectious dose, virulence factors.
  - Pathology: Symptoms, affected tissues, prevention, treatment.
Submit the PowerPoint to your instructor for feedback.
Post the PowerPoint to the discussion board for peer review.

What is Expected?

Concise, well-structured slides with bullet points (NOT paragraphs).
Relevant images, properly cited.
No voiceover needed at this stage.

Step 4: MMWR Data Collection & Analysis (Module 5)

Due Date: Refer to your tracking calendar.

What to Do:

Use the CDC’s database to collect incidence data for your pathogen:
- Find data for two years:
  - Most recent full year (e.g., 2024).
  - Five years prior (e.g., 2019).
Create a 2-line graph comparing both years.
- Include title and labeled axes.
Write a brief data analysis:
- Describe incidence rate trends.
- Compare and contrast the two years of data.
- Explain potential reasons for differences.

What is Expected?

Accurate data collection and well-structured graph.
Logical, well-supported analysis.

Step 5: Finalizing the PowerPoint (Module 6)

Due Date: Refer to your tracking calendar.

What to Do:

Revise your PowerPoint based on instructor and peer feedback.
Add a voiceover recording (4-6 minutes).
Ensure your PowerPoint includes:
- Cover Slide (Your name, Course Title, Topic Title).
- Research & Data (minimum 5 slides).
- High-quality images & graphics (properly cited).
- Professional formatting (clear font, 10pt+ size).
- Reference slide (APA format).
Upload the final version to your ePortfolio.

What is Expected?

A polished, professional presentation.
A clear, engaging voiceover.
Error-free spelling and grammar.

Step 6: Peer Review (Module 7)

Due Date: Refer to your tracking calendar.

What to Do:

Review two classmates’ presentations on the discussion board.
Provide constructive feedback on:
- Presentation design.
- Writing mechanics (spelling, grammar, clarity).
- Data accuracy and sources.
- Effectiveness for patient education.

What is Expected?

Objective, specific feedback (not just “Great job!”).
Cite examples from their work.

Step 7: Final Reflection (Module 8)

Due Date: Refer to your tracking calendar.

What to Do:

Write a 500-word reflection (APA format).
Address the following:
- How this project helped demonstrate institutional outcomes.
- Importance of this research in your future career.
- How this project aligns with course objectives.
Submit via Blackboard.

What is Expected?

Thoughtful, well-structured writing.
Proper APA formatting.

Grading Breakdown

Criteria	Points	How to Earn Full Points
Content – Organism Research	45 pts	Answer all questions clearly & thoroughly. Use engaging, accurate information.
MMWR Data & Analysis	20 pts	Collect accurate data, create a labeled graph, and provide a strong analysis.
Presentation Design & Writing	15 pts	No spelling/grammar errors, easy-to-read slides, strong visuals.
Presentation Delivery	20 pts	Clear, engaging voiceover (4-6 minutes), no filler words like “um.”
Reflection	10 pts	Thoughtful, insightful response connecting learning to career goals.

Final Tips for Success

Start Early: Give yourself time for research, slide design, and recording.
Use the Rubric: Ensure all project components meet “Exceeds Expectations.”
Keep It Professional: Avoid slang, use academic language, and proofread.
Engage Your Audience: Speak clearly and confidently in your voiceover.
Ask for Feedback: Get input from classmates or your instructor before finalizing.

By following this guide, you will complete a high-quality Portfolio Project that showcases your microbiology knowledge and communication skills!

The post Mastering the BIOL120 Microbiology Portfolio Project: A Step-by-Step Guide appeared first on blitz.

Microbiology Applications Portfolio Project

Admin — Fri, 28 Feb 2025 08:39:59 +0000

BIOL120 – Microbiology Applications
Portfolio Project Directions and Rubric

This Portfolio Project is worth 10% of your overall grade.

Completing this assessment will help you to meet the following:

Course Outcomes
• Identify characteristics and types of common microorganisms.
• Examine modes of transmission and methods for preventing the spread of microorganisms.
• Explain treatment of infection disease: antimicrobial medications and bacterial resistance
• Categorize infectious diseases of body systems of current epidemiological concern.

Institutional Outcomes
• Information Literacy and Communication – Utilize appropriate current technology and resources to locate and evaluate information needed to accomplish a goal and then communicate findings in visual, written, and/or oral formats.
• Relational Learning – Transfer knowledge, skills, and behaviors acquired through formal and informal learning and life experiences to new situations.
• Thinking Abilities – Employ strategies for reflection on learning and practice in order to adjust learning processes for continual improvement.
• Quantitative and Scientific Reasoning – Follow established methods of inquiry and mathematical reasoning to form conclusions and make decisions.
• Community and Career – Participate in social, academic, and professional communities for individual growth and to function as a citizen of a multicultural world.
Scenario
The CDC has designated certain diseases as notifiable diseases. That means, if a local health department confirms a case for one of these diseases, they MUST notify the CDC. This helps the CDC better understand the disease-specific to its epidemiology.

These diseases are broken up into two categories: Notifiable Infectious Diseases (i.e., Legionellosis) and Notifiable Noninfectious Diseases (i.e., Carbon monoxide poisoning). Data associated for both these disease groups is available to the public through the CDC.gov website, through the National Notifiable Diseases Surveillance System, and are associated with the MMWR series (Morbidity and Mortality Weekly Report). For this project, you will conduct research on one of the notifiable infectious diseases chosen from a list provided by your instructor.

As a healthcare professional, it is important to be familiar with pathogens of current epidemiological concern. For these organisms, you should be aware of their common characteristics, modes of transmission, etiology/pathology, prevention, treatment, and epidemiology.

For this project, imagine that you work for the local health department and need to present an update on one of the CDC’s notifiable infectious diseases at a local town hall meeting concerning a pathogen of current epidemiological concern. You are asked to create a PowerPoint presentation with a voiceover that includes key information related to your chosen pathogen of current epidemiological concern.

Additionally, you will locate and research incidence data of your chosen pathogen for two separate years: The most recent full year and 5 years prior from today. For example, let’s say it’s January 2022. You would be researching the incidence data from 2021 (the most recent full year) and 2017 (5 years prior).

After collecting the data, you will provide a brief analysis of your findings.

