Assignment 1: Personal photo documentation
**Please submit a completed assignment to https://learn.unbc.ca by 11:59PM on Monday May 11th 2020**
You can upload the assignment as a Word doc or a PDF, or your photos separately and short description in a different document. Please note that this is a submission only assignment, so you will receive the marks for completing the assignment, but if an assignment is deemed to be incomplete (missing a component described below), you could lose marks or receive zero.
Format:
- Take three photos from three different settings/locations in your typical pre-pandemic life (i.e. in/outside your house, in a public space, at an institution [this can be taken from outside] etc.), which shows how your life has changed because of the pandemic. Alternatively, you can photograph object(s) in lieu of a specific location. So, you can technically photograph an object in your house, as well as a room in your house.
- Include a brief caption for each photo, but the photo should speak for itself.
- If you can, try to take a photo of a setting/situation that may not be an obvious change in your life during the pandemic.
- Please respect privacy laws, so avoid including faces of people, (unless you have their consent), obscure them, or take the photo from a distance. Please also do not trespass or break any other laws to photograph restricted areas.
- Below the photos, (or in a separate document) provide a brief description explaining why you chose the particular locations/settings (or objects) and how the photos represent/show the changes in your life because of the pandemic. No more than 200 words is required.
- If you can not get to/access different locations, please explain why in the short description. You will not lose marks for not accessing different locations, and can photograph objects, or different room/spaces in a particular location (as mentioned above).
- Hope you can have some fun with this assignment!
Assignment 2: Generalizations of epidemics?
Submit your assignment as a Word document or PDF to https://learn.unbc.ca no later than May 15th at 11:59PM. Late assignments will be penalized 5% per day**
Format
Text format: Times New Roman, 12 pt. font, and 1.5 spacing, sentences and paragraphs, ~600-700 words, plus a References Cited page.
Writing & Organization: For each of the commonalities create a separate section/paragraph and use a heading to identify the generalization. (1.5 marks)
References: Use up to 6 Reference(s) should be cited in APA (if you include more references that is perfectly fine). Online media articles are appropriate sources for this assignment. When possible use two references for each of the three generalizations. (1.5 marks)
Background
Some scholars have proposed that there are number of commonalities regarding responses and consequences to historical epidemics (Fox, 1989; McGrath, 1991). Three potential generalizations of epidemics include the following:
- Scapegoating is an initial response to fear and anxiety associated with epidemics; (2.5 marks)
- In most epidemics, there will be a shortage of physicians and nurses to treat the sick; (2.5 marks)
- For many epidemics, extraordinary measures, such as quarantine and isolation, are put into place. The efforts to quarantine and isolate are usually ineffective in limiting the spread of the disease, however. (2.5 marks)
For each of these three generalizations, comment on whether or not they are applicable to the current epidemic experience of COVID-19 pandemic in Canada. Be as specific and detailed as possible in your responses; provide information on where (city, institution) the epidemic generalization is observed, and the timing of the generalization (is it a the beginning of the epidemic, at a specific point of the pandemic, or occurring throughout the pandemic?), and if applicable, which subset of population the generalization applies to.
Try to find two examples for each generalization (e.g. specific locations of the epidemics where these generalizations have been observed in Canada, or different groups/individuals who are involved in the generalization). You are expected to use one reference for each example.
If there are not any examples of a particular generalization, simply state that there does not appear to be an example of that particular generalization in Canada; no references are required.
References
Fox, D. M. (1989). The history of responses to epidemic disease in the United States since the 18th century. The Mount Sinai Journal of Medicine, New York, 56(3), 223-229.
McGrath, J. W. (1991). Biological impact of social disruption resulting from epidemic disease. American Journal of Physical Anthropology, 84(4), 407-419.
Assignment 3: Characterizing the 1918 influenza mortality in Prince George
**Submit your assignment as a Word document or PDF to https://learn.unbc.ca no later than May 18th at 11:59PM. Late assignments will be penalized 5% per day**
Format
Text format: Times New Roman, 12 pt. 1.5 pages, epidemic curve plus description (full sentences and paragraphs), and a References Cited page.
References: A minimum of 2 references cited in APA style. These sources should be scholarly sources. (0.5)
Objectives
Using the excel file provided, (originally sourced from the Northern BC Archives & Special Collection; see also: https://libguides.unbc.ca/1918_flu_epidemic/corless) create a bar graph (epidemic curve) of the monthly counts of 1918/19-1920 influenza and influenza associated deaths (pneumonia, bronchial-pneumonia) for the Fort George area. The graph should take up no more than half of a page.
