Foundations of PH Immunology HSC 4504 Ottendorfer
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Foundations of PH Immunology HSC 4504 Ottendorfer

Course Number: HSC 4504, Fall 2008

College/University: USF

Word Count: 5703


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UNIVERSITY OF SOUTH FLORIDA COLLEGE OF PUBLIC HEALTH Foundations of Public Health Immunology (Internet-based Course) HSC 4504 Fall Semester, 2007 Instructor: Office: Office Hours: Virtual Hours: Email Address: Office Phone: Christy Ottendorfer, MSPH 2150-D, COPH By appointment By appointment (Blackboard Virtual Chat) Please leave message at Global Health Office, and I will return your call...

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OF UNIVERSITY SOUTH FLORIDA COLLEGE OF PUBLIC HEALTH Foundations of Public Health Immunology (Internet-based Course) HSC 4504 Fall Semester, 2007 Instructor: Office: Office Hours: Virtual Hours: Email Address: Office Phone: Christy Ottendorfer, MSPH 2150-D, COPH By appointment By appointment (Blackboard Virtual Chat) Please leave message at Global Health Office, and I will return your call ASAP. (813) 974-1122 Blackboard email Matt Tucker By appointment Fuwei Guo By appointment 13201 Bruce B. Downs Blvd., MDC 56, Tampa, FL 33612 (813) 974-8506 Anytime, with one on-line synchronous final exam required Anywhere, delivery by Internet, based on the Tampa campus August 27, 2007 through December 13, 2007 3 semester hours This course is a web-based course available at Flash presentations, multimedia activities, and internet resources are available on-line through Blackboard. A textbook is required. On-campus sessions will be held during the semester, with voluntary attendance. Preferred method of contact: Graduate Assistant: Office Hours: Email Address: Graduate Assistant: Office Hours: Email Address: Mailing Address: Fax Number: Class Hours: Class Location: Web Location: Course Dates: Credit Hours: Delivery Format: Course Description: Immunology as applied to Public Health. The emphasis in this course is upon an introduction to the principles of immunology. This course covers the applications of immunology and immunologic techniques used in the surveillance, prevention and control of diseases of public health importance in the tropics. A rudimentary knowledge of human immunology is presumed for this introductory course. The primary goals of this course are to familiarize the student with basic principles of immunology. Students who successfully complete this course will understand and be able to utilize the principles of detection, diagnosis, prevention and control of infectious disease through immunologic means. 1 Course Objectives: Students successfully completing this course will be able to: 1. Differentiate the components and functions of innate and adaptive immunity 2. Differentiate the functions of humoral and cell-mediated immunity 3. Discuss disorders related to immune system deficiencies/abnormalities 4. Discuss current global health issues, such as malnutrition and AIDS, and their relationship to immunity 5. Differentiate the infectious diseases that impair immune system function 6. Discuss the interactions between microorganisms and the immune system, including microbial/parasitic evasion strategies and immune system responses 7. Discuss the detrimental effects of immune responses including organ rejection, hypersensitivity reactions, and autoimmunity 8. Discuss the influence of cultural and societal beliefs that impact vaccines, organ transplantation, and allergies. Course Format: Students are responsible for accessing the Blackboard site for course materials, topical discussions, multimedia presentations, videos, messages and announcements. The course is organized into five major blocks, each two-three weeks in length. Block I: The Basics Aug 27 Sept 2: Sept 3 Sept 9: Sept 10 Sept 16: Introduction to Course Format Immunology Principles Immune Anatomy & Cells Block II: Innate Immunity Sept 17 Sept 23: Innate Barriers, Inflammation & Nutrition Sept 24 Sept 30: Complement Cascade Block III: Adaptive Immunity (Antibody Mediated) Oct 1 Oct 7: B cells & Antibodies Oct 8 Oct 14: Humoral Immune Response & Vaccines (Part I) Oct 15 Oct 21: Vaccines (Part II) & Evasion Strategies Block IV: Adaptive Immunity (Cell Mediated) Oct 22 Oct 28: T cells & Antigens Oct 29 Nov 4: Antigen Processing & Recognition Nov 5 Nov 11: Effector Mechanisms Block V: Diseases of the Immune System Nov 12 Nov 18: Autoimmunity, Tumors & Transplants Nov 19 Nov 25: Hypersensitivity Nov 26 Dec 2: Congenital & Acquired Immunodeficiencies Dec 3 Dec 9: Dec 8 Dec 13: Study Break Final Exam (submit before Thursday, Dec 13 @ 5 PM) Instructional Strategies: Flash presentations will be posted for each week and will include an audio component. Required readings will be assigned from the textbook and supplemental 2 websites. Videos and interactive multimedia (available through Blackboard) will enhance the course. Students will work individually, but will use Blackboard for student discussions and assignments, as well as to submit quizzes and exams. Textbook: The required textbook for this course is: Abbas, A. K. & Lichtman, A. H. (2006). Basic Immunology: Functions and Disorders of the Immune System (Updated 2nd ed), ISBN: 1416029745 The textbook is available on-campus at the Health Sciences Center Bookstore. An on-line order form is also available from the HSC Bookstore at the following address: HSC Bookstore Order Form. You also may purchase the book on-line from,,, or other sources. Course Material: The course material will consist of the online Flash presentations, readings from the book, and occasional additional web-based reading materials. All of these materials are potential quiz and final exam material. The general chapters for each presentation will be given; however, exact page numbers will not always be provided. Grading System: The final grade will be determined by five block quizzes, activity quizzes and discussion board participation, and a cumulative final exam. Block Quizzes will consist of objective style questions and will cover all material presented, including videos, as well as all assigned and web-based readings. The quizzes will each be worth 5 points (25 total points). Each timed quiz is worth 5 points or 5% of the final grade. Block Quizzes will only be available during the last week of each block prior to the deadline (from Monday to Sunday). Block Quizzes may only be taken once. Quizzes will be graded automatically by Blackboard & your score will appear immediately in the gradebook after successful submission. An exclamation point in the gradebook means that you have NOT turned