BIOL122: Human Biological Science 2 | My Assignment Tutor

Page 1 of 17 Version:FINALFACULTY OF HEALTH SCIENCESSchool of BEHAVIOURAL AND HEALTH SCIENCESCanberra Campus (Signadou)SEMESTER 1, 2021BIOL122: Human Biological Science 2UNIT OUTLINECredit points: 10Prerequisites: BIOL121 Human Biological Science 1Incompatible units: BIOL125 Human Biology 1, BIOL126 Human Biology 2, BIOL124 Human Bodyin Health and Disease 1, BIOL204 Human Body in Health and Disease 2NLIC/ Lecturer in Charge: Mr Michael LarkinOffice location: 302.1.31 CanberraEmail: [email protected]: (02) 6209 1263Contact me: By email 9am to 5pm. In the first instance, contacting your local Lecturerin Charge would be more appropriate.Lecturer in Charge: Mr Michael LarkinOffice location: 302.1.31 CanberraEmail: [email protected]: (02) 6209 1263Contact me: By email 9am to 5pm. Alternatively, you can chat with me in the weeklydrop-in sessions. All questions related to content to be posted on the ContentDiscussion Board.EMAILS TO STAFF:When you email a member of staff please make sure that you use your ACU email address andinclude your full name, your ID number, and the unit code you are enquiring about.Page 2 of 17 Version:FINALWhile staff will endeavour to respond to your emails as soon as possible, immediate responses arenot always possible. Some staff are not able to check emails every day and staff are not required tocheck emails outside of normal office hours, on weekends, or public holidays. Please be patientwhen waiting for a response.Unit rationale, description and aim: Health professionals need to have an understanding ofdisease processes and drug action in order to prevent and manage diseases, promote health andcare for their patients/clients. In this unit students will extend their knowledge of the human body bydeveloping an understanding of pathophysiology and pharmacology with respect to selectedNational Health Priority (NHP) areas and Quality Use of Medicines (QUM). The influence of lifespanchanges will also be introduced in the context of these areas and drug administration. Basicprinciples of microbiology will be linked to infection control practices. Students will apply scientificknowledge to understand disease processes and their pharmacological management for successfulprogression to later units in their respective courses.Teaching team: Lecturer’s nameOffice LocationEmailTelephoneMichael Larkin302.1.316209 [email protected] ShamoonEmail is the bestcontact for these [email protected] Mode/Attendance pattern: This is an online unit entailing 3 one-hour recorded lectures and 1 twohour workshop every week over a ten-week semester. There is also an optional one-hour live drop-insession with the lecturer each week.The weekly workshops are designed for active learning. Independent and group work will beencouraged in these small classes for maximum achievement of learning outcomes and graduateattributes. Note that the same content is not always covered in lectures and workshops, so it isimportant for you to attend all types of classes to get the whole picture in a given topic.Duration: 5 contact hours per week, or equivalent, for 10 weeks.You should anticipate undertaking 150 hours of study for this unit, including class attendance,readings and assignment preparation.Attendance: Participation in all classes is expected, including listening to lecture recordings.LEARNING OUTCOMESOn successful completion of this unit, you should be able to:LO1 Describe basic principles of pharmacology with respect to Quality Use of Medicines (QUM)(GA4, GA5)LO2 Describe the pathophysiology of selected National Health Priority areas to explain theirrespective clinical manifestations and pharmacological management (GA4, GA9)LO3 Explain how physiological changes that occur across the lifespan impact on diseaseprocesses and drug administration (GA4, GA9)Page 3 of 17 Version:FINALLO4 Relate microbiological principles to infection control practices (GA4, GA5)Page 4 of 17 Version:FINALGRADUATE ATTRIBUTESEach unit in your course contributes in some way to the development of the ACU GraduateAttributes, which you should demonstrate by the time you complete your course. All Australianuniversities have their expected graduate attributes – ACU’s Graduate Attributes have a greateremphasis on ethical behaviour and community responsibility than those of many other universities.All of your units will enable you to develop some attributes.On successful completion of this unit, you should have developed your ability to:GA4 think critically and reflectivelyGA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/orprofessionGA9 demonstrate effective communication in oral and written English language and visual mediaAustralian Nurses’ and Midwifery Council Competency Standards for the Registered Nursedeveloped