Directions
1. You will be assigned a pathogen by your instructor. Based on your instructor assigned pathogen, create a 4-6-minute PowerPoint presentation with voiceover. The presentation must consist of a minimum of 7 slides and be supported by at least 3 scholarly references.
2. Comment and provide constructive feedback on two of your peers’ presentations.
3. Complete a reflection.

Deadline
Deliverable items for the Portfolio Project will be required at different points during the course. Details for each submission are included below in the Deliverable Descriptions.
Deliverable Descriptions
Module 2: Topic Selection
• Due date – refer to your tracking calendar.
• To acknowledge the pathogen you’ve been assigned, in at least 150 of your own words, discuss what you’re looking forward to learning about your pathogen.
Module 3: Reference Selection
• Due date – refer to your tracking calendar.
• Provide at least three references that will be used to research your topic. These references should include information relevant to the pathogen or the disease it causes and be submitted in APA format.
• Once you’ve chosen three references you think are suitable for this project, submit them to your instructor for approval.
Module 4: Research Questions
• Due date – refer to your tracking calendar.
• Research the following questions and submit your responses in a PowerPoint presentation. Organize information over 4-5 slides.
o Explain the basic characteristics associated with the organism: type of microbe and morphology and reproductive biology. Include an image of the organism.
o Describe aspects of the organism’s etiology and pathology:
 Etiology: Mode of transmission, portal of entry and exit, infectious dose, and key virulence factors.
 Pathology: Tissue targeted by the pathogen, Signs/symptoms, prevention/treatment.
• Submit your PowerPoint to your instructor for feedback (voiceover is not necessary at this point in the project).
• After you submit your PowerPoint to your instructor, you will post the same PowerPoint to a designated discussion board, where classmates will evaluate and provide comments/feedback on your presentation.

Module 5: Morbidity and Mortality Weekly Report (MMWR) Data Collection and Analysis
• Due date – refer to your tracking calendar.
• Use supplied excel file to collect incidence data from CDC.gov
o Notifiable Infectious Disease Data Tables
o Access’ WONDER Weekly Tables of Infectious Diseases’
o Utilize the ‘Change Year/Week’ button to locate correct data sets
o Record incidence for ‘U.S. Residents’ for each week, for your assigned 2 separate years
• Create a 2-line graph to display data. The graph needs a title and an axis labeled.
• Data Analysis:
o Describe the incidence rate trend.
o Compare and contrast the 2 years of incidence data. If a difference is present, explain possible reasons for those differences.
Module 6: Portfolio Project Final Submission
• Due date – refer to your tracking calendar.
• Update your PowerPoint presentation to incorporate instructor feedback on research questions, the MMWR data collection/analysis, as well as voiceover. Your final presentation should contain the following:
o Your name, the title of this course, and the topic title
o The required research and data in a clear, easy to follow, and read format (font size at least 10 point)
o Pictures or graphics as appropriate (with informal citations).
o Professional language with no spelling or grammatical errors
o A reference slide written in APA format
o Your PowerPoint presentation should consist of 7 slides total, including your cover and references slides.
• Upload your Portfolio Project to the Institutional Outcome in your ePortfolio listed below. Use the following naming convention: BIO120 – Portfolio Project: Microbiology Application
o Information Literacy and Communication – Utilize appropriate current technology and resources to locate and evaluate information needed to accomplish a goal and then communicate findings in visual, written, and/or oral formats.
For directions on how to upload your project to your ePortfolio, please see Student Resources in Blackboard on the navigation pane.

Module 7: Project Presentation
• Due date – refer to your tracking calendar.
• Incorporate feedback from your instructor to present a final product. Present the information to classmates via a provided discussion board for peer review.
• Respond and provide constructive feedback to two of your peers’ presentations
o Using the portfolio project grading rubric as a guide:
 Provide objective feedback on the presentation design, writing mechanics, spelling or grammatical issues, as well as the resources used.
 Provide pertinent feedback on the ease of understanding information provided in the presentation for a potential patient.
 Provide feedback on the thoroughness of the content of the presentation.
Module 8: Reflection
• Due date – refer to your tracking calendar.
• For the final piece of your Portfolio Project, you will reflect upon the course and how it directly relates to your future workplace. Your reflection should be a minimum of 500 words and be in APA format.
For this reflection:
a) Reflect on how this project allows you to demonstrate KSBs associated with institutional outcomes.
b) Analyze the importance of this project to your future career.
c) In your own words, reflect on how this project meets the Program and Institutional outcomes as stated on the first page.

For specific grading information, please refer to the Portfolio Project Grading Rubric

BIOL120 – Portfolio Project Grading Rubric
Criteria Exceeds Expectations Meets Expectations Needs Improvement Points
Content – Organism Research
45 points 40-45 points
All questions were answered in their entirety, information is clear, thorough, accurate, and presented in an interesting format/manner. The project demonstrates a strong understanding of the pathogen, infection, treatment, and associated epidemiology 32-39 points
One to two required elements were not covered clearly or thoroughly; information was not accurate or lacked depth and/or was not presented in an overall interesting manner. The project demonstrates limited understanding of the pathogen, infection, treatment, and associated epidemiology 0-31 points
Three or more required elements were not covered clearly or thoroughly; information was not accurate or lacked depth. The project demonstrates minimal understanding of the pathogen, infection, treatment, and associated epidemiology
Content – MMWR & Analysis
20 points 14-20 points
Data was fully and accurately gathered. The graph to display the incidence data was appropriately created, titled, and labeled.
All analysis questions were fully answered. 11-13 points
Data was fully and accurately gathered. The graph to display the incidence data was not appropriately created, titled, or labeled.
All analysis questions were fully answered. 0-10 points
Data not fully and accurately gathered. The graph to display the incidence data was not appropriately created, titled, or labeled.
The data analysis was incomplete.
Presentation Design,
Writing Mechanics,
and Citations

