Community Teaching Plan: Bioterrorism (Coursework Sample)
Community Teaching Plan: Teaching Experience Paper
2 Less than Satisfactory
30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic
Summary of community teaching plan is not identified or missing.
Summary of community teaching plan is incomplete.
Summary of community teaching plan is offered but some elements are vague.
Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.
50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described
Evaluation of teaching experience is omitted or incomplete.
Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.
Evaluation of teaching experience is provided with a brief discussion of community response to teaching.
A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.
Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed and/or vague; purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.
There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
2.0 %Paper Format
Template is not used appropriately or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct.
In-text citations and a reference page are complete. The documentation of cited sources is free of error.
100 %Total Weightage
Community Teaching Plan: Bioterrorism
Response to terrorist activities mostly lack adequate planning and agencies charged with the integration of emergency preparedness activities need to develop realistic plans considering the available resources, needs and capabilities as well as build communication links with other organizations for response coordination. Bioterrorism is the use of biologically derived toxins to cause disease in humans and to larger extent animals and plants. Terrorism makes countries vulnerable to not only nuclear and atomic bombs but also biological and chemical weapons. Intentional infliction of diseases like anthrax, influenza, toxins, bacteria, spores or viruses, require increased attention by state actors to provide affected civilian communities with quick access to medical services. Bioterrorist attacks can be overt, meaning they are announced or covert, meaning unannounced.
The learners must have a clear understanding of what bioterrorism is, use of biological agents and the potential use of these agents in biowarfare and their application in the community context. Previous use of biological weapons used for destructive purposes and countries require developing defensive programs to repulse bioterrorism. Biological warfare has been used for many centuries, like the use of the bubonic plague used by Mongols in the 14th century and the presentation of smallpox contaminated clothes to South Americans in the 15th century.
More recently, Japan spread plague-infected fleas in Manchuria and China in 1940. The sarin gas attack in Tokyo in 1995 and the use of anthrax-contaminated letters in the US in 2001 all form the basis for the development of defensive programs. Biological agents used in warfare were being studied in the United States beginning from 1943 to 1969 when then US President Nixon terminated the program and destroyed all stockpiles of biological weapons. This was followed by the signing of a treaty by 140 countries to abolish the stockpiling of biological weapons for offensive purposes. The US program to create interventions continues to be conducted.
There, however, exist skeptics who still dismiss biological terrorism as a theoretical fantasy. (Henderson, 1999) These skeptics, most of who drive national policy and form part of the academic community have four arguments that refute the use of BT and claim it is not practical. Their first argument, Henderson says regards the use of the BT as weapons of war. Since they have not been deployed on a large scale, they, therefore, have no precedent and thus cannot be used. Secondly, they argue that BT use is morally repugnant and that the science of mass production f organisms that will be dispersed is a difficult venture that requires the use of sophisticated laboratories and massive financial resources. They also look at the potential of destruction of BT to be enormous and conclude that there is no likelihood of having these events soon.
The objective of the training plan will involve the aspects of recognizing the BT events, surveillance, epidemiology, preparedness and community responses. The learners will be encouraged to identify the various actions which happen in their communities. This is important in establishing new events which may be injurious to their well being. There are also capacity building initiatives to make the learners aware of possible emergencies and get them to plan for them in advance so that in the event that the BT events take place, they will be adequately prepared to shoulder the consequences. They also will be required to able to identify the nature of an event when it happens. Consequently, they are required to be able to effi...
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