Microorganism Profile Grading Rubric: Criteria Satisfactory Needs Improvement Unsatisfactory Structure of assigned microbe (10 points) CSLO 2 The student has thoroughly described the structure of the assigned microbe in detail, including the microbiological tools that would be necessary to observe the organism and virulence factors. (Up to 10 points) The student has partially described the structure of the assigned microbe in detail, and/or microbiological tools that would be necessary to observe the organism or virulence factors are missing. (Up to 7 points) The student has insufficiently described the structure of the assigned microbe in detail, and the microbiological tools that would be necessary to observe the organism and virulence factors are missing. (Up to 3 points) Infectious Disease Information (up to 10 points) CLSO 10 The student has thoroughly described the infectious disease caused by the assigned microbe, including conditions, duration of infection, complications, and predisposing factors. (Up to 10 points) The student has partially described the infectious disease caused by the assigned microbe. (Up to 7 points) The student has insufficiently described the infectious disease caused by the assigned microbe. (Up to 3 points) Interaction between Microbe and Host Immune System (up to 10 points) CLSO 5 All aspects concerning the interactions between the microbe and the human immune system were fully addressed. (all items or terms that are listed are described or explained in a very complete manner). (Up to 10 points) Some aspects concerning the interactions between the microbe and the human host were mostly addressed. (Up to 7 points) Few aspects concerning the interactions between the microbe and the human host were addressed. (Items or terms listed with very little description or explanation). (Up to3 points) Principles of Epidemiology (up to 10 points) CSLO 6 All aspects concerning the transmission of the assigned microbe between hosts are fully addressed. An original diagram created by the student is used to address epidemiology. (Up to 10 points) Some aspects concerning the transmission of the assigned microbe between hosts are addressed. An original diagram created by the student is used to address some aspects of epidemiology. (Up to 7 points) Few aspects concerning the transmission of the assigned microbe between hosts are addressed, and/or the diagram is not original. (Up to 3 points) Chemotherapeutic options (up to 10 points) CLSO 8 All aspects concerning the chemotherapeutic options for the assigned microbe are fully addressed. (Up to 10 points) Some aspects concerning the chemotherapeutic options for the assigned microbe are addressed. (Up to 7 points) Few aspects concerning the chemotherapeutic options for the assigned microbe are addressed. (Up to 3 points) Clinical Relevance (up to 10 points) CLSO 1 All aspects concerning the clinical relevance of the assigned microbe are fully addressed ...

1. Microorganism Profile Grading Rubric:
Criteria
Satisfactory
Needs Improvement
Unsatisfactory
Structure of assigned microbe
(10 points)
CSLO 2
The student has thoroughly described the structure of the
assigned microbe in detail, including the microbiological tools
that would be necessary to observe the organism and virulence
factors.
(Up to 10 points)
The student has partially described the structure of the assigned
microbe in detail, and/or microbiological tools that would be
necessary to observe the organism or virulence factors are
missing.
(Up to 7 points)
The student has insufficiently described the structure of the
assigned microbe in detail, and the microbiological tools that
would be necessary to observe the organism and virulence
factors are missing.
(Up to 3 points)
Infectious Disease Information
(up to 10 points)
CLSO 10
The student has thoroughly described the infectious disease
caused by the assigned microbe, including conditions, duration
of infection, complications, and predisposing factors.

2. (Up to 10 points)
The student has partially described the infectious disease caused
by the assigned microbe.
(Up to 7 points)
The student has insufficiently described the infectious disease
caused by the assigned microbe.
(Up to 3 points)
Interaction between Microbe and Host Immune System
(up to 10 points)
CLSO 5
All aspects concerning the interactions between the microbe and
the human immune system were fully addressed. (all items or
terms that are listed are described or explained in a very
complete manner).
(Up to 10 points)
Some aspects concerning the interactions between the microbe
and the human host were mostly addressed.
(Up to 7 points)
Few aspects concerning the interactions between the microbe
and the human host were addressed. (Items or terms listed with
very little description or explanation).
(Up to3 points)
Principles of Epidemiology
(up to 10 points)
CSLO 6
All aspects concerning the transmission of the assigned microbe
between hosts are fully addressed. An original diagram created
by the student is used to address epidemiology.
(Up to 10 points)
Some aspects concerning the transmission of the assigned
microbe between hosts are addressed. An original diagram
created by the student is used to address some aspects of
epidemiology.
(Up to 7 points)