15 points 13-15 Points
Zero to one spelling or grammatical errors are present. The information is communicated effectively to the audience.
The presentation is professional, easy to read, flows well, and contains informative graphic content. The project clearly demonstrates the ability to communicate findings in visual and written formats.
At least three reputable sources are properly used and cited in APA format. The student demonstrates the ability to utilize appropriate current technology and resources to locate and evaluate information 11-12 points
Two to three errors in spelling or grammar making the content difficult to understand at times or may be confusing for the audience. The information is mostly communicated effectively with patients.
The presentation is not easy to read in places or contains little informative visual content. The project partially demonstrates the ability to communicate findings in visual and written formats.
Fewer than three reputable sources are properly used and cited in APA format. The student demonstrates partial ability to utilize appropriate current technology and resources to locate and evaluate information. 0-10 points
Four or more errors in spelling or grammar making the content difficult to understand or confusing for the audience. The project is not communicated effectively with patients.
The presentation is difficult to read, does not flow well, and/or contains little informative visual content. The project minimally demonstrates the ability to communicate findings in visual and written formats.
Fewer than two reputable sources are properly used and cited in APA format. The student does not demonstrate the ability to utilize appropriate current technology and resources to locate and evaluate information
Presentation
20 points 14-20 points
The presentation is easily understood, engaging, and falls within the 4–6-minute time limit. Information is spoken clearly, and words like “um” are not used. The project clearly demonstrates the ability to communicate findings in an oral format. 11-13 points
The presentation is easily understood, but there are some issues with pronunciation or words like “um.” The presentation may last fewer than three or more than five minutes. The project mostly demonstrates the ability to communicate findings in an oral format. 0-10 points
The presentation is understood, but issues with pronunciation or words like “um” make it difficult to understand at times or disjointed, or the speaker does not demonstrate interest or appears uncomfortable. The presentation may last fewer than three or more than five minutes. The project does not demonstrate the ability to communicate findings in an oral format.
Instructor Comments: Total Points:

BIOL120 – Portfolio Project Reflection Grading Rubric
Criteria Exceeds Expectations Meets Expectations Needs Improvement
Reflection/
Articulation

85 Points 77-85 points

Through insightful discussion, the student demonstrates a clear understanding of the connection between this project, institutional outcomes, and future careers. 60-77 points

Through discussion, the student demonstrates an understanding of the connection between this project, institutional outcomes, and future careers. Connections are present but lacking in clarity. 0-59 points

The student does not clearly present an understanding of the connection between this project, institutional outcomes, and future career.
Writing Mechanics,
and Citations

15 points 13-15 Points
Zero to one spelling or grammatical errors are present. Submission is in APA format. 11-12 points
Two to three errors in spelling or grammar making the content difficult to understand at times or may be confusing. Or, there is an error in APA format. 0-10 points
Four or more errors in spelling or grammar making the content difficult to understand. Or submission is not in APA format.
Instructor Comments: Total Points:

Here’s a detailed guideline on how to tackle this BIOL120 – Microbiology Applications Portfolio Project effectively:

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step-by-Step Guide to Completing Your Portfolio Project

This Portfolio Project is an opportunity for you to demonstrate your knowledge of notifiable infectious diseases and their epidemiology. Below is a breakdown of each module and what is expected.

Module 2: Topic Selection

Due Date: Refer to your tracking calendar.
What to Do:

Confirm Your Pathogen: Your instructor will assign you a notifiable infectious disease.
Research the Basics: Do a quick background search on the pathogen to understand its significance.
Write a 150-Word Reflection: Explain why this disease is important and what you hope to learn from researching it.
Submission: Submit your reflection to your instructor.

What is Expected?

A well-thought-out response showing curiosity about the pathogen.
Proper grammar and clarity in your writing.

Module 3: Reference Selection

Due Date: Refer to your tracking calendar.
What to Do:

Find Three Scholarly Sources: Use reputable databases like CDC.gov, PubMed, or peer-reviewed journal articles.
APA Formatting: Ensure your references are cited correctly in APA format.
Submit for Approval: Your instructor must approve your sources before you continue.

What is Expected?

High-quality sources from credible institutions.
Proper APA citation formatting.

Module 4: Research Questions

Due Date: Refer to your tracking calendar.
What to Do:

Create a PowerPoint (4-5 slides) answering the following:
- Basic Characteristics of the Organism:
  - Type of microbe (bacteria, virus, etc.).
  - Morphology (shape, size, structure).
  - Reproductive biology.
- Etiology and Pathology:
  - Etiology: Mode of transmission, portal of entry/exit, infectious dose, virulence factors.
  - Pathology: Symptoms, targeted tissue, prevention, treatment.
- Include an Image of the Organism.
Post on Discussion Board for Peer Review.
Submit to Instructor for Feedback.

What is Expected?

Well-organized slides with clear and concise information.
Visual elements (diagrams, images) to aid understanding.
Proper citations on slides.

Module 5: MMWR Data Collection and Analysis

Due Date: Refer to your tracking calendar.
What to Do:

Use the CDC’s Data Tools to Find Incidence Data for Your Disease:
- Find two years of data:
  - Most recent full year (e.g., 2024).
  - Five years prior (e.g., 2019).
Create a 2-Line Graph:
- One line for each year’s incidence data.
- Include a title and labeled axes.
Write a Brief Data Analysis:
- Describe trends and patterns.
- Compare and contrast the data for both years.
- Provide possible explanations for any changes in incidence.

What is Expected?

Accurate data collection and well-labeled graph.
Insightful analysis with logical explanations for trends.

Module 6: Portfolio Project Final Submission

Due Date: Refer to your tracking calendar.
What to Do:

Revise Your PowerPoint Based on Feedback: Ensure it incorporates:
- Research findings.
- MMWR data and analysis.
- Voiceover recording (4-6 minutes).
PowerPoint Should Include:
- Cover Slide (Name, Course Title, Topic Title).
- Research and Data (at least 5 slides).
- Graphics and Images (properly cited).
- Professional Formatting: Clear font (minimum 10pt).
- References in APA Format.
Upload to ePortfolio with Proper File Naming:
- BIO120 – Portfolio Project: Microbiology Application.

What is Expected?

A complete, professional PowerPoint with all required sections.
A polished voiceover (clear speech, engaging tone).
Zero spelling or grammar errors.

Module 7: Project Presentation

Due Date: Refer to your tracking calendar.
What to Do:

Submit Final Presentation for Peer Review.
Provide Feedback to Two Peers:
- Comment on presentation design.
- Check for writing/spelling/grammar errors.
- Evaluate ease of understanding for a general audience.
- Assess content depth and accuracy.

What is Expected?

Thoughtful and constructive feedback to classmates.
A well-received final presentation.

