LAB 2 : HUMAN GENETICS

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LAB 2 : HUMAN GENETICS. 1

 

 

 

BIOLOGY102: BIOLOGY, HEALTH AND ENVIIRONMENT LABORATORY

LAB 2 : HUMAN GENETICS

 

Laboratory Exercises:

1) Read background and introductory information on human genetics (inheritance of specific traits, mutations, pedigrees etc).

2) Produce the phenotype and genotype of a unique offspring

3) Record offspring’s genotype

 

Objectives:

Upon completion of today laboratory exercises, a student should be able to:

  • demonstrate an adequate understanding of the variations in human traits
  • describe different human traits and their inheritance from parents to offspring
  • analyze and create human pedigrees
  • characterize different human traits and how they are inherited
  • investigate and produce human pedigrees
  • identify human genetic diseases and how they are inherited
  • comprehend the aim of the Human Genome Project (HPG) and the advantages of genetic data bases

 

 

Background and Introduction:

Inheritance of individual traits in humans has remained a subject of fascination. Humans and other species carry the genes our parents and our grandparents, and during reproduction, these traits are transmitted to our own offspring. At family reunions, it is often fascinating to postulate where Suzi got her red hair and Danny her brown eyes.

A mishap, or mutation in the DNA sequence of a gene can lead to a phenotypical variation in the individual. In some instances, these variations are beneficial, but often these mutations are deleterious, resulting in an organism that is incapable of surviving in its environment, or with genetic disorder. Pedigrees or family histories can be used to trace the presence of a specific defective gene, and the consequent of transmission genetic disorder from parent to offspring.

The entire human genome (all human genes) has been sequenced by scientists and is stored in a data bank for future scientific reference. The sequenced human genome will enable scientists to determine with a high degree of accuracy, defects in an individual’s genetic composition. Detection of such genetic disorders may result in discovery of treatment for many diseases. Although the sequencing of the human genome has many beneficial scientific applications, it is still shrouded with many ethic issues. Accessibility to the stored information in the human genome data bank, control over how and when such information can be used, and use of such information in characterizing individuals as “normal ” and “abnormal”, remain serious issues of concern and public debate.

 

 

 

 

Inheritance of Human Genetic Characteristics

 

Genetic Variation

 

Differences in physical appearance of related individuals are due to variations in genotypes and consequently phenotypes. These variations are also evident in siblings from same parents and twins. However, identical twins will not exhibit such variations. Genotypes (genetic makeup of an individual) are responsible for specific inherited traits. These inherited traits are physically expressed as phenotypes. A pair of gene alleles is responsible for any phenotype expressed, and they transmitted from parents to offspring (Mendelian Law of segregation). In some instances, inherited traits are carried on different chromosomes (rod shaped bodies containing hereditary units or genes). In such cases, the inheritance of one trait is not dependent on the inheritance of another (Mendelian Law of Independent Assortment).

 

 

EXERCISE 1: Visualizing Human Genetic Variation (“Making Your Own Baby”)

 

Materials Needed:

Coin

Characteristics Visualization Handout

 

To demonstrate the incredible variation with the human genome, each student will create the genotype and phenotype of a unique baby (offspring). The pair of alleles responsible for each trait that you will transmit to your baby through your gametes (sex cells) will be randomly selected through coin tossing. For this exercise, you will assume that both parents are heterozygous (have pair of genes with contrasting characters on the chromosome) for each trait. You will record their baby’s (offspring) genotype, and pictorially demonstrate the phenotype. You will use the Visualization Handout provided to help you draw the picture.

 

  • First, choose the gender of your baby. Female = XX, Male = XY. The father’s chromosomes (XY) determine the gender of the baby because an offspring either receives an X or Y chromosomes from the father. On the other hand, the baby will always receive an X chromosome from the mother. For this reason, only one coin toss is needed to determine the sex of the baby. If the coin toss results in a head, the baby receives a Y chromosome from the father, and if a tail, the baby receives an X chromosome.

 

  • On the data sheet (Table 14.1) record your name and the gender of your baby. Then select a name for your baby and record it.

 

  • Now that the gender has been selected, determine the other inherited traits using the illustrations below. For this part of the exercise, you will toss the coin twice (for both the mother & father) to determine which form of their genes will be received by the baby. Note: all parents are heterozygous for traits in this exercise. Coin tosses resulting in heads signify a dominant allele, while tails signify recessive alleles. In situations where the traits exhibit incomplete dominance, a heterozygous baby will demonstrate a new phenotype.

 

  • For each trait, record on your Data Table the genes received from the mother, the genes received from the father, and the resulting genotype of the baby. Additionally, describe the baby’s phenotype.

 

 

 

 

Notes on Polygenic Inheritance

 

Hair Color: Parents are Both AaBbCcDd

 

Hair color is produced by several different genes (polygenic). Suppose that there are 4 genes involved. Therefore, it will take 8 tosses of the coin, representing four for each parent to determine the genotype. The phenotype is determined by the number of dominants as outlined below.

 

8 dominants = black 3 dominants = dark blond

7 dominants = very dark brown 2 dominants = blond

6 dominants = dark brown 1 dominant = light blond

5 dominants = brown 0 dominants = almost white

4 dominants = light brown

 

Eye Color : Parents are Both BbCc

 

Assume two genes for hair color. Therefore, you will toss the coin 4 times, representing two for each parent. The first toss determines the pigment for the front of the iris (represented by B’s) and the second for the pigment behind the iris (represented by C’s). This will be completed twice.