3. Few aspects concerning the transmission of the assigned
microbe between hosts are addressed, and/or the diagram is not
original.
(Up to 3 points)
Chemotherapeutic options
(up to 10 points)
CLSO 8
All aspects concerning the chemotherapeutic options for the
assigned microbe are fully addressed.
(Up to 10 points)
Some aspects concerning the chemotherapeutic options for the
assigned microbe are addressed.
(Up to 7 points)
Few aspects concerning the chemotherapeutic options for the
assigned microbe are addressed.
(Up to 3 points)
Clinical Relevance
(up to 10 points)
CLSO 1
All aspects concerning the clinical relevance of the assigned
microbe are fully addressed.
(Up to 10 points)
Some aspects concerning the clinical relevance of the assigned
microbe are addressed.
(Up to 7 points)
Few aspects concerning the clinical relevance of the assigned
microbe are addressed
(Up to 3 points)
Scientific literacy
(up to 20 points)
GEC 6

4. Student canaccurately interpret and communicate information
using scientific vocabulary using written and/or graphical
means consistently throughout the assignment.
(Up to 20 points)
Student can accurately interpret and communicate information
using scientific vocabulary using written and graphical means
mostly throughout the assignment.
(Up to 10 points)
Student did not accurately interpret and communicate
information using scientific vocabulary using written and/or
graphical means throughout the assignment.
(Up to 5 points)
Overall Presentation
(10 points)
Overall presentation is 100% complete, orderly, and
demonstrates scholarly achievement including APA format,
proper grammar, and punctuation.
(Up to 10 points)
Overall presentation is mostly complete, orderly, and
demonstrates scholarly achievement including APA format,
proper grammar, and punctuation.
(Up to 7 points)
Overall presentation is two or more of the following:
incomplete or does not demonstrate scholarly achievement.
(Up to 4 points)
References
(10 points)
At least 4 sources have been referenced, cited in-text, and
references are from reputable sources.
(Up to 10 points)
At least 3 sources have been referenced, cited in-text, and
references are from reputable sources.
(Up to 7 points)
Insufficient sources were referenced, in-text citations are
missing, or references are from inappropriate sources.
(Up to 4 points)

5. Total Points (out of 100): __________
Synthesize what you have learned about media and society in
this course through the writing of this final paper about music
and its influences. Music is a medium that has shaped the ages.
As noted throughout your texts, social movements have existed
and evolved through many methods and vehicles. Music is one
of those vehicles and music represents more than entertainment.
It has spoken for generations and exemplified belief systems.
For your final paper assignment, you are to write a 3-4 page
research essay (excluding APA title page, appendix, and
reference sheet or bibliography) that addresses the following
questions and contexts. In this paper, explore the relationship of
music to at least three of the decades between the 1960s and
today. Your paper should discuss high profile events or
movements that happened in each of the three decades and for
each decade pick a song that personifies or represents the
primary “mood” of the decade. In the essay:
1. cite examples of how activism and social justice are
exemplified through music
2. show how technology and social media influenced the
listener’s reactions
The summary portion of the essay (perhaps at least 3/4 page of
the entire essay) should draw connections between the decades
and synthesize your findings. For instance, discuss what are
commonalities of movements and people who are represented
throughout the decades? Are these songs anthems for each
decade or do the stand the test of time with other generations?
Are there common threads that connect some decades with
others?
Grading Guidelines
· identify events in each decade
· explain how events are connected to what the song represents
· show how lyrics are used in the messaging (if full lyrics are

6. used in the paper, they must be attached as an appendix and do
not count in the 3-4 total pages)
· help justify your opinions with 3-5 credible sources with
proper source citation throughout the paper and in the
bibliography
· utilize terminology from the course readings when applicable
· show how technology and social media or other media outlets
influenced the listener’s reactions
· use appropriate grammar and structure; college-level writing
· make sure the summary is an appropriate length and draws
connections between the decades and synthesizes the findings,
such as what are the commonalities of the movements and
people represented and addresses the question, “are these songs
only anthems for each individual decade or do they also provide
representation for and transfer to, other generations and
decades?
The essay should be in 12pt type and must be properly cited
throughout the paper in APA format. Support your responses
with research from the Learning Resources. Use APA in-text
citations where necessary and cite any outside sources. Create
an APA Reference List at the end of the document.
Running Head: NAME OF MICROORGANISM PAPER
Please be sure you delete the tutor boxes before you submit
This is a basic APA style title page that you can utilize to help
with formatting. This does not count towards page count!

