The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion. At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation. The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit. Background For many years, antibiotics have been effectively used to treat bacterial disease; and pesticides have been used to protect our agricultural crops from many kinds of pests, including insects, worms (nematodes), fungi, or agricultural weeds, for example. A growing concern for treating bacterial diseases or pest outbreaks is the evolution of antibiotic or pesticide resistance by bacterial or pest populations. Resistance means that a particular antibiotic is no longer effective in treating a disease, or that a particular pesticide will no longer prevent crop damage. This resistance can be viewed as evolution of a new trait at the population level, which is resistance to an antibiotic or to a pesticide. In this assignment, you will explore specific examples of antibiotic or pesticide resistance. Assignment Details Methicillin resistant Staphylococcus aureus (MRSA) has become a big concern in hospitals throughout the country and the world, as have other antibiotic resistant bacterial strains. Part 1 •The use, overuse, and abuse of antibiotics is accredited with creating these antibiotic resistant strains. Explain how this relates to natural selection. •Describe 1–2 of the things that people do (you can include individuals, doctors, health care professionals, hospitals, farmers, etc.) that contribute to this problem? Why? Part 2 •How can you prevent or slow down the spread and further the selection of new antibiotic resistant strains of bacteria? •Are there things that you can personally do to reduce your risk or even to reduce the spread of these dangerous microbes? •What is your reaction to the following sign that is commonly found in restrooms? Is it significant to the discussion of antibiotic resistance? (Free Signage, 2006) Provide references in APA format. This includes a reference list and in-text citations for references used throughout the assignment. In your own words, please post responses to the Discussion Board posts of at least two of your classmates. Responses must be substantive, i.e. say something of substance that advances the discussion about the concepts. You will be graded on the quality of your postings. For assistance with your assignment, please use your text, the AIU Library, Web resources, and all course materials. Please refer to the following: •Unit 4: Understanding Evolution •Unit 4: Observed Instance of Speciation Reference Free Signage. (2006). OSHA safety first signs [Image]. Retrieved from http://www.freesignage.com/osha_safety_signs.php Grading Rubric 45% Purpose of Assignment/Content Development Demonstrates use of appropriate, relevant, and compelling content expressing topic, main idea, and purpose to fully answer all questions. 20% Critical Thinking Demonstrates ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Demonstrates ability to use creativity and originality in problem-solving. Applies critical thought to the main topic and to student responses sharing ideas and experiences as they relate to course content and the DB questions. 30% Effective communication Organization, Grammar, Presentation: Communicates ideas and content relevant to the assignment through clear and effective language and organization. Presentation and delivery are confident and persuasive. Audience, style, tone and perspective are consistent and appropriate to discussion. Correct grammar, spelling, and sentence structure. 5% Information Literacy, Research Student selects and uses high quality, credible references relevant to the assignment questions. Sources are correctly cited using APA style. Other Information There is no additional information to display at this time.
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