PUB 540 Oswego Outbreak Investigation

Evidence for outbreak, steps required to investigate, application of steps to Oswego event.

The discussion of the Oswego event is omitted.

Qualifying criteria for why Oswego is considered an outbreak, steps required to investigate an outbreak, and application of these steps to the Oswego event are only partially discussed.

Qualifying criteria for why Oswego is considered an outbreak, steps required to investigate an outbreak, and application of these steps to the Oswego event are summarized. Relevant information needed for each step to be successful is generally used. There are minor omissions or inaccuracies. Some support is needed.

Qualifying criteria for why Oswego is considered an outbreak, steps required to investigate an outbreak, and application of these steps to the Oswego event are discussed and explained. Relevant information needed for each step to be successful is discussed. Some detail is needed for accuracy or clarity.

A clear explanation, including qualifying criteria for why Oswego is considered an outbreak, steps required to investigate an outbreak, and application of these steps to the Oswego event, is accurate and detailed. Relevant information needed for each step to be successful is thoroughly discussed. The narrative is organized and well-supported.

Epi Curve

Interpretation of epi curve is omitted.

Interpretation of epi curve is incomplete.

Interpretation of epi curve regarding average incubation period, source, and transmission is summarized. There are minor omissions or inaccuracies.

Interpretation of epi curve regarding average incubation period, source, and transmission is discussed. Some detail is needed for accuracy or clarity. The narrative is adequately supported.

An accurate interpretation of epi curve regarding average incubation period, source, and transmission is presented. The interpretation is clear, well-supported, and informative.

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

Relevant evidence that includes other perspectives is used.

Specific and appropriate evidence is included. Other perspectives are integrated.

Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.

Recommended Control Measures for Prevention Levels

Control measures are omitted.

Control measures are incomplete.

A control measure for each prevention level is summarized. The control measures are generally based on findings. There are minor omissions or inaccuracies.

A control measure for each prevention level is discussed. The control measures are based on findings. Some detail is needed for accuracy or clarity.

A control measure for each prevention level is detailed and well-supported.

Identification of Potential Infectious Agents

Potential infectious agents are not identified; or the potential infectious agents identified are not based on incubation range and clinical symptoms.

An attempt is made to use incubation range and clinical symptoms to identify potential infectious agents that could be responsible for the outbreak. The narrative is incomplete.

Interpretation of epi curve regarding average incubation period, source, and transmission is summarized. There are minor omissions or inaccuracies. Incubation range and clinical symptoms are generally applied to identify potential infectious agents that could be responsible for the outbreak. An explanation is summarized. Some support is needed.

Incubation range and clinical symptoms are applied to identify potential infectious agents that could be responsible for the outbreak. The explanation is adequate. Some detail is needed for accuracy or clarity.

Incubation range and clinical symptoms are correctly applied to identify potential infectious agents that could be responsible for the outbreak. The explanation for the findings is well-supported.

Communicates reason for writing and demonstrates awareness of audience.

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

The thesis, position, or purpose is adequately developed. An awareness of the appropriate audience is demonstrated.

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience.

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

Few mechanical errors are present. Suitable language choice and sentence structure are used.

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

Routes of Transmission for Agent

Possible routes of transmission for the expected agent are omitted.

Possible routes of transmission for the expected agent are partially discussed.

Possible routes of transmission for the expected agent are summarized. There are minor omissions or inaccuracies.

Possible routes of transmission for the expected agent are discussed. Some detail is needed for accuracy or clarity.

Possible routes of transmission for the expected agent are accurate and thoroughly discussed.

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns to the development of the purpose.

The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns to the development of the purpose.

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

Appropriate format is not used. No documentation of sources is provided.

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

Appropriate format and documentation are used, although there are some obvious errors.

Appropriate format and documentation are used with only minor errors.

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

Outbreak Investigation: Steps of an Investigation Form

The Outbreak Investigation: Steps of an Investigation form is omitted.

The Outbreak Investigation: Steps of an Investigation form is attached but is incomplete and is not attached as an appendix of the paper.

The Outbreak Investigation: Steps of an Investigation form is completed and attached as an appendix of the paper. There are minor errors or omissions.

The Outbreak Investigation: Steps of an Investigation form is accurate and attached as an appendix of the paper.

The Outbreak Investigation: Steps of an Investigation form is thorough, accurate, and attached as an appendix of the paper.

Demonstrates achievement of scholarly inquiry for professional and academic topics.

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in one of the following elements:

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in two of the following elements:

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

• Applies principles, knowledge and information and scholarly resources to the required topic.
• Applies facts, principles or concepts learned scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

• 0-3 errors in APA format

AND

• Responses have 0-3 grammatical, spelling or punctuation errors

AND

• Writing style is generally clear, focused on topic,and facilitates communication.

• 4-6 errors in APA format.

AND/OR

• Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

• Writing style is somewhat focused on topic.

• 7-9 errors in APA format.

AND/OR

• Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

• Writing style is slightly focused on topic making discussion difficult to understand.

The following was present:

• 10- 12 errors in APA format

AND/OR

• Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

• Writing style is not focused on topic, making discussion difficult to understand.

The following was present:

• 13 – 15 errors in APA format

AND/OR

• Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

• Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

• The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.

• 16 to greater errors in APA format.

AND/OR

• Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

• Writing style does not facilitate communication

Requirements

• Initial, peer, and faculty postings were made on 3 separate days

• Initial, peer, and faculty postings were made on 3 separate days

• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.