 

BBCC = dark brown BbCC = hazel

BbCc =light brown BBCc = blue gray

Bbcc = light blue bbCC = green

BBcc = dark blue bbCc = light green

bbcc = blue green

 

 

 

 

Name: ____________________________ Lab Day and Time_______________________

 

Parent Name: ___________________________

 

Child’s Name: ___________________ Child’s sex: __________ (heads = boy, tails = girl)

 

Tails-lowercase letters Heads-Capital letters

 

#

Trait

Gene(s) from Mother

Gene(s) from Father

Baby’s Genotype

Baby’s Phenotype

1

Widow’s Peak

W=peak w=no peak

 

 

 

 

2

Eyebrows

E=bushy e=thin

 

 

 

 

3

Eyelashes

Y=long y=short

 

 

 

 

4

Lips

L=full l=thin

 

 

 

 

5

Dimples

D=dimples

d=no dimples

 

 

 

 

6

Nose Shape

N=round n=pointy

 

 

 

 

7

Freckles

F=freckles

f=no freckles

 

 

 

 

8

Face Shape

S=round s=square

 

 

 

 

9

 

Earlobe Attachment

A=attached

a=not attached

 

 

 

 

10

Hair Type

H=curly h=straight

 

 

 

 

11

Eye Size

B=big b=small

 

 

 

 

12

Mouth Length

M=long m=short

 

 

 

 

13

Nose Size

C=big c=small

 

 

 

 

14

Hair Color

See the previous page

 

 

 

 

15

Eye Color

See the previous page

LAB 2 : HUMAN GENETICS

 
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Liberty University BIOL 101 STUDY GUIDE QUIZ 6 2016

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Liberty University BIOL 101 STUDY GUIDE QUIZ 6 2016. BIOL 101 STUDY GUIDE: QUIZ 6
Quiz Preparation Tasks: 11 Your Answers and Notes Elegant Responsiveness
A hormone that controls a person’s appetite might bind to ____________ proteins on
membranes in the brain.
What is the typical site of origin of leptin hormone?
In a normal person, what is the effect of elevated leptin levels in the bloodstream? 11.1 Life’s Responsiveness
If a bog plant designed to catch insects proves unable to do so, the result will be starvation
for ____________.
Why does a living thing need to be responsive?
Based on Figure 11.5 in your text, what is the role of homeostatic mechanisms? When an environmental change shifts an organism’s internal chemistry toward a new
state, the organism’s response is to try to return its chemistry toward the original state.
This tendency on the organism’s part is called ____________. 11.2 Responsiveness at the Transcriptional Level
In the lactose operon of E. coli, what causes the repressor protein to change its shape?
What is the resultant effect of the repressor protein’s shape change on lactose gene
expression?
When there is little or no lactose present in a bacterium’s environment, then the gene for
the lactose transport enzyme is not trans-____________ and trans-____________.
When there is little or no lactose present in a bacterium’s environment, then the gene for
the ____________ breakdown enzyme is not transcribed and translated.
When there is little or no lactose present in a bacterium’s environment, then the
____________ sequence in the DNA is bound by a repressor protein.
When there is little or no lactose present in a bacterium’s environment, then the
____________ operon is shut down.
When the lactose operon is functioning, the bacterium can ____________ and break down
lactose because ____________ and degradation genes are being transcribed. 11.3 Responsiveness at the Cellular Level
After a fly trips the sensory hair on the modified leaf of a Venus flytrap, what is the very
next step in the closing process?
According to Figure 11.10, list the complete sequence of chemical events in the closure of
a Venus flytrap. In the Venus flytrap, the enzyme expansin helps to close the trap by loosening the
____________ in the plant’s cell walls.
Once ____________ has weakened the cellulose in the walls of the leaf trap cells,
____________ rushes into the cells, expanding them and closing the trap. 11.5 Responsiveness at the Organ System Level
The suprachiasmatic nuclei in the brain help the human nervous system to respond to
daily alterations in ____________ and ____________. Page 1 of 4 BIOL 101 The ____________ ____________ enable the nervous system to respond to light/dark
alterations through their stimulation of the pineal ____________ in the center of your
head.
The human nervous system responds to daily alterations in light and darkness by
influencing melatonin levels in the ____________.
The human nervous system responds to daily alterations in light and darkness by
controlling how much melatonin reaches the ____________ nuclei.
The human nervous system responds to daily alterations in light and darkness by
modulating the amount of ____________ secretion of the hypothalamus.
The human nervous system responds to daily alterations in light and darkness by
influencing ____________ levels secreted by the thyroid gland.
The human nervous system responds to daily alterations in light and darkness by changing
the basal ____________ rate of your cells.
One effect of melatonin on the suprachiasmatic nuclei is that it corrects the ____________
of their day/night signaling system.
What is the general effect of decreasing melatonin levels in the body?
List 5 different reasons some individuals take a melatonin supplement. 12 Informational Continuity in Organisms
Biological information is preserved within the base sequence of what molecule? 12.1 Reproduction: Asexual and Sexual
Asexual Reproduction
Give 3 examples of asexual reproduction methods in plants. What method of asexual reproduction does the Kalanchoe plant utilize?
What method of asexual reproduction does the Iris plant utilize? Sexual Reproduction
One major advantage of sexual reproduction over asexual reproduction is that in sexual
reproduction, the population has increased ____________ variability.
List 4 disadvantages of sexual reproduction. An “allele” is a specific alternate form of a ____________. Page 2 of 4 BIOL 101 Two slightly different versions of genes that lie at the exact same location on two separate
homologous chromosomes are called ____________.
The phrase “two homologous sets of genes” can mean either two similar collections of
genes from two separate ____________, or two similar collections of genes arranged on
two complete sets of ____________. 12.2 Preparing Reproductive Cells for Multicellular Organisms
The Challenge of Making a Reproductive Cell
A reproductive cell must differ genetically from other normal body cells in what critical
way (because it will soon fuse with another reproductive cell to form a new individual)? How Can This Ploidy Problem Be Solved?
The specialized process that halves the number of chromosomes during sex cell formation
is named ____________. Meiosis: A Triumph of Genome Reduction and Genetic Variability
List in order 8 successive stages in the process of meiosis. The stage of meiosis in which the total number of chromosomes is reduced to half is
called the reduction division. Which stage brings this about?
For each of 23 pairs of chromosomes, the haploid egg cell will have either a maternal or
paternal chromosome, but it can be different for each pair. This explains how the process
of meiosis contributes to genetic ____________. Differentiation of Reproductive Cells: A Biological Context
In the human life cycle, diploid cells undergo a cell division process called
____________. The resulting haploid cells later fuse during ____________, which
regenerates diploid cells.
Early in your own development there exists a small subset of diploid cells called primary
germ cells. Where do they begin to develop? Where do they migrate to and lodge? What
process will they later go through to become haploid? What will they be called right
before the first cell division in that process?
Haploid secondary spermatocytes go on directly to complete meiosis, forming four
spermatid cells. These will eventually differentiate into sperm cells. The last stage of
meiosis (that generates the spermatids) is called ____________. 12.3 Reproduction in Humans
Oogenesis in Humans
A secondary oocyte that has undergone one meiotic division, a polar body, a fluid-filled
cavity, and a spherical cluster of nutritive cells are all found within a structure called a
mature ____________.
For about half of a woman’s monthly cycle, the hormone ____________ leaves the
pituitary gland and, at the ovary, signals it to bring a more advanced ____________ to
complete maturity. Page 3 of 4 BIOL 101 What hormone, suddenly secreted from the anterior pituitary gland in high levels, causes
the mature follicle to rupture from the ovary surface?
The reproductive system uses the hormones ____________ and (later on) ____________
to “think ahead.” They guide the preparation of the uterus for its role in supporting
pregnancy.
The mature egg, once ruptured from its follicle, is swept into the ____________ by
finger-like fringes called ____________.
Normally a fertilized egg ends its journey temporarily by implanting within the wall of
what structure? Spermatogenesis and Fertilization
Sperm cell production occurs within the interior lining of the ____________.
Using Figure 12.21, list in order the sequence of cell types that produce a sperm cell.
Leydig cells, testosterone, LH hormone, and FSH hormone are all involved in the control
of ____________ cell production.
List in order the structures by which a mature sperm cell travels from the epididymis to
the female’s reproductive tract.
Penetration of the egg’ zona pellucida by the sperm cell is a process driven by the activity
of a(n) ____________.
The quintessential (most basic/most important) moment of fertilization of the egg by the
sperm cell occurs when the male and female ____________ fuse together into one
nucleus. 12.4 Reproduction Constrained, Part 1: Control of Birth
Which methods of birth control work by blocking sperm on its journey from the testicle to
the Fallopian tube?
Which methods of birth control work by altering the hormonal chemistry of the female
partner?
Which of the following methods by which human conception can be postponed is least
invasive of the complexity of human physiology? the rhythm method, the vaginal ring,
oral contraceptives, tubal ligation, vasectomy
Name a birth control method that is primarily contraceptive and secondarily abortive in its
effects. 12.5 Reproduction Constrained, Part 2: Destruction of Life
Philosophers and Theologians Attempt to Define Personhood
How did the philosopher Plato set about to determine when human life begins? What
terms did he use? When did he consider human life to begin?
Aristotle, the “Father of Biology,” believed that a human being became a person once he
or she exhibited what characteristic? Biologists Work to Define the Human Individual
One excellent biological approach to determining when a mother and her conceptus
become separate individuals is the detection of the first measurable ____________
____________ ____________ via electroencephalography.
At about what time or stage of development does male genetic information from the
sperm begins to be translated into protein products? (This is used by some to determine
when a mother and her conceptus become separate individuals.) Destruction of Human Life Takes Various Forms
What chemical combination is commonly used to terminate a pregnancy, killing the little
one?
Briefly describe a common surgical procedure for aborting a little one. Page 4