in this unit are: ANMC Competency Standards:Learning Outcomes:Professional Practice1, 2, 3, 4, 5Critical Thinking and Analysis2, 4, 5Provision and Coordination of Care1, 2, 3, 4, 5Collaborative and Therapeutic Practice1, 2, 3, 4, 5 Interprofessional Learning:In this second science unit, you will encounter students from a variety of healthspecialisations, including nursing, midwifery, paramedicine, and public health. As the namesuggests, inter-professional education is about bringing students together from a range ofdisciplinary backgrounds to learn alongside one another in the same classroom. It is hopedthat through the provision of quality inter-professional learning opportunities, you will gain abetter understanding of your own role in a patient/client care setting, as well as an awarenessof the roles that other health professionals might play and how together you can optimisepatient/client care. In this way, we hope to see you leave ACU well and truly prepared to workas a member of an inter-professional health care team, which is what will be expected of youonce you are in the workforce. Interprofessional learning activities at ACU have beendeveloped specifically to enhance the way that you communicate and work with students fromother health specialisations, as well as your own. Activities provide an opportunity for you tolearn from and with students from each of the other disciplines in your classroom. You will beencouraged to communicate openly, to participate in class discussions, and to get to knowstudents who are enrolled in a variety of health-related degrees. We encourage you todevelop your teamwork, communication, and problem-solving skills together.Page 5 of 17 Version:FINALCONTENTTopics will include those related to National Health Priority areas, their lifespan considerations, theirpathophysiology and their pharmacological management:Principles of pathophysiology• Inflammation and cell death• Oedema• Healing• ThrombosisPrinciples of pharmacology• Pharmacokinetics• Pharmacodynamics• Adverse drug reactions• Drug interactionsMicrobiological principles• Prevention and control of infection• Host-microbe interactionsAsthma• Regulation of airway resistanceMusculoskeletal conditions• Rheumatoid and osteoarthritis• Traumatic and pathological fractures• OsteoporosisNeoplasms• Principles of neoplasia; benign and malignant tumoursDiabetes mellitus• Pathophysiology and complications of diabetes mellitus• Differences between type 1 and type 2 diabetes mellitusCardiovascular health• Alterations in haemostasis and oxygenation• Haemodynamic derangements with emphasis on atherosclerosis, hypertension, coronaryartery disease, and strokeMental health• Alterations in nervous system function, including changes to neurotransmission underlyingdepression, dementia, and addictionObesity• Common contributors to obesity and how obesity contributes to and interacts with otherchronic health conditionsPage 6 of 17 Version:FINALQUALITY ASSURANCE AND STUDENT FEEDBACKThis unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) onlinesurveys.This unit received positive feedback from students, and therefore we will continue to deliver the unitas we have previously and provide students with a stimulating and effective learning environment.Some of the workshop activities have also been revised to better accommodate student needs. Theteaching team has also changed the rubric and overall structure of the vodcast presentation.SELT surveys are usually conducted at the end of the teaching period. Your practical and constructivefeedback is valuable to improve the quality of the unit. Please ensure you complete the SELT surveyfor the unit. You can also provide feedback at other times to the unit lecturers, course coordinatorsand/or through student representatives.Peer-Assisted Study Sessions (PASS)Whether you are a top performer or could use some improvement, you will benefit from attendingPASS. PASS is a voluntary program that is facilitated by senior students who have excelled in thissubject. PASS Leaders prepare fun weekly activities to help you understand the content. It’s their jobto make it as interesting as possible! You work together in groups (you might even make a friend ortwo!) and come together with other students who will more than likely have the same questions asyou. Sessions are only 50 minutes long, you can attend as many as you like, and they are FREE!Further information about PASS is available on LEO.LEARNING AND TEACHING STRATEGY AND RATIONALELectures, web-based learning and interactive workshops will be scheduled over a ten-weeksemester. This unit uses an active approach with online recorded lectures and face to faceworkshop classes (during the COVID-19 situation) that are supported by online LEO activities.Lectures allow teachers to convey