For full marks, make sure you include all components of a graph: Figure caption, (above the graph), axes and appropriate labels. (2 marks, plus 2 marks for the correct distribution).
Below the graph describe the pattern of the distribution of deaths. Based the pattern (and what you have learned in lecture), what type of epidemic does the graph best represent? (~5 sentences or a short paragraph) (2 marks).
In a separate paragraph answer the following questions: What is the influenza mortality rate during the pandemic (radix is1000)? How does this rate compare to two other populations during the 1918/19 pandemic? How does the epidemic curve compare to the same two populations? (~ 10 sentences; be sure to include two references.) (4 marks)
Bonus
Instead of providing an epidemic curve of the death count, use the influenza mortality rates (radix is 1000). Note according the 1921 census of Canada, the population size of Fort George region was 7050. (max. of 2 additional marks)
For further bonus marks, graphically display influenza mortality by sex and age or by sex and age separately. Also provide a brief description of your observations of age and sex patterns with respect in 1918 pandemic influenza. If you complete this task, your assignment should exceed the 1.5-page count limit. (max. of 4 additional marks).
Assignment 4: COVID-19 mitigation strategies in the Canadian context
Please note, this is an optional assignment. Ifyou choosenot to complete this assignment, you areexpected tocomplete assignments 6(high risk COVID populations), and assignment7 (COVID symptoms).
Submit your assignment as a Word document or PDF to learn.unbc.ca no later than May 22nd at 11:59PM
References:
Include a reference list in APA style(use the references forthe respective provinces given below). You can includein-text references, if you wish, butthey may detractfrom the overall look of the timeline.
Background
Community mitigation strategies, also known as non-pharmaceutical interventions (NPI), âare actions that people and communities can take to slow the spread of infectious diseasesâ(CDC, 2020). These can be actions at the individual levelsuch as choosing to engage in personal protective measures (e.g., handwashing, cough etiquette, and face coverings), or measures can be put in placeand enforcedby institutions (e.g. schools or school board deciding to close buildings; or individual storesor chainsrequiring shoppers to wear masks to enter the store), or measures that Government mandate and may be enforced.
During the current COVID-19 pandemic,we have been inundated withdaily updates on cases and deaths, and the ever changing Canadian government mandated(both federal and provincial/territorial) community mitigation strategies/responses.
We can easily get overwhelmed by the amount of information on these mitigation strategies. For this reason, the assignment we will focus on creating a timeline of provincial/territorial COVID response plans and specific mitigation strategies.
Objectives
Choose two Canadian provinces and/or territories,and using the information provided on the websites (the links to the websites are below),create a timeline for each of the provinces/territories(two separate timelines), indicating(visually):
- The date of first case (indexcase) in the province or territory. (0.5mark)
2.Dates and brief descriptions of stages or phase of the COVID response plans. Some provinces are using numbers,other are using colours.Be sure to describe specific NPIs that are included in the response plan: improvement in testingcapacities, social distancing implementation(2 metres in public spaces), closures(retail,restaurants[dine in only],schools, gyms etc.),travel advisories/restrictions, health care reforms, suspension of construction,and any other strategie sare aimed at reducing the spread of the disease.If you think there are notable municipal strategies, feel free to include in the timeline.(3.5marks)
3.The number of daily cases/deathsfor a few days surrounding the implementation of phase/stage or mitigation event only(you could include the cumulative number of cases and deaths).(2marks)
4.The dates and a brief description regarding changesto the changes/phases or individual restrictions until MondayMay18th.(2 marks)
5. Below the timelines comment on how well each province seems to have managed the spread of the disease, based on their response plans and the counts of the disease. No more than 200 words is required.(1 mark)
Use line and or arrow(from insert shapes) in PowerPoint (you might find the smart art features useful) or Word (or similar programs) to create your timeline.
You can also incorporate tables into your timeline. An example of a basic timeline can be found on the Ontario COIVD website
https://www.ontario.ca/page/framework-reopening-our-province
Up to two marks willgiven form creativity(aesthetically pleasing), as well as how informative the timelines are.
For additional marks, include another layer to the timeline by indicating important mitigation/response efforts by the federal government.
Below are websites that will help you complete the assignment (no other references are required, but if you use additional source to add clarity to the governmentâs COVID response plan(i.e.an additional measure that was not mentioned in the websites below, ora source that provides information on dates of strategies that is overlooked on the websites), be sure to cite in the text or timeline following APA in-text and referencing guidelines.
