1. Describe the presentation that utilized the best explanation of its hypothesis and conclusion. In 3-5 complete sentences explain your choice. 2. Describe the presentation that made the best use of graphics. In 3-5 complete sentences explain your choice. 3. Describe a presentation that could use some work. In 3-5 sentences explain your choice. 4. Describe a skill you developed from your time working in the CDC dataset. In 3-5 sentences explain the skill and its benefits. 5. Describe a presentation that you will remember next semester, if you do not think you will remember any explain what was lacking. It can be appropriate to choose your own work. In 3-5 complete sentences explain your choice. 6. Does reviewing the work of your peers generate uncomfortable feelings for you? The scientific method, funding and publishing are all based in this method. Do you think the scientists who review the work of others experiences uncomfortable feelings, or do you think they review without experiencing uncomfortable feelings? In 3-5 complete sentences explain your choice. 7. Describe a presentation that brought up some personal bias for you. This could be a positive or negative bias. For example, someone very engaged in physical fitness might have a positive bias for a presentation that emphasizes the benefits of physical acitivity. This may be a presentation you discussed earlier, but the focus should relate specifically to a personal bias. Can you see how personal bias can impact which articles are published in peer review. In 3-5 complete sentences, explain your personal experience with bias and the larger impacts in science 8. In LAB 1, we looked at ORI https://ori.hhs.gov/ ) to learn about research integrity. There are consequences imposed upon known violators, and every year individuals are investigated in the US. In 3-5 complete sentences, explain your perspective on how this assignment is or is not aligned with research integrity 9. In three to five sentences, describe your least favorite aspect of this assignment. Food for thought: Would you rather upload a video of your presentation? Should anything be added to the template? Did you have enough time to complete the assignment? Was the grading criteria clear? 10. In three to five sentences, describe something you accomplished in this process. Presentations are applied learning projects aligned with TCC’s Institutional Learning Outcomes (Personal Responsibility, Social Responsibility, Communication Skills and Critical Thinking). Employers strongly endorse and view student applied learning projects (https://www.aacu.org/research/falling-short-college-learning-and-career-success) as valuable preparation for work . Institutional Learning Outcomes Example Program Specific Learning Outcomes Communication Skills Graduates will be able to exchange information or ideas through listening, speaking, reading, writing, and other modes of interpersonal expression. Critical Thinking Graduates will be able to evaluate existing information in order to form judgments, raise new questions, and/or implement creative and effective solutions. Personal Responsibility Graduates will be able to implement the skills necessary for physical, financial, mental, and/or emotional well-being. Social Responsibility Graduates will be able to evaluate one’s ethics and traditions in relation to others in order to respectfully interact with diverse groups. • Summarize information or ideas presented in oral, written, and/or visual formats. • Evaluate information or ideas presented in oral, written, and/or visual formats. • Present information or ideas to an intended audience through oral, written, and/or visual formats. • Express ideas and messages based on others’ perspectives. • Use modern technology and software for oral, written, and/or visual communication. • Evaluate the credibility and significance of sources and information used as support or evidence. • Use the scientific method in various contexts. • Solve quantitative problems from various authentic contexts and everyday life situations. • Integrate learning from inside and outside of the classroom. • Generate new questions, solutions, and/or conclusions. • Utilize resources needed to sustain and improve personal well-being. • Apply ethical reasoning to positions and ideas. • Pursue educational interests and/or experiences beyond the classroom. • Apply learning in an innovative way to novel situations. • Engage in self-assessment and/or selfreflection strategies. • Interact respectfully with individuals of diverse backgrounds, perspectives, beliefs, and values. • Work collaboratively and respectfully as members and leaders of diverse teams and communities. • Discuss contributions made by individuals from diverse and/or underrepresented groups. • Evaluate the impact of an individual’s actions on the natural and human world. • Promote the quality of life in a community through political or non-political processes. Food for thought: Which of the learning outcomes stood out to you (Personal Responsibility, Social Responsibility, Communication Skills and Critical Thinking) as you prepared? Did you learn how to access CDC sponsored publicly-accessible data? What did you learn about health outcomes? CORRELATION BETWEEN BINGE DRINKING AND CANCER ALI SIDDIQI ABSTRACT (8 PTS) • Hypothesis: – Binge drinking is positively correlated with cancer diagnosis • Background: Binge drinking is defined as consuming 5 or more drinks for men or 4 or more drinks for women in a single occasion. • Excessive alcohol consumption is an established risk factor for several types of cancer • If the data supports the hypothesis, it would shows that individuals who engage in binge drinking are more likely to have a cancer diagnosis during their lifetime MATERIALS AND METHODS (7 PTS) • The data set for this exercise was obtained on CDC PLACES • Data from three counties, Tulsa, OK, LA, CA, and Cook, IL was compared on the two parameters for the exercise-binge drinking and cancer diagnosis. • The data was tabulated and visualized using a bar graph DATA TABLE (10 PTS) U.S Tulsa,Ok LA,CA COOK,IL Binge Drinking 15.5 13.3 14.4 16.5 Cancer Diagnosis 7 6.8 5.3 6.1 GRAPH (10 PTS) Chart Title 18 16 14 12 10 8 6 4 2 0 Binge Drinking U.S Cancer Diagnosis TULSA,OK LA,CA COOK,IL DISCUSSION (7 PTS) • Based on the data I collected, my hypothesis is supported • According to the CDC (n.d.), excessive alcohol use accounts for over 95,000 deaths annually in the U.S. • Binge drinking is associated with health and social problems including liver disease, unintentional injuries, and violence • The data, however, relies on self-reported information, which could be inaccurate, and does not capture more chronic patterns of excessive drinking •Overall, the percentage of adults reporting binge drinking appears to correlate with percentage of adults reporting a cancer diagnosis in the counties I compared OPTIONAL (0 PTS) • The prevalence of binge drinking in Tulsa and LA counties is below the national average. • Cook county’s binge drinking prevalence is above national. • The prevalence of cancer for the three counties is below the national REFERENCES (6 PTS) • PLACES: Local data for better health: Compare counties. (n.d.). PLACES: Local Data for Better Health: Compare Counties | PLACES | CDC. https://places.cdc.gov/?view=county&locationI ds =40143,17031,06037 • https://chronicdata.cdc.gov/500-CitiesPlaces/PLACES-Local-Data-for-Better-HealthCounty-Data-20/swc5-untb/data • https://www.ncbi.nlm.nih.gov/pmc/articles/PM C5860148/
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