Module 8: Final Reflection

Due Date: Refer to your tracking calendar.
What to Do:

Write a 500-Word Reflection (APA Format) Addressing:
- How this project helped you demonstrate institutional outcomes.
- Importance of the project for your future career.
- How this project connects to the course learning objectives.
Submit on Time.

What is Expected?

Clear, thoughtful reflection on the learning process.
Proper APA formatting.

Grading Breakdown (How to Score Maximum Points!)

Content – Organism Research (45 points)

Answer all research questions thoroughly and accurately.
Present information in an engaging, clear format.
Demonstrate strong understanding of the pathogen.

MMWR Data & Analysis (20 points)

Accurate data collection from CDC sources.
Well-labeled graph with a clear title and axes.
Thoughtful data analysis explaining trends.

Presentation Design & Writing Mechanics (15 points)

Zero or minimal spelling/grammar errors.
Easy-to-read slides with visuals.
Citations properly formatted in APA style.

Reflection (10 points)

Insightful and well-structured reflection.
APA formatting followed correctly.

Peer Review Participation (10 points)

Provide detailed, helpful feedback to two classmates.

Final Tips for Success

Start Early: Give yourself time to research, design slides, and record your voiceover.
Use the Rubric: Ensure all project components meet “Exceeds Expectations.”
Keep it Professional: Avoid slang, use academic language, and proofread.
Engage Your Audience: Speak clearly and confidently in your voiceover.
Ask for Feedback: Get input from classmates or your instructor before finalizing.

By following this guide, you will create a high-quality Portfolio Project that showcases your microbiology knowledge and presentation skills!

The post Microbiology Applications Portfolio Project appeared first on blitz.

Pathophysiology

Admin — Fri, 28 Feb 2025 08:36:07 +0000

BIOL205 – Pathophysiology

Portfolio Project Directions and Rubric

This Portfolio Project is worth 10% of your grade.

Completing this Assessment will help you to meet the following:

Course Outcomes

Explain the effect pathophysiologic changes have on cells, tissues, organ systems.
Examine the role of the inflammatory response and immune system in disease processes.
Correlate clinical manifestations with specific disease states.

Program Outcomes

PTA

Utilize research in order to make evidence-based practice decisions and demonstrate lifelong learning.

BSNG/BSNY

NURA/NURS/ADN

Apply best current evidence and appropriate nursing judgment in collaboration with the patient to guide clinical decision making in the delivery of nursing care

Institutional Outcomes

Information Literacy and Communication – Utilize current technology and resources to locate and evaluate information needed to accomplish a goal, and then communicate findings in visual, written and/or oral formats.
Relational Learning – Transfer knowledge, skills, and behaviors acquired through formal and informal learning and life experiences to new situations.
Thinking Abilities – Employ strategies for reflection on learning and practice in order to adjust learning processes for continual improvement.
Community and Career – Participate in social, academic, and professional communities for individual growth and to function as a citizen of a multicultural world.
Quantitative and Scientific Reasoning – Follow established methods of inquiry and mathematical reasoning to form conclusions and make decisions.

Scenario

Directions

General Grading Criteria for Presentations and Voiceovers

PowerPoint:

Slides are well organized, and the font color, size, and style is easy to read.
Slides are in bullet-point format and are not written in long paragraphs
Bullet points highlight main points of the reflection questions

Oral Presentation:

Student’s voice should be clear and easy to understand
Student should vary his/her tone of voice and use pauses effectively to place emphasis on important points
Student should provide additional insight to PowerPoint slides in his/her own words. Student should not read verbatim from the slides.
Student should avoid non-words (“Um,” “Uh,” “You Know”) and practice using professional language

For specific grading information, please refer to the Portfolio Project Grading Rubric

Requirements and Formatting

Your Portfolio Project Reflection must be formatted as follows:

APA formatting
Title Page
Times New Roman or Arial 12-point font
1-inch margins
Page numbers in top right corner

Deadline
Deliverable items for the Portfolio Project will be required at different points during the course. Details for each submission are included below in the Deliverable Descriptions.

Deliverable Descriptions

Module 1: Topic Selection

See Tracking Calendar for due dates.

Module 2: Reference Selection

See Tracking Calendar for due dates.

Submit your four resources via Blackboard dropbox in APA format for approval.

Module 5: Rough Draft of Powerpoint Presentation Peer Review

See Tracking Calendar for due dates.

While creating your PowerPoint presentation include the following:

Title page
All required content (see below)
APA citations as needed
The use of images/graphics is required, cite appropriately
References slide
Slide numbers
Include your notes for the presentation
Required 8 – 10 slides

In your rough draft, include the following:

General Background Information:
- Name(s) of the disorder
- Brief description of the disorder
- Patient population(s) affected by the disorder
The Pathophysiology of the Disease:
- Organ(s), tissue(s), cell(s), and hormone(s) involved in the disorder
- Cause of the disorder, including how homeostasis is altered and the role of inflammation and/or immune system
- Signs and symptoms experienced by a patient and how they are unique to the disease
Clinical Signs and Symptoms
- Disease manifestations in other organ systems
- Diagnosis including testing and physical findings
Education
- Treatment(s), including both pharmacologic and non-pharmacologic treatments
- Prognosis
- long term implications
- Disease prevention
Current state of medical research, including any promising advances
APA formatted references

Submit your rough draft to to the discussion board via Blackboard and receive instructor and student feedback.

Peer Review

Peer Feedback Tips:

Provided feedback to 3 peers
Peer feedback on PowerPoint was accurate and relevant citing specific examples from the PowerPoint
Peer feedback offers both positive and negative specific feedback

Module 7: Presentation and Final Submission of PowerPoint to ePortfolio

See Tracking Calendar for due dates.

You will be submitting your final Presentation. Incorporate instructor and peer feedback, make any additional corrections, and submit to your ePortfolio.

In person presentation: After completing the inperson presentation, upload the PowerPoint with notes to your ePortfolio.

PowerPoint with voiceover: upload entire PowerPoint with voiceover to your ePortfolio.

For directions on how to upload your project to your ePortfolio, please see Student Resources in Blackboard on the navigation pane.

Module 8: Reflection

See Tracking Calendar for due dates.

For this reflection:

Reflect upon how this project helped you achieve the course, program, and institutional outcomes listed above.
Analyze the importance of this project to your future career.