British Columbia
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_British_Columbia
https://www.cbc.ca/news/canada/british-columbia/bc-schools-reopening-teachers-return-1.5557808
Some good information on dates regarding improving lab tests
https://www2.gov.bc.ca/assets/gov/health/about-bc-s-health-care-system/office-of-the-provincial-health-officer/covid-19/bc_covid-19_go-forward_management_strategy_web.pdf
This is good for a very detailed timeline
https://www2.gov.bc.ca/gov/content/health/about-bc-s-health-care-system/office-of-the-provincial-health-officer/current-health-topics/covid-19-novel-coronavirus?bcgovtm=20200506_GCPE_AM_COVID_9_NOTIFICATION_BCGOV_BCGOV_EN_BC__NOTIFICATION
Alberta
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_Alberta
https://www.alberta.ca/release.cfm?xID=71314FD8AD43B-CE7C-07C3-5897D52D93781E7A
https://www.alberta.ca/release.cfm?xID=71314FD8AD43B-CE7C-07C3-5897D52D93781E7A#toc-15
https://globalnews.ca/news/6901881/alberta-public-restriction-changes-coronavirus/
Saskatchewan
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_Saskatchewan
https://www.saskatchewan.ca/government/health-care-administration-and-provider-resources/treatment-procedures-and-guidelines/emerging-public-health-issues/2019-novel-coronavirus/latest-updates -great timeline on government website
https://www.saskatchewan.ca/government/news-and-media/2020/may/05/shas-service-resumption-plan
Manitoba
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_Manitoba
https://www.cbc.ca/news/canada/manitoba/reopening-manitoba-analysis-covid-1.5543169
https://www.gov.mb.ca/covid19/soe.html#current
https://www.gov.mb.ca/covid19/soe.html#ppho
https://www.gov.mb.ca/covid19/restoring/approach.html
Ontario
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_Ontario
https://www.ontario.ca/page/framework-reopening-our-province-Ontario already has a visual timeline, but I know thatyou can improve on it!It could be just me,but I donotfind the Ontario site to be as detailed as the other provinces(also, it was much more difficult to find a breakdown of timing of the community mitigation strategies!)
https://www.ontario.ca/page/covid-19-action-plan-protecting-vulnerable-ontarians
https://www.cbc.ca/news/canada/toronto/covid-19-coronavirus-update-may-12-1.55657706
Quebec
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_Quebec
New Brunswick
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_New_Brunswick
https://www2.gnb.ca/content/gnb/en/corporate/promo/covid-19.html#news -It is a challenge to find a goodtime line on the government site.
https://www2.gnb.ca/content/gnb/en/corporate/promo/covid-19/maps_graphs.html
https://www2.gnb.ca/content/gnb/en/corporate/promo/covid-19/recovery.html
https://atlantic.ctvnews.ca/new-brunswick-eases-covid-19-restrictions-but-not-precautions-1.4932447
Prince Edward Island
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_Prince_Edward_Island
https://www.princeedwardisland.ca/en/news
https://www.princeedwardisland.ca/en/topic/renew-pei-together
Nova Scotia
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_Nova_Scotia
https://novascotia.ca/coronavirus/alerts-notices/
https://novascotia.ca/coronavirus/restriction-updates/
Newfoundland and Labrador
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_Newfoundland_and_Labrador
https://www.gov.nl.ca/releases/covid-19-news/
https://www.gov.nl.ca/covid-19/alert-system/public-health-orders/
https://www.cbc.ca/news/canada/newfoundland-labrador/nl-covid-april-30-1.5550638
Yukon
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_Canada#Yukon
https://yukon.ca/en/health-and-wellness/covid-19/orders-and-recommendations-covid-19
https://yukon.ca/en/coronavirus-updates
https://www.cbc.ca/news/canada/north/yukon-covid-19-may5-update-1.5556296
https://www.cbc.ca/news/canada/north/old-crow-yukon-travel-restrictions-eased-1.5565318
Northwest Territories
https://www.gov.nt.ca/covid-19/en
https://www.hss.gov.nt.ca/en/advisories
https://www.cbc.ca/news/canada/north/nwt-restrictions-to-remain-for-two-to-three-weeks-1.5550049
Nunavut
https://www.gov.nu.ca/health/information/covid-19-novel-coronavirus
https://www.cbc.ca/news/canada/north/nunavut-quarantines-over-1000-residents-1.5561550
Canada
https://en.wikipedia.org/wiki/COVID-19_pandemic_in_Canada9
References
Center of Disease Control (2020, April 27). Nonpharmaceutical interventions. https://www.cdc.gov/nonpharmaceutical-interventions/index.html
Assignment 5: The great COVID mask debate
Background
During the current pandemic of COVID-19, masks are one piece of equipment that has been recommended as PPE for health care practitioners.