the quiz in on time, as you likely have exceeded the time limit. A padlock symbol in the gradebook indicates that you have opened the quiz/activity & are in progress. If your grade does not automatically appear after submission, contact Technical Assistance for further information. Activity Quizzes will change each week and will consist of puzzles, videos, &/or practice questions that will review concepts from the textbook or additional materials. There will be 10 activities over the course of the semester, with each activity quizzes worth 4 points (40 total points). Activity quizzes will be available for the entire block, but must be completed by the scheduled deadline. They also may be submitted multiple times (up to 5 times) prior to the deadline to achieve full credit. Participation in discussion boards will be performed in small groups, and students will be required to post messages & reply to other students posts to discuss specific topics in-depth. These discussion sessions will primarily focus on current research, case studies, or video clips that emphasize the role of immunology in disease pathogenesis or practical applications of 3 immunology. Each student must participate in at least 5 of 6 discussions; or may drop the lowest discussion score (best 5 of 6). Students that participate in all 6 discussions will earn extra credit. Group Assignment (Group Table): Participation in discussions is worth 10% of your grade (worth 2 points each). All students will be randomly assigned into small groups to discuss each topic, and will rotate into different discussion groups during the semester to meet and talk to other classmates. Students will be assigned into groups after drop/add, and may not be in the same group for the whole semester. Please check the Group Table (see Groups Info on the course sidebar) for your group assignments after Week 1. Leader & Responder Roles: Each discussion group will have some students assigned a leader role and other students assigned a responder role. Student leaders will post original messages to the group discussion board about specific discussion questions, moderate the conversation, stimulate further discussion on the topic, and summarize the groups discussion during the week. Student responders will reply to the messages posted by the student leaders, as well as by other group members, to continue and further develop the discussion. Both student leaders and responders should research the topics to include pertinent facts in their messages, with appropriate citations for full credit. Each group will have at least 3 students in the leader role for each discussion. Leaders will have their names bolded on the Group Table, as a Selected Leader for that group discussion. Selected leaders must CONFIRM that they will participate in the discussion by email to the instructor; confirmed leaders will then have their names bolded in red on the table. Selected leaders that do not confirm to lead the discussion will not be allowed to participate in the discussion as a responder, and will receive a zero for that discussion week. All other students (non-bolded names) have the responder role. Student leaders will also rate the responders on the quality of the replies to the leaders and group members messages. These peer-reviewed group grades will assist the instructor in grading all responder students in the group. The quality of the entire group discussion will also be assessed to determine the grade for each student that week. Discussion Deadlines: The Discussion Board will be available for the entire week. However, student leaders must post original messages to the discussion before Wednesdays at 11:55 PM and must continue to moderate the group discussion during the week. Responder reply messages must be posted before Saturdays at 11:55 PM. Leaders must post summary messages to the board before Sundays at 11:55 PM. No credit will be given to students that post to the discussion board after the deadline has passed for that week. Remember, the grades will also be based upon the quality of the group discussion, so you may want to post messages EARLIER than the deadlines to allow all students a chance to thoroughly discuss the questions, as well as comment on the leader and responder messages. Review the Course Calendar for specific dates & discussion topics. Detailed information on the requirements for each discussion will be located on the course website during those weeks. Students can earn 2 points for participation in each weekly discussion board (best 5 of 6). Responder students must post at least 3 threads on discussion topic to receive any credit. And, student leaders must post an original thread 4 to receive ANY credit for that week, and cannot just reply to responder messages to receive full credit. Expected Tasks for both leaders and responders are shown below. Note: Some weeks may include both an activity and a discussion board session that must be completed prior to the end of that week. Leader Role: Tasks to Complete During Assigned Discussion Confirm Send an email to confirm instructors email that you will lead your assigned discussion group BEFORE the discussion begins (by Wednesday at 5 PM prior to the discussion) Introductions Once the discussion board opens, post a message to your group discussion & introduce yourself (this should be one of the first messages added to the board) Make sure you identify yourself as a leader & provide your email address Check the discussion group frequently on Monday & Tuesday to see what the other group leaders have posted, as well as any replies from the responders Original Message Prior to Wednesday at 11:55 PM, post your original message to the group based on the discussion topics given by the instructor Include answers/thoughts to the questions asked in the discussion topic in your original message based on information you have researched (cite your sources) Original messages must be at least 200 words. You must use sources other than Wikipedia, and should not copy & paste long passages of material--- summarize the information you want to present. At the end of the message, direct the discussion by including at least 2 specific questions about your original message or another related topic that you want the responder students to answer Send an email to the rest of the your group members once you have posted the message so that they will know to review your message & reply (use Group email function in BB) Moderate Frequently check the discussion & read the replies of all group members Ask questions about information not presented in the replies Ask controversial questions that could expand group participation of