Upload and submit your final reflection.

BIOL205 – Portfolio Project Grading Rubric – Final Submission
Criteria	Exceeds Expectations	Meets Expectations	Needs Improvement		Points
Content 50 points	40 – 50 points All required content is present, appropriate and accurate. Project fully demonstrates student understanding of course outcomes related to the topic presented.	25 – 39 points 1-2 areas of content were not covered adequately or accurately. Project partially shows student understanding of the content. Project partially demonstrates student understanding the course outcomes related to the topic.	0 – 24 points 3 or more areas of content were not covered adequately or accurately. Project minimally shows student understanding of the content. Project minimally demonstrates student understanding the course outcomes and the topic.
Design 10 points	8 – 10 points The PowerPoint was well-designed, the content flowed easily, and there was excellent use of graphics/images. Ability of student to bullet information is demonstrated.	5 – 7 points The design of the PowerPoint was adequately designed, the content flowed adequately, there was adequate use of graphics/images. Student is partially able to bullet information.	0 – 4 points The design of the PowerPoint is less than professional, the content did not flow, the use of graphics/images is poor or lacking. Student is unable to adequately bullet information.
Spelling, mechanics and grammar 10 points	8 – 10 points 1 or less spelling errors. Project has no grammar or punctuation errors. Project is easy to read and understand.	5 – 7 points 2-3 spelling errors. Project contains a few grammar and/or punctuation errors. The errors do not detract from reading or understanding the content.	0 – 4 points Four or more spelling errors. Several grammar and/or punctuation errors are present. Errors interfere with reading and understanding.
Research, Citations and APA formatting 10 points	8 – 10 points 1 or less APA errors. APA format is applied correctly to in-text citations. Four (4) scholastic resources are present.	5 – 7 points 2-3 APA errors. APA format is mostly applied to in-text citations. Fewer than four (4) scholastic sources are present.	0 – 4 points 4 or more APA errors are present. APA format is not applied to in-text citations. Less than three (3) scholastic sources are present.
Presentation/ Delivery 20 Points	18 – 20 points Easily understood, does not use words like, “um,” is professional in appearance, and engaging to watch. The presentation flows and transitions naturally between ideas. Makes excellent use of different inflections, appears enthusiastic, speaks in different tones, and appears comfortable throughout the presentation.	14 – 17 points Easily understood, but may make use of words like “um.” Attempts to use different inflections, changes tone occasionally, varies tone, and appears comfortable throughout the presentation.	0 – 13 points Makes excessive use of words like, “um.” The presentation may be stilted or jarring, and the speaker is monotone throughout. The student appears uncomfortable throughout the presentation.
Instructor Comments:				Total Points:

BIOL205 – Module 5 – Portfolio Project Peer Review Grading Rubric
Criteria	Exceeds Expectations	Meets Expectations	Needs Improvement		Points
Articulation 70 points	60 – 70 points Provides a deep, thoughtful revidew on presentation being reviewed. provides constructive feedback review to peers. offers both positive and helpful feedback citing specific examples in the presentation. Provides feedback on three student presentations.	30 – 59 points Provides limited feedback based on the presentation, may not cite specific examples. Students may or may notoffer both positive and negative feedback. Did not complete three full peer reviews.	0 – 30 points Appropriate feedback is not given to the presentations being reviewed. General feedback is given without citing specifics. Completed one or partial peer reviews.
Delivery 30 points	26 – 30 points Writes in complete sentences and well-developed paragraphs with 0 or 1 errors in grammar, spelling, and punctuation. The responses flow and transitions naturally between ideas. Meaning is clear, and the feedback is easy to read.	14 – 25 points Writes in complete sentences but makes 2 to 4 errors in grammar, spelling, and punctuation. Reflection is generally easy to read and understand.	0 – 13 points Writes in incomplete sentences or uses list/bullet format. Makes 5 or more errors in grammar, spelling, and punctuation. Errors distract the reader. The writer’s meaning is unclear.
Instructor Feedback				Total Points:

BIOL205 – Portfolio Project Reflection Grading Rubric
Criteria	Exceeds Expectations	Meets Expectations	Needs Improvement		Points
Articulation 70 points	60 – 70 points Provides a deep, thoughtful reflection on how knowledge gained from the project will be relevant to career and how the project met the course, program and institutional outcomes listed on the project.	30 – 59 points Provides a reflection on how knowledge gained from the project will be relevant to course, program and institutional outcomes listed on the project.	0 – 30 points Does not make clear connections between the project, and course, program and institutional outcomes listed on the project.
Delivery 30 points	26 – 30 points Writes in complete sentences and well-developed paragraphs with 0 or 1 errors in grammar, spelling, and punctuation. The reflection flows and transitions naturally between ideas. Meaning is clear, and the reflection is easy to read.	14 – 25 points Writes in complete sentences but makes 2 to 4 errors in grammar, spelling, and punctuation. Reflection is generally easy to read and understand.	0 – 13 points Writes in incomplete sentences or uses list/bullet format. Makes 5 or more errors in grammar, spelling, and punctuation. Errors distract the reader. The writer’s meaning is unclear.
Instructor Feedback				Total Points:

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step-by-Step Guide to Completing the BIOL205 Pathophysiology Portfolio Project

This assignment requires you to create a 5-8 minute PowerPoint presentation on a specific disease or disorder. The goal is to explain the pathophysiologic changes that occur in the body, the role of the inflammatory and immune responses, and the clinical manifestations of the disease. Your presentation should be well-organized, evidence-based, and visually appealing.

Step 1: Topic Selection (Module 1)

What You Need to Do:

Choose a disease/disorder from the list provided by your instructor.
Consider selecting a topic that interests you or is relevant to your future career.
Submit your selected topic on Blackboard for instructor approval.

Tips for Choosing a Topic:

Pick a disease that affects your patient population or one you find intriguing.
Ensure there is enough research material available (textbooks, journals, and credible medical websites).
Consider disorders with significant pathophysiological, immune, and clinical implications.

Step 2: Reference Selection (Module 2)

What You Need to Do:

Locate four scholarly sources:
1. Your course textbook (mandatory).
2. A peer-reviewed journal article (from the Virtual Library).
3. & 4. Two credible sources (such as PubMed, CDC, WHO, NIH, or other reputable medical websites).
Format your sources in APA format and submit them for approval.

