Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Healthcare Facilities, Human Immunodeficiency Virus (HIV) And Hepatitis C (HCV)
There are many opinions on the need and/or importance of vaccines in preventing the spread of disease. Our children are required to get vaccinations before entering school, and healthcare workers must have them when working in environments where they can come into contact with bloodborne pathogens. In healthcare facilities, human immunodeficiency virus (HIV) and Hepatitis C (HCV) are the two most prominent infectious concerns for medical staff.
For your initial post, research the two diseases HIV and HCV. Based on your research, discuss whether you think that a vaccine will be developed for either of these diseases within the next ten years. Why or why not?
For your reply post, expand on your peers’ ideas by sharing examples from your own experience or readings, suggesting outside resources to support the topic, and/or asking furthering questions to dig deeper into the topic.
Lifesaving HIV medications (known as antiretroviral treatment or ART) are now available to more people living with HIV than ever before. As long as people living with HIV are taking HIV medication on a regular basis, they can remain healthy and avoid transferring HIV to their partners. Pre-exposure prophylaxis (PrEP) or antiretroviral therapy (ART) may also be available to those with a high risk of contracting HIV. While over 1.7 million individuals worldwide were diagnosed with HIV in 2019, 37,968 people in the United States contracted the virus last year. We need a comprehensive set of HIV prevention strategies that are widely available to anybody who could benefit from them in order to control and finally eliminate HIV worldwide.
The long-term goal is to develop a safe and efficient vaccine that will prevent HIV infection in people across the world. When it comes to HIV prevention, even if vaccines only protect certain people or reduce infection rates by less than 100% protection, they can still have a major influence on transmission rates and help manage the pandemic, especially in communities at high risk of obtaining HIV. Many more people will be protected from the virus if a vaccine is only half successful in stopping new infections from spreading. Reduce the number of new infections and therefore stop the epidemic.
The hepatitis C virus causes hepatitis C, a liver illness. It is possible to have hepatitis C that lasts only a few weeks, to a serious and long-lasting infection. “Acute” and “chronic” refer to hepatitis C infections, which might be fresh or long-term. Injecting drug users, or those who have injected only once in the past, even if it was many years ago HIV-infected people Maintaining hemodialysis patients with particular medical problems, such as those with chronically abnormal alanine aminotransferase (ALT) levels, and those who have ever had maintenance dialysis (an enzyme found within liver cells). Prior to July 1992, those who received blood or blood components through transfusion or organ transplantation had their hepatitis C virus infection status confirmed as a result of receiving blood from a donor who was later found to be infected with the virus.
Personnel in the fields of health care, emergency medicine, and public safety who have come in contact with hepatitis C-infected blood (through needle sticks, sharps, or mucosal exposures) Children born to hepatitis C-infected moms Hepatitis C virus (HCV) vaccine development has long been regarded as a challenging problem because of the wide genetic variation in this RNA virus and because convalescent people and chimpanzees can become infected again the following preexposure to the virus.
In contrast, advances in the study of antiviral immune responses in patients with viral clearance have revealed critical pathways that play a role in viral infection management. Preventative chimpanzee vaccination studies have shown that a robust immune response against several viral epitopes is essential for preventing the spread of the disease and the development of chronic infection. Inducing cross-neutralizing antibodies in a multipiece B cell response may aid in cellular responses. Chronic carriers’ immune systems are compromised, and therapeutic vaccine formulations now being tested in clinical trials need to restore T cell activities to boost their efficiency.
Barouch D. H. (2008). Challenges in the development of an HIV-1 vaccine. Nature, 455(7213), 613–619. https://doi.org/10.1038/nature07352
Stoll-Keller, F., Barth, H., Fafi-Kremer, S., Zeisel, M. B., & Baumert, T. F. (2009). Development of hepatitis C virus vaccines: challenges and progress. Expert review of vaccines, 8(3), 333–345. https://doi.org/10.1586/14760584.8.3.333
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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