BIOL 301 6382 Human Health and Disease
BIOL 301 6382 Human Health and Disease
Part II: Evidence-based Diagnosis
Diseases fall into two categories: communicable and noncommunicable, which leads to different approaches to the management of such conditions. For example, COPD is a noncommunicable disease while COVID-19 is a communicable disease. The two conditions share some similar characteristics but differ in others. The purpose of this paper is to explore the symptoms, testing, and risk factors for each condition and show the similarities and differences between the two conditions.
COPD
The signs and symptoms of COPD include chest tightness, wheezing, chronic cough, shortness of breath, respiratory illnesses, swelling of legs, feet, and ankles, unexplained weight loss, and loss of energy. COPD has two phases, for example, the exacerbation phase when the symptoms are severe and the normal phase when there are barely any symptoms. COPD affects the pulmonary and respiratory systems. COPD occurs when particulate matter or fumes from smoking enters the lungs causing damage to the airway and tiny air sacs leading to chest tightness (Hikichi et al., 2019). Chest tightness causes difficulties in breathing because of the obstructed airway, also resulting in cough, wheezing, and respiratory infections.
Spirometry involves blowing air into a tube, which measures the amount of air a person can inhale or exhale. The information from spirometry shows how much air a person’s lungs can hold and the speed of blowing air out of the lungs (Bollmeier & Hartmann, 2020). Ultimately, the data reveals whether the lungs transport oxygen to the blood.
A chest X-ray is a radiograph of the chest showing the status of the organs. Information from a chest X-ray can reveal enlarged lungs flattened diaphragm, or air pockets, which reveal compromised airways consistent with COPD (Fazleen & Wilkinson, 2020).
COVID-19
The signs and symptoms of COVID-19 include loss of taste, tiredness, fever, and cough. Other less common symptoms are headache, sore throat, skin rash, diarrhoea, red eyes, and aches and pain. In severe cases, COVID-19 causes difficulties in breathing, chest pain, and loss of speech or mobility. COVID-19 is characterized by the movement of the virus from the nasal epithelium to affect the upper respiratory affecting the airways where it causes narrowing of the chest and obstruction that causes cough and production of the septum, breathing irregularities, and chest pain (Marik et al., 2021).
Testing for COVID-19 uses the polymerase chain reaction involves taking a specimen from the upper respiratory. The tests check for the presence of SARS-CoV-2. The test gives either negative or positive results confirming COVID-19 (Wiersinga, 2020).
Comparing COPD and COVID-19
The two conditions are similar because they affect the respiratory system and exacerbation in both cases causes shortness of breath and the risk of respiratory distress. Additionally, symptoms such as the production of septum and coughing are also similar to communicable and non-communicable diseases. The difference between the two conditions is that communicable disease COVID is caused by a virus while noncommunicable disease, COPD results from particulate matter from smoking or inhalation of gases and other matter.
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The risk factors of COVID-19 are age, pregnancy, preexisting medical conditions such as diabetes, medications, poverty, and overcrowding conditions such as prison. Some of these risk factors such as low socioeconomic status and overcrowding are modifiable (Wiersinga, 2020). These can be changed through the increase in resources and equitable distribution of wealth to upgrade the lives of everyone. On the other hand, the risk factors of COPD are occupational exposure to chemicals and dust, asthma, exposure to fumes, genetics, and exposure to cigarette smoke. Most of the risk factors of COPD are modifiable, for example, tobacco smoking, occupational exposures, and exposure to fumes are all lifestyle factors that can be modified (Bollmeier & Hartmann, 2020). These can be changed by stopping smoking, staying away from sources of secondary smoke, and changing occupations. The two conditions do not have any risk factors in common. Another element that is different between the two conditions is diagnostic tests. COPD uses spirometry while COVID-19 uses PCR tests. However, in advanced cases, a CT scan can be done in both scenarios to investigate the organs affected by the conditions.
Regarding treatment, COPD is a chronic condition with no cure but can be managed using bronchodilators, which slow the progression of the condition (Bollmeier & Hartmann, 2020). On the other hand, in COVID-19, the FDA-approved Remdesivir is used for the treatment of the condition. The symptoms can also be managed by over-the-counter medication (Bruno, 2021). Similarly, oxygen therapy is considered in cases of severe shortness of breath.
