ASTHMA IN THE BRONX

BY

ANGEL BOOKAL

Email:

De Witt Clinton HS

Introduction

Your brother is only two years younger than yourself and he is your best friend. You wish that he had a normal life like yours and that you could do more things together. The both of you love the game of basketball and would love to play together, but you know that is not possible because he can barely walk a flight of stairs without being out of breath. He has to carry a pump all the time, and no not a basketball pump, because he has a severe case of asthma. You've been at his bedside at the hospital on numerous occasions because of this ailment. You are now in medical school and are also in a doctorate program and have the opportunity to do some research. Your brother has lived in the Bronx his entire life and you want to find out why your brother and so many other people in this borough have been afflicted by asthma.

Task

You will collaborate with three other research students to gather information in regards to the problem and create an oral and visual presentation using technology, scientific evidence, statistical data and public policies. In addition, since asthma is still on the rise in the Bronx, we need you to use your creativity to develop an even better public policy that addresses this social problem.

The visual presentation can either be accomplished through the use of a story board (presentation board) or PowerPoint. The group will also be required to submit a two to three page, double-spaced, typed paper with a font size of 10 or 12 which includes the information that you will present to your professor and City Council.

Process

You will use the worksheets in each of the following links to complete the steps that follow. On the worksheet, you will write your individual response as well as the response that the group subsequently agrees upon.

1. Define the social problem

- Within your groups, you will choose 2 internet researchers to gather the information from the Resources listed at the end of this webquest. You will also have 2 presenters that will be responsible for the oral and visual presentations as indicated in the Task section.

2. Gather evidence of the problem

- Each group will complete 100 surveys and analyze the data. It is important to select a variety of people throughout the community and advise participants that if they have completed the survey they cannot do it again. This is to maintain the accuracy of our data.

3. Identify the cause of the problem

4. Evaluate existing public policies which address your social problem

5. Develop alternatives to existing public policies

6. Select the best public policy solution

If for any reason you cannot access the description and worksheet for the link(s) you will go to the following site: http://www.maxwell.syr.edu/plegal/TIPS/select.html

Resources

Asthma

Asthma Information Outreach Project

What is asthma?

Asthma in the Bronx

Asthma information from Kidzworld

Asthma Statistics

Asthma statistics and publications

South Bronx statistics

Asthma Research project

Causes of Asthma

Children's Hospital at Montefiore

e-Medicine

Doc talks

Public Policies on Asthma

NYS initiatives

Smoke-free workplace laws

Suggestions on remediation of mold

Policies implemented in the United Kingdom

School-based initiatives

EVALUATION for Storyboard/PowerPoint

ACTIVITY	Exemplary	Proficient	Partially Proficient	Incomplete	POINTS
Research and Notetaking	6 points Notecards indicate group members accurately researched varied information sources, recorded and interpreted statements, graphics and questions and evaluated alternative points of view. Included information from all six PPA worksheets	4 points Notecards show group members recorded relevant information from multiple sources of information, evaluated and synthesized relevant information. Included information from four or five PPA worksheets.	2 points Notecards show group members misinterpreted statements, graphics and questions and failed to identify relevant arguments. Included information from two or three PPA worksheets.	0 points Notecards show group members recorded information from four or less resources, and ignored alternative points of view. Included information from one PPA worksheets or excluded public policy entirely.
Preproduction Plan - Storyboard	6 points The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.	4 points The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.	2 points The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.	0 points There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.
Introduction	3 points The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.	2 points The introduction is clear and coherent and relates to the topic.	1 point The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.	0 points The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience.
Content	8 points The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers that provide the audience with sense of the project’s main idea. Information is accurate, current and comes mainly from * primary sources.	6 points The content is written with a logical progression of ideas and supporting information. Includes persuasive information from *primary sources.	4 points The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. *Primary source use is not always clear.	0 points The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.
Text Elements	3 points The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.	2 points Sometimes the fonts are  easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.	1 point Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.	0 points The text is extremely difficult to read with long blocks of  text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.
Layout	3 points The layout is aesthetically pleasing and contributes to the overall message with appropriate use of headings and subheadings and white space.	2 points The layout uses horizontal and vertical white  space appropriately.	1 point The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.	0 points The layout is cluttered, confusing, and does not  use spacing, headings and subheadings to enhance the readability.
Citations	6 points Sources of information are properly cited so that the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using MLA citations throughout the project.	4 points Most sources of information use proper MLA citation, and sources are documented  to make it possible to check on the accuracy of information.	2 points Sometimes copyright guidelines are followed and some information, photos and graphics do not use proper MLA citations.	0 points No way to check validity of information.
Graphics, Sound and/or Animation	3 points The graphics, sound and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.	2 points The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution.	1 point Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clipart or recycled from the WWW. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.	0 points The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.
Writing Mechanics	6 points The text is written with no errors in grammar, capitalization, punctuation, and spelling.	4 points The text is clearly written with little or no editing required for grammar, punctuation, and spelling.	2 points Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)	0 points Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors)
Teamwork	6 points The group documents how members brainstormed, discussed, assumed roles and solved problems. Provides evidence that group members helped one another, shared ideas, developed and evaluated their finished product(s). The project is clearly a group effort.	4 points The group documents how members divided tasks, shared the workload and managed problems in a way that advanced the group goal.	2 points The group occasionally helped one another but required teacher assistance to resolve differences. One person documents that he/she did most of the work and/or problems were not managed in a way that advanced the group goal.	0 points The group required teacher assistance with dividing tasks and resolving differences. Few people contributed their fair share of work.
TOTAL POINTS					/50