7. Name of paper will go here
For help with APA style formatting check out:
https://owl.english.purdue.edu/owl/resource/560/01/
Students Name
Professors Name
Name of Course/College
Utilize Times New Roman with a 12pt Font! No exceptions!
Margins need to be 1” all around, do not alter them.
Introduction:
All good papers begin with an introductory paragraph. You will
introduce your organism by name and basic information.
Be sure that in-text citations follow APA guidelines.
Description of the Microorganism :
Write a paragraph or so describing your organism. Please be
sure to include the type of organism (bacterial, viral, fungal,

8. protozoa, helminth, etc), morphology (shape, arrangement,
colony morphology if applicable), description of structure
(gram result, type of nucleic acid or virion structure, spore type,
etc if applicable) and also the type of microscope and/or stain
you would use to view the organism. Please use proper
scientific terminology and good grammar and sentence structure
throughout this project.
Virulence Factors:
Include a paragraph on the virulence factors the pathogen has
and how they affect the host. Please enhance this with detailed
explanations of the virulence factors and how they affect the
host as you gain a better understanding of them throughout the
semester.
Immunity:
Which defenses protect us from infection by this bacterium?
Include information about specific barriers or cells. Does this
pathogen induce a specific type of immune response (example:
delayed-type hypersensitivity)? If so, which one(s)?
Infectious disease information:
What condition(s) or infectious diseases does it cause? Which
tissues or organs are affected, and how are they affected (for
example, chronic TB is characterized by lung tubercles)?
Describe the complications that can result if the infection is left
untreated. Are these acute, chronic, or latent infections? What
organ system(s) does it infect? Is it an opportunistic pathogen?
If so, where is it normally found in the body?
Epidemiology:
Draw and label an original diagram on how this organism is
transmitted. Make sure you include the reservoirs of infection,
and vectors in involved in transmission, the type of
transmission and the portals of entry and exit.
Prevention:
Is there a childhood vaccine against this microbe? Name the
vaccine. If so, when is it administered (the recommended
schedule, including boosters)? If the vaccine is not
recommended during childhood, which at-risk group should get

9. the vaccine, and when? Describe the type of vaccine and how it
works. If there is no vaccine available, list at least three
measures that can be implemented to prevent transmission of
this infection.
Treatment:
What Chemotherapeutic agents are recommended? Mechanism
of action for these chemotherapeutic agents. Why this agent is
efficacious against this organism? Additional therapeutic
agents or practices if any. This could include supportive care.
Clinical Relevance:
Are there any Multi-Drug Resistant strains of this
microorganism? If so, name the strain(s). Is this strain a known
healthcare-associated pathogen? Which persons/procedures
within a clinical or healthcare-assisted settings are particularly
at risk? Which antibiotics are used against the MDR strains? Be
specific.
Conclusion:
Wrap everything up. A good academic research paper should
bring everything full circle with a solid conclusion.
References:
This final reference page needs to include any and all
references, at least 4, you utilized to find information about
your particular organism. Remember, the information needs to
come from academic/scholarly resources.
https://scholar.google.com/ is a great search engine to help you
find academic resources. Sites such as Wikipedia are great to
use as a reference/starting point to locate good articles;
however, they cannot be used as a primary source of
information.
***Tip: If you find information in Wikipedia, scroll down to the
bottom of the page, you can usually find academic articles that
authors have utilized to complete the information. Most of the
time you can simply click on that article for a direct link, or
simply search for the name of the article in our Library

10. Database to find a complete text.
***Be sure that your in-text citations are accurate and follow
APA formatting, again utilize the Purdue Owl website to help
with that.