In 2013, West Africa saw the beginning of one of the largest and longest lasting Ebola breakouts in history, which lasted for over two years. In 2014, the Centers
for Disease Control and Prevention (CDC) announced that heart disease, killing some 614,348 individuals that year, was the leading cause of death in the United
States. These examples show two different types of disease—one infectious, the other chronic—that have become focal points of public health. How do public
health professionals work to solve such issues? The key is a thorough understanding of the etiology, behavior, and transmission of diseases.
The final project for this course is a disease brief, which will require you to select a chronic or infectious disease from the provided list and write a brief analysis
of that disease to inform your health professional peers. You will cover the etiology of the disease, research the incidence and prevalence of the disease, explore
treatment and prevention, and consider how the ecological model impacts this public health issue.
This 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 Three and Five. The final product will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the etiology of infectious or chronic diseases to determine risk factors and modes of transmission
Discern the role of individual, community, and governmental levels of the ecological model in addressing public health issues and in impacting an
individual’s health
Determine incidence and prevalence of disease among affected populations by analyzing public health data and statistics
Distinguish prevention and treatment options for chronic or infectious diseases that can inform strategies meant to improve public health
Sample Solution
Public health professionals work to prevent, diagnose, and treat diseases using a variety of strategies depending on the situation. These may include implementing public health policies and regulations; increasing access to healthcare services; providing education and outreach programs; improving sanitation infrastructure; enforcing vaccination requirements and other preventive measures such as handwashing or wearing masks in public; creating awareness campaigns about important public health topics like nutrition, physical activity, mental health, addiction prevention, etc.; conducting research on disease trends and transmission pathways; collaborating with community partners (e.g., schools, faith-based organizations) to promote healthy lifestyles among vulnerable populations; applying epidemiological methods for investigating outbreaks of infectious diseases; monitoring food safety standards and ensuring compliance with environmental regulations that can help reduce pollution exposure.
Sample Solution
Public health professionals work to prevent, diagnose, and treat diseases using a variety of strategies depending on the situation. These may include implementing public health policies and regulations; increasing access to healthcare services; providing education and outreach programs; improving sanitation infrastructure; enforcing vaccination requirements and other preventive measures such as handwashing or wearing masks in public; creating awareness campaigns about important public health topics like nutrition, physical activity, mental health, addiction prevention, etc.; conducting research on disease trends and transmission pathways; collaborating with community partners (e.g., schools, faith-based organizations) to promote healthy lifestyles among vulnerable populations; applying epidemiological methods for investigating outbreaks of infectious diseases; monitoring food safety standards and ensuring compliance with environmental regulations that can help reduce pollution exposure.
According to Eeds and Cockrum (1985) while there exists a wide variety of ways to deal with vocabulary, the use of dictionary as the conventional method of instruction, in both first and second language learning, has been triggered. Marckwardt (1973), for example, comments: Dictionaries often supply information about the language not found elsewhere. Dictionaries often supply information about grammar, usage, status, synonym discrimination, application of derivative affixes, and distinctions between spoken and written English not generally treated in textbooks, even in a rudimentary fashion (cited in Bensoussan, Sim & Weiss, 1984: 263). Laufer (1990), similarly, believes that when word looks familiar but the sentence in which it is found or its wider context makes no sense at all, the learner should be encouraged to consult a dictionary (p.154).
Consulting a dictionary during an independent reading helps readers to find the meaning of the difficult vocabulary, ascertain the meaning of the unfamiliar word based on contextual information and provide further exposure for the word in other contexts, with different collocates and constructions, by making the student think about the words in relation both to the passage being read and the dictionary. In regard to the use of dictionary in second language learning, there are a number of studies reported in literature. A handful of L2-based studies have been conducted on the effects of dictionary use on reading and vocabulary learning. Bensoussan et al. (1984) did a pilot study to ascertain the effect of dictionary use on students’ performance on a reading comprehension test. Ten different passages with multiple-choice questions were administered to approximately 900 first-year students at Haifa University. Finally, he concluded that there was no significant difference in test scores between those who used the dictionary and those who did not. Luppescu and Day (1993) examined whether the use of a bilingual dictionary enhanced vocabulary learning on a reading task. A group of Japanese university students (N = 293) read a story that included 17 unknown words whose meaning could be inferred; half the group had access to a bilingual dictionary while half had no dictionary. After reading, all were given a multiple choice vocabulary test. The group that had access to the dictionary had a mean score on the vocabulary test that was 50% higher than the no dictionary group. This suggests that the use