the foundations of each topic so that students can gain an overallunderstanding and make connections between different components. Lecture chat sessions provideopportunities for students to check their understanding and ask questions. Workshop classes willconsolidate student learning in a supporting environment. A series of pre-class activities will allowstudents to build foundational knowledge and evaluate their understanding in order to successfullyundertake workshop classes. In workshop classes, students will work collaboratively and engage inactivities such as reading, writing, discussion or problem solving to promote analysis, synthesis andevaluation of class content. Case studies will also be used so that students apply their knowledgeto real world situations. Online LEO activities such as feedback quizzes will provide students withfeedback regarding their understanding of the relevant topic.LECTURE CAPTURELectures for this unit have been or will be recorded via Echo360 and will be available to studentsonline via the link on the LEO webpage for BIOL122.Page 7 of 17 Version:FINALSCHEDULEFor the most up-to-date information, please check your LEO unit, and note advice from yourlecturing and tutoring staff for changes to this schedule. Week/dateLecturesWorkshop SessionsWeek 11st March2021• Introduction to pathophysiology and NHPAs• Pharmacokinetics• PharmacodynamicsPrinciples of pathophysiology and lifespanpharmacologyWeek 28th March2021• Obesity• Inflammation & NSAIDs• OedemaAdverse drug reactions and drug interactions/AnthropometryLabour Day: Vic, Canberra Day: ACT8th March 2021Week 315th March2021• Prevention and control of infection• Immunisations• HealingInfection control/OedemaWeek 422nd March2021• Hypertension & antihypertensives• Atherosclerosis• Thrombosis and drugs that affectcoagulationATH/HypertensionAssignment 1a: Online quiz due Monday 11amonline through LEOWeek 529th March2021• Coronary artery disease• Stroke• CV drugs/summaryGood Friday (2nd April 2021)Cardiovascular diseaseGood Friday 2nd April 20215th April 2021 UA Week Recess Easter Monday 5th April 2021Week 612th April 2021• Introduction to cancer• Clinical manifestations of cancer• Cancer treatment and its rationaleCancerWeek 719th April 2021• Neurotransmission and dementia• Depression & anti-depressants• Pathophysiology & management of addictionNeurological disordersAssignment 1b: Online quiz due Monday 11amonline through LEOWeek 826th April 2021• Asthma I• Asthma II• Pharmacological management of asthmaAnzac Day 26th April 2021AsthmaAnzac Day: ACT 26th April 2021Week 93rd May 2021• Diabetes mellitus• Consequences of DM• Pharmacological management of DMDiabetes MellitusWeek 1010th May 2021• Fractures• Osteoarthritis and rheumatoid arthritis• OsteoporosisArthritis and osteoporosisAssignment 2: Vodcast due Tuesday 11amsubmitted through LEOWeek 11 and 12 – No scheduled classes –Assignment 3: Worksheet due in study week Page 8 of 17 Version:FINALASSESSMENT STRATEGY AND RATIONALEIn order to successfully complete this unit, students need to complete and submit three assessmenttasks. Students must obtain an aggregate mark of equal to or greater than 50% for these threeassessment tasks.The assessment strategy used allows students to progressively develop their knowledge ofpathophysiology and pharmacology. The first, online assessment task is divided into two parts andprimarily focusses on knowledge acquisition and assimilation. Part A is an early assessment task,which enables students to receive timely feedback regarding their understanding of foundationalcontent and their progress in the unit whereas part B will be held later in the semester and willassess students’ ability to relate pathophysiology principles to selected National Health Priorityareas and their pharmacological management. The second assessment task is a vodcast, wherestudents produce a 7-minute voice recording with accompanying visual material based on a personwho has a disease/condition that is a National Health Priority area. This assessment task allowsstudents to apply their knowledge of pathophysiology and pharmacology to a real situation. Thefinal assessment task is the end-of-semester worksheet, which will assess integration andapplication of key concepts covered in this unit. This open book assessment allows students time toconnect and integrate different aspects of the content.SUPPLEMENTARY ASSESSMENTIf your final grade is between 45 and 49%, you may be eligible for a supplementary assessment toprovide you with another opportunity to pass the unit. The supplementary assessment will be in theform of an additional, new assessment task sat during the deferred exam period. This assessmenttask will assess minimal competence in all learning outcomes of the unit. You must score 50% orgreater on this