Race predisposes individuals to COPD, as evidence shows that whites are more likely to develop the condition compared to Blacks and Hispanics. In COVID-19, the predisposing factors are age, and socioeconomic status (Wiersinga, 2020). The response to the predisposing factor of socioeconomic status occurs in the form of policies that address poverty and enhance the equitable distribution of resources. An example of societal factors that predisposes people to COVID-19 are things like a prison where crowding cannot be controlled. This is addressed by increasing resources and reducing congestion in the prison system.
Conclusion
The discussion shows that both COPD and COVID-19 affect the respiratory system with some similar symptoms including fatigue, obstruction of the airway leading to shortness of breath and chest pain. The diagnostic tools for COPD are chest X-ray and spirometer while the test for COVID-19 is a PCR test. Similarly, the diseases are caused by varying risk factors, for example, COPD is mainly caused by tobacco smoking necessitating smoking cessation. On the other hand, risk factors of COVID-19 include age, overcrowding, poverty, and underlying medical conditions. These factors are mostly modifiable.
BIOL 301 6382 Human Health and Disease References
Bollmeier, S., & Hartmann, A. (2020). Management of chronic obstructive pulmonary disease: A review focusing on exacerbations. Am J Health Syst Pharm. , 77(4):259-268. https:?//doi.10.1093/ajhp/zxz306.
Bruno, R. (2021). Special Issue “COVID-19: Current Understanding of Its Pathophysiology, Clinical Presentation and Treatment”. Journal of Personal Medicine.
Fazleen, A., & Wilkinson, T. (2020). Early COPD: current evidence for diagnosis and management. SAGE Journals, https://doi.org/10.1177/1753466620942.
Hikichi, M., Mizumura, K., Maruoka, S., & Gon, Y. (2019). Pathogenesis of chronic obstructive pulmonary disease (COPD) induced by cigarette smoke. J Thorac Dis, 11(Suppl 17): S2129-S2140. https://doi.10.21037/jtd.2019.10.43.
Marik, P., Iglesias, J., Varon, J., & Kory, P. (2021). A scoping review of the pathophysiology of COVID-19. Int J Immunopathol Pharmacol, 20587384211048026. doi: 10.1177/20587384211048026.
Wiersinga, W. (2020). Pathophysiology, Transmission, Diagnosis, and Treatment of Coronavirus Disease 2019 (COVID-19): A Review. JAMA, 324(8), 782–793. https://doi.10.1001/jama.2020.12839.
Course Description
(For students majoring in both science and nonscience disciplines.) A survey of the mechanisms of disease and their expression in major organ systems of the human body. The goal is to use scientific reasoning to make informed decisions about matters related to human biology and health. Topics include infections, cancer, heart disease, lung disease, diabetes, stroke, malnutrition, poisoning by environmental toxins, stress, inflammation, disorders of the immune system, and aging. Emphasis is on analysis of factors that cause disruption of healthy body functions, leading to disease, and on prevention of disease through control of risk factors and early detection. Students may receive credit for only one of the following courses: BIOL 301 or BIOL 398H.
Course Introduction
Human Health and Disease is an upper-level science course. You will learn about the human body and its structural components and mechanisms that help the body maintain optimal working order. We will explore the relationship between the body’s structure (anatomy) and function (physiology), learning how the body works when it is healthy and what happens when it is affected by a disease.
We will learn to distinguish between healthy and diseased function of the various levels of organization in the body starting from the smallest living units?cells?and moving on to tissues, organs, and organ systems. We will discuss how the coordination of metabolic activities at each level benefits the body and explore how all parts of the body work together to maintain a stable internal environment that allows the body to function properly within set limits.
We will then discuss general categories of diseases caused by pathogens, genetic defects, and environmental factors, and learn how a single disease agent affects not just one organ, but ultimately causes disruption in the body’s homeostasis. We will also explore diagnostic procedures, treatment options, and potential outcomes of various diseases as they pertain to specific organ systems. We will learn to recognize the risk factors leading to diseases and identify preventive measures.
Knowledge about human diseases will be gathered from a variety of sources, including textbooks, course modules, articles, and information from papers and group presentations.
Course Outcomes
After completing this course, you should be able to
use knowledge of biological principles and the scientific method to ask and answer relevant questions about human health and disease
analyze information to distinguish between diseased and healthy structure and functioning
analyze how internal and external factors cause disruption of healthy body function, leading to disease and disorders
recognize risk factors leading to disease and identify preventive measures and treatments
Course Materials
Click to access your course materials information
Class Guidelines
Contacting your Faculty Member
You can use the Instant Messages feature within the classroom to send a message to your faculty member, or you can use email. See the Overview section under Content to find the contact information for your faculty member.