the discussion o It is recommended that you check the discussion at least once a day to moderate the discussion o You may coordinate these responsibilities with the other leaders in your group and split up the days Provide positive constructive feedback Appreciate your group members contribution to the discussion Challenge ideas of your group members-- identify and state areas of your agreement/disagreement Use sufficient resources to support your reply Make sure that all of the topic-related questions are adequately answered Encourage postings from students who are not active participants in the discussion. (by sending emails using Group email function in Blackboard) 5 Summarize & Grade Post a summary before Sunday at 11:55 PM (but after all responder students have posted their replies by Saturday at 11:55 PM) Include a roll call in summary--- list names of all responder students that participated & if all responder students replied to your original message. Nominate the Best Responder in your groupall leaders must agree & choose 1 student. Each leader should summarize the discussion, emphasizing the information discussed as a result of his/her original message Each leader MUST post a message to the Discussion Board with this summary, roll call, and overall group grade (1-4 stars) on Sunday before 11:55 PM This rating will determine the grades for the responder students only Leaders may send an email to instructor & TAs with individual responder scores or overall group grade, if you are uncomfortable posting that information to the discussion board (please indicate that you have emailed the instructor/TAs with grade info in summary message) Responder Role: Tasks to Complete In Weekly Discussions Reply to Leader Introductions (INTRODUCE YOURSELF TOO) Check the discussion group frequently in the first couple of days & reply to your leaders introductory messages Include in your reply some information about yourself, as many students will not get a chance to see all the student bios Reply to Leader Original Messages Frequently check the discussion group or your email to see when the leaders have posted their original messages so that you can further the discussion Prior to Saturday at 11:55 PM, reply to ALL leader original messages on the discussion topic o Improve your overall group grade by replying to leader posts earlier in the week o Answer AT LEAST 1 question asked by each leader from their original messages o Reply with additional information on the subject that you have found (cite your sources) and include personal stories/opinions on the topic o Ask the leaders questions! o You must post at least THREE messages to the board on the discussion topic (as a responder) to earn any credit for the week (intro messages do not count). o Cite your sources (do not use Wikipedia). Group Interaction Respond to any questions that the leaders ask you within 24 hours about your replies (HINT: check the discussion board once every day!) Bring up any points that you feel are being missed in the discussion Interact and respond to other group members about their messages promptly o Dont wait until the last minute to post all of these messages your grade depends on group interaction!! Finally, the leaders are grading your participation so dont ignore them or allow them to do all of the work to keep the discussion going! 6 Criteria for Discussion Activities Grading For Discussion Leaders You will earn 0.5 points based on the quality of your original message, message is at least 200 words, do not use Wikipedia, & posted to the Discussion Board by 11:55PM Wednesday of the week when the discussion starts. You will earn 0.5 points if you provide comments/prompts at a regular manner (e.g. beginning, mid and end of discussion). You will earn 0.5 points if you ask effective and course-related questions to encourage their further contribution to the topic. You will earn 0.5 points if you summarize all the replies to the topic(s) that you are responsible for and post (or email) a score for the group discussion by 11:55PM Sunday of the week when the discussion ends. Dont forget to nominate the Best Responder in your group! 0.5 points will be deducted if you make spelling or grammatical mistakes in your postings. 0.5 points will be deducted if only personal opinions are presented in your messages. For Responder Students: Overall Group Discussion Grade (Four Scale) Leaders of the discussion will grade the responder students based on your contribution to the overall discussion. The score will determine the number of points that responder students earn for that discussion, and will be an average of all scores given by leaders. Group will earn 1 star if all responder students post reply messages to the Discussion Board by 11:55PM Saturday of the week when the discussion starts. Group will earn 1 star if all responder students answer at least 1 of each group leaders questions to responders within 24 hours. Group will earn 1 star if responders provide responses at a regular manner (e.g. beginning, mid and end of discussion). Group will earn 1 star if responders post at least 3 messages to the discussion Please note that stars may be deducted if responders routinely make spelling or grammatical mistakes in their postings and only present personal opinions in their messages. Responders must post THREE messages specifically about the discussion topic to earn group grade. Students that only post 1 message about the discussion will receive a 0. Group grades will be out of 4 stars total Star Scale: 4 stars = 2 points, 3 stars = 1.5 points, 2 stars = 1 point, 1 star = 0.5 points Responder students that do not participate in the discussion will earn 0 points even if overall group discussion has a high rating. Final Exam: The Final Exam will be a timed, comprehensive, objective exam delivered on-line through the course website. The Final Exam is cumulative and will available be from December 8 through December 13. The exam will have 50 questions, and you will have 3 hours to complete the exam once you open it. You must submit the Final Exam before Thursday, December 13th at 5:00 PM. No exceptions will be made for late exams since the Final will be available for several days. The Final is worth 25% of the grade (total of 25 points). 