There is no doubt that other mitigation interventions such as hand washing practices, and social distancing are effective against limiting community transmission of the disease. The efficacy of masks as a prophylactic for community transmission of COVID-19, however, has been greatly disputed in North America, among health organizations, and other countries around the world. This debate is not a simple binary argument: masks have little to no effectiveness in preventing the transmission of the disease, versus mask are completely effective in protecting individuals from contracting the disease. There is a wide array of arguments about the pros and cons of wearing mask for COVID prevention and disease transmission at both the individual and population level. Below are 5 discrete arguments for/against wearing masks during the pandemic (NB: this is not an exhaustive list of arguments, and many of these topics are in fact linked):
- The ethical debate: Masks may be effective in reducing community transmission, but are a necessity for health care practitioners, who need it the most, and by encouraging the general public to wear them, supplies for health care workers will be (further) depleted.
Below is an article that mentions this argument and many of the other arguments mentions as well:
2. The etiquette debate: Masks are not an effective PPE in the general population because many are ignorant or can not follow proper mask etiquette —this involves wearing the mask correctly/fit, and also âdonning and doffingâ the masks.
Below is an article on N95 masks (but this article can be used for other types of masks as well):
3. The close contact & sick debate: Masks should only be worn by members of the public when they are in close contact with the ill, and those who have contracted the disease should wear masks as well (the implication is that risk of contracting the virus is highly related with duration of time spent with COVID positive).
Watch the WHO video on this (the video on the left side):
4. The cultural debate: Masks are an effective prophylactic for COVID, as has been observed in countries (the focus has been on Asian countries), where it is a cultural practice to where masks in the public, even during pre-pandemic times.
https://www.bbc.com/news/world-52015486
5. The mask type debate: Respiratory masks and/or face shields are the most effective in preventing droplets from entering an individualâs facial passageways, and cloth masks have little to no efficacy.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7191274/
Objectives
You are assigned a mask debate topic that is based on the last digit of your student number:
1 & 9 focus on # 1. The ethical debate
2 & 8 focus on #2. The etiquette debate
3 & 7 focus on #3. The close contact & sick debate
4 & 6 focus on #4. The cultural debate
5 & 0 focus on #5. The mask type debate
Based on your assigned debate topic, find three articles (two can be media/popular reports, and if possible, the third should be a scholarly article), that discusses the topic in some capacity. These articles can either offer support or refute the assigned debate topic.
Provide a reference to the article, as one would for a reference list in APA style (online newspapers or online scholarly articles: see the APA tips document). The reference should include the link to the article.
Below the reference, write a short summary for each article. In 100 words or less describe the study, if applicable, and the finding/conclusions of the report/study/article. Be sure to note the country/countries of origin of the article (if applicable) and make note of the date or time frame of the article. (8 marks)
This part of the assignment is due at 9am PDT on May 28th. Please submit to blackboard
In lecture on May 28th, I will take your chosen articles and summary of the articles (I anticipate there will be overlap in the articles that are chosen), and make them available to the whole class; we will spend the lecture discussing each debate topic, which will be grounded in the content that is submitted by everyone in the course. You will be evaluated on your participation in the discussion/debate âthat is how effectively you contribute to your assigned topic, and your opinions about the other assigned debate topics. (7 marks)*
*If you can not participate in lecture, please write a half page report (approximately 500 words) on the support for and arguments against your assigned debate topic (based on your articles, but your peers as well), as well your opinions of the other debates, this should be grounded on what was presented in lecture earlier in the day. This part of the assignment will be due at 11:59pm on May 29th. Please submit to blackboard.
