Senior Project Reflection

(1) Positive Statement.

 

What I am most proud of is, that I learned so much from a subject that I knew nothing of. I had a slight interesting in microbiology, but I learned so much about things that are common sense in the science community. The fact that I could carry a conversation with Dr. Collisson, understand a lecture meant for 4 graduate students, and read a lab report from her students, is something that has made me so proud; I've learned so much.

(2) Questions to Consider

I think I deserve a P+  because I met my speaking time, and I provided information, and the class seemed to understand it, in the activities. When I walked around to look for understanding, everyone seemed to understand what I had just explained

b

In my overall senior project I think I deserve a P/AE, I managed to turn in all my components, I researched on a very difficult topic, and had extended research, that I just never managed to margin note. I managed to see connections in my Independent Component, that I think is not possible with that extensive research that I did. I interviewed extra people about infectious outbreaks they had experienced but I never turned them in. I managed to know numerous infectious diseases, their symptoms and their treatment.

(3) What worked for you in your senior project?

 

I think what really worked for me, was doing all the research. If I had enough time to work on more research I would have done so. I don't think there ever was an ending to the knowledge I could have acquired to learn about Infectious Diseases. 

(4) What didn’t work for you in your senior project?

 

What didn't work for me was the 2nd Independent Component, I barely made my hours, and I couldn't find another way to do another independent component. I think what could have worked for me better is doing an art based project, defining your topic artistically.

(5) Finding Value

I have learned that I do need a lot to learn about Microbiology, and that the Infectious Disease area is hard to get into. Searching for my service learning and for a Microbiology class early in the game proved that. 

2-Hour Presentation Lesson Plan

Template

Service Learning

1) 50 hours- Presentations on Avian Influenza, working in BSL1, organizing presentations, looking over lab reports.
2) Ellen Collisson: 909-469-5291
3) The most important thing I gained from my service learning is talking to my service learner, she provided a lot of insight and a lot information that helped my senior project and answer my EQ. Working for a while in the BSL1 helped me understand what equipment I would be using in the future when I start working in labs. I also experienced to see viral pathogens under an electron microscope.
4) This helped me answer my EQ, because I was able to come up with identifying the pathogen. I identified FIV, using an antigen and antibody test. This helped me understand that identification helps provide a very clear diagnosis.
5)

Independent Component 2

1. “I, Victoria Montoya, affirm that I completed my independent component which represents 30 hours of work.”
2. I am reviewing a case study "Gastroenteritis at a University in Texas"
3. This is a matter of 30 hours of work because this case study contains 63 pages of information. From there I was also able to find other scholarly articles that are 30-130 pages, I plan on reading over them, and understanding furthermore about infectious diseases and how organizations work with them.
4. Being able to review a case study of an infectious disease, I get to see how the process of the diagnosis of a food borne illness in a population. Since my EQ, what is the most important thing to know in the diagnosis of an infectious disease, is addressing diagnosing infectious diseases then reading study cases will offer input on my answers and essential question.
5. Evidence- I have been reading this case study and answering questions in the case study for the past 15 days, two hours a day. 
• Case Study Questions- 
• https://docs.google.com/document/d/16KzqMmixgo5rW7vYD7Zf5QhCGAQPlGLYhfGLTtCrmF4/edit
• May Calendar-
• https://docs.google.com/spreadsheet/ccc?key=0Am3uyi9mG9ckdGVZNGxqS0J5VFNjRTJXTDJONWs3UFE#gid=0
• April Calendar-
• https://docs.google.com/spreadsheet/ccc?key=0Am3uyi9mG9ckdGtlLUo5QkFyaEpVSnZBNnM3bTdiZEE#gid=0                 

Helping 2013

(1) What ideas do you have for your senior project and why?
        Saul A.-Well my senior project is Firefighters.
        Me -Oh that's cool, I don't think we have that one this year, so where do you plan on doing on your senior project?
        Saul A.- Well actually I don't know, I don't really know about senior project/
        Me -Oh ok so do you want me to tell you about Senior Project?
        Saul A.- Yea
        Me -Ok so basically Senior Project is a nine month project, where you work on it from September to around October, then you go into Model Assembly and you return to Senior Project around December/January. During those nine months you are mainly researching, presenting and creating your Essential Question and three answers. For me my essential question is knowing about the most important thing in the diagnosis of a disease, so one of my answers is symptoms. You do a few presentations on your answers and your foundation. You have research checks and those depend on the teacher. If you are on top of everything, then you should be fine.