7 Grading System Summary Individual Weight Total (points) Activities (10) 4% 40 Quizzes (5) 5% 25 Discussion Participation (5) 2% 10 Comprehensive Final Exam 25% 25 100 points Grading Scale: A: 90% B: 80-89% C: 70-79% D: 60-69% F: <60% Course grade points ending in 0.5 and above will be rounded up and below 0.5 will be rounded down. Class Structure: The course will consist of five blocks, broken down into weekly sessions, which will include a presentation, required readings, and multimedia components. The presentations, reading assignments, activities will be available for the entire block at once; however, activities must be submitted by the end of the scheduled week of the block (see Course Schedule). Discussion boards will only be open during the assigned weeks on the schedule. Assignments, discussion postings, and quizzes must be submitted by the scheduled deadlines on the course website. Please note that these presentations and videos may be large files that may take some time to download with dial up internet access. Course Expectations: Students are expected to read and understand the syllabus and course calendar. Students are also expected to keep up with the course materials, activities, discussions, and the quizzes, as outlined in the course schedule. Each student must maintain email contact with the instructor throughout the semester. Also, notify the instructor promptly if you are having comprehension difficulties with the material. Finally, because this is an online course, the activity quizzes, the block quizzes and the final exam are "open book"; however, students are not allowed to ask for or to provide answers to other students. By submitting each activity and quiz, the student attests to the following statement: "By submitting this activity or quiz electronically, I certify that I have neither sought nor received outside aid on this quiz. In addition, I certify that I have neither sought nor received any information about the content of the quiz questions prior to taking this quiz." Violations of this pledge will invoke the University of South Florida policy regarding plagiarism, cheating, and academic dishonesty and will be handled according to the penalties and consequences listed in the student handbook. Email: Please do not hesitate to contact the instructor or TAs at any time by email if you have questions or concerns regarding the course material or activities. But, we have some rules!! 1. You must use your OFFICIAL USF email account to send email messages to the instructor & TAs. Messages from other email accounts (such as AOL, hotmail, yahoo, etc) are blocked from our USF accounts as junk mail by the IT Health server. Please use 8 2. the Blackboard email function or your USF account ONLY to send email, or else you will NOT receive a response. Due to the large number of students enrolled in this course, it is required that you include the following information in all email messages that you send to the instructor, TAs, and Technical Assistance support staff (see tech assist section below), even if you send it through Blackboard. We want to know who we are talking to! A. Your first and last name. B. The course name: Foundations of PH Immunology. C. For technical difficulties: describe in as much detail as possible the technical difficulties that you are experiencing, including the exact error message that BlackBoard may display. Please note that the primary means of communication from the instructor to the student is by email to the student's OFFICIAL USF email address and the Announcements section on BlackBoard. It is strongly recommended that you frequently check both of these sources for information on the course. Course Schedule Week Dates 1 Aug 27 Sept 2 Topic BLOCK I: THE BASICS Introduction Optional Orientation Aug 28, 31 @ 4PM, Room 1023B COPH Post your mini-bio to the discussion board by Sept 2! Immunology Principles Optional Orientation Sept 4 @ 4 PM, Room 1023B COPH Week 2 Crossword Activity due by 11:55 PM Sept 9 Anatomy & Cells of the Immune System Week 3 Osmosis Jones Activity due by 11:55PM Sept 16 Block Quiz #1 due by 11:55 PM September 16 BLOCK II: INNATE IMMUNITY Innate Barriers, Inflammation, & Nutrition Week 4 Heroes for Health Activity due by 11:55 PM Sept 23 Discussion Topic: Childhood Health Issues & Innate Immunity DB: Leaders original message due Wed Sept 19 Responder replies due Sat Sept 22 Complement Cascade Week 5 Complement Cascade Activity due by 11:55 PM Sep 30 Block Quiz #2 due by 11:55 PM September 30 Readings Syllabus 2 Sept 3 Sept 9 p. 1 - 9 3 Sept 10 Sept 16 p. 9 - 20 4 Sept 17 Sept 23 Chapter 2 5 Sept 24 Sept 30 p.32-34 & 149-156 6 Oct 1 Oct 7 BLOCK III: ADAPTIVE IMMUNITY PART I B cells & Antibodies Week 6 Jeopardy Activity due by 11:55 PM Oct 7 Discussion Topic: B Cell & Antibody Therapies for Disease DB: Leaders original message due Wed Oct 3 Responder replies due Sat Oct 6 p.63-70 & 72-80 p. 143-148 & 155-157 9 7 Oct 8 Oct 14 Oct 15 Oct 21 Humoral Immune Response Week 7 Vaccines Activity due by 11:55 PM Oct 14 Vaccines & Evasion Strategies Week 8 Discussion Topic: Your Vaccine to Save the World DB: Leaders original message due Wed Oct 17 Responder replies due Sat Oct 20 Block Quiz #3 due by 11:55 PM October 21 Chapter 7 8 p. 157 159, Supplemental 9 Oct 22 Oct 28 Oct 29 Nov 4 BLOCK IV: ADAPTIVE IMMUNITY PART II T cells & Antigens Week 9 AIDS Activity due by 11:55 PM Oct 28 Antigen processing & recognition Discussion Topic: HIV/AIDS in Society DB: Leaders original message due Wed Oct 24 Responder replies due Sat Oct 27 Effector mechanisms Week 11 Block Quiz #4 due by 11:55 PM Nov 11 Chapter 5, p. 217 -223 Chapter 3, p. 7074, 80-82 Chapter 6 10 11 Nov 5 Nov 11 12 Nov 12 Nov 18 BLOCK V: DISEASES OF IMMUNE SYSTEM Autoimmunity, Tumors & Transplants Week 12 Transplantation Activity due by 11:55 PM Nov 18 Discussion Topic: Cultural & Ethical Issues in Organ Donation DB: Leaders original message due Wed Nov 14 Responder replies due Sat Nov 17 Hypersensitivity Week 13 Crossword Activity due by 11:55 PM Nov 25 Congenital & Acquired Immunodeficiencies Week 14 Bubble Boy Activity due by 11:55 PM Dec 2 Discussion Topic: Ethical Issues in Primary Immunodeficiency DB: Leaders original message due Wed Nov 28 Responder replies due Sat Dec 1 Block Quiz #5 due by 11:55 PM December 2 Study Break Final Exam (due by 5:00 PM Thursday, Dec 13) Chapters 9 & 10 13 Nov 19 Nov 25 Nov 26 Dec 2 Chapter 11 Chapter 12 14 15 16 Dec 3 Dec 9 Dec 8 Dec 13 Cumulative 10 Policies and Technical Assistance Plagiarism: Plagiarism is defined as literary theft and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, web sites, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public at large, or the form, structure, or style of a secondary source must be attributed to its author by means of the appropriate citation procedure. Only widely known facts and first-hand thoughts and observations original to the student do not require citations. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as ones own segments or the total of another persons work The student who submitted the subject paper, lab report, etc., shall receive an F with a numerical value of zero on the item submitted, and the F shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course, as stated in USF 2002-2003 Undergraduate Catalog (pages 47 49). Assignments may also be submitted to or the Safe Assignment tool in Blackboard to verify proper citation. Instructor Response Policy: Emails will be replied to within 48 hours for non-emergency questions. Emails regarding technical difficulties or emergency situations will be replied to within 24 hours. Please note that the instructor usually cannot access USF email until after 4 PM on weekdays (due to restricted internet access at DOH position). Grading Policies: Grades will be assigned as outlined in the grading system section (see above). Students are encouraged to email the instructor for feedback on assignment and quiz questions. Please ask the instructor to explain the answers for questions that you do not understand, as correct spelling and grammar are extremely important for Blackboard to accurately grade assessments and mistakes may occur. Make-up Policy: Any student who anticipates having trouble meeting course due dates must make arrangements with the instructor before the due date. Make-up and/or reset quizzes/exams will include essay questions. RESET QUIZZES MAY RESULT IN POINT DEDUCTIONS. Due dates that have passed without making arrangements with the instructor will not be extended, and the assignments and exams may not be made up. Late Assignment Policy: Proper documentation will be required for any make-up exams or late assignments for reasons that arise unexpectedly (doctors note, etc). Late assignments, without documentation, will not be accepted. Extra Credit Policy: Exams may include bonus questions for extra credit points. Additional surprise extra credit opportunities will be available throughout the course. Schedule Change Policy: Please note that the primary means of communication from the instructor to the student about schedule changes is by email to the student's OFFICIAL USF email address and the Announcements section on Blackboard. 11 Use of Public Computers: Problems accessing the course materials, viewing required videos and multimedia presentations, and submitting assignments late due to technical difficulties experienced while using public computers (including USF computer labs) are not acceptable. Notify the instructor and ETA promptly if you experience any broken links or difficulties opening multimedia presentations. The policy for late assignments applies to problems due to use of public computers, and grades will be assigned accordingly. Accessing Blackboard: Definition and Purpose: Blackboard is a University of South Florida supported web-based program that allows students to access course materials from any computer terminal linked to the web. Additional course materials such as lecture slides, exercises answers, and article review questions are located on the website. Only students officially enrolled in the course may obtain access to Blackboard. Students must have a Net ID account to access Blackboard. If you have not yet obtained one, please follow the instructions below. Applying for a Net ID Account: 1. To apply for a Net ID account, go to the website 2. Click on "Sign up" for your USF account. 3. Fill in all relevant information and submit your application. You should be able to access Blackboard immediately. Logging on to Blackboard: 1. To initiate log on to the site, go to the address 2. Enter login identification (your Net ID account username). Enter password (the default password for each user is their social security number - please do not use spaces or hyphens; or your Net ID account password, if you created it). 3. Once you've entered the site and you will see the folders for each week of the course. You may click on the headings located on the panel on the left side of the screen (e.g., Announcements; Syllabus; Videos; Email; Discussion Board, etc) Getting Help with Blackboard: If you have difficulty accessing the site, please do not contact the course instructor, teaching assistant, or faculty supervisor. We can only assist you with course material once you have logged onto the site. Instead, use the Technical Assistance link on the BlackBoard or contact the Academic Computing Help Desk by one of the following method: Phone (813) 974-1222, or toll free in Florida 1-800-94-1222 Web: E-mail: In Person: LIB 608 (6th floor of the Tampa Campus Library) Technical Requirements: This course is web-based and requires a personal computer with audio capabilities that supports at least an 800 x 600 pixel screen resolution at "High Color" (i.e., 16-bit, thousands of colors, or 65,536 colors), full Internet access, a working e-mail address, and a 4.0+ browser of your choice (e.g., Netscape, Internet Explorer, AOL, Opera, etc.) with Java and Javascript enabled. Further information on browser settings and required plug-ins will be made available on-line. The majority of personal computer systems used by USF students more than meet these minimum requirements; however, students should direct any questions about the capabilities of specific personal computer systems to a qualified technician. 12 Presentations will be available in Adobe PDF format and you will need AdobeAcrobat Reader to view them. Please note that these presentations and videos are large files that may take some time to download with dial up internet access. Technical Assistance HOTLINE: Students enrolled in online courses at the COPH will now receive technical support from the COPH Office of Edcuational Technology and Assessment (ETA). Should you experience a technical problem (accessing course materials, audio/video, broken links, reset submission link for assignments/quizzes) select the Technical Assistance link/button located on the bottom, left side of your course menu in Blackboard. A new window will open to the ETA Technology Assistance webpage. On the ETA Technology Assistance webpage, select the link to the Technical Problem Report Form. Complete and submit the form. You will receive a reply from our staff WITHIN 24 hours, 7 days a week! During business hours (M-F 8:30am-5pm) you can select the Live Text Chat or toll-free telephone options instead. If you are locked out of a quiz or assignment, please contact Technical Assistance PRIOR to contacting the instructor. You will receive a reply within 24 hours. All Quiz resets will include essay questions that must be answered in addition to the quiz, but will still not receive full credit. ETA will provide these questions when the quiz/assignment is unlocked. Academic