Liberty University BIOL 101 STUDY GUIDE QUIZ 6 2016

 
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BIO/204 Week 5 Phototropism Virtual Laboratory

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BIO/204 Week 5 Phototropism Virtual Laboratory. Write a 750- to 1,050-word Lab Report (see Appendix C) that describes the results from the Phototropism Virtual Laboratory.

 

Read Appendix C, which has headings required in a scientific report:  These subject headings and sections includes an introduction, a materials/methods section, a results section, a discussion section, and a conclusion.

Follow directions in Appendix C to complete the paper.

Format your paper consistent with APA guidelines.

Direct Quotes are limited to 2 small quotes (less than 40 words).

Include all references and in-text citations – all should be formatted in APA style.  Include an in-text citation for each paragraph, and include a references section.  Assignments with either of these missing will be considered plagiarism and will not be graded.

Remember, you used the virtual lab as a resource.

 

 

 

 

Appendix C

University of Phoenix Material

 

Appendix C: Organizational Requirements for Phototropism Virtual Laboratory Paper

 

Introduction: Provide readers with the experiment’s background information, and present the hypothesis in 2 paragraphs. The introduction must be written in the present tense. Include the following points:

 

·         Discuss the difference between growth and turgor movement in plants. Define phototropism and gravitropism, and explain the fundamental mechanisms of each movement. Indicate why studying tropisms are important for plant science.

·         State your hypothesis of how meristem movement occurs in plants in response to sunlight. Explain how your hypothesis will be tested. In 1 to 2 sentences, explain what you expect will happen, and include at least one alternative outcome.

Methods: In 2 paragraphs, describe how the phototropism experiment was conducted. Include the following points:

·         Experimental design: Describe treatments for the test seedling and positive and negative controls. Why does the experiment include all three treatments? What does each treatment allow you to understand?

·         Data collection: How did you collect data? Over what time period was it collected?

Results: In no less than 2 paragraphs, describe the results. Include the following points:

·         Begin with a 1- to 2-sentence summary of your findings.

·         Include the graphs generated from your spreadsheet. Your graphs must be labeled. Summarize the results discovered in each graph, and compare results.

Discussion: In no less than 4 paragraphs, describe your findings, and consider their importance to plant science. Include the following points:

·         Summarize findings. State whether your hypothesis was supported.

·         Explain how phototropism occurs. Include at least one explanation from the text. Do your results allow you to support the explanation with 100% certainty? Why or why not?

 

Conclusion: Offer a summary of your findings. Indicate how this experiment will help scientists understand phototropism. Offer at least one example of what still must be learned about phototropism.

 

        BIO 204 Assignments (Week 1 to Week 5)

–BIO 204 Week 1 Mitosis Lab

–BIO/204 week 1 Plant Cell Organelles and Their Functions Worksheet

–BIO 204 Week2 Applying the Concept of Membrane Transport Presentation

–BIO/204 Week2 Process of Photosynthesis

–BIO/204 week 3 Process of Light Reaction and the Calvin Cycle in Photosynthesis

–BIO/204 week 3 Examining Primary and Secondary Growth and Movement of Sugar and Water

–BIO/204 week 4 Root Anatomy

–BIO/204 week 4 Photosynthetic Stages

–BIO/204 week 5 Role of Major Hormones Presentation

–BIO/204 week 5 Phototropism Virtual Laboratory

Sheet1

Phototropism Data Sheet
Treatment Census # Day Angle (degrees)
Positive Control Seedling (PC) 1 1
PC Seedling 2 4
PC Seedling 3 8
PC Seedling 4 12
PC Seedling 5 16
Negative Control Seedling (NC) 1 1
NC Seedling 2 4
NC Seedling 3 8
NC Seedling 4 12
NC Seedling 5 16
Test Seedling (TS) 1 1
TS Seedling 2 4
TS Seedling 3 8
TS Seedling 4 12
TS Seedling 5 16