Classroom Navigation
Are you new to UMGC and need help navigating the LEO classroom? Check out the Online Classroom Overview: For Undergraduate and Graduate Courses video on the Learning Experience Online website.
Course Materials
You will use a number of different materials in this class:
a free online textbook: Open Stax Concepts of Biology
asynchronous discussions
Use of Turnitin in this Course
This course uses Turnitin, a software tool embedded in the online classroom to support the development and assessment of academic writing, including ensuring the authenticity of student work through a Similarity Report that highlights any matching areas in your paper found in another submitted paper in the Turnitin repository using a range from 0% to 100%. The use of Turnitin in this class is different than how it may have been used in your other classes in that there is no need to create a separate account. You only need to submit your assignment within the classroom. Shortly after you submit your assignment you will receive helpful feedback to improve your writing from within the Turnitin software tool.
In this course, the following assignments will be reviewed using Turnitin:
Understanding Health and Disease Assignment, Parts I and II
You can submit your assignments to Turnitin multiple times before the assignment due date. Once you submit an assignment to the Assignment folder, your assignment will be submitted automatically to Turnitin generating a Similarity Report. When a Similarity Report is available for viewing, a similarity score percentage will be made available that can be accessed from the Assignment folder by selecting the Submitted link located under “Completion Status” or by clicking the View History button.
NOTE: It may take a few moments for the report to be available. If you have any questions about the use of Turnitin for your assignments, please reach out to your instructor directly via the in-class messenger or email. If you are experiencing any difficulty accessing the Similarity Report, please visit the Turnitin support site: https://help.turnitin.com/feedback-studio/d2l/student/student-category.htm
Remember that you will not use your account at Turnitin.com for this course; the tool is already embedded in assignment folders.
Copy-right Protected Course Materials
All UMGC course materials, including quiz and exam questions, discussion questions, lab and writing assignments are copyright protected and the property of UMGC. Do not share any course materials on the internet. Sharing, or submitting, any materials from this course is a direct violation of U.S. and International Copyright Law. Civil Penalties for Copyright Violation currently range from $750 to $30,000 per violation.
Additionally, posting of quiz or assignment questions to online “answer” or “homework” websites is academic fraud. This type of activity is a direct violation of
UMGC’s code of conduct, Policy 151.00 section III-A, and
UMGC’s Policy 150.25 – Academic Dishonesty and Plagiarism.
If you are caught engaging in this type of activity you risk sanction by the university. Possible sanctions include:
A grade of F on the work in question
A grade of F in the course
Suspension from the university for Academic Dishonesty
Expulsion for Academic Dishonesty
Please do your own work and don’t risk these consequences!
Helpful Resources
A. Orientation to Science Courses
The Science Learning Center (SLC). You can enter this site from under Content, Course Resources. The SLC houses a set of instructional and support materials of use across the science curriculum. Currently, the SLC houses two items:
The Scientific Method Tutorial – This module provides an excellent description of the Scientific Method. This method is integral to all science, and is important for our course.
The Science Studies Tutorial – This piece is designed to provide students with some tips and strategies for taking a science course. Some of the strategies in this unit are generic and apply to students’ general study habits for all courses. Other segments of the unit are specific to taking a science course. This unit is short and should not take more than 30-40 minutes to complete. I recommend that you read the unit during the first couple of weeks of the semester. If you have difficulty with science, then the Science Study Skills Unit is a MUST READ.
B. Orientation to College Writing
i. College Writing Essentials
The majority of content is written in the studentâ€s own words, and directly quoted content is limited to less than 10% of total content
Introduction previews the main points, and conclusion summarizes main points
Ideas are presented clearly, follow sound logic, and flow coherently and cohesively
Content is expressed using standard grammar, punctuation and spelling conventions
Paragraph content reflects reasonable transitions
Content reflects synthesis and critical analysis of referenced sources
Ideas are supported by referenced evidence, and full citations are provided for all reference sources
ii. Citing and Writing Page (https://sites.umgc.edu/library/libhow/gethelp-citing.cfm) On this page you will find links to tutorials and resources to help you become a better researcher and writer, through proper attribution and citation of your sources, and the avoidance of academic dishonesty.