Assistance for Students with Disabilities: Student Disability Services exists to ensure that students with disabilities have the academic support necessary to achieve academic success at the University of South Florida. Course related assistance and academic accommodations are provided to eligible students with documented disabilities. Services may include advocacy, reader services, interpreters, alternate exam administration, note takers, and adaptive equipment such as FM systems and large print computer access. Students are encouraged to contact our office as early as possible prior to enrollment to make arrangements for appropriate services. Documentation of a disability and significant current functional impairment resulting from that disability is necessary in order for accommodations to be provided. Students should bring a current Memorandum of Accommodations from the Office of Student Disability Services. Disability Accommodation: For information regarding qualifications for student disabilities through the Disabled Student Academic Services Office (DSA), at the University of South Florida, see the 1999-2001 USF Graduate Catalog which can be found online at (page 4 of 6) and directly contact the DSA for arrangement of academic accommodations and assistance at (813) 974-4309, SVC 2043, Coordinator of Disabled Student Academic Services. "I" Grade Policy: An "I" grade indicates incomplete coursework and may be awarded to graduate and undergraduate students. Undergraduate rules apply to non-degree-seeking students as well. An "I" grade may be awarded to an undergraduate student only when a small portion of the student's work is incomplete (<30%), and only when the student is otherwise earning a passing grade. 13 Until removed, the "I" is not computed in the GPA for either undergraduate or graduate students. The time limit for removing the "I" is to be set by the instructor of the course. For undergraduate students, this time limit may not exceed two academic semesters, whether or not the student is in residence, and/or graduation, whichever comes first. "I" grades not removed by the end of the time limit will be changed to "IF" or "IU," whichever is appropriate. If an instructor is willing, he or she may accept work from a student after an "I" grade has changed to an IF or IU grade, and assign the student a final grade in the course, unless the student has graduated. Whether or not the student is in residence, any change to "IF" grades will be calculated in the cumulative GPA and, if applicable; the student will be placed on appropriate probation or academically dismissed. Students are not required to re-register for courses in which they are only completing previous course requirements to change an "I" grade. However, if a student wants to audit a course for review in order to complete course requirements, full fees must be paid. Dates of Religious Observation: Students who anticipate the necessity of missing any lecture, exam, or class requirement due to the observation of a major religious observance, must provide notice of the date(s) to the instructor, in writing, by the second-class meeting. Students are not required to attend if the lecture, exam, or assignment occurs on a day or a time prohibited by his or her religious beliefs. In that case, accommodation for a make-up exam will be provided. Institutional Policies & Links: Student Handbook USF Student Code of Conduct: USF Student Rights/Responsibilitie s Academic Dishonesty/Plagiarism Special Accommodations Holidays & Religious Observations m 2005_2006_section6.pdf 14

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Professional Foundations of Health EducationUniversity of South Florida College of Public Health HSC 5037-901 Syllabus Fall Semester 2007 1 semester hour 5:00 PM 5:50 PM LRCC 108Course Description This seminar-style course examines the practice o
USF - HSC - 6055
UNIVERSITY OF SOUTH FLORIDA COLLEGE OF PUBLIC HEALTH DEPARTMENT OF EPIDEMIOLOGY AND BIOSTATISTICSSurvival Analysis Spring 2007 HSC 6055-901Meets: Tuesday, 6:00-8:50pm, at Computer Lab B (1038B) Instructor: Wei Wang, PhD Office: Room 2130 Office Ho
USF - HSC - 6056
HSC 6056-001: Survey and Sampling in Health Sciences Summer 2007Department of Epidemiology and Biostatistics | College of Public HealthYiliang Zhu Office: COPH2112 Phone: 974-6674; Fax 974-4719 Email: yzhu@hsc.usf.eduTABLE OF CONTENTS 1. General
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Pathobiology of Human Disease I Fall 2007 HSC 6556-310, 350 (3 credit hours) I.S. Richards, Ph.D., F.A.C.F.E. Associate Professor College of Public Health Department of Environmental and Occupational Health Associate Professor College of Medicine Int
USF - HSC - 6557
Pathobiology of Human Disease IIHSC 6557-310 (3 credit hours) Instructor:I.S. Richards, Ph.D., F.A.C.F.E. Associate Professor College of Public Health Department of Environmental and Occupational Health Associate Professor College of Medicine Inter
USF - HSC - 6641
Syllabus PREVENTION AND CONTROL OF UNINTENTIONAL INJURIES CFH HSC 6641Sections: 310 (ref# 16168), 391 (ref# 16170), 350 (ref# 16171) Semester: Spring 2007Dates: Location: Credit Hours: Pre-Requisites: Delivery Format:This course is web-based using
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Computational, Integrative and Comparative Methods for the Elucidation of Genetic Co-Expression NetworksNicole E. Baldwin1 , Elissa J. Chesler2 , Stefan Kirov3, Michael A. Langston 1 , Jay R. Snoddy3, Robert W. Williams2 and Bing Zhang 32Dept of
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REPORTSStructure of Human Pro-Matrix Metalloproteinase-2: Activation Mechanism RevealedEkaterina Morgunova,1,2 Ari Tuuttila,1 Ulrich Bergmann,1 Mikhail Isupov,3 Ylva Lindqvist,2 Gunter Schneider,2* Karl Tryggvason1*Matrix metalloproteinases (MMPs
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Nuclear Instruments and Methods in Physics Research A257 (1987) 233-243 North-Holland, Amsterdam233DETERMINATION OF THE SPIN ALIGNMENT IN HEAVY-ION REACTIONS WITH THE SPIN SPECTROMETER K.J . HONKANEN *, F.A . DILMANIAN * * and D.G. SARANTITESDep
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Oppositepage:MarsRover. PhotocourtesyofNASA/JPLCaltech Building Robot Brains 341What a splendid head, yet no brain. Aesop (620 BC-560 BC) Oppositepage:HomeSimpsonsBrain PhotocourtesyofTheSimpsonsTrivia(
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New.York.NY 7311966 3.4 308.9 2102512 1783511 512719 79.1 29823 2190 8.6 -1 189600 13.2 47.3 0.018 10 0.18 1592 81 16 Los.Angeles.CA 3489779 17.6 469.3 487674 1391411 341807 23 30925 532 9 0 244500 10.1 14.8 0.005 16 0.31 0 0 5 Chicago.IL 2768483 -7.