Sheet1
Positive Control
Negative Control
Test Seedling
Number of Days
Meristem Angle (degrees)
Sunflower Meristem Response to Light

Sheet2

Sheet3

 

BIO/204 Week 5 Phototropism Virtual Laboratory

 
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Epidemiology Finals Paper

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Epidemiology Finals Paper. Population: In this section of your report, you will summarize key elements of the research study and analyze the population impacted by the health issue.  A. Summarize the people, places, and times represented in the research study to provide context for your report. [IHP-330-02]  B. Describe three social and behavioral determinants strongly associated with the public health issue in the research study. Be sure to cite specific examples from the research study to support your description. [IHP-330-01]  C. Describe three known disparities associated with the health of the specific population. Be sure to cite specific examples from the research study to support your description. [IHP-330-01]  D. Explain how the identified social and behavioral determinants relate to the disparities you identified, and explain your reasoning. [IHP-33001]

 

II. Health Issue: In this section of your final project, you will analyze the health issue in focus in the research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic.  A. Describe the risk factors associated with the public health issue. Support your description with evidence from the research study and your independent research. [IHP-330-02]  B. Describe the mode of transmission of the public health issue. Support your description with evidence from the research study and your independent research. [IHP-330-02]  C. Determine the incidence and prevalence of the health issue using the data from the research study to perform the appropriate calculations. [IHP-330-03]  D. Determine the mortality rate of the health issue using the data from the research study to perform the appropriate calculations. [IHP-33003]  E. Interpret the odds ratio to determine the strength of association between the potential sources of exposure and the disease. [IHP-330-03]  F. Using your research and analysis, draw connections between the population and public health issue. Consider where you identified common elements, what you learned about the public health issue by studying the population, and what you learned about the population by studying the public health issue. [IHP-330-03]

 

III. Levels of Prevention: In this section, you will describe the prevention strategies used by the epidemiologists in the research study. You will identify a strategy for each level of prevention and differentiate between the strategies.  A. Describe a primary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04]  B. Describe a secondary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04]

 

C. Describe a tertiary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04]  D. Explain how the primary, secondary, and tertiary prevention strategies differ in how they address the key factors impacting the health issue in the research study. [IHP-330-04]

 

IV. Conclusion: Now that you have analyzed the research study, you will develop a research question to further investigate the specific health issue and population, select an appropriate research design, and explain the importance of the research to the field of public health.  A. Using your analysis of the research study, develop a research question to further investigate the specific public health issue and impacted population. [IHP-330-05]  B. Determine whether an observational or experimental research design would be more appropriate to investigate your research question. Be sure to justify your determination. [IHP-330-05]  C. Explain the importance of further research for improving the quality of health in the specific population. What is the potential benefit? [IHP330-05]

IHP 330 Final Project Guidelines and Rubric

 

Overview

Epidemiology is the science that allows public health practitioners to study the patterns, causes, and effects of health conditions in defined populations. Public health practitioners rely on epidemiology to understand the risks and protective factors associated with health conditions, and to identify health disparities and specific populations at risk for disease. Studies in epidemiology inform the development of public health policy and targeted interventions to prevent disease and reduce health disparities.

 

For your final project, you will complete an epidemiological research study report based on the provided research study, “ Salmonella in the Caribbean .”

Epidemiologists in the field are often tasked with developing recommendations to address specific health issues, and part of that process is analyzing what other communities and epidemiologists have already done to address the issues. In your epidemiological research study report, you will analyze a health issue, the population impacted, and the prevention strategies used. You will then develop a research question and determine an appropriate research design to further investigate the issue.

 

The final project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Four and Five. The final product will be submitted in Module Seven.

 

In this assignment, you will demonstrate your mastery of the following course outcomes:

 

IHP-330-01: Draw connections between health disparities within specific populations and social and behavioral determinants

IHP-330-02: Determine key epidemiological principles of disease by analyzing health research studies

IHP-330-03: Determine patterns and trends of disease causation in specific populations by analyzing health data

IHP-330-04: Differentiate between primary, secondary, and tertiary prevention strategies for how they address key factors impacting health issues of specific populations

IHP-330-05: Select epidemiological research designs to investigate disease and improve the quality of health for specific populations

 

Prompt

For your final project, you will develop an epidemiological research study report on the provided research study, “Salmonella in the Caribbean,” which investigates a public health issue impacting a specific population. In your project, you will analyze the population impacted by the public health issue to accomplish the following:

 

Make connections between social and behavioral determinants and disparities.

Analyze the health issue to determine key epidemiologic principles and identify patterns and trends.

Examine the levels of prevention used in the research study.

 

For the conclusion to your research study report, you will develop a research question to further investigate the public health issue and population, and to determine an appropriate research design to investigate the research question.

 

Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).

 

I. Population: In this section of your report, you will summarize key elements of the research study and analyze the population impacted by the health issue.

A. Summarize the people, places, and times represented in the research study to provide context for your report. [IHP-330-02]

B. Describe three social and behavioral determinants strongly associated with the public health issue in the research study. Be sure to cite

specific examples from the research study to support your description. [IHP-330-01]

C. Describe three known disparities associated with the health of the specific population. Be sure to cite specific examples from the

research study to support your description. [IHP-330-01]

D. Explain how the identified social and behavioral determinants relate to the disparities you identified, and explain your reasoning. [IHP-330-

01]

 

II. Health Issue: In this section of your final project, you will analyze the health issue in focus in the research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic.

A. Describe the risk factors associated with the public health issue. Support your description with evidence from the research study and

your independent research. [IHP-330-02]

B. Describe the mode of transmission of the public health issue. Support your description with evidence from the research study and your

independent research. [IHP-330-02]

C. Determine the incidence and prevalence of the health issue using the data from the research study to perform the appropriate calculations.

[IHP-330-03]

D. Determine the mortality rate of the health issue using the data from the research study to perform the appropriate calculations. [IHP-330-

03]

E. Interpret the odds ratio to determine the strength of association between the potential sources of exposure and the disease. [IHP-330-03]

F. Using your research and analysis, draw connections between the population and public health issue. Consider where you identified common elements, what you learned about the public health issue by studying the population, and what you learned about the population by studying the public health issue. [IHP-330-03]

 

III. Levels of Prevention: In this section, you will describe the prevention strategies used by the epidemiologists in the research study. You will identify a strategy for each level of prevention and differentiate between the strategies.

