“Sugar in School Breakfasts: A School District’s Perspective”

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A. For this essay, you will select one of the articles provided below and engage in a 2-3 page summary and response dialogue with the source. This will involve providing a detailed summary of the source’s argument and responding to that argument with your position based on the information provided in the source.

B. Reflection Questions

DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.

What ideas originally came to mind when you first read through the article? Did your initial response to the article change after reading it for a second time? (3-4 sentences)
How does paying attention to the way you respond to a source help you formulate your stance on a topic? (2-3 sentences)

D. Requirements

The following requirements must be met for your submission to be graded:

Composition must be 2-3 pages (approximately 500-750 words).
Double-space the composition and use one-inch margins.
Use a readable 12-point font.
All writing must be appropriate for an academic context.
Composition must be original and written for this assignment.
Plagiarism of any kind is strictly prohibited.
Submission must include your name, the name of the course, the date, and the title of your composition.
Include all of the assignment components in a single file.
Acceptable file formats include .doc and .docx.

I have uploaded the essay they want a response to

foodborne illness outbreak

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Instructions
For this week’s assignment, you will be addressing course learning objective 1.

You will be diagramming the course and impact of a real world foodborne illness outbreak, choosing one of the outbreaks noted in these assignment instructions. Your diagram will be a one page infographic that visually identifies and explains the way the outbreak occurred, from source to victims.

The infographic must include the information noted below.

Name of the foodborne illness outbreak (the illness it caused)

Cause of the outbreak (virus, bacteria, parasite, etc.)

The path from source to victim, including the number of victims

The CRITICAL point where the outbreak could have been prevented must be identified. Identify if this was caused by a grower/producer, manufacturer, restaurant error, or something else.

A precaution (if possible) that would have prevented this outbreak

Your sources must be included, but they do not have to be formatted in APA format you may include links to your online sources.

You may use any of the following to create your one page infographic: PowerPoint (one slide), MS Word (save as a .pdf to preserve your formatting), an infographic creation site or software, such as Canva (www.canva.com for a free account). Please note that if you use a specific software other than Microsoft or Adobe, you may be required to convert it to a file that your instructor can open. Keep that in mind and if you have questions about whether or not your instructor will be able to open your file, please ask in advance.

Be sure to review the tips posted in the week 2 module, as well as the  Q&A forum for an example of the expectations for the infographic.

You may use any of the real world outbreaks noted below for this infographic. If you wish to use a different outbreak that is not listed below, please contact your instructor for approval. You will have to research the specific outbreak in order to find the necessary information to complete the infographic and include all the required information. Hint: The CDC has very good information beyond what the web can provide for you you must use at least two sources. https://www.cdc.gov/foodsafety/outbreaks/multistate-outbreaks/outbreaks-list.html

The sources must be reliable, academic resources. For tips on finding academic resources, please visit the student academic resource center in the library. http://www.apus.edu/apus-library/resources-services/student-academic-resource-center/reference-research.html

Choices for outbreak cases for the infographic:

Botulism at Trini & Carmen’s Restaurant 1977 Pontiac, Michigan

E. coli at Jack in the Box 1993 various states

Hepatitis and Frozen Strawberries 1997 various states

E. coli at Sizzler 2000 Wisconsin

Hepatitis A at Chi-Chi’s 2003 Pennsylvania

E. coli at Taco Bell 2006 East Coast

Listeria from cantaloupe 2011 Jensen Farms, Colorado

E. coli at Jimmy John’s from sprouts 2012 multiple states

The suggestion for successfully completing this assignment is to first review the instructions and rubric, then choose the outbreak you will use. Research that outbreak to be sure you have all the necessary information. Begin by outlining all the required information prior to starting your infographic to ensure you are including everything that is required.

Refer to the rubric for details on how the assignment will be evaluated. Please ask for any necessary clarifications prior to submitting your assignment.

Diagnostic Tools

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students will be responsible for reading three research articles and completing written responses to the readings for that day. These responses are meant to facilitate class discussion of the assigned material. For each response, students will be required to write a one-page paper synthesizing the three articles.
The following factors will be considered in grading: relevance, accuracy, synthetization of the reading materials, degree to which the responses show understanding/comprehension of the material, and quality of writing.

Reading and writing

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Purposeful, precise word choice suggests keen awareness of writing purpose and genre characteristics and reliably contributes to quality/clarity Purposeful, varied, and well-controlled sentences with consistent command of sentence boundaries enhance the text Appropriate tone for the writing task Consistent command of spelling, capitalization, punctuation, grammar, and usage conventions including commas and spacing around salutations and closings Minor errors may be evident but do not detract from fluency or clarity. Appropriate organizing structure and wellsuited strategies for purpose Coherent and unified sentences and paragraphs Consistently logical and well-controlled progression of ideas are always on topic Strong transitions between sentences and paragraphs are meaningful and show relationships among ideas. Clear purpose, topic, and/or subject line is evident All details strongly relate to the purpose and topic of the correspondence Effective use of specific, relevant, and wellchosen details adds substance to the text Thoughtful and engaging commentary explains and supports the purpose of the text All details contribute to text effectiveness Thorough understanding of writing task is evident