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PRL 97, 167201 (2006)PHYSICAL REVIEW LETTERSweek ending 20 OCTOBER 2006Giant Discrete Steps in Metal-Insulator Transition in Perovskite Manganite WiresHong-Ying Zhai,1 J. X. Ma,1,3 D. T. Gillaspie,1,3 X. G. Zhang,2,4 T. Z. Ward,1,3 E. W. Plumm
Tennessee - 560 - 560
Tennessee - 560 - 560
Performance of Parallel Eigensolvers on Electronic Structure CalculationsRobert C. Ward*, Yihua Bai* and Justin Pratt* Technical Report UT-CS-05-5601 University of Tennessee February 2005 Abstract. Many models employed to solve problems in quantum m
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A Parallel Symmetric Block-Tridiagonal Divide-and-Conquer AlgorithmYihua Bai and Robert C. Ward Technical Report UT-CS-05-5711 University of Tennessee December 2005 AbstractWe present a parallel implementation of the block-tridiagonal divide-and-co
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Performance of Parallel Eigensolvers on Electronic Structure Calculations IIRobert C. Ward1,2 and Yihua Bai1,2 Technical Report UT-CS-06-5723 University of Tennessee September 2006 Abstract. Many models employed to solve problems in quantum mechanic
Tennessee - 569 - 569
Optimizing Cauchy Reed-Solomon Codes for Fault-Tolerant Storage Applications James S. Plankplank@cs.utk.eduTechnical Report CS-05-569 Department of Computer Science University of Tennessee December, 2005.This paper has been submitted for publicat
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Enumeration of Optimal and Good Cauchy Matrices for ReedSolomon Coding James S. PlankDecember 8, 2005 Technical Report UT-CS-05-570 Department of Computer Science University of Tennessee Knoxville, TN 37996 http:/
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Enter command (A=add, R=retrieve, D=delete, P=partial, V=verbose, Q=quit): Added: ovid metamorphoses Enter command (A=add, R=retrieve, D=delete, P=partial, V=verbose, Q=quit): Verbose mode: True Enter command (A=add, R=retrieve, D=delete, P=partial,
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Tennessee - 113 - 494
Graph Coloring and the Immersion OrderFaisal N. Abu-Khzam and Michael A. LangstonDepartment of Computer Science, University of Tennessee, Knoxville, TN 379963450, USAAbstract. The relationship between graph coloring and the immersion order is con
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Order Statistics in Digital Image ProcessingIOANNIS PITAS AND ANASTASIOS N. VENETSANOPOULOS, FELLOW, IEEEhuman visual perception mechanism has been shown to have nonlinear characteristics as well [2], [ 5 ] . Linear filters, which were originally u
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ELSEVIERCrop Protection 19 (2000) 407-415[ICrop gas exchange, not individual-leaf measurements, accurately assesses azalea response to insecticidesW.E. Klingemana,*, G.D. Buntina, M.W. van I
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Food and Drug Administration, HHS(i) That the petition is undergoing agency review (in which case a docket number will be assigned to the petition); or (ii) That the petition is incomplete, e.g., it lacks any of the data required by this part, it pr
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590 - 1NATURAL RESOURCES CONSERVATION SERVICE CONSERVATION PRACTICE STANDARDNUTRIENT MANAGEMENT(Ac.) CODE 590DEFINITION Managing the amount, source, placement, form and timing of the application of plant nutrients and soil amendments. PURPOSE
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Oppositepage:MarsRover. PhotocourtesyofNASA/JPLCaltech Sensing The World 5101I see all obstacles in my way. From the song I can see clearly now, Johnny Nash, 1972. Oppositepage:TheSenses PhotocourtesyofBlogosphere(cultura.blogos
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Annu. Rev. Genet. 1997. 31:381404 Copyright c 1997 by Annual Reviews Inc. All rights reservedTRANSPOSABLE ELEMENT-HOST INTERACTIONS: Regulation of Insertion and ExcisionMariano Labrador and Victor G. CorcesDepartment of Biology, The Johns Hopkins
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&lt;!DOCTYPE html PUBLIC &quot;-/W3C/DTD XHTML 1.0 Strict/EN&quot; &quot;http:/;&gt; &lt;html xmlns=&quot;http:/; lang=&quot;en&quot; xml:lang=&quot;en&quot;&gt; &lt;head&gt; &lt;title&gt;/sans/Release/tags/package-6.011/Install_Instructions.txt - NCN
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TOP500 Supercomputer Sites13th Edition Computer Science Department University of Tennessee Knoxville, TN 37996-1301 and Mathematical Science Section Oak Ridge National Laboratory Oak Ridge, TN 37831-6367 dongarra@cs.utk.eduJack J. DongarraComput
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July 16, 2008 sylF08.tex ECE 313 Probability and Random Variables, Fall 200810.90.80.7 TAIL Relative Frequency0. 400 500 600 700 800 Two Samples of PseudoRandom FairCoin Tossing9001000Ins
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Chemistry 319, Spring 2002: First (and Last) Paper HandoutsKelsey Cook; 615 Buehler Hall;;974-8019Course Web Page: should be minimal use of paper for the remainder of the semester. The laborato
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Nuclear Instruments and Methods in Physics Research A279 (1989) 479-502 North-Holland, Amsterdam479THE MID-RAPIDITY CALORIMETER FOR THE RELATIVISTIC HEAVY-ION EXPERIMENT WA80 AT CERN T.C. AWES 1) , C. BAKTASH 1) , R.P. CUMBY 1), R.L . FERGUSON 1)