A. Describe a primary prevention strategy represented in the research study, and explain how it addresses key factors impacting the

health issue of the specific population. [IHP-330-04]

B. Describe a secondary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04]

C. Describe a tertiary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health

issue of the specific population. [IHP-330-04]

D. Explain how the primary, secondary, and tertiary prevention strategies differ in how they address the key factors impacting the health issue in the research study. [IHP-330-04]

 

IV. Conclusion: Now that you have analyzed the research study, you will develop a research question to further investigate the specific health issue and population, select an appropriate research design, and explain the importance of the research to the field of public health.

A. Using your analysis of the research study, develop a research question to further investigate the specific public health issue and

impacted population. [IHP-330-05]

B. Determine whether an observational or experimental research design would be more appropriate to investigate your research question. Be

sure to justify your determination. [IHP-330-05]

C. Explain the importance of further research for improving the quality of health in the specific population. What is the potential benefit? [IHP-

330-05]

 

Milestones

Milestone One : Health Issue

In Module Three, you will analyze the health issue in focus in the provided research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic. This milestone will be graded with the Milestone One Rubric.

 

Milestone Two : Population

In Module Five, you will summarize the key elements of the research study and analyze the population impacted by the health issue. This milestone will be graded with the Milestone Two Rubric.

 

Final Submission : Epidemiological Research Study Analysis

In Module Seven, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.

 

Final Project Rubric

Guidelines for Submission: Your final project should be 4–6 pages, double spaced, with one-inch margins, 12-point Times New Roman font, and APA formatting and citations.

 

 

Critical Elements

 

 Exemplary (100%)

 

 Proficient (85%)

 

 Needs Improvement (55%)

 

 Not Evident (0%)

 

 Value

 
Population: Meets “Proficient” criteria, and Summarizes the people, places, Summarizes the people, places, Does not summarize the people, 6.4
Summarize summary demonstrates a and times represented in the and times represented in the places, and times represented in  
[IHP-330-02] sophisticated awareness of the research study to provide research study to provide the research study to provide  
  epidemiologic principles in the context for the report context for the report, but context for the report  
 

 

 

 research study

 

 

  

 

 

 response has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Population: Social Meets “Proficient” criteria and Describes three social and Describes three social and Does not describe three social 6.4
and Behavioral demonstrates keen insight into behavioral determinants behavioral determinants and behavioral determinants  
Determinants social and behavioral strongly associated with the strongly associated with the strongly associated with the  
[IHP-330-01] determinants of public health public health issue in the public health issue in the public health issue in the  
 

 

 

 

 

 

 issues

 

 

 

 

 

 research study

 

 

 

 

 

 research study, but response is missing one or more determinants or has gaps in detail, clarity, accuracy, or support

 

 research study

 

 

 

 

 

  

 

 

 

 

 
Population: Meets “Proficient” criteria and Describes three known Describes three known Does not describe three known 6.4
Disparities demonstrates keen insight into disparities associated with the disparities associated with the disparities associated with the  
[IHP-330-01] the disparities associated with health of the specific health of the specific health of the specific population  
 

 

 

 

 

 public health issues

 

 

 

 

 population

 

 

 

 

 population, but response is missing one or more disparities or has gaps in detail, clarity, accuracy, or support  

 

 

 

 

  

 

 

 

 
Population: Meets “Proficient” criteria and Explains how the social and Explains how the social and Does not explain how the social 6.4
Determinants Relate draws insightful connections behavioral determinants relate behavioral determinants relate and behavioral determinants  
to the Disparities between social and behavioral to the disparities identified to the disparities identified relate to the disparities identified  
[IHP-330-01] determinants and known with reasoning with reasoning, but response with reasoning  
 

 

 

 disparities

 

 

  

 

 

 has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Health Issue: Risk Meets “Proficient” criteria, and Describes the risk factors Describes the risk factors Does not describe the risk factors 6.4
Factors support demonstrates keen associated with the public associated with the public associated with the public health  
[IHP-330-02] insight into the risk factors health issue, supporting health issue, supporting issue  
  associated with public health description with evidence from description with evidence from    
  issues the research study and from the research study and from    
 

 

 

 

  

 

 

 

 independent research

 

 

 

 independent research, but response has gaps in detail, clarity, accuracy, or support

 

  

 

 

 

  

 

 

 

 

 

Health Issue: Mode of Meets “Proficient” criteria, and Describes the mode of Describes the mode of Does not describe the mode of 6.4
Transmission support demonstrates keen transmission of the public transmission of the public transmission of the public health  
[IHP-330-02] insight into the mode of health issue, supporting health issue, supporting issue  
  transmission of public health description with evidence from description with evidence from    
  issues the research study and from the research study and from    
 

 

 

 

  

 

 

 

 independent research

 

 

 

 independent research, but response has gaps in detail, clarity, accuracy, or support  

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria, and Determines the incidence and Determines the incidence and Does not determine the 4.8
Incidence and response demonstrates prevalence of the health issue prevalence of the health issue incidence and prevalence of the  
Prevalence complex grasp of how to using the data from the using the data from the health issue using the data from  
[IHP-330-03] determine the incidence and research study and performing research study and performing the research study  
  prevalence of a disease by the appropriate calculations calculations, but calculations    
 

 

 

 

 analyzing health data

 

 

 

  

 

 

 

 are inappropriate, or determination has gaps in detail, clarity, or logic

 

  

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria, and Determines the mortality rate Determines the mortality rate Does not determine the mortality 4.8
Mortality response demonstrates of the health issue using the of the health issue using the rate of the health issue using the  
[IHP-330-03] complex grasp of how to data from the research study data from the research study data from the research study  
  determine the mortality rate of and performing the and performing calculations,    
  a disease by analyzing health appropriate calculations but calculations are    
 

 

 

 

 data

 

 

 

  

 

 

 

 inappropriate, or determination has gaps in detail, clarity, or logic

 

  

 

 

 

  

 

 

 
Health Issue: Odds Meets “Proficient” criteria, and Interprets the odds ratio to Interprets the odds ratio to Does not interpret the odds ratio 4.8
Ratio determination demonstrates determine the strength of determine the strength of to determine the strength of  
[IHP-330-03] keen insight into interpreting association between the association between the association between the  
  trends and patterns of disease potential sources of exposure potential sources of exposure potential sources of exposure  
 

 

 

 

 causation

 

 

 

 and the disease

 

 