Tips for Researching Sources:

Use databases like PubMed, Google Scholar, and CINAHL.
Look for recent publications (preferably within the last five years).
Avoid unreliable sources like Wikipedia or non-medical blogs.

Step 3: Creating the PowerPoint (Module 5 – Rough Draft)

What You Need to Include:

Your PowerPoint should be 8-10 slides and contain the following sections:

1⃣ Title Slide

Your name
Course name & instructor
Title of the presentation

2⃣ Background Information

Name(s) of the disorder
Brief description of the disorder
Patient populations affected (e.g., age, gender, ethnicity, risk factors)

3⃣ Pathophysiology of the Disease

Organs, tissues, cells, and hormones involved.
Cause of the disorder (genetic, environmental, infectious, etc.).
How homeostasis is altered.
Role of inflammation and immune response.

4⃣ Clinical Signs and Symptoms

Common signs and symptoms.
How these symptoms are unique to the disease.
Impact on other organ systems.

5⃣ Diagnosis

Tests used for diagnosis (e.g., blood tests, imaging, biopsy).
Physical examination findings.

6⃣ Treatment and Prognosis

Pharmacologic treatments (medications).
Non-pharmacologic treatments (therapy, lifestyle changes).
Prognosis and long-term implications.

7⃣ Disease Prevention

Lifestyle modifications.
Vaccination or screening programs.
Early detection and management strategies.

8⃣ Medical Research and Advances

Recent advancements in research or treatment.
Future trends in managing the disease.

9⃣ References Slide

APA-formatted references for all sources used.

Step 4: Designing the PowerPoint

What You Need to Do:

Use bullet points, NOT long paragraphs.
Use high-quality images/graphics (properly cited).
Choose easy-to-read fonts (e.g., Arial or Times New Roman).
Keep slides organized and visually appealing.
Include slide numbers.
Add speaker notes for your verbal explanation.

Tips for an Engaging PowerPoint:

Use consistent colors and fonts.
Do not overcrowd slides—one main idea per slide.
Use diagrams, tables, or charts to explain complex concepts.
Make sure text contrasts well with the background.

Step 5: Peer Review (Module 5)

What You Need to Do:

Submit your rough draft to the discussion board.
Review and provide feedback to three classmates.
Use the Peer Review Rubric for structured feedback.

Tips for Peer Review:

Be constructive—highlight strengths and suggest improvements.
Give specific examples (e.g., “Your slide on pathophysiology is great, but consider adding an image to illustrate the concept”).
Check for clarity, accuracy, and engagement.

Step 6: Finalizing Your Presentation (Module 7)

What You Need to Do:

Incorporate instructor and peer feedback.
Make necessary edits (clarity, accuracy, visuals, etc.).
Practice your presentation multiple times.
Submit your final PowerPoint to the ePortfolio.

Final Checks:

Is your presentation 8-10 slides long?
Are all required sections included?
Have you cited all sources in APA format?
Is the design clean, readable, and professional?
Have you practiced your speech for clarity and confidence?

Step 7: Oral Presentation (Module 7)

What You Need to Do:

Either present in person or record a PowerPoint with voice-over (as directed by your instructor).
Upload your presentation to ePortfolio.

Oral Presentation Tips:

Speak clearly and confidently.
Do NOT read directly from slides—explain concepts in your own words.
Use pauses and emphasis to highlight important points.
Avoid filler words like “um,” “uh,” or “you know.”
Make eye contact (if presenting in person).

Step 8: Final Reflection (Module 8)

What You Need to Do:

Write a 1-2 page reflection in APA format.
Address the following:
1. How did this project help you achieve the course, program, and institutional outcomes?
2. What did you learn about the disease/disorder?
3. How did this project prepare you for your future career?
4. What skills did you develop (research, communication, critical thinking)?
Submit your final reflection in Word format.

Final Reminders

Follow APA formatting for references and citations.
Use scholarly sources (textbook, peer-reviewed journal, medical websites).
Stick to the timeline—check the tracking calendar for deadlines.
Engage with peers—peer review is part of your grade.
Upload everything to Blackboard and ePortfolio as required.

Summary of Deliverables

Module	Task	Submission
Module 1	Choose a disorder	Blackboard (Instructor Approval)
Module 2	Submit references in APA format	Blackboard
Module 5	Submit rough draft of PowerPoint	Blackboard (Discussion Board)
Module 5	Peer review 3 classmates’ presentations	Discussion Board
Module 7	Submit final PowerPoint	ePortfolio
Module 7	Deliver oral/voice-over presentation	ePortfolio
Module 8	Submit final written reflection (1-2 pages)	Blackboard

By following this guide, you will successfully complete your BIOL205 Pathophysiology Portfolio Project and develop valuable skills for your future healthcare career. Good luck!

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How to Write a 200-Word Synopsis on Organizational Change Management: A Step-by-Step Guide

Admin — Fri, 28 Feb 2025 08:27:02 +0000

Need more info ask

200 words

No sources are citations required

Instructions: Understand organizational change management / leadership terms and concepts.

1. Read all 12 topics and select one topic from Key Points From Beyond Change Management, (pages 6 – 22) The Change Leaders Roadmap (Ackerman and Anderson, 2010). (For this one select one of the 4 I have chosen. Attached in different documents)

2. Write a brief synopsis, not exceeding 200 words, showcasing your interpretation of your selected topic. You may use bullet points

Struggling to Start? Follow This Simple Guide!

Step 1: Choose a Topic

You must select one topic from the Key Points From Beyond Change Management (pages 6-22 of The Change Leaders Roadmap by Ackerman and Anderson, 2010).
Choose one of the four topics provided in your attached documents.

Step 2: Read and Understand Your Selected Topic

Carefully read the topic to grasp its core idea and main takeaways about organizational change management or leadership.

Step 3: Write a 200-Word Synopsis (Bullet Points Allowed)

Your response should:
Summarize the key concept in simple terms
Highlight why it is important in change management
Provide an example of how it applies in real-life organizations
Use bullet points if preferred, but keep it concise

Example Structure:

Definition: Briefly explain the concept.
Importance: Why does it matter in leadership/change management?
Application: How do companies or leaders use it?

