describe the function of siderphores describe the pathogenicity of some bacteria use content knowledge and research in a collaborative exchange of ideas What to Do Watch the In the Clinic Video....

• describe the function of siderphores


• describe the pathogenicity of some bacteria


• use content knowledge and research in a collaborative exchange of ideas

What to Do

• Watch the In the Clinic Video.


• Answer 3 questions in your initial post (see further directions below) by Wednesday


• Reply to peers by Saturday

1. Watch the Video

2. In your Initial post, Please answer the first 2 questions (Q1 & Q2) and then choose a third question (Q3) from the bulleted points below

Q1: What are the signs, symptoms, and causes of anemia

Q2: Describe the role of iron in the growth ofStaphylococcus aureusand how it obtains it from its host.

Q3: CHOOSE at least one of the following questions

• What was the most interesting part of the video?


• What was something new you learned?


• Describe a biology concept that was new to you.


• What are you confused about from the video? (muddiest point)


• Do you see any relationships to your life? Why or why not?


• Which part would you like to learn more about?


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  3. Reply to peers by Saturday (2 deep replies)
  
  

  
  


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  Discussion Directions

  
  

  After you type your initial post byWednesdayevening at 11:59pm, read through the other entries and reply directly to at leasttwo classmatesbySaturdayevening, 11:59pm.When you reply, please type the name of the classmate you are responding to, provide a welcome message to that person, and type your name at the bottom of the message. Make sure to use propergrammar, capitalization, (I instead of i) and punctuationin this college-level course in all correspondence. Please avoid “text” or “twitter speak” when corresponding.
  

  
  

  Quality

  
  

  For each discussion, you'll be required to make three or more contributions. Your first contribution should add substantially to the conversation. This involves a couple of steps:

  
  
  
  
  1. Summarize the resources you are responding to. Whether you are responding to an issue raised in a chapter, a film, or another reading from the module, your first step is writing a clear summary of the point(s) you are responding to.
  
  
  2. Clearly identify the source(s) you are responding to. Your summarycaninclude quotes, summary, or paraphrase, butmustinclude the author, the title, and the page number (when available).
  
  
  3. Use the key terms of the unit. The discussions are designed to give you the opportunity to practice the key terms of the unit, so be sure you are taking advantage of this.
  
  
  4. Provide your response to this source.
  
  
  
  

  The post should be sufficiently developed to illustrate you are engaged in the reading, keeping up with the reading and module resources, and actively engaged in trying to understand the topics.

  
  

  In addition, you'll be responding to your peers. There are deep responses, and then there are the not so deep responses...
  A deep response builds on the conversation by offering more information to support the claims made in the original posting. You can do this by offering an alternative interpretation, or competing evidence, or by creating a link to another resource. Deep responses are thoughtful, are based on the information from the unit, and cite sources. Not so deep responses are valuable, too, but don't earn as much 'credit' as deep responses. They offer support or a thumbs up but don't necessarily add more to the conversation. They are very important!!! They allow us to let others know we like their work or ideas, they help us form online relationships, and they let others know we read their post even though we didn't offer a deep reply. For all you Facebook users, deep responses are like posting something cool on someone's wall, while not so deep responses are simply "liking" a post. In this class, you should be including at least three major contributions--new topics and post replies that are substantially developed--in order to get full credit. But you should also be engaging in not-so-deep responses, too.