 

 and the disease, but response has gaps in detail, clarity, or accuracy

 

 and the disease

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria and Draws connections between Draws connections between Does not draw connections 4.8
Connections uses research and analysis to the population and public the population and public between the population and  
[IHP-330-03] make especially cogent health issue based on research health issue based on research public health issue  
  connections between the and analysis and analysis, but response has    
  population and public health   gaps in detail, clarity, accuracy,    
 

 

 issue

 

  

 

 or support

 

  

 

  

 

 

 

Levels of Prevention: Meets “Proficient” criteria, and Describes a primary prevention Describes a primary prevention Does not describe a primary 4.8
Primary Prevention explanation demonstrates strategy represented in the strategy represented in the prevention strategy represented  
Strategy keen insight into how primary research study, explaining how research study, explaining how in the research study  
[IHP-330-04] prevention strategies address it addresses key factors it addresses key factors    
  key factors impacting health impacting the health issue of impacting the health issue of    
 

 

 

 

 issues of specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Describes a secondary Describes a secondary Does not describe a secondary 4.8
Secondary Prevention explanation demonstrates prevention strategy prevention strategy prevention strategy represented  
Strategy keen insight into how represented in the research represented in the research in the research study  
[IHP-330-04] secondary prevention study, explaining how it study, explaining how it    
  strategies address key factors addresses key factors addresses key factors    
  impacting health issues of impacting the health issue of impacting the health issue of    
 

 

 

 

 specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Describes a tertiary prevention Describes a tertiary prevention Does not describe a tertiary 4.8
Tertiary Prevention explanation demonstrates strategy represented in the strategy represented in the prevention strategy represented  
Strategy keen insight into how tertiary research study, explaining how research study, explaining how in the research study  
[IHP-330-04] prevention strategies address it addresses key factors it addresses key factors    
  key factors impacting health impacting the health issue of impacting the health issue of    
 

 

 

 

 issues of specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Explains how the primary, Explains how the primary, Does not explain how the 4.8
Prevention Strategies explanation demonstrates secondary, and tertiary secondary, and tertiary primary, secondary, and tertiary  
Differ keen insight into how different prevention strategies differ in prevention strategies differ in prevention strategies differ in  
[IHP-330-04] prevention strategies address how they address the key how they address the key how they address the key factors  
  key factors impacting health factors impacting the health factors impacting the health impacting the health issues in the  
 

 

 

 

 issues of specific populations

 

 

 

 issues in the research study

 

 

 

 issues in the research study, but with gaps in detail, clarity, or accuracy

 

 research study

 

 

 

  

 

 

 

 

 

Conclusion: Research Meets “Proficient” criteria, and Develops a research question Develops a research question Does not develop a research 6.4
Question research question is especially to further investigate the to further investigate the question to further investigate  
[IHP-330-05] well-crafted for examining the specific public health issue and specific public health issue and the specific public health issue  
  specific public health issue and impacted population based on impacted population, but and impacted population  
 

 

 

 

 impacted population

 

 

 

 analysis of research study

 

 

 

 question is illogical or not based on analysis of research study

 

  

 

 

 

  

 

 

 
Conclusion: Research Meets “Proficient” criteria, and Determines whether an Determines whether an Does not determine whether an 6.4
Design justification demonstrates observational or experimental observational or experimental observational or experimental  
[IHP-330-05] keen insight into the research design would be more research design would be more research design would be more  
  appropriate use of research appropriate to investigate the appropriate to investigate the appropriate to investigate the  
  designs to investigate disease research questions, justifying research questions, justifying research questions  
  for improving the quality of determination determination, but response    
 

 

 

 health

 

 

  

 

 

 has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Conclusion: Meets “Proficient” criteria, and Explains the importance of Explains the importance of Does not explain the importance 6.4
Importance explanation demonstrates further research for improving further research for improving of further research for improving  
[IHP-330-05] keen insight into how the the quality of health in the the quality of health in the the quality of health in the  
  investigation of disease can specific population specific population, but with specific population  
 

 

 

 improve the quality of health for specific populations

 

  

 

 

 gaps in logic or detail

 

 

  

 

 

  

 

 
Articulation of Submission is free of errors Submission has no major errors Submission has major errors Submission has critical errors 4
Response related to citations, grammar, related to citations, grammar, related to citations, grammar, related to citations, grammar,  
  spelling, syntax, and spelling, syntax, or organization spelling, syntax, or organization spelling, syntax, or organization  
  organization and is presented   that negatively impact that prevent understanding of  
  in a professional and easy-to-   readability and articulation of ideas  
 

 

 read format

 

  

 

 main ideas

 

  

 

  

 
Total

 

 100%

IHP 330 Final Project Guidelines and Rubric

 

Overview

Epidemiology is the science that allows public health practitioners to study the patterns, causes, and effects of health conditions in defined populations. Public health practitioners rely on epidemiology to understand the risks and protective factors associated with health conditions, and to identify health disparities and specific populations at risk for disease. Studies in epidemiology inform the development of public health policy and targeted interventions to prevent disease and reduce health disparities.

 

For your final project, you will complete an epidemiological research study report based on the provided research study, “ Salmonella in the Caribbean .”

Epidemiologists in the field are often tasked with developing recommendations to address specific health issues, and part of that process is analyzing what other communities and epidemiologists have already done to address the issues. In your epidemiological research study report, you will analyze a health issue, the population impacted, and the prevention strategies used. You will then develop a research question and determine an appropriate research design to further investigate the issue.

 

The final project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Four and Five. The final product will be submitted in Module Seven.

 

In this assignment, you will demonstrate your mastery of the following course outcomes:

 

IHP-330-01: Draw connections between health disparities within specific populations and social and behavioral determinants

IHP-330-02: Determine key epidemiological principles of disease by analyzing health research studies

IHP-330-03: Determine patterns and trends of disease causation in specific populations by analyzing health data

IHP-330-04: Differentiate between primary, secondary, and tertiary prevention strategies for how they address key factors impacting health issues of specific populations

IHP-330-05: Select epidemiological research designs to investigate disease and improve the quality of health for specific populations

 

Prompt

For your final project, you will develop an epidemiological research study report on the provided research study, “Salmonella in the Caribbean,” which investigates a public health issue impacting a specific population. In your project, you will analyze the population impacted by the public health issue to accomplish the following:

 

Make connections between social and behavioral determinants and disparities.

Analyze the health issue to determine key epidemiologic principles and identify patterns and trends.

Examine the levels of prevention used in the research study.