iii. Effective Writing Center (EWC). You can access helpful writing resources through UMGCâ€s Effective Writing Center (EWC). The EWC provides excellent information for improving your writing skills, writing a paper, incorporating citation formats, and many other writing skills. https://www.umgc.edu/current-students/learning-resources/writing-center/index.cfm
iv. The Research Assignment Calculator for Time management of your research papers. https://libapps.umgc.edu/calculator/calculator.shtml
C. Library Guide for the Sciences
The UMGC library has developed resources to aid in the research of science-related databases, Websites, books, and e-books. The Library Services site also provides information on how to find articles, and 24-hour access to UMGC librarians. The link to the Library Guide can be found at https://libguides.umgc.edu/science
D. Additional Academic Support
First Online Course? If this is your first time taking a UMGC online course, then please walk through the introductory video orientations before our class begins (Go to LEO Help > Classroom Walkthrough). It will be of significant assistance to you. Get familiar with navigating around LEO by navigating through the various parts of our classroom to see all that is available.
Tips for Success
Login to LEO one week before the semester begins
Complete the LEO Classroom Walkthrough resources available at https://www.umgc.edu/current-students/learning-resources/leo
View and print syllabus. Mark calendar with important course dates
Read start-up/orientation materials posted by faculty member
Begin the course work on time and early (in the first 1-2 days of the semester)
Start weekly assignments early in the week (Do not wait until 1-2 days before they are due)
Check the online classroom, classroom News items and Alerts, and your email every 1-2 days for announcements and new information
E. Student Participation Expectations
a. Time Commitment:
Now that you have read the Syllabus, you should recognize that this course requires active student participation. An online course requires you to put in at least the same amount of time as an in-classroom course. For an eight-week course, you should expect to spend at least six hours per week participating in class discussions and activities and then about 12-15 hours in study, assigned reading, and preparing assignments outside of class. Active participation is required in all online courses, and you should expect to log in to your online course several times a week.
b. Study and Work Habits:
Summing Up a Successful Online Student. An online course places more responsibility on the student (and subsequently more independence) than a face-to-face course. Therefore, a successful online student must exercise more self-discipline than a face-to-face student. A successful online student is one who:
reads the Course Schedule’s assigned reading material thoroughly before responding in a conference
prepares personal study notes (like classroom notes) each week from the reading assignment addressing key points, key figures, and defines any bold-faced terms
considers outlining the course material for personal study
participates two-to-three times per week in discussions and avoids late-week discussion comments
engages the material and others with enthusiasm and courtesy
schedules adequate time to do the work
asks for help when needed
interacts with others in the class
is self-motivated
turns in well-drafted, proofed, and properly cited and referenced assignments prior to their due dates
keeps copies of all work and instructor responses in case of an emergency
Grading Information
Grading Information and Criteria
This course consists of the following graded items:
Discussion participation (week 1 through week 7 at 3% per week)
21%
Quizzes (7 quizzes at 4% each)
28%
Part I: Understanding Health and Disease assignment.
Week 3 – posting disease/disorder selections in the discussion area.
Week 5 – submission of Part I in the assignment folder
11%
(3%)
(8%)
Part II: Understanding Health and Disease assignment.
Week 7 – submission of Part II in the assignment folder.
15%
Final examination
25%
Total
100%
Extra Credit Policy
There is no extra credit work in this course.
Late Submission Policy
Written assignments: Ten percent (10%) of your grade will be subtracted for each day an assignment is late.
Quizzes. No late submissions will be accepted.
Discussions: If you do not participate in the discussions by the due date, you will earn 0% for participation in the missed week.
Final Exam: If you do not submit your final exam within the 96-hour window (note that you will have 4 hours to complete the exam once you open it within the 96-hour window), you will earn 0 (no exceptions!).
No work will be accepted after the official end of the class.
Discussion Participation
By registering for a Web-based course, you have made a commitment to participate in your online course discussions as well as other online activities. Please plan to participate regularly. Participation for this course is defined as proactive involvement in weekly discussion conferences and/or answering discussion questions. This may require you to actively reflect on weekly reading assignments and to develop original ideas in your responses. You are expected to demonstrate critical thinking and your understanding of the content in the assigned readings as they relate to the issues identified in the discussion. You are expected to make your own contribution in a main topic as well as respond with value-added comments to at least two of your classmates. You are encouraged to respond to other students as well as to your instructor. You will note in the grading policy that your online discussion participation counts significantly toward your final grade.