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Figure 11.01a Average and Marginal Revenue(a) Competitive Firm Price,p, $ per unitDemand curve p1ABq q+1Quantity, q, Units per yearFigure 11.1 Average and Marginal Revenue(a) Competitive Firm Price, p, $ per unit (b) Monopoly Price, p,
Tennessee - 136 - 352
HORTICULTURAL ENTOMOLOGYWhole- Plant CO2 Exchange Measurements on Azaleas Injured by Azalea Lace Bug (Heteroptea: Tingidae) FeedingW. E. KLINGE MAN, M. W. VAN IERSEL, G. D. BUNTIN, ANDS. K. BRAMANDepartment of Entomology, University of Georgia, G
Tennessee - 137 - 311
Nuclear Instruments and Methods in Physics Research A311 (1992) 130-138 North-HollandNUCLEAR INSTRUMENTS &amp;METHODS IN PHYSICS RESEARCHSection AA simple method of shower localization and identification in laterally segmented calorimeters&quot;,b and
Tennessee - 140 - 102
Oppositepage:MarsRover. PhotocourtesyofNASA/JPLCaltech Insect-Like Behaviors 6139So you gotta let me know Should I stay or should I go? From the song, Should I stay or should I go, Mick Jones (The Clash), 1982. Oppositepage:Lady
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$ g Y y x r ( 3 A 0 F 2 U ( A 6 V &amp; b 3 T d w 7 @ @ 1 4 F (A ( &amp; bA 5 ( &amp; b &amp; U ( 1 U U 3 D 3 @ ( 3A 0A ( ' &amp; U &amp; B 0 &amp; X 2 @ @ 1 61 X 2 3 v 7 ( &amp; b &amp; B 0 3 V 0 3 ( &amp; T 1 6 U ( 1 t ( &amp; B 0 U U 3 @A 6 u t Ds r &amp; b3 T d q 7 @4 1 XA ( 1 g &amp; @ T
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FINAL EXAM STAT 302Fall 1996 Instructions: Show work for partial credit. If you run out of time (I hope not), delineate the procedure you would use to solve the problem. 1. Data were recorded to study a new method of measuring body composition. In t
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Math 141Fall 2008Syllabus*Note, the list below refers to a typical MTWF or MWRF class for the fall or spring semesters. Modifications will be made for the summer semester.*Lecture1 2 3-4 5 6-7 8-9 10-11 12-13 14 15-16 17 18-19 20 21-22 23 24
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SIR LAUNFALEdited by Anne Laskaya and Eve Salisbury Originally Published in The Middle English Breton Lays (Kalamazoo: Medieval Institute Publications, 1995). Online at http:/ Be doughty Artours dawes
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Combinatorial Genetic Regulatory Network Analysis Tools for High Throughput Transcriptomic DataElissa J. Chesler1 and Michael A. Langston 21 2Life Sciences Division, Oak Ridge National Laboratory, P.O. Box 2008, Oak Ridge, TN 37831-6124, USA Depa
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101.54(c) Data bases of nutrient values for raw fruits, vegetables, and fish that are not among the 20 most frequently consumed may be used to develop nutrition labeling values for these foods. This includes data bases of nutrient values for specif
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Pt. 10221 CFR Ch. I (4199 Edition)component(s) when the proportion of such ingredient(s) or component(s) in the food has a material bearing on price or consumer acceptance or when the labeling or the appearance of the food may otherwise create an
Tennessee - 160 - 306
2.B:2.N INuclear Physics A306 (1978) 259-284: (~) North-HollandPublishino Co., AmsterdamNot to be reproduced by photoprint or microfilmwithout written permissionfrom the publisherFUSION CROSS SECTIONS FOR THE 160-['160 REACTIONB. FERNANDEZ *, C
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FINAL EXAM STAT 302 Fall 1994 Name_Instructions: Show all work for partial credit. If you can't finish a problem, indicate the procedure that you would use to solve it. Mark your answers clearly. 1. A study in quality in certain plant yieded the fol
Tennessee - 160 - 445
Tillage and Crop Residue Effects on Soil Carbon and Carbon Dioxide Emission in CornSoybean RotationsMahdi M. Al-Kaisi* and Xinhua Yin ABSTRACT in soil organic C in the first 2 to 5 yr after changing to conservation management, but a large increase i
Tennessee - 160 - 594
Tennessee - 160 - 594
Improving Network Routing1. Nodes periodically send forward ants to some recently recorded destinations 2. Collect information on way 3. Die if reach already visited node 4. When reaches destination, estimates time and turns into backward ant 5. Ret
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27.9.r3 (iizrnpzlijzjm)t : (- 17* tz-t ( ij z- mt- mrUrj rj _ m) 27.9.14 27.9,t5 : Urj r- m'- mrlj'j, j- rn) 27.9.t8:{rffi(-1)tt-*r+t-^ (tr;Tr :14p (-L)t -+ tr-, (Physics 601, Advanced Atomic Physics, Spring 2008 Homework Problem Set III.
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Molecular Techniques for Microbial Ecology:A Compilation of ReviewsMicrobiology 650 Fall 2007Table of Contents Chapter 1 p. 5-14 Charles Budinoff Current Tools for Single-Cell Analysis of Microbial Communities p. 5 p. 6 p. 8 p. 10 p. 12 1.1 Intro
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Evolutionary Relationships Among the Members of an Ancient Class of Non-LTR Retrotransposons Found in the Nematode Caenorhabditis elegansIgnacio Marn,* Piedad Plata-Rengifo, Mariano Labrador, and Antonio Fontdevila *Departamento de Genetica and Ins