(2) What do you plan to do to complete the 10 hours of service learning (working with an expert) which is due prior to senior year starting?
         Saul A.- I already have somewhere to do my hours, I plan on doing them at Explorer.
         Me - Oh so where are you going to do that?
         Saul A- Oh, I still need to call some places and figure that out.

(3) What do you hope to see or expect to see when watching the class of 2012 present their two hour presentations?
       Saul- Well, now nothing much, I guess how much talking you have to do, and what there is in a 2 hour presentation.
       Me- Ok, so in your two hour, it consists of you talking for at least 30 minutes, the rest of the 2 hours, you fill in with your answers, activities foundations, conclusions and your introduction. Actually you don't even need to speak for 2 hours I think the minimum is an hours and thirty minutes.

(4) What questions do they have about senior project?  What additional recommendations would you give the 2013 student about senior project?  Be specific and note what you told them.
    Saul actually didn't have anymore questions after that, and I told him to keep on top of things and everything should be fine. If he needed anything or had any questions that popped up, he could message me anytime.

Answer 3

• What is the most important thing to know in the diagnosis of an infectious disease?
• Physical appearance, and a physical provides evidence which allows for the doctor to see what physical problems are a major risk at the moment. The doctor can come across what systems or what physical problems are being effected by the disease, and can narrow down what disease is being the culprit.  

1. If you look at a patient and see that he has ashen skin, and labored breathe a doctor would automatically think that the patient just had a heart attack. 
2. If you take a physical you can see if there is anything abnormal about the body, and can pinpoint the system at risk by seeing what is wrong with the body.
3. A physical is also includes testings of different kinds, depending on the symptoms a certain test is administered. A high white blood count can shed evidence that there is an infection raging in the body. 

• Chase/Kaiser, Gregory. "Interview 2." Personal interview. 26 Oct. 2011. Web.
• Collisson, Ellen. "Interview 3." Personal interview. 4 Jan. 2012.
• Richardson, Scott W., Mark Wilson, and Gordon Guyatt. THE PROCESS OF DIAGNOSIS. American Medical Association, 2002. PDF.
• Lee, Anthony. "The Process of Clinical Diagnosis." Suite101.com. General Medicine 101, 18 Jan. 2009. Web. 29 Mar. 2012. <http://anthony-lee.suite101.com/the-process-of-clinical-diagnosis-a90627>.
• "Why and How to Record Medical Histories - for Supporters - DDS SafetyNet." Health and Safety Resources for Individuals with Developmental Disabilities. Web. 13 Apr. 2012. <http://www.ddssafety.net/content/understanding-importance-medical-history>.

Room Creativity

(1) How do you plan to address the room creativity expectation?

•  Since me and Lucy are having presentations on topics that have to do with the medical field, we planned on covering the walls with black tarp, so the room can be darker, and can create a single background. With the black tarp we can also direct the audience's attention to our presentation. I also plan on having maybe a poster or two on the CDC/WHO, or my art interpretation of infectious diseases, the one we did in Ogden's class.

(2) What activity ideas do you have for answer 1 or 2?

• I know a sponge isn't needed for the blog post, but for my sponge, I would like to recreate the infection spread throughout the room, using the water and plastic cups, the activity I did for my 20 minute presentation.

•  My activity for answer 1 will be that I give each group of tables a set of common symptoms and a list of disease that may be the cause of those symptoms, the students must then figure out which disease is wreaking havoc, on their patient, and what type of precautions should be taken.
• My second activity for answer 2 is unknown as of now, because I am rethinking my second answer.

Answer 2

 My EQ is "What is the most important thing to know in the diagnosis an infectious disease?"

1. Vaccination records produce evidence in which diseases are not infecting the patient, but vaccination can also provide insight in which diseases may be infecting the patient this is a key role in the diagnosis of infectious diseases, and can narrow down the possible diseases.  

    

2. When doing my Independent Component, the main prevention of infectious diseases is vaccination.

      -In a New York Times article, I've seen that parents are not vaccinating their children anymore, and that doctors are urging to stop that trend, since it may make the children sicker in the future when they are older.

