Evaluation and Grading
Your grade in the course will be based on:
Class Participation 30 percent
Paper (includes Oral Report - 20 %) 70 percent
Class participation includes:
being prepared to effectively contribute, actively participating in class and group discussion. keeping abreast of news related to Bioterrorism and sharing relevant news information with the class (including working on the ulletin Board). Discussion Questions. You should submit to Professor Randall via email two questions for discussion. The questions should be submitted no later than 7:30 am on Tuesday Morning via email. To Avoid problems with the server, please don't wait till the last minute to send discussion questions. Questions should explore the underlying value implications of the reading. You may want to raise questions which will explore the point at which a value important to you is violated; to write question which challenge the desirable or undesirable consequences of a position taken in the reading; to write questions which make analogies to other things that you have learned; or to write questions which explore the priorities being set by some aspect of the reading. Do not bring "WHAT IS THE LAW" questions. if you want to know what the law is - go to the library and look it up. Rather your questions should be about : "Why, Should, Could, What if?" See, Critical Thinking in Reading for help in formulating appropriate questions.
This is a participatory learning class. That means that your absence effects the learning of others. Consequently, missing classes significantly affects your grade. As a rule of thumb, missing more than two classes will significantly impact your class participation grade. Attendance is required. Attendance will be taken at the beginning of each class hour. Students who are not seated and prepared to begin class when attendance is taken will be counted as tardy. Each tardy counts as one absence.
"Excused absence" shall mean documented illness of self, documented illness of child, school-sponsored participation in competitions, or a family emergency. "Family Emergency" is limited to death or catastrophic occurrence affecting the student's immediate family or closely-extended family. Flat tires and similar automotive failures, computer problems, speeding tickets, work, interviews, court dates, etc. are per se unexcused absences.
Attendance requires presence and attention during the entire class period. Students should not leave the classroom once class has begun except in emergencies.
Attendance requires attention. Students should refrain from engaging in activities that are disruptive to the class. Professional conduct requires that students refrain from eating, talking or laughing while others are speaking, passing notes, playing games, reading newspapers, or in any other manner disrupting the educational process by being present but rude or inattentive. Students acting in an unprofessional manner will be asked to leave the classroom and will be counted absent without excuse for that class.
Attendance requires preparation. Occasional inability to complete the assignments is understandable and excusable; regular patterns of lack of preparedness will require excuse and make-up work.
Your paper is an analysis of Public health law and bioterrorism preparedness of your assigned state. Essentially, your paper should be divided into the following: Public Health Structure Emergency Response (particularly bioterrorism) Public health law (Statutes, Regulation, cases)
Specific Questions that should be address include:
Public Health Structure
How is the state public health system organized? Consider the interaction between Local (Public Health, Police, Fire, EMS), State (Public Health Department, Disaster Management, National Guard) and the federal government (CDC, FBI, FEMA, Department of Defense).
Has the state changed or modified its public health infrastructure as a reaction of a bio-terrorism threat? How? Has the change strengthen, weaken or likely to have no effect on public health efforts?
Is the state undertaking any long term or reorganization of its public health infrastructure?
Bioterrorism /Disaster Response
How is the state organized to address a biological epidemic? What can your state do to manage a public health emergency? What changes have they made specifically related to bio-terrorism?
What are the issues posed by bioterrorism and how do they differ from other public health bioemergencies? How does bioterrorism fit into general public health, the state and federal powers available to manage public health emergencies?
Does the state have a plan for response and followup? Does the state have sufficient expert personnel as first responders? effective command and control structures for directing first response and follow-up personnel?
Does the State emergency public health response primarily focus on high frequency day-to-day public health events rather low frequency bioterrorism?
What is the states "smallpox" plan?
Public Health Law
How does state constitution impact the ability of public health authorities to carry out police powers? Are there state constitutional law constraints? How has the state courts interpreted the exercise police power in the state?
What laws and regulations has your state enacted to enable public health authorities to carry out constitutional police powers? How do the laws and regulations limit the public health authorities? Are they to broad, too narrow? What, if any, change would you recommend?
In your state has the Model State Emergency Health Powers Act (MSEHPA) been enacted in whole or in part? What was the reasoning about the states decision with regard to MSEHPA? Do you think ought to implement the MSEHPA? Why? What alternatives would you propose if your state was reluctant to enact the entire MSEHPA?
What changes need to be made in state public health laws and the public health system to better prepare the United States to manage a bioterrorism incident and to avoid other unnecessary deaths? Why?
If a state has made a change in its laws are they likely to have long term effect and avoid other public health unnecessary deaths?
What weaknesses exist in state law? Are there area where lines of authority are blurred? Have traditional police powers weakened through post-911 legislation? What corrective legislation is needed?
The presentation was well planned and coherent. Student presents information in a logical, interesting sequence which audience can follow. Clear purpose and subject. Pertinent examples, facts, and/or statistics. Conclusions/ideas are supported by evidence. Major ideas summarized and the audience left with a full understanding of the presenter's position. Provided depth in coverage of the topic. 40
The student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. Personal experience integrated where relevant and appropriate. Explanations and reasons given for conclusions. 20
Relaxed, self-confident and appropriately dressed for purpose or audience. Builds trust and holds attention by direct eye contact with all parts of audience. Fluctuation in volume and inflection help to maintain audience interest and emphasize key points. 20
Visual Aids were clear and useful. Handout(s) were useful for others interested in topic. 10
Bibliographic information for others was complete. 10