assessment task to pass the unit. If you pass this task, your grade will convert fromNF to PA, and your final percentage will be recorded as 50%.To be eligible for a supplementary assessment, you cannot fail any other unit in the semester andmust also successfully meet the attendance requirements of the unit (See section 21 of—policy-and-procedure/assessment-procedures). Please note that the offering of a supplementaryassessment is subject to other results being finalized after the main university results are released.If a student is offered a supplementary assessment but subsequently fails another unit whose markis released prior to the completion of a supplementary assessment, then this will deem the studentineligible for any supplementary assessments.Note: University policy requires students to be available throughout the periods designated forcentral examinations, including supplementary and deferred examinations, as published in thecommon academic calendar. Therefore, if you are offered a supplementary assessment, it is ourexpectation that you are available at this time; vacations or failure to check your ACU email accountare not considered acceptable reasons for special consideration.Page 9 of 17 Version:FINALELECTRONIC SUBMISSION, MARKING AND RETURNThere will be electronic submission, marking and return of feedback used for this unit. Assignment 1 will becompleted and marked electronically on LEO. Assignment 2 and 3 will be submitted electronically via LEO, markedonline and feedback returned online. Assessment TasksDue dateWeightingLearningOutcomesAssessedGraduateAttributes/Generic SkillsAssignment 1—Online quizzesPart AThis quiz enables students to use appropriate resourcesto demonstrate knowledge of basic principles ofpathophysiology and pharmacology including lifespaninfluences on drug administration.Part BThis quiz enables students to relate disease processes toclinical outcomes and pharmacological management ofselected National Health Priority areas.Monday 22ndMarch 2021Monday 19thApril 202120%20%LO1, LO3LO2, LO4GA4, GA5GA4, GA5Assignment 2—VodcastThe vodcast is an oral presentation that enables studentsto describe a National Health Priority area in relation to aperson.Tuesday11th May202125%LO2, LO3GA4, GA9Assignment 3—End-of-semester worksheetThe end-of-semester worksheet will enable students touse critical thinking skills to demonstrate their knowledgeof pathophysiology and pharmacology.Tuesday 1stJune 202135%LO1-LO4GA4, GA9 Assignment 1: Online quizzes• Both online quizzes are open book.• The online quizzes will be accessible for 72 hours; once you commence an online test, you mustfinish within 60 minutes (i.e., you will not be able to save your progress and come back to it).• The online quizzes will include a variety of questions, such as multiple-choice (MCQs) and shortanswer questions.• Please ensure you have a reliable internet connection to complete the online quizzes, computerproblems ARE NOT grounds for Special Consideration.• Students who miss the online test and have a legitimate, documented reason need to contact theLIC within 5 working days to organise a re-sit.Page 10 of 17 Version:FINALa) Part ADue date:Weighting:Length and/or format:Purpose:Completed before 22/03/2021, 11:00am20%60 minutesYou will have the opportunity to consolidate your knowledgefrom the first few weeks (weeks 1-3) of BIOL122 in thisassessment task.Learning outcomes assessed: 1 and 3How to submit: Online through LEOReturn of assignment: Marks to be released via LEO, and online test re-opened tostudents, within 3 weeks of the assessment. Students will have theopportunity to review the quiz once everyone has completed theassessment.Assessment criteria: The number of marks each question is worth will be clearlyindicated. The marking scheme will be developed by relevantlecturers.b) Part BDue date: Completed before 19/04/2021, 11:00amWeighting: 20%Length and/or format: 60 minutesPurpose: You will have the opportunity to consolidate your knowledge fromthe first five weeks of BIOL122 in this assessment task.Learning outcomes assessed: 2 and 4How to submit: Online through LEOReturn of assignment: Marks to be released via LEO, and online test re-opened tostudents, within 3 weeks of the assessment. Students will have theopportunity to review the quiz once everyone has completed thetest.Assessment criteria: The number of marks each question is worth will be clearlyindicated. The marking scheme will be developed by relevantlecturers.Page 11 of 17 Version:FINALAssignment 2: Vodcast – recorded oral presentationDue date: Submit by 11:00am Tuesday 11th May 2021 Weighting:Length and/or format:Purpose:25%7 minutesYou will have the opportunity to describe the pathophysiology and pharmacological management for a ‘person/client’ who has eithercancer or