 

For the conclusion to your research study report, you will develop a research question to further investigate the public health issue and population, and to determine an appropriate research design to investigate the research question.

 

Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).

 

I. Population: In this section of your report, you will summarize key elements of the research study and analyze the population impacted by the health issue.

A. Summarize the people, places, and times represented in the research study to provide context for your report. [IHP-330-02]

B. Describe three social and behavioral determinants strongly associated with the public health issue in the research study. Be sure to cite

specific examples from the research study to support your description. [IHP-330-01]

C. Describe three known disparities associated with the health of the specific population. Be sure to cite specific examples from the

research study to support your description. [IHP-330-01]

D. Explain how the identified social and behavioral determinants relate to the disparities you identified, and explain your reasoning. [IHP-330-

01]

 

II. Health Issue: In this section of your final project, you will analyze the health issue in focus in the research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic.

A. Describe the risk factors associated with the public health issue. Support your description with evidence from the research study and

your independent research. [IHP-330-02]

B. Describe the mode of transmission of the public health issue. Support your description with evidence from the research study and your

independent research. [IHP-330-02]

C. Determine the incidence and prevalence of the health issue using the data from the research study to perform the appropriate calculations.

[IHP-330-03]

D. Determine the mortality rate of the health issue using the data from the research study to perform the appropriate calculations. [IHP-330-

03]

E. Interpret the odds ratio to determine the strength of association between the potential sources of exposure and the disease. [IHP-330-03]

F. Using your research and analysis, draw connections between the population and public health issue. Consider where you identified common elements, what you learned about the public health issue by studying the population, and what you learned about the population by studying the public health issue. [IHP-330-03]

 

III. Levels of Prevention: In this section, you will describe the prevention strategies used by the epidemiologists in the research study. You will identify a strategy for each level of prevention and differentiate between the strategies.

A. Describe a primary prevention strategy represented in the research study, and explain how it addresses key factors impacting the

health issue of the specific population. [IHP-330-04]

B. Describe a secondary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04]

C. Describe a tertiary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health

issue of the specific population. [IHP-330-04]

D. Explain how the primary, secondary, and tertiary prevention strategies differ in how they address the key factors impacting the health issue in the research study. [IHP-330-04]

 

IV. Conclusion: Now that you have analyzed the research study, you will develop a research question to further investigate the specific health issue and population, select an appropriate research design, and explain the importance of the research to the field of public health.

A. Using your analysis of the research study, develop a research question to further investigate the specific public health issue and

impacted population. [IHP-330-05]

B. Determine whether an observational or experimental research design would be more appropriate to investigate your research question. Be

sure to justify your determination. [IHP-330-05]

C. Explain the importance of further research for improving the quality of health in the specific population. What is the potential benefit? [IHP-

330-05]

 

Milestones

Milestone One : Health Issue

In Module Three, you will analyze the health issue in focus in the provided research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic. This milestone will be graded with the Milestone One Rubric.

 

Milestone Two : Population

In Module Five, you will summarize the key elements of the research study and analyze the population impacted by the health issue. This milestone will be graded with the Milestone Two Rubric.

 

Final Submission : Epidemiological Research Study Analysis

In Module Seven, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.

 

Final Project Rubric

Guidelines for Submission: Your final project should be 4–6 pages, double spaced, with one-inch margins, 12-point Times New Roman font, and APA formatting and citations.

 

 

Critical Elements

 

 Exemplary (100%)

 

 Proficient (85%)

 

 Needs Improvement (55%)

 

 Not Evident (0%)

 

 Value

 
Population: Meets “Proficient” criteria, and Summarizes the people, places, Summarizes the people, places, Does not summarize the people, 6.4
Summarize summary demonstrates a and times represented in the and times represented in the places, and times represented in  
[IHP-330-02] sophisticated awareness of the research study to provide research study to provide the research study to provide  
  epidemiologic principles in the context for the report context for the report, but context for the report  
 

 

 

 research study

 

 

  

 

 

 response has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Population: Social Meets “Proficient” criteria and Describes three social and Describes three social and Does not describe three social 6.4
and Behavioral demonstrates keen insight into behavioral determinants behavioral determinants and behavioral determinants  
Determinants social and behavioral strongly associated with the strongly associated with the strongly associated with the  
[IHP-330-01] determinants of public health public health issue in the public health issue in the public health issue in the  
 

 

 

 

 

 

 issues

 

 

 

 

 

 research study

 

 

 

 

 

 research study, but response is missing one or more determinants or has gaps in detail, clarity, accuracy, or support

 

 research study

 

 

 

 

 

  

 

 

 

 

 
Population: Meets “Proficient” criteria and Describes three known Describes three known Does not describe three known 6.4
Disparities demonstrates keen insight into disparities associated with the disparities associated with the disparities associated with the  
[IHP-330-01] the disparities associated with health of the specific health of the specific health of the specific population  
 

 

 

 

 

 public health issues

 

 

 

 

 population

 

 

 

 

 population, but response is missing one or more disparities or has gaps in detail, clarity, accuracy, or support  

 

 

 

 

  

 

 

 

 
Population: Meets “Proficient” criteria and Explains how the social and Explains how the social and Does not explain how the social 6.4
Determinants Relate draws insightful connections behavioral determinants relate behavioral determinants relate and behavioral determinants  
to the Disparities between social and behavioral to the disparities identified to the disparities identified relate to the disparities identified  
[IHP-330-01] determinants and known with reasoning with reasoning, but response with reasoning  
 

 

 

 disparities

 

 

  

 

 

 has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Health Issue: Risk Meets “Proficient” criteria, and Describes the risk factors Describes the risk factors Does not describe the risk factors 6.4
Factors support demonstrates keen associated with the public associated with the public associated with the public health  
[IHP-330-02] insight into the risk factors health issue, supporting health issue, supporting issue  
  associated with public health description with evidence from description with evidence from    
  issues the research study and from the research study and from    
 

 

 

 

  

 

 

 

 independent research

 

 

 

 independent research, but response has gaps in detail, clarity, accuracy, or support

 

  

 

 

 

  

 

 

 

 

 

Health Issue: Mode of Meets “Proficient” criteria, and Describes the mode of Describes the mode of Does not describe the mode of 6.4
Transmission support demonstrates keen transmission of the public transmission of the public transmission of the public health  
[IHP-330-02] insight into the mode of health issue, supporting health issue, supporting issue  
  transmission of public health description with evidence from description with evidence from    
  issues the research study and from the research study and from    
 