      - Vaccination records are used to see if a kid has been vaccinated against certain diseases, so it can rule out diseases when diagnosing an infectious diseases. Since most vaccinations are for infectious diseases, it makes sense that a vaccination record helps in the diagnosis.

3. Pieces of evidence are

1. Independent Component 1- Disease Spectrum
2. STEINHAUER, JENNIFER. "Public Health Risk Seen as Parents Reject Vaccines." The New York Times. The New York Times, 21 Mar. 2008. Web. 16 Mar. 2012. <http://www.nytimes.com/2008/03/21/us/21vaccine.html>.'
3. Centers for Disease Control and Prevention. Centers for Disease Control and Prevention. Web. 16 Mar. 2012. <http://www.cdc.gov/vaccines/vac-gen/howvpd.htm>.

The Product

Since I have started my service learning in Western University, with Dr. Ellen Collisson, I have been able to narrow down what I want to do after graduate school. Dr. Collisson, researches different infectious zoonitic diseases,  and I want to do that as my future job. I have also started eating chicken less, and cooking the meat fully. In my service learning I present to a group of people about the Avian Influenza. Another product from my service learning is, that I obtained a job that is secured in Western University, and I have also created really good relations with the people at Western University. Since I have become more comfortable with talking to professionals about microbiology, I can now talk to them, without feeling uneducated.

Fourth Interview Questions

1. What is the most important thing in diagnosing an infectious disease?
2. What makes an infectious disease in your own words?
3. What disease in your mind poses a huge threat to humanity right now and why?
4. Vaccination plays a huge role in prevention of infectious diseases, why do you think people don't take that precaution?
5. Besides vaccination what is another huge role in prevention of infectious disease and why?
6. How does infectious diseases effect different age groups?
7. What about environment and social class?
8. Does educating the public of personal hygiene help prevent infectious diseases?
9. Fear plays a huge role, which right now has led to an overuse of bleach and antibacterial products. Antibacterial products cause some bacteria's to become “immune” to it. Would public education to prevent this help any way to prevent drug resistant bacterial strains?
10. What are main jobs that people go into to study infectious diseases?
11. I was told that zoonotic diseases are a huge role in infectious diseases would you agree or disagree to this? Why?
12. Sexual relationships are more open, now in my generation, would this cause a rise in STD's, compared to other generations?
13. Do you think that STD's considered infectious diseases?
14. What else would cause infectious diseases to become more “infectious'? Explain.
15. Do you think the government is doing enough to inform the public about infectious diseases?
16. What interested you so much in this subject?
17. Would you say the job force or study in Microbiology is on a rise? Why?
18. What other sciences are essential to Microbiology?
19. Do you think the symptoms of Infectious diseases differ from non-infectious diseases?
20. What is the most important way to diagnose any disease?
21. What are the different ways to diagnose any disease?

Independent Component 2 Plan Approval

1. For my Independent Component 2, I want to take a class at Cal-Poly that has to do with the science of Infectious Diseases. Right now I am looking at an Animal Diseases class, a Basic Biology class, or a Biology Lab class. 
2. I plan on doing my 30 hours, by attending the class and doing the work that is assigned in that class.
3. This relates to my EQ because my first answer is knowledge, and in the class I will learn in depth of what happens in the basics of life. I will then have knowledge in the basic components of diseases.

Independent Component 1

Literal 
       a.) I, Victoria Montoya, affirm that I completed my independent component which represents 30 hours of work.
       b.) I researched 20 different infectious diseases, and wrote up my own fact sheets on them. On each fact sheet, I included a picture, the causes, the name, symptoms, complications, tests, and prevention towards getting the disease.

Interpretive

•  Doing this matrix of diseases, I focused on bacterial vs viral. What I found very significant, is that vaccination plays a huge role against infectious diseases. A lot of disease are easily preventable, its just that people do not take the right precautions like vaccination and eating foods that have been cooked thoroughly or making sure water is treated correctly. I also noticed that most of the infectious disease are zoonotic diseases, meaning that they mutated in order to infect humans. When I asked Dr. Collisson, what makes infectious disease so much more rampant now, she answered that it is because animals and humans live in such close quarters now, that it makes it easier for diseases to mutated. With my independent component I found evidence of this. A lot of diseases that originated from Africa tend to happen because of the close proximity with animals. My independent component identifies 30 hours because, I had to write each fact sheet, which took about an hour, I then had to go through websites and decided what information is relevant, and if the website I am pulling information from is credible. After finding the right source, I would print out the articles and margin note it for my Working Bibliography.  Each of the diseases took about an hour and thirty minutes, and putting it a portfolio, took about an hour.