All the information you share in your discussion posts should be fully paraphrased in your own words, your own writing style, and structure. Changing a few words in a sentence copied from an information source is not fully paraphrasing. Content from the course materials or outside sources either needs to be fully paraphrased or quotation marks need to be added before and after the copied text, followed by an in-text citation. A general rule of thumb is no more than 10% direct quotes in a discussion post, or in an assignment.
You are expected to adhere to the general rules of online etiquette. Itâ€s important to follow the guidelines of proper online etiquette to ensure good communication between you, your classmates and your instructors. Keep the five online etiquette tips below in mind during your online course:
Respect. Whether the class is online or on-site, respect is essential. It allows all involved parties to focus on the objective and prevents distracting disagreements. Be sure to use a polite tone, read before responding and be constructive with your criticism. Itâ€s important to treat all online interactions the same as face-to-face interactions.
Use Proper Formatting, Punctuation and Grammar. The same rules of English apply in the online classroom setting. Capitalize letters when necessary, use appropriate punctuation and avoid using slang and abbreviations. Youâ€ll not only make your posts easier to read; youâ€ll demonstrate your professionalism and personal value.
Be Careful. Because tone is difficult to convey online, sarcasm or humor can easily be misinterpreted. Though you may be tempted to joke around with your classmates, something written for a laugh may offend others. If you are unsure whether your message will be misconstrued, consider using an emoticon to lighten the tone.
Go to Your Instructor First. If you have a disagreement or issue with a fellow classmate, go to your instructor before the situation escalates. Itâ€s best to make your instructor aware of the situation before it affects the classroom dynamics or the way you engage with your peers.
Stay on Topic, and Keep it Brief. Online classes require a lot of reading, and when responding, it may be difficult to decide where to start. Focus your comments into short topics to keep the conversation flowing. Avoid being too wordy, and instead say what you need to say without veering off topic.
To increase the possibility of you earning full credit for weekly participation, you must:
Participate individually with meaningful and original comments in the dialogue of the posted discussion questions. (See Academic Policies for information about plagiarism.)
Make a minimum of 3 posts per week. One main post is your original response to the stated question(s) and the other two are replies to your classmates’ postings. Each post should provide more depth , additional perspective, thoughts and be at least 100-150 words long written in your own words. Posts should not be longer than 250 words.
Ensure your posted content is written in your own words. Repetitive (redundant) answers, copied articles or portions of articles from Web sites, books, magazines and so on will not count towards participation
Cite properly and consistently and include all sources used for your responses.
Proper citation of sources (APA style) used for your responses is expected.
The due date for weekly discussion(s) is listed in the course schedule.
Do not put off your class work until the end of the week. The deadline for online classroom discussion participation is 11:59 PM ET on the due date unless stated otherwise. You must participate in the classroom discussions before the stated deadline to receive credit.
What is “good” participation?
For discussion participation, what matters here is the quality of your responses, not quantity.
Here are some examples of good responses:
“Mary – you mention in your answer that human cloning is currently being investigated. In your research did you see any companies that were actually doing human cloning? I did not think that human cloning even a possibility in our lifetime. I think the government should regulate cloning practices of all animals to make sure that the science is not being used in a harmful or unethical way.”
Another example:
“Joe, I really enjoyed reading your paper. I like the way that you formatted it, using pictures and tables to support your facts. The table you included about the increase in Flu deaths was very interesting – I did not realize that so many people die in other countries from something as simple as the flu!”
Your responses may include an observation, a counterexample, a suggestion, a statement of respectful disagreement, a solution, a question about the material or the process, an insight, an admission, an assent, an example, an idea, a corroboration, or a speculation. Remember to include your sources of information (if applicable)!
Here are some examples of inadequate responses/participation: “Good job, I liked your answers!” or, “Joe – I liked your paper very much!” or, “I agree!”
Any response that is intimidating, disrespectful, belittling and/or or demeaning will not be tolerated and may be deleted.
Additional Notes to Late Policy
Illness, death, family emergency situations, and TDYs (for military members) are part of life. It is your responsibility, when you think things are in danger of getting out of hand, to keep your instructor informed about what is going on, what the problem is, and how long it will interfere with your ability to concentrate and participate in the course. Do your best to inform your instructor of potential disruptive situations before deadlines are reached. You can always contact your instructor according to the contact information provided by your instructor. You may need to provide appropriate documentation that confirms an emergency or other disruption. Your instructor will use discretion in determining whether a late assignment may be accepted.