Step 4: Edit for Clarity

Keep it under 200 words
No sources or citations required
Use clear, professional language

The post How to Write a 200-Word Synopsis on Organizational Change Management: A Step-by-Step Guide appeared first on blitz.

How to Write a Three-Page Review Paper on Classical Rhetoric:

Admin — Fri, 28 Feb 2025 07:24:32 +0000

Instruction

The review must be 3 pages long; typed in 12-point font; double-spaced with 1-inch margins on all sides; page numbers in the upper right corner. Attach a cover sheet that includes: your name, the course name/number and section number, and the assignment’s title. Task: For your first review paper, you are going to provide an overview of the main ideas covered in the first few weeks of the semester. Your paper should address the following concepts: Traditional and Conceptual Rhetoric, Technical Rhetoric, Sophistic Rhetoric. and Philosophical Rhetoric. For each form of rhetoric, you should do the following: • Provide two major informational and conceptual points for each rhetorical discipline. • Recognize influential rhetoricians and their contributions to the specific rhetorical style. •Describe what you learned in rhetorical studies about this historical time or event. • What, if any, techniques, skills, exercises, etc. are still applicable in the contemporary world? Purpose: The task links to the following course-level learning objectives: Describe the various historical periods covered by the adjective “classical” in the phrase “classical rhetoric.” Identify and describe the norms of rhetorical discourse associated with each period of classical rhetoric. Describe and evaluate the theoretical works and speeches associated with the central figures of classical rhetoric. Evaluate the impact that the changing practices of rhetoric throughout the classical period had on the thought and development of societies during the classical period. Evaluation: This review paper will be evaluated using the accompanying rubric. As the rubric demonstrates, the paper is assessed primarily on content but also on factors in organization, grammar, and formatting.

Struggling with how to start? Follow this simple step-by-step guide to complete your assignment easily!

Step 1: Understand What You Need to Do

You are writing a three-page review paper on classical rhetoric—the art of persuasion in speaking and writing. Your paper must cover:

Traditional and Conceptual Rhetoric
Technical Rhetoric
Sophistic Rhetoric
Philosophical Rhetoric

For each type of rhetoric, you must explain:
What it is (Definition)
Who developed it (Key Figures)
How it was used in history (Historical Context)
How it is relevant today (Modern Use)

Your paper must be typed in 12-point font, double-spaced, with 1-inch margins and include a cover page.

Step 2: Research – Gather Information from Reliable Sources

Start by finding credible sources such as:
Books on rhetoric (e.g., Aristotle’s Rhetoric, Plato’s Gorgias)
Peer-reviewed journal articles
Educational websites (.edu)

Take notes on important ideas, key figures, and examples from each rhetorical school of thought.

Step 3: Structure Your Paper Properly

Your paper should have five key sections:

1. Cover Page (Separate Page)

Title of your paper
Your name
Course name
Instructor’s name
Date

2. Introduction (½ – ¾ page)

Start with a hook: A famous rhetorical quote (e.g., “Rhetoric is the art of ruling the minds of men.” – Plato)
Define what rhetoric is
Introduce the four types of rhetoric you will discuss
End with a thesis statement (a sentence that previews your paper’s main points)

3. Body Paragraphs (2 pages total)
Write one paragraph for each type of rhetoric. Each paragraph should cover:
Definition – Explain the rhetorical type in simple words
Key Theorists – Who developed or contributed to this type of rhetoric?
Historical Context – When and why was it used?
Modern Relevance – Where do we see this today? (Examples: politics, advertising, social media)

Example for “Sophistic Rhetoric”

Definition: A persuasive style focused on winning arguments rather than finding truth.
Key Figures: The Sophists (Gorgias, Protagoras)
Historical Context: Popular in ancient Greece, used by traveling teachers to train public speakers.
Modern Relevance: Used in political debates and legal arguments today.

4. Conclusion (½ page)

Summarize your main points
Explain why rhetoric is still important today
End with a strong final thought (Example: “Understanding rhetoric helps us recognize persuasion in politics and media.”)

5. References (Separate Page)

List your sources in APA or MLA format
Use at least three scholarly sources

Step 4: Edit and Format Your Paper

Check that your paper is three full pages (not including the cover & reference pages)
Use 12-point font, double-spacing, 1-inch margins
Proofread for grammar, spelling, and clarity
Follow the grading rubric carefully

Final Tip: Use Simple and Clear Language!

Imagine explaining each rhetorical type to a friend who has never heard of it before. Use examples from everyday life to make it interesting!

Would you like help with citation formatting or proofreading?

The post How to Write a Three-Page Review Paper on Classical Rhetoric: appeared first on blitz.

Mastering Sports Data Analysis

Admin — Fri, 28 Feb 2025 06:41:59 +0000

Task 1.3.

Students will develop an individual work that conducts a correlation analysis of the data that they will collect in the field of sports. Students are also required to present and interpret the correlation analysis findings. They will also discuss how these findings provide a significant contribution to the study field. The individual project should address at least the following points:

1. Two variables must be chosen.

2. For each variable, students should gather data.

3. Reliability and validity issues should be provided.

4. Descriptive statistics (e.g., mean, median, mode, skewness, kurtosis) should be performed.

5. Which type of correlation analysis is performed? (Pearson, spearman, etc.) why?

6. A correlation matrix should be provided.

7. Correlation results should be interpreted.

8. Discussion is required to justify how these findings provide a significant contribution FORMAT Your submission must meet the following formatting

Requirements:

– Number of files for submission: One – Required file format for main submission: PDF – Additional file format for additional deliverables: Word document

(.docx) – Additional file requirements: ADD ADDITIONAL FILE REQUIREMENTS

(OPTIONAL)

Other details: – Font: Arial – Font size: 12 – Spacing: Double – Number of words: No more than 500 – All referencing and citations require Harvard referencing style.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Assignment

You need to conduct a correlation analysis between two sports-related variables, apply statistical methods, and interpret the results in a 500-word report (PDF format, Arial 12, double-spaced, Harvard referencing).

Step 2: Choose Your Variables

Select two quantitative sports-related variables (e.g., training hours vs. performance, player height vs. jump height).
Ensure data availability and validity (from sports databases or credible sources).

Step 3: Assess Data Reliability & Validity

Check if the data comes from reputable sources (e.g., official sports stats, peer-reviewed studies).
Evaluate for measurement accuracy and bias.