EVALUATION for paper

Criteria

Pts.

	4	3	2	1
Information	Information on social problem and argument is clearly stated and consistently maintained. Clear references to the issue(s) are stated. Use of all six PPA worksheets.	Information on social problem and argument is clearly stated and consistently maintained. References to the issue(s) at hand are missing. Use of four or five PPA worksheets	Position on social problem is stated, but is not maintained consistently throughout work. Little information based on PPA worksheets- only two or three completed.	Statement of position on social problem cannot be determined. No use of PPA worksheets	____
Supporting Information	Evidence clearly supports the position; evidence is sufficient.	Evidence clearly supports the position; but there is not enough evidence.	Argument is supported by limited evidence.	Evidence is unrelated to argument.	____
Organization	Structure of work is clearly developed.	Structure developed reasonably well, but lacks clarity.	Some attempt to structure the argument has been made, but the structure is poorly developed.	There is a total lack of structure.	____
Sentence Structure	Sentence structure is correct.	Sentence structure is generally correct. Some awkward sentences do appear.	Work contains structural weaknesses and grammatical errors.	Work pays little attention to proper sentence structure.
Punctuation & Capitalization	Punctuation and capitalization are correct.	There is one error in punctuation and/or capitalization.	There are two or three errors in punctuation and/or capitalization.	There are four or more errors in punctuation and/or capitalization.
				Total---->

CONCLUSION

At this time, you should have an understanding of the role that public policy analysts play within our society. One should also be able to explain asthma, its causes, as well as current and alternative policies in regards to asthma. As future doctors, researchers, politicians, and overall great citizens, we will save lives and money while improving our environment based on our recently acquired knowledge of ASTHMA IN THE BRONX.

Wouldn’t it be great if we could all smell the roses?

NYS STANDARDS

NYS Academy for Teaching and Learning

MATHEMATICS, SCIENCE, AND TECHNOLOGY

Standard 1: Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and

engineering design, as appropriate, to pose questions, seek

answers, and develop solutions.

Standard 2: Information Systems

Students will access, generate, process, and transfer information

using appropriate technologies.

Standard 4: Science

Students will understand and apply scientific concepts, principles,

and theories pertaining to the physical setting and living

environment and recognize the historical development of ideas in

science.

Standard 5: Technology

Students will apply technological knowledge and skills to design,

construct, use, and evaluate products and systems to satisfy

human and environmental needs.

Standard 7: Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of

mathematics, science, and technology to address real-life

problems and make informed decisions.

SOCIAL STUDIES

Standard 4: Economics

Students will use a variety of intellectual skills to demonstrate

their understanding of how the United States and other societies

develop economic systems and associated institutions to allocate

scarce resources, how major decision-making units function in

the United States and other national economies, and how an

economy solves the scarcity problem through market and

nonmarket mechanisms.

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate

their understanding of the necessity for establishing governments;

the governmental system of the United States and other nations;

the United States Constitution; the basic civic values of American

constitutional democracy; and the roles, rights, and

responsibilities of citizenship, including avenues of participation.