Project Descriptions
Discussions
The grading rubric for individual participation in the weekly discussions is located under Project Grading Criteria and Rubrics.
Discussion topics and questions will cover:
the role of trace elements in illness
blood pH and buffers
the role of respiratory and excretory systems in maintenance of homeostasis
enzymes and their function in different organ systems
medical technology and its importance to diagnosis and treatment
medical therapies
the role of nutrition and lifestyle in health and illness
case studies
normative values and their use in the medical profession
diseases and disorders affecting various organs and organ systems
interdependent function of endocrine system and nervous system to regulate body function
functions and composition of blood, hemostasis, blood types, and blood disorders
relationships between lymphatic systems and cardiovascular system
genetic inheritance and pedigree
Do not put off coursework until the end of the week. The deadline for classroom participation is midnight ET of the due date unless stated otherwise. You must participate in the classroom discussions before the stated deadline to receive credit.
Quizzes
There are seven weekly quizzes in this course. Each quiz is worth 4% of the final grade.
Quizzes are “open book” and consist of 10 – 15 multiple choice questions. You will have 60 minutes to complete each quiz. You are allowed two opportunities to take this quiz, and only the top score will be part of your grade. The score of your quiz will appear automatically in the “Grades” area after you complete your work.
Final Examination (Timed)
Addresses Course Outcome #1, #2, #3, and #4
Use knowledge of biological principles and the scientific method to ask and answer relevant questions about the human body.
Recognize and explain how external and internal factors influence the stability of human body processes.
Use scientific findings to characterize structure and function of the healthy human body.
Weigh and make health-related decisions based on an understanding of the value and limits of scientific knowledge and the scientific method.
The final examination will be an unproctored timed final exam. This final exam document will be made available to you for 96 hours. Once you open the exam you will have 4 (FOUR) hours to complete it. ONLY exams submitted through the online (D2L/LEO) classroom will be accepted. The final exam may consist of multiple choice, fill-in-the-blank, short answer, and essay questions.
If you do not complete (remember you have 4 hours) and submit your final exam within the 96-hour window, you will earn 0 (no exceptions!).
Understanding Health and Disease
Homeostasis plays a very important role in maintaining human health and even a small deviation from “normality” can cause an illness or even death. In this assignment we will explore the top ten causes of death in the US from the most current information available from the Centers for Disease Control. We will also learn that diseases/disorders can be broadly classified as “communicable” or “non-communicable” based on how the disease can be transmitted.
This is a two-part assignment, in Part I you will select two diseases/disorders one that is communicable and one non-communicable which are within the categories of the top causes of death in the US as of 2019 (see list below). The current data has not yet been updated by the Centers for Disease Control (CDC) to reflect the COVID emergency. You will select and analyze the resources of a communicable disease (caused by an infectious agent) and a noncommunicable disease/disorder (not caused by an infectious agent). In Part II you will discuss important characteristics of the diseases/disorders selected.
Just to clarify:
Communicable diseases are those caused by an infectious agent. For example, the SARS-COVID-19 virus causes COVID disease. This disease can be passed from person to person.
Non-Communicable diseases/disorders are those conditions in which the underlying cause is not an infectious agent. For example, breast cancer is a leading cause of death in the US, but it is not caused by an infectious agent. Accidents and Intentional self-harm are considered to be disorders (although it is possible that a psychiatric illness might induce self-harming behavior). These diseases/disorders are not communicable from person to person as infectious diseases are.
Table. Number of Deaths for Leading Causes of Death, US, 2015-2020a
Source – JAMA. 2021;325(18):1829-1830. doi:10.1001/jama.2021.5469
Table. Number of Deaths for Leading Causes of Death, US, 2015-2020
If you are unable to obtain the table by clicking on the link below, please go to the original article: JAMA. 2021;325(18):1829-1830. doi:10.1001/jama.2021.5469
Leading Causes of Death
For example, you could choose breast cancer (noncommunicable disease) and influenza (H1N1) (communicable disease).
Part I: Selection of two disorders, their etiology and analysis of resources
Due Week 3 – (prePart I)posting disease/disorder selections in the discussion area.