 

 

 

  

 

 

 

 independent research

 

 

 

 independent research, but response has gaps in detail, clarity, accuracy, or support  

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria, and Determines the incidence and Determines the incidence and Does not determine the 4.8
Incidence and response demonstrates prevalence of the health issue prevalence of the health issue incidence and prevalence of the  
Prevalence complex grasp of how to using the data from the using the data from the health issue using the data from  
[IHP-330-03] determine the incidence and research study and performing research study and performing the research study  
  prevalence of a disease by the appropriate calculations calculations, but calculations    
 

 

 

 

 analyzing health data

 

 

 

  

 

 

 

 are inappropriate, or determination has gaps in detail, clarity, or logic

 

  

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria, and Determines the mortality rate Determines the mortality rate Does not determine the mortality 4.8
Mortality response demonstrates of the health issue using the of the health issue using the rate of the health issue using the  
[IHP-330-03] complex grasp of how to data from the research study data from the research study data from the research study  
  determine the mortality rate of and performing the and performing calculations,    
  a disease by analyzing health appropriate calculations but calculations are    
 

 

 

 

 data

 

 

 

  

 

 

 

 inappropriate, or determination has gaps in detail, clarity, or logic

 

  

 

 

 

  

 

 

 
Health Issue: Odds Meets “Proficient” criteria, and Interprets the odds ratio to Interprets the odds ratio to Does not interpret the odds ratio 4.8
Ratio determination demonstrates determine the strength of determine the strength of to determine the strength of  
[IHP-330-03] keen insight into interpreting association between the association between the association between the  
  trends and patterns of disease potential sources of exposure potential sources of exposure potential sources of exposure  
 

 

 

 

 causation

 

 

 

 and the disease

 

 

 

 and the disease, but response has gaps in detail, clarity, or accuracy

 

 and the disease

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria and Draws connections between Draws connections between Does not draw connections 4.8
Connections uses research and analysis to the population and public the population and public between the population and  
[IHP-330-03] make especially cogent health issue based on research health issue based on research public health issue  
  connections between the and analysis and analysis, but response has    
  population and public health   gaps in detail, clarity, accuracy,    
 

 

 issue

 

  

 

 or support

 

  

 

  

 

 

 

Levels of Prevention: Meets “Proficient” criteria, and Describes a primary prevention Describes a primary prevention Does not describe a primary 4.8
Primary Prevention explanation demonstrates strategy represented in the strategy represented in the prevention strategy represented  
Strategy keen insight into how primary research study, explaining how research study, explaining how in the research study  
[IHP-330-04] prevention strategies address it addresses key factors it addresses key factors    
  key factors impacting health impacting the health issue of impacting the health issue of    
 

 

 

 

 issues of specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Describes a secondary Describes a secondary Does not describe a secondary 4.8
Secondary Prevention explanation demonstrates prevention strategy prevention strategy prevention strategy represented  
Strategy keen insight into how represented in the research represented in the research in the research study  
[IHP-330-04] secondary prevention study, explaining how it study, explaining how it    
  strategies address key factors addresses key factors addresses key factors    
  impacting health issues of impacting the health issue of impacting the health issue of    
 

 

 

 

 specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Describes a tertiary prevention Describes a tertiary prevention Does not describe a tertiary 4.8
Tertiary Prevention explanation demonstrates strategy represented in the strategy represented in the prevention strategy represented  
Strategy keen insight into how tertiary research study, explaining how research study, explaining how in the research study  
[IHP-330-04] prevention strategies address it addresses key factors it addresses key factors    
  key factors impacting health impacting the health issue of impacting the health issue of    
 

 

 

 

 issues of specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Explains how the primary, Explains how the primary, Does not explain how the 4.8
Prevention Strategies explanation demonstrates secondary, and tertiary secondary, and tertiary primary, secondary, and tertiary  
Differ keen insight into how different prevention strategies differ in prevention strategies differ in prevention strategies differ in  
[IHP-330-04] prevention strategies address how they address the key how they address the key how they address the key factors  
  key factors impacting health factors impacting the health factors impacting the health impacting the health issues in the  
 

 

 

 

 issues of specific populations

 

 

 

 issues in the research study

 

 

 

 issues in the research study, but with gaps in detail, clarity, or accuracy

 

 research study

 

 

 

  

 

 

 

 

 

Conclusion: Research Meets “Proficient” criteria, and Develops a research question Develops a research question Does not develop a research 6.4
Question research question is especially to further investigate the to further investigate the question to further investigate  
[IHP-330-05] well-crafted for examining the specific public health issue and specific public health issue and the specific public health issue  
  specific public health issue and impacted population based on impacted population, but and impacted population  
 

 

 

 

 impacted population

 

 

 

 analysis of research study

 

 

 

 question is illogical or not based on analysis of research study

 

  

 

 

 

  

 

 

 
Conclusion: Research Meets “Proficient” criteria, and Determines whether an Determines whether an Does not determine whether an 6.4
Design justification demonstrates observational or experimental observational or experimental observational or experimental  
[IHP-330-05] keen insight into the research design would be more research design would be more research design would be more  
  appropriate use of research appropriate to investigate the appropriate to investigate the appropriate to investigate the  
  designs to investigate disease research questions, justifying research questions, justifying research questions  
  for improving the quality of determination determination, but response    
 

 

 

 health

 

 

  

 

 

 has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Conclusion: Meets “Proficient” criteria, and Explains the importance of Explains the importance of Does not explain the importance 6.4
Importance explanation demonstrates further research for improving further research for improving of further research for improving  
[IHP-330-05] keen insight into how the the quality of health in the the quality of health in the the quality of health in the  
  investigation of disease can specific population specific population, but with specific population  
 

 

 

 improve the quality of health for specific populations

 

  

 

 

 gaps in logic or detail

 

 

  

 

 

  

 

 
Articulation of Submission is free of errors Submission has no major errors Submission has major errors Submission has critical errors 4
Response related to citations, grammar, related to citations, grammar, related to citations, grammar, related to citations, grammar,  
  spelling, syntax, and spelling, syntax, or organization spelling, syntax, or organization spelling, syntax, or organization  
  organization and is presented   that negatively impact that prevent understanding of  
  in a professional and easy-to-   readability and articulation of ideas  
 

 

 read format

 

  

 

 main ideas

 

  

 

  

 
Total

 

 100%

Epidemiology Finals Paper

 
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