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Develop a descriptive analysis of E. Coli
Complete the following tasks:
Develop a descriptive analysis of Escherichia coli (e-Coli). Discuss dose-response relationships only if hazard is not an infectious disease. A descriptive epidemiological analysis is concerned with describing the frequency and distribution of the disease within a particular population. It describes the disease by person, place, and time. Before attempting to complete this assignment please review Descriptive Analysis in the CDC, Principles of Epidemiology, course reference and/or Rosenberg, Deborah and Handler, Arden. Descriptive Epidemiology and Statistical Estimation, https://www.uic.edu/sph/dataskills/publications/wrkbkpdfs/chap1.pdf .
The most important aspect of this assignment is that you must know and understand exactly what a descriptive epidemiological analysis is for your pathogen or hazard.
Refer to the following resource for information on descriptive epidemiology:
Centers for Disease Control. Principles of Epidemiology, Third Edition,
Reading:
Dose-response assessment. (2011.) Em-COM. Retrieved November 26, 2011 from: https://www.emcom.ca/science/dose.shtml
Hallman, W., and Wandersman, A. (n. d.). Present risk, future risk or no risk? Measuring and predicting perceptions of health risks of a hazardous waste landfill. Retrieved November 26, 2011 from: https://www.piercelaw.edu/risk/vol6/summer/hallman.htm
Takahashi K, Park EK, Le GV, et al. (2011) Global mesothelioma deaths reported to the World Health Organization between 1994 and 2008. World Health Organization. Bulletin of the World Health Organization, 89(10),716-728. Retrieved on November 26, 2011 from ProQuest at: https://proquest.umi.com/pqdweb?index=3&did=2483230531&SrchMode=1&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1322355036&clientId=29440
Principles and methods for evaluating the toxicity of chemicals, Part 1: Environmental Health Criteria 6 (2011). International Program on Chemical Safety. Retrieved November 26, 2011 from: https://www.inchem.org/documents/ehc/ehc/ehc006.htm
Roney. N., Osier, M, Paikoff, S.J., Smith, C.V., et al. (2007) ATSDR evaluation of potential for human exposure to zinc. Toxicology and Industrial Health. 23 (5-6), 247-309. Retrieved November 26, 2011 from ProQuest . https://proquest.umi.com/pqdweb?index=0&did=1410110281&SrchMode=1&sid=8&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1322435810&clientId=29440
Optional
Fritzsche, Andrew F. (n.d.). The moral dilemma in the social management of risks. Retrieved November 26, 2011 from: https://www.piercelaw.edu/ .
Nerve Agents, V-series retrieved on November 26, 2011 from: https://emedicine.medscape.com/article/831760-overview
Expectations:
A broad descriptive epidemiologic analysis of our chosen hazard is required. You should demonstrate a clear understanding of the elements of descriptive epidemiology. Cite all resources used, includng peer-reviewed articles if practical.
Length: Case assignments should be at least 4-6 pages double-spaced
References: At least four references should be included from academic sources (e.g. peer-reviewed journal articles). Required readings are included. Quoted material should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. When material is copied verbatim from external sources, it MUST be enclosed in quotes. The references should be cited within the text and also listed at the end of the assignment in the References section (preferably in APA format).
Organization: Subheadings should be used to organize your paper according to question
Format: APA format is recommended.
Grammar and Spelling: While no points are deducted, assignments are expected to adhere to standards guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity.
The following items will be assessed in particular:
• Relevance (e.g. all content is connected to the question)
• Precision (e.g. specific question is addressed. Statements, facts, and statistics are specific and accurate).
• Depth of discussion (e.g. present and integrate points that lead to deeper issues)
• Breadth (e.g. multiple perspectives and references, multiple issues/factors considered)
• Evidence (e.g. points are well-supported with facts, statistics and references)
• Logic (e.g. presented discussion makes sense, conclusions are logically supported by premises, statements, or factual information)
• Clarity (e.g. writing is concise, understandable, and contains sufficient detail or examples)
• Objectivity (e.g. avoid use of first person and subjective bias)
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