Due Week 5 – submission of Part I in the assignment folder
By the end of Week 5 of the course (see Course Schedule for due date), you will be required to analyze the resources for your chosen diseases to the Part I Assignment folder. The following information should be included for each Disease:
(a) Name of disease/disorder.
(b) Disease etiology (what is the origin or cause?), why is the disease/disorder communicable or noncommunicable in nature?
(c) Three credible sources from journal articles or book chapters for each disease/disorder (a total of six credible sources). Include evidence behind what makes your disease/disorder either communicable or noncommunicable in nature, and why are they leading causes of death in 2019. Please review the UMGC resource Is My Source Credible https://sites.umgc.edu/library/libhow/credibility.cfm. Sources need to be credible in order to receive points.
(d) In 3-4 sentences for each source, explain the information you learned that supports your diseases/disorders are top public health threats. You will need to obtain disease/disorder information for your choices that specifically addresses why they are communicable or non-communicable in nature (include risk factors, symptoms, and physiological changes).
(e) Written in your own words (less than 20% quoted material).
(f) Cite the six sources in APA format. Provide full citations to ensure that your instructor can access the full article or book chapter, or upload the articles or chapters with your submission. To cite in APA format, include in-text and end-of-text citations. See https://libguides.umgc.edu/apa-examples .
The Rubric can be found in the assignment folder.
Part II: Evidence-based Diagnosis
Due Week 7
In this section you will discuss the evidence that clinicians gather to diagnose the two diseases/disorders that you selected for Part I. Use only credible sources for your Part II sources (Review “Is My Source Credible”? at https://sites.umgc.edu/library/libhow/credibility.cfm ).
Three sources for each disease/disorder are required ( total of 6 sources).
Part II submission should include the following information for both diseases you chose in Part I:
(a) Signs and symptoms of the disease.
(b) Explain the effects of the disease on healthy body structure and function, and how these effects relate to signs and symptoms.
(c) Discuss the tools or diagnostic tests that are used to make the diagnosis. Explain, in general terms, how each tool or test works and how the data from the tool or test conveys the relevant information to the clinician about the body function or structure that is impacted by the disease.
(d) For your Summary, discuss the following ideas:
What differences and similarities exist between communicable and non-communicable diseases/disorders based on your choices?
Risk factors
What are the risk factors for each of the diseases?
Are any of the risk factors in common?
Are any risk factors controllable? Why and how?
How are the diagnostic tools or tests similar or different for the two diseases?
Discuss at least one promising treatment or cure for each of the diseases you selected.
Are there societal conditions that predispose these diseases to certain groups (think of race, ethnicity, socio-economic status, gender, age)? If a societal change is the cure (such as decreasing social injustice or less reliance on fossil fuels that pollute the environment), discuss any progress toward societal change.
(e) Written in your own words (less than 20% quoted material)
Keep in mind that longer does not always mean better. Good writing practices, including the use of correct grammar, punctuation, sentence and paragraph structure, and a clear flow of thought, will account for a portion of your grade.
The Rubric can be found in the assignment folder.
Academic Policies
ACADEMIC INTEGRITY
University of Maryland Global Campus (UMGC) has adopted a Philosophy of Academic Integrity to guide the universityâ€s commitment to a culture of academic integrity. Our approach cultivates socially responsible personal and professional behaviors and traits. All members of the University community must maintain the highest level of integrity across the academic experience.
Resources – UMGC provides an Academic Integrity Tutorial and an Integrity & Ethics Badge as learning resources. These resources include information on the fundamentals of academic integrity and how to apply your own personal ethics to coursework as a UMGC student and in other settings. Other Academic Integrity resources and guidelines are found at https://www.umgc.edu/current-students/learning-resources/academic-integrity/index.cfm.
Role of Instructor – Your instructor is your primary resource for how to uphold the highest ethical standards in the context of the specific requirements for this course.
Student Responsibility – You are responsible for using UMGC-approved resources to understand key academic integrity concepts and to support your own academic success through practices that uphold values of integrity: honesty, trust, fairness, respect, responsibility, and courage.
Turnitin – Turnitin is enabled within the classroom to support the development and assessment of authentic student writing. To learn more about Turnitin, the feedback it provides, how to use that feedback to improve your work, and your options regarding the inclusion of your work in the Turnitin database, visit University guides for Turnitin at sites.umgc.edu/library/libresources/turnitin.cfm and https://sites.umgc.edu/library/libresources/turnitin.cfm#studentcopyright.