Alzheimers by making a Vodcast. These conditions havebeen identified as National Health Priority Areas according to theAustralian Institute for Health and Welfare. This assignment willalso help you to demonstrate effective communication in oral andwritten English language and visual media.Learning outcomes assessed: 2 and 3 How to submit:Submit your Vodcast online through LEO by 11:00am Tuesday11th May 2021, to the appropriate submission box under the‘Assessments’ folder.Marks to be released via LEO within 3 weeks of the assessmentA marking rubric will be available on LEOReturn of assignment:Assessment criteria: • This assessment task requires you to make a 7-minute Vodcast presentation (a video with audio,written text and pictures/diagrams) about cancer or Alzheimers disease.• Your Vodcast has to be about a specific ‘person/client’ who has either cancer or Alzheimers. Anexample has been provided in the appendix.• Further information about the vodcast including the questions you need to address, and themarking rubric will be provided on LEO.Assignment 3: End-of semester worksheetDue date: Submit by 11:00am Tuesday 1st June 2021 Weighting:Length and/or format:35%Open-book worksheet with pre-determined questions assessingattainment of all learning outcomes of BIOL122. Word limits will besuggested for some parts of the worksheet.The end-of-semester worksheet will enable students to use criticalthinking skills to demonstrate their knowledge of pathophysiologyPurpose: and pharmacology. This assessment will test the acquisition of allmaterial listed in the unit objectives.Learning outcomes assessed: 1-4 How to submit:Submit your worksheet online through LEO by 11:00am Tuesday1st June 2021 to the appropriate submission box under the‘Assessments’ folder.Not returned to students; review organised as requestedWorksheets will be marked based on the marking schemeReturn of assignment:Assessment criteria: prepared by relevant lecturers, and intercampus moderation willensure fairness, reliability and consistency.Page 12 of 17 Version:FINAL• The worksheet will include questions that are based on three case studies. Further information willbe provided in the last week of semester.• To complete the worksheet, you will need to integrate and connect ideas from throughout thesemester.REFERENCINGThis unit requires you to use the APA referencing system.See the ‘Academic referencing’ page of the Student Portal for more details.ACU POLICIES AND REGULATIONSIt is your responsibility to read and familiarise yourself with ACU policies and regulations, includingregulations on examinations; review and appeals; acceptable use of IT facilities; and conduct andresponsibilities. These are in the ACU Handbook, available from the website.A list of these and other important policies can be found at the University policies page of theStudent Portal.Assessment policy and proceduresYou must read the Assessment Policy and Assessment Procedures in the University Handbook:they include rules on deadlines; penalties for late submission; extensions; and special consideration.If you have any queries on Assessment Policy, please see your Lecturer in Charge.Please note that(1) any numerical marks returned to students are provisional and subject to moderation;(2) students will not be given access to overall aggregated marks for a unit or overall unit gradecalculated by Gradebook in LEO;and,(3) students will be given a final mark and grade for their units after moderation is concluded, andofficial grades are released after the end of semester.Academic integrityYou have the responsibility to submit only work which is your own, or which properly acknowledgesthe thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policyand the Academic Misconduct Procedures are available from the website. Please read them, andnote in particular that cheating, plagiarism, collusion, recycling of assignments andmisrepresentation are not acceptable. Penalties for academic misconduct can vary in severity andcan include being excluded from the course.TurnitinThe Turnitin application (a text-matching tool) will be used in this unit, in order to enable:• students to improve their academic writing by identifying possible areas of poor citation andreferencing in their written work; and• teaching staff to identify areas of possible plagiarism in students’ written work.While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is moreimportant. Information on avoiding plagiarism is available from the Academic Skills Unit.For any assignment that has been created to allow submission through Turnitin (check theAssignment submission details for each assessment task), you should submit your draft well inPage 13 of 17 Version:FINALadvance of the due date (ideally, several days before) to ensure that you have time to work on anyissues identified by Turnitin. On the assignment due date, lecturers will have access to your finalsubmission and the Turnitin Originality Report.Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will beused as a means of submitting, marking and returning assessment tasks and so a text matchingpercentage will appear on your submission automatically.FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL ANDTORRES STRAIT ISLANDER STUDENTSEvery campus provides information and support for Aboriginal and Torres Strait Islander Students.Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.STUDENT SUPPORTIf you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have adisability/medical condition which may impact on your studies, you are advised to notify yourLecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.For all aspects of support please visit ACU Info section in the Student Portal.• Academic Skills offers a variety of services, including workshops (on topics such asassignment writing, time management, reading strategies, referencing), drop-in sessions,group appointments and individual consultations. It has a 24-hour online booking system forindividual or group consultations.• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to beinvolved with community projects.• The Career Development Service can assist you with finding employment, preparing aresume and employment application and preparing for interviews.• The Counselling Service is a free, voluntary, confidential and non-judgmental service opento all students and staffed by qualified social workers or registered psychologists.• Disability Services can assist you if you need educational adjustments because of adisability or chronic medical condition; please contact them as early as possible.ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTSThe LEO page for this unit contains further readings/discussion forums. should note that it is your responsibility to monitor LEO activity to monitor if any messages havebeen posted for you, including particularly messages that might not have been forwarded to you viaemail, and especially to check for feedback after submission of assessment tasks.In addition, for this unit you will be required to use the following technologies: voice recordingdevices such as microphones on computers or phones. If you do not have access to devices withrecording capabilities, please notify your LIC immediately to discuss alternatives.Page 14 of 17 Version:FINALTEXTS AND REFERENCES:Required text(s)Bullock, S. & Hales, M. (2019). Principles of pathophysiology (2nd ed.). Frenchs Forest, Australia.Pearson.Tortora, G., & Derrickson, B. (2019). Principles of anatomy and physiology (2nd Asia-Pacific ed.).Hoboken, NJ: John Wiley & Sons.Recommended referencesBryant, B., & Knights, K. (2015). Pharmacology for health professionals (4th ed.). Chatswood, NSW:Elsevier Australia.Bullock, S., & Manias, E., (2014). Fundamentals of pharmacology (7th ed.). Frenchs Forest,Australia. Pearson.Further referencesBlack, J. (2012). Microbiology: Principles and explorations (8th ed.). Hoboken, NJ: John Wiley.Copstead, L.C., & Banasik, J.L. (2013). Pathophysiology (5th ed.). St. Louis, Missouri: ElsevierSaunders.Craft, J., Gordon, C., Huether, S.E., McCance, K.L., Brashers, V.L., & Rote, N. S. (2015).Understanding pathophysiology. Chatswood, NSW: Elsevier Australia.Guyton, A.C., & Hall, J.E. (Eds.) (2011). Guyton and Hall textbook of medical physiology (12th ed.).Philadelphia, Pa.: Saunders/Elsevier.Huether, S., & McCance, K. (2012). Understanding pathophysiology (5th ed.). St. Louis, Mo:Elsevier.Jenkins, G. W., & Tortora, G., J. (2013). Anatomy and physiology: From science to life (3rd ed.).Hoboken, NJ: John Wiley & Sons.Lee, G., & Bishop, P. (2013). Microbiology and infection control for health professionals (5th ed.).Frenchs Forest, Australia. Pearson .McCance, K., & Huether, S. (Eds.) (2014). Pathophysiology: The biologic basis for disease in adultsand children.(6th ed.). St. Louis, Mo.: Elsevier Mosby.Martini, F. H., & Ober, W. C., Nath, J.L., Bartholomew, E.F., Petti, K. & Ober, C.E. (2015) Visualanatomy and physiology (2nd ed.) Boston: Pearson.Marieb, E.N., & Hoehn, K. (2013). Human anatomy & physiology (9th ed.). Glenview, Ill. : PearsonEducationMarieb, E.N. (2012). Essentials of human anatomy and physiology (10th ed.). San Francisco:BenjaminGrossman, S.C., & Mattson Porth, C. (Eds.) (2014). Porth’s pathophysiology: Concepts of alteredhealth states (8th ed). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins Health.Sherwood, L. (2013). Human physiology from cells to systems (8th ed.). Belmont, California :Brooks/ Cole Cengage Learning.Page 15 of 17 Version:FINALAPPENDIX: Assignment 2: Vodcast / oral presentationYou will need to create your own ‘person/client’ for your vodcast/oral presentation according to thefollowing criteria*. ‘Person/client’ criteriaFor exampleFor exampleFill in for your‘person/client’What is their name?Phillip NguyenJames MaeWhat is their gender?MaleMaleWhat is their age?65 years old17 years oldWhat condition dothey have? (eitherbowelcancer/melanoma orAlzheimers)AlzheimersMelanomaAre they within ahealthy weight range?OverweightUnderweightDo they exercise?Walks once a weekPlays sportoccasionallyWhat is theiroccupation?AccountantStudentWhat is their livingstatus?Phillip lives with hiswife and two childrenJames is cared forby his single motherWhat is their familymedical history?Parents have nohistory of dementiain the familyThere is no history ofcancer on hismother’s side;father’s history notwell knownAre they pregnant?NANAAre they a smoker?Regular smokerHas tried smoking afew timesWhat is their alcoholintake?Enjoys a glass ofwine with his mealevery nightN/AWhat treatmentregimen have theybeen prescribed?#AriceptSurgery followed byimmunotherapy *The examples listed in the table above are suggestions; you need to create your own ‘person/client’.• You will then be required to answer a series of specific questions that relate directly to your‘person/client’ and the condition she or he has. All of your answers must be specific for this person;marks will not be given where your presentation does not relate to the person you have ‘created’.• The specific questions will be available on LEO during Week 6 of semester.• Vodcasts are to be 7 minutes long, those exceeding 7 minutes and 30 seconds in lengthwill not be assessed• You will need to research your topic; please ensure that you keep a record of any references thatyou have used.Page 16 of 17 Version:FINAL• You will be required to write an annotated bibliography as part of this assignment. An annotatedbibliography provides information regarding how you used the research to support yourassignment.• Your annotated bibliography may contain 5 to 10 citations.For example, you may have used the following journal article:Egan, M.F. et al. (2018). Randomized trial of Verubecestat for mild-to-moderate Alzheimer’s disease.N Engl J Med 378:1691–1703. — I used this article to see if inhibition of amyloid beta production inthe brain improves cognitive decline in patients suffering from Alzheimer’s disease. It is a reliablesource as it is peer reviewed.To create your assignment:• Use a computer and make your Vodcast with Powerpoint using the audio function: thisproduces a file that can be submitted to LEO.• Your Vodcast should not exceed 70 MB. You will not be able to upload your Vodcast file toLEO if it is more than 70 MB.• The Vodcast needs to be your own original work; you cannot include YouTube clips or other videosas part of your Vodcast, but you can generate your own video files.• Please be mindful that it can sometimes take 10–20 minutes to upload and submit your Vodcastfile to LEO; please do not leave submission till the last minute.• Instructions regarding how to submit your Vodcast will be available on LEO. Please include in yourfile name an indication of the topic, e.g. if you are submitting a vodcast on cancer you could saveyour files as JSmith_cancer.pptx with the appropriate extension (pptx, mp4…..).• It is your responsibility to check that your Vodcast has been submitted successfully. To dothis, you will need to go to a different computer, log onto LEO and open your Vodcast tocheck that you can see the visual material and hear the audio content. Failure to followsubmission instructions may result in penalties.Page 17 of 17 Version:FINALCheck-list for this assignment☐ I have access to a device that will allow me to produce a recording with audio.☐ I have chosen a condition (either cancer or Alzheimers).☐ I have created a ‘person/client’ based on the criteria listed in the table on page 14.☐ I have researched the condition that my ‘person/client’ has been diagnosed with.☐ I have answered the specific questions that were made available on LEO, and all my answers arerelated to my particular person/client.☐ I have used the answers to these specific questions in making my Vodcast.☐ I have inserted an annotated bibliography slide at the end of my presentation.☐ My Vodcast does not exceed 70 MB.☐ My Vodcast does not contain any YouTube clips or videos other than those I have personallycreated.☐ My Vodcast is within the required 7-minute duration.☐ I have checked my submitted Vodcast file using a different computer; the visual material is working,and I can hear the audio content.☐ I have named my file in a way that indicates the vodcast topic; e.g., JSmith_Melanoma☐ I have read the marking scheme and additional information about the Vodcast on LEO.


Leave a Reply

Your email address will not be published. Required fields are marked *