Assignment 6: High-risk COVID-19 populations
Please note, this is an optional assignment. If you choose not to complete this assignment, you are expected to complete assignments 4 (COVID community mitigation strategies), and assignment 7 (COVID symptoms).***
Submit your assignment as a Word document or PDF to the https://learn.unbc.ca no later than June 3rd at 11:59PM**
Background
As the current pandemic progresses, we are hearing quite a bit in the media about certain populations that seem to be at higher risk of:
- Contracting the disease; and/or
- Experiencing severe illness; and/or
- Dying
Some of these vulnerable populations are:
- African Americans;
- First nations in the Americas;
- The elderly in Canada; and
- Men in Asia and Italy
There are of course numerous reasons (contributing factors) for why these populations are vulnerable to COVID-19. I have created three discrete categories of factors and specific factors in each category. Of course, many of these categories of risk are in fact related. But for simplicity sake (so that you can identify factors), I have treated them as arbitrary discrete independent categories:
Biological factors (e.g. immune response [weakened/altered, cytokine storm], sex organs)
Underlying health conditions (e.g. high blood pressure, diabetes, immunocompromised [because of an underlying health condition]; autoimmune disease/conditions; mental health diseases/conditions)
Social and Behavioural factors (e.g. smoking; poverty & lower socio-economic status; occupation [this includes health care workers because they are at risk of close contact with COVID-19 positive individuals, but other essential workers as well])
Environmental factors (e.g. overcrowded/unsanitary living environments [limits social distancing and personal hygiene practices], limited access to health care [this includes testing])
Objectives
- For this assignment choose one of the identified high-risk populations from above and using two to three media articles (scholarly articles are not necessary), complete the following:
- Use the PowerPoint slide template provided (High-risk population presentation template), fill in the necessary information on why the population is considered to be high risk and what categories of factors (Biological, underlying health conditions, Social & behavioural, environmental) and specific factors are contributing to increased risk in In the template
- I have completed an example, using the vulnerable population of prisoners. You will see in bold is the text for the prison population. Feel free to bold your text as well.
- Use the PowerPoint slide template provided (High-risk population presentation template), fill in the necessary information on why the population is considered to be high risk and what categories of factors (Biological, underlying health conditions, Social & behavioural, environmental) and specific factors are contributing to increased risk in In the template
- On slide two, comment on what is the population at higher risk of: Infection (contracting the disease), and/or severe infection and/or dying. Provide some numbers to support these statements. (3 marks)
- The remainder of the slides are devoted to answering the question, âwhy is the population at risk?,â using the categories of factors that I created above. When applicable, add information to these categories. You will see that I have included âotherâ for specific categories. If you come across other factors in the articles, that I have not included, you should add them to the âotherâ bullets (6 marks; Note: for full marks you will have to find as many of the applicable categories and specific factors as possible, so even though this assignment only requires 3 references, the content of the sources is important âin other words it requires you to be selective and place a bit more time into researching the articles compared to other assignments in this course)
- Make sure to include in-text references, throughout, and on the final slide, complete the reference list (again, you will see that I have completed a reference list in the template) (3 marks)
- You can include pictures as a bonus, but be sure to cite them by including the website link or an in-text reference like this: (last name of author or organization name, year)
Assignment 7: COVID-19 symptoms: From the asymptomatic, the COVID toe, to pneumonia
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***Please note, this is an optional assignment. If you have not completed either assignment 4 (COVID community mitigation strategies or assignment 6 (high risk populations), you are expected to complete this assignment.***
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Please submit your completed assignment to https://learn.unbc.ca (Blackboard), no later than Tuesday June 9th at 11:59PM.
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A wide array of symptoms is associated with COVID-19, from mild to severe, as well as a large number of people may be asymptomatic. Using the articles, I have provided below and any others you may find, create an infographic on COVID-19 symptoms. An infographic is a collection of imagery, charts, and minimal text that gives an easy-to-understand overview of a topic.
You can take graphics from other infographics and images of COVID-19 symptoms, or use other graphics, just make sure to cite them. Cite using APA in-text citation and feel free to make the citation font size quite small (e.g. 10 point or smaller).
As much, as I would like you to be as creative as possible, you should create your own tables, and schematics, and you can use legends if you want, it should also be informative. Consider dividing the infographic into sections for symptoms associated with different age categories (i.e. the elderly, children), also common symptoms versus unusual symptoms. For the different types of symptoms, states how frequently (percent) they are observed and where (which countries), they have been observed (e.g. In the United it is believed at least 50% of the population has asymptomatic COVID-19). Feel free to have a section on the progression and duration of the disease (latent period, incubation period, infectious period), as well as post-COVID symptoms/long term effects as well. The more detailed you are, in terms of the diversity of symptoms and categories displayed (with appropriate text), will increase the likelihood of receiving full marks (5%). The creative component is worth 4 marks.
Try to fit the infographic on one page, if it spills over a bit to a second page that is fine. Use any program you wish, Word, PowerPoint or others. There are free programs available online, if you feel particularly adventurous. For infographics created through other programs, you may need to convert to Word, PowerPoint or PDF before uploading to Blackboard.