CLASSROOM CIVILITY
University of Maryland Global Campus is committed to the success of our global community and values the diverse identities and backgrounds of our students, faculty, and staff. Each one of us has a broader life and set of experiences beyond UMGC that we bring with us to each interaction. Sharing your story with your classmates provides opportunities to learn, relate, and gain inspiration from each other. Engagement often begins with introductions at the beginning of the course. Sharing your preferred name, preferred pronouns, and other details about yourself and your life builds a foundation for connection, understanding, and a richer and more personalized learning experience.
We also recognize that some of lifeâ€s responsibilities and challenges outside of the classroom, such as childcare, a change in employment status, or illness, have an impact on success in a course. To the extent you are comfortable, we encourage you to communicate with your faculty member or Success Coach about any concerns you have for this course or as a student at UMGC so we can help you navigate potential obstacles and stay on track to achieve your goals.
Students are expected to work together cooperatively, and treat fellow students and faculty with respect, showing professionalism and courtesy in all interactions. Please review the Code of Civility for more guidance on interacting in UMGC classrooms: https://www.umgc.edu/students/support/studentlife/conduct/code.cfm.
POLICIES AND GUIDELINES
UMGC is committed to ensuring that all individuals are treated equally according to Policy 040.30 Affirmative Action, Equal Opportunity, and Sexual Harassment.
Students with disabilities who need accommodations in a course are encouraged to contact the Office of Accessibility Services (OAS) at accessibilityservices@umgc.edu, or call 800-888-8682 or 240-684-2287.
The following academic policies and procedures apply to this course and your studies at UMGC.
150.25
Academic Integrity Policy The University expects all members of the university community—students, faculty, and staff—to use guidelines to work with and promote integrity. If you are aware of any academic misconduct, please contact integrity@umgc.edu. All cases of academic misconduct will be addressed in accordance with Policy 150.25 and associated procedures.
You are expected to engage in new learning that furthers your development of knowledge, skills, and abilities in each course. According to this policy, you may not submit a substantial portion of any coursework that you have submitted to any course previously without express written approval through assignment guidelines or other forms of communication.
You must use UMGC course materials responsibly. Uploading course materials to any website outside of UMGCâ€s online classroom is prohibited by this policy.
151.00
Code of Student Conduct
170.40
170.41
170.42
The following policies describe the requirements for the award of each degree:
Degree Completion Requirements for the Graduate School
Degree Completion Requirements for a Bachelorâ€s Degree
Degree Completion Requirements for an Associateâ€s Degree
170.71
Policy on Grade of Incomplete – The mark of I is exceptional and considered only for certain courses. Students who have completed 60% of their coursework with a grade of B or better for graduate courses or C or better for undergraduate courses and request an I before the end of the term. The mark of I is not available for noncredit courses.
170.72
Course Withdrawal Policy – Students must follow drop and withdrawal procedures and deadlines available at https://www.umgc.edu/ under Academic Calendar.
130.80
Procedures for Review of Alleged Arbitrary and Capricious Grading – appeals may be made on final course grades as described herein.
190.00
Intellectual Property – All university faculty, staff, and students must comply with University guidelines on the use of copyrighted material. Uploading UMGC or faculty copyrighted material without authorization degrades and corrupts the integrity of the teaching and learning experience and is a potential violation of UMGC policy and copyright law. You must obtain permission to post UMGC or other’s copyrighted material to third-party websites, including social learning network sites. UMGC reserves the right to take appropriate action to remove copyrighted material uploaded without authorization.
205.06
Calculation Of Grade-Point Average (GPA) for Inclusion on Transcripts and Transcript Requests – Note: Undergraduate and graduate courses have different Grading Policies. See Course Syllabus for Grading Policies.
270.00
Acceptable Use – The security of the online classroom is critical to ensuring a strong culture of academic integrity and authentic education at the University. It is a violation of the Universityâ€s policies for anyone to share logon, password, and any other secure information about a UMGC online account, including credentials required to access the online learning environment.
GRADING
According to UMGC’s grading policy, the following marks are used:
Undergraduate Graduate
A 90-100 90-100
B 80-89 80-89
C 70-79 70-79*
D 60-69 N/A**
F 59 or below 69 or below
FN Failure-Non attendance Failure-Non attendance
G Grade Pending