Step 4: Descriptive Statistics

Calculate & interpret:
- Mean, Median, Mode – Central tendency.
- Standard Deviation & Variance – Data spread.
- Skewness & Kurtosis – Data distribution.

Step 5: Correlation Analysis

Choose the right method:
- Pearson correlation (for linear relationships, normally distributed data).
- Spearman’s rank correlation (for ranked or non-normally distributed data).
Generate a correlation matrix (Excel, SPSS, or Python).

Step 6: Interpret Results

Explain correlation strength (strong, weak, or no correlation).
Discuss statistical significance (p-value).
Address limitations and external influencing factors.

Step 7: Write Your Report

Introduction (150 words): Define the research question, variables, and analysis goal.
Methods (100 words): Data sources, statistical techniques, and correlation choice.
Results (150 words): Summary of key findings, correlation coefficient, and graph interpretation.
Discussion & Conclusion (100 words): Impact of findings on sports performance, potential errors, and future research suggestions.

Step 8: Final Checks

Ensure word count does not exceed 500.
Format per Harvard referencing style.
Convert to PDF before submission.

Would you like additional help with statistical tools or formatting?

The post Mastering Sports Data Analysis appeared first on blitz.

Christian Worldview and Economics: A Deeper Perspective on Poverty and Stewardship

Admin — Fri, 28 Feb 2025 06:35:48 +0000

How does economics fit into your Christian worldview? 3 pges in APA format explaining how economic understanding should impact the way Christians think about the world. You can discuss poverty or how to see stewardship and service differently or how we measure church/charity effectiveness or anything that you think applies. This should be a personal statement, but it should include citations (1 per page is a good guide) and rigorous thinking about the topic. Dig deep–a “we should do better with poverty ppr” is too easy and not very thoughtful. Including deeper explanations on how we do that is the key to success on this assignment.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

1. Introduction (½ – 1 page)

Define the relationship between economics and a Christian worldview.
Introduce key themes: poverty, stewardship, service, and church/charity effectiveness.
State the objective: to analyze how economic understanding influences Christian thought.

2. Biblical and Theological Perspective (1 page)

Use scripture to support economic principles (e.g., Proverbs 22:9, Matthew 25:35-40).
Discuss stewardship from a biblical lens—responsibility in managing wealth and resources.
Relate Christian values to economic decision-making.

3. Economic Understanding and Christian Ethics (1-1.5 pages)

Explain how economic literacy helps Christians address poverty.
Provide examples of economic policies that align with Christian values.
Analyze the effectiveness of charitable organizations and how they measure impact.

4. Practical Applications (1 page)

How Christians can integrate economic knowledge into personal finances, giving, and policy advocacy.
Discuss ethical considerations in business and social justice initiatives.

5. Conclusion (½ page)

Summarize the key points.
Reflect on personal insights gained from integrating economics with faith.

Formatting Requirements:

3 pages in APA format.
At least one citation per page.
Critical thinking and deeper analysis are required—avoid surface-level discussions.

Would you like me to refine any section further?

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Explain the effect pathophysiologic changes have on cells, tissues, organ systems.

BIOL205 – Pathophysiology

Portfolio Project Directions and Rubric

Scenario

Directions

General Grading Criteria for Presentations and Voiceovers

Requirements and Formatting

Deliverable Descriptions

Module 1: Topic Selection

Module 2: Reference Selection

Module 5: Rough Draft of Powerpoint Presentation Peer Review

Module 7: Presentation and Final Submission of PowerPoint to ePortfolio

Module 8: Reflection

BIOL205 – Portfolio Project Grading Rubric – Final Submission

Criteria

Meets Expectations

Needs Improvement

Points

Struggling with where to start this assignment? Follow this guide to tackle your BIOL205 Portfolio Project easily!

Step 1: Understanding the Assignment Requirements

Step 2: Selecting a Disease/Disorder (Module 1)

Tips for Choosing a Strong Topic:

Step 3: Gathering & Submitting References (Module 2)

Step 4: Creating Your PowerPoint (Module 5 – Rough Draft)

Required Slides & Content:

Step 5: Delivering Your Presentation (Module 7 – Final Submission)

Step 6: Peer Review (Module 5 – Peer Feedback)

Step 7: Writing Your Reflection (Module 8 – Final Submission)

Step 8: Final Submission Checklist

Final Thoughts

Police Brutality

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understanding the Assignment Requirements

Step 2: Structuring Your Paper

Step 3: Writing a Strong Introduction (1 Page)

Step 4: Presenting Evidence of the Problem (2 Pages | 25% of Grade)

Step 5: Discussing Reforms & Solutions (3 Pages | 35% of Grade)

1⃣ Policy & Legislative Reforms

2⃣ Training & Accountability Measures

3⃣ Community-Based Policing

Step 6: Writing a Strong Conclusion (1 Page)

Step 7: Formatting & Proofreading

Step 8: Submitting Your Paper

Final Thoughts

individualism vs. conformity in American society.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Write an Introduction

Step 2: Summarize “The Lottery” (500+ words)

Step 3: Define Good Citizenship

Step 4: Define Groupthink

Step 5: Describe the “Main Event” in “The Lottery”

Step 6: Compare the Villagers’ Actions to Good Citizenship

Mastering the BIOL120 Microbiology Portfolio Project: A Step-by-Step Guide

BIOL120 – Microbiology Applications

Portfolio Project Directions and Rubric

Overview

Course Outcomes:

Institutional Outcomes:

Scenario

Project Role:

Project Deliverables & Deadlines

Module 2: Topic Selection

Module 3: Reference Selection

Module 4: Research Questions

Module 5: MMWR Data Collection & Analysis

Module 6: Portfolio Project Final Submission

Module 7: Project Presentation & Peer Review

Module 8: Final Reflection

Grading Criteria

Struggling with where to start? Follow this detailed guide to complete your assignment successfully!

Step 1: Topic Selection (Module 2)

Step 2: Reference Selection (Module 3)

Step 3: Research Questions (Module 4)

Step 4: MMWR Data Collection & Analysis (Module 5)

Step 5: Finalizing the PowerPoint (Module 6)

Step 6: Peer Review (Module 7)

Step 7: Final Reflection (Module 8)

Grading Breakdown

Final Tips for Success