Course Code PUB- Class Code PUB- Criteria Content Percentage 70.0% Define Foodborne Outbreak 2.0% Foodborne Outbreak 6.0% Steps Involved in Determining Outbreak 6.0% Agent and Compendium Information on Agent (Clinical syndrome, incubation period, pathophysiology, foods typically associated in transmission, and specimens used to identify agent) 8.0% Epidemic Curve 4.0% Key Players and Roles in Response to Outbreak 6.0% 1 Steps and Measures to Prevent Outbreaks 8.0% Presentation of Content 30.0% Organization, Effectiveness, and Format 30.0% Layout 10.0% Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 10.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% 2 Assignment Title Outbreak Investigation Unsatisfactory (0.00%) Foodborne outbreak is not defined. A foodborne outbreak is not presented. The steps to determine an outbreak investigation are omitted. An agent listed in the Compendium of Acute Foodborne and Waterborne Diseases is omitted. A discussion on how epidemiologists use epidemic curves to identify an outbreak is omitted. Key players and their roles in response to the foodborne outbreak are omitted. 3 Steps and measures taken to prevent outbreaks from occurring are omitted. The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Slide errors are pervasive enough that they impede communication of meaning. Sources are not documented. 4 Total Points 100.0 Less Than Satisfactory (65.00%) Foodborne outbreak definition is incomplete or inaccurate. A foodborne outbreak is identified but the discussion is largely incomplete. The steps to determine an outbreak investigation are incomplete. An agent listed in the Compendium of Acute Foodborne and Waterborne Diseases is selected. The compendium information is incomplete or not relevant to the agent selected. A discussion on how epidemiologists use epidemic curves to identify an outbreak is incomplete. Key players and their roles in response to the foodborne outbreak are incomplete; or, the key players and their roles are not relevant to the foodborne outbreak. 5 Steps and measures taken to prevent outbreaks from occurring are incomplete; or, they are not relevant to the foodborne outbreak. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Frequent and repetitive mechanical errors distract the reader. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. 6 Satisfactory (75.00%) Foodborne outbreak definition is presented. The definition lacks a key aspect. A foodborne outbreak is identified. The location, food, and agent associated with the outbreak, and morbidity and mortality rates and descriptive statistics related to the foodborne outbreak are summarized, but there are some inaccuracies and minor omissions. The steps to determine an outbreak investigation are summarized. There are some gaps or inaccuracies. An agent listed in the Compendium of Acute Foodborne and Waterborne Diseases is selected. The compendium information is presented. There are some inaccuracies. A summary on how epidemiologists use epidemic curves to identify an outbreak is presented. There are some inaccuracies. More information is needed. Some key players and their roles in response to the foodborne outbreak are presented. It is unclear one or two key players are needed or what their role is in responding to the foodborne outbreak. 7 Steps and measures taken to prevent outbreaks from occurring are outlined. There are some inaccuracies. The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. Language is appropriate to the targeted audience for the most part. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. 8 Good (85.00%) Foodborne outbreak is adequately defined. Some detail or information is needed for clarity or accuracy. A current foodborne outbreak is identified. The location, food and agent associated with the outbreak, and morbidity and mortality rates and descriptive statistics related to the foodborne outbreak are summarized, but there are some inaccuracies and minor omissions. The steps to determine an outbreak investigation are described. Some information is needed. There are minor inaccuracies. An agent listed in the Compendium of Acute Foodborne and Waterborne Diseases is selected. The compendium information is presented. Some detail is needed for clarity or accuracy. A discussion on how epidemiologists use epidemic curves to identify an outbreak is presented. Some detail is needed for clarity or accuracy. The key players and their roles in response to the foodborne outbreak are presented. Some information in needed to better clarify a player or their role. 9 Steps and measures taken to prevent outbreaks from occurring are discussed. Some detail is needed for clarity or accuracy. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the target audience, and uses figures of speech to communicate clearly. Slides are largely free of mechanical errors, although a few may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. 10 Excellent (100.00%) Comments Foodborne outbreak is clearly defined. The definition demonstrates a strong understanding of a foodborne outbreak illness. A current foodborne outbreak is identified. The location, food and agent associated with the outbreak, and morbidity and mortality rates and descriptive statistics related to the foodborne outbreak are thoroughly discussed. The steps to determine an outbreak investigation are thoroughly described. An agent listed in the Compendium of Acute Foodborne and Waterborne Diseases is selected. The compendium information is accurate and clearly presented. A discussion on how epidemiologists use epidemic curves to identify an outbreak is clearly presented. The key players and their roles in response to the foodborne outbreak are presented. The key players and their roles are significant to responding to the foodborne outbreak. 11 Steps and measures taken to prevent outbreaks from occurring are detailed. The discussion is logical and welldeveloped. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. Writer is clearly in control of standard, written academic English. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 12 Points Earned 13 14 Creating Effective PowerPoint Presentations Sample A. Student Objectives • Outlining the objectives allows readers to identify the • • • reason for the presentation. Objectives should be brief and to the point. List information about what the reader should learn from the presentation. Objectives should be listed in presentation order. Slide Structure • Use bullets to separate out ideas. • Try to follow the 6 X 6 rule. • Limit to 6 bullets per slide. • Limit to 6 words per bullet. • Too much slide information causes confusion. • The audience may become distracted. Slide Appearance • Stay consistent. • Use one theme throughout the presentation. • Align text for consistency between slides. • Use transition effects wisely. • Use readable fonts. • Font must be readable. • Font and background colors should contrast. • Font size must remain consistent. Content • Keep it simple. • Break up information between slides. • One slide need not house everything. • Be concise. • Wordiness will confuse the reader. • Brevity is always preferred. Visual Aids • Visual Aids can enhance a • • presentation. Images must pertain to the presentation. An abundance of images can be distracting. Charts and Graphs • Graphs/charts should tell a • • story. Graphs/charts must be clear and pertinent. Use bullets to provide supporting information. Presentation of Information • Always check spelling, grammar, and formatting. • Check for consistency before presenting. • Slide theme • Slide transitions • Punctuation • Ensure that key points are delivered accurately. Questions • End the presentation with a section for questions. • This encourages audience involvement. Review • Revisit the objectives to ensure all were met. • Briefly review the key information covered. • Check for any need to follow up. References • Provide references for any outside sources. • Follow the guidelines for the required citation style. • Follow the citation style rules on when and how to cite images and graphics. 
Purchase answer to see full attachment