Use at least 5 references and create a separate references cited page in APA format. (3 marks)
Have fun!
Below are some articles that may choose to use to help you identifying COVID-19 symptoms and other details on disease progression.
Coronavirus Disease 2019 (COVID-19): Symptoms of Coronavirus
https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html
Coronavirus symptoms: Does Covid-19 affect eyesight as Dominic Cummings described? | The Independent
Coronavirus: Lesser-known symptoms that could be linked to Covid-19 | The Independent
Unusual Symptoms of Coronavirus: What We Know So Far | Time
https://time.com/5837591/unusual-symptoms-of-coronavirus/
Every Covid-19 Symptom We Know About Right Now, From Head to Toe
Coronavirus May Be a Blood Vessel Disease, Which Explains Everything
How Long Do Coronavirus Symptoms Last? | Elemental
Is there an association between oral health and severity of COVID-19 complications?
https://www.sciencedirect.com/science/article/pii/S2319417020300810
As Many as 80 Percent of People with COVID-19 Arenât Aware They Have the Virus
https://www.healthline.com/health-news/50-percent-of-people-with-covid19-not-aware-have-virus
New Studies Add to Evidence that Children May Transmit the Coronavirus
https://www.nytimes.com/2020/05/05/health/coronavirus-children-transmission-school.html
What to Know About Kawasaki Disease, the Pediatric Inflammatory Condition Possibly Linked to COVID-19
https://time.com/5832461/kawasaki-disease-covid-19/
Doctors find possible link between COVID-19 and rare, potentially deadly illness in children
Pediatricians warned about ‘COVID toes’ in children infected with COVID-19
Babbage – Kawasaki diseaseâhow does the coronavirus affect children? | Podcasts | The Economist
https://www.economist.com/podcasts/2020/05/20/kawasaki-disease-how-does-the-coronavirus-affect-children
A Teenagerâs Medical Mystery – The New York Times
https://www.nytimes.com/2020/05/21/podcasts/the-daily/coronavirus-children-sick.html
Care home nurse tells of terrifying and sudden ways coronavirus struck her patients
https://www.cnn.com/2020/03/23/health/coronavirus-nurses-inside-washington-care-home/index.html
Assignment 8: Final assignment
Due date will be discussed in class
Report (20%)
Choosing a topic from assignments 4 to 7, or one of your own, build on the subject area, and frame an objective/argument based on what you have learned in this class. The paper will be a critical examination/discussion of the topic and should include support for your objective/argument, as well as oppositions, and limitations and uncertainties about the subject area.
Format
Text format: Times New Roman, 12 pt. font, and 1.5 spacing, ~10 pages, this can include tables, images, figures and graphics, plus a References Cited page. (1 mark)
Writing & Organization: the following sections should be included in the report, be sure to include headings and subheadings:
- Title page with your name, student number and title of paper (not included in the page count)
- A short background/info on the topic and a clear objective OR thesis statement. It is expected that you refer to terms and concepts, when applicable, that have been discussed in this course (4 marks)
- Discussion sections: These can be framed as different focus areas, or support for and against the argument/objective, but should form the bulk of the paper (5.5 marks)
- Limitations: What are some limitations associated with studying the topic (e.g. limited research because the pandemic is ongoing, few academic/peer review articles)? (3 marks)
- Future predictions: What are predictions/projections that have been made about social and/or economic changes that may occur because of COVID-19 related topic? There will need to be some reference to literature that influences your opinion. (3 marks)
- Conclusion: What can you conclude about your topic, this is based largely on the information/findings in the discussion section. (1.5 marks)
References: Use at least 10 Reference(s) in APA style (in-text and References cited page). A mixture of scholarly and online media articles are appropriate sources for this assignment (2 marks)
Presentation (15%)
Based on your findings from your report, create a short presentation, that is no more than 10 mins in length. 5% will be allocated to creativity. Here are some options, but I am open to other creative suggestions:
- a PowerPoint presentation or a similar program, with audio recorded, or a video recording (Kaltura in blackboard)
- An infographic/timeline supplemented with a recording
Instructions on how to record audio in Powerpoint
The following link provides info on how to record audio on PowerPoint in a slide show. Other features are described, but not expected for the assignment. https://support.microsoft.com/en-us/office/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c Note: using PowerPoint and recording audio is one option to fulfill the presentation requirement of the assignment.