Applied

• This helped answer my EQ, because if most of the disease are preventable by vaccination, then the vaccination history can play a big role in diagnosing an infectious disease. For example, Influenza is easily preventable by vaccination, many people go to the doctor anyways, and get a prescription for over-the-counter medication. But if someone were to go, and had already gotten their vaccination, the Influenza is already ruled out and can be decided to go towards a different path in diagnosing a disease. With my Independent Component, I also learned that testing and diagnosis point chart, play a huge role in diagnosing. The point method I found very interesting because each symptom values to a certain amount of points, if the points add up to a certain amount, that is the path of treatment the doctors take.

20 Minute Infectious Disease Lesson

20 Minute Lesson

Answer 1

My essential question is " What is the most important thing to know in the diagnosis of an infectious disease?"

1.) Symptoms may relate to another medical condition or an underlying harmless effect of another disease, but symptoms are a main factor in diagnosing an infectious disease, symptoms help you identify what is being effected, which helps narrow down the possible diseases.

2.) My three evidence are Epidemiological Triad, Similar Diseases, and Bacterial vs. Viral Infection.

Epidemiological Triad- When a new disease emerges, epidemiologists use the Triad, including symptoms, so they see what if the unknown disease affecting.

Similar Diseases- When you know the symptoms you can relate them to other diseases that maybe similar to what is effecting the host. When Ebola first came out, the epidemiologists related it to the Dengue Fever, a disease that is very similar to Ebola.

 Bacterial vs. Viral- The symptoms usually tell if someone has a bacterial or viral infection. One common symptom attached to bacterial diseases, is a fever. Another thing that helps pinpoint a bacterial infection is that they are usually a respiratory, or digestive tract infection.

3.) I haven't really put my sources on my WB, because the second two were common knowledge, and the first one, I just read up on a website and didn't think about using it as an article. But I found four sources that prove my answers.

• "Bacterial Diseases - Symptoms - Better Medicine." BetterMedicine.com - Health and Medical Information You Can Trust. - Better Medicine. Web. 19 Jan. 2012. <http://www.bettermedicine.com/article/bacterial-diseases/symptoms>.
• Understanding the Epidemiologic Triangle through Infectious Disease. CDC- Center of Disease Control. PDF.
• "Types of Viruses and Types of Viral Infections - Treating Human Viruses Naturally." Native Remedies® – Natural Health Remedies | Info on ADD ADHD to UTI & More. Web. 19 Jan. 2012. <http://www.nativeremedies.com/ailment/types-of-viral-infections.html>.
• Preston, Richard. The Hot Zone: A Terrifying True Story. 1st ed. Anchor. Print.

Service Learning

• Where are you working for your service learning? I will be working in Western University in Pomona.
• Who is your contact? Ellen Collisson, Ph.D.Professor, at Western University.
• Summarize the services you have performed to complete the 10 hour requirement- So far I haven't done my 10 hours, because Ellen, just accepted me to do service learning with her, but in the future she wants me to prepare a 2 hour spanish presentation on a San Berdandino community about how to care for your chickens against Corona Avian Influenza. I would also be doing reading her manuscripts and helping her with lab work.
• How many hours have you worked?- So far none, but I talked to her for an hour, in her office.

Third Interview Questions

1. 1.    What is the most important thing to know in the diagnosis of infectious disease?
   2.    Would you say that the medical history plays an important role in the diagnosis? Why not?
   3.  What do you think that makes infectious diseases much more rampant now?
   4.  What is one significant disease that has effect the world significantly?
   5.   What is one thing that people should worry about to prevent the next pandemic?
   6.  Do you have a favorite disease?
   7. Why did you go into Virology?
   8. Why do you like to work with Zootonic diseases?
   9. How would you define Infectious Disease?
   10. What classes do you teach at Western University?