Case Study: To Vaccinate or Not to Vaccinate
Read the case study. Then see below to learn more about the instructions.
Chloe glanced down into her backpack when she felt the familiar vibration of her silenced cell phone. New message from her sister in California. Chloe had explained to her sister a million times not to call her when she was in her class. However, it seemed that no matter how hard she tried, Tina just couldn’t remember that it was 2 hours later (not earlier) in Texas than California. “Now what?” Chloe thought.
After class, Chloe read the urgent message: “Call me ASAP. It’s about Amanda.” Amanda was Tina’s nine year old daughter. Tina was always calling Chloe for parenting advice since Chloe had four children, the youngest in ninth grade.
“Hey sis, what’s going on?” asked Chloe nonchalantly.
Tina started in at rapid speed. “I took Amanda to the pediatrician today and her doctor wanted to give her a vaccine to protect against a sexually transmitted disease! Can you believe that? I almost passed out. I mean she is only nine years old!”
Chloe calmed her sister down. “You mean the Gardasil vaccine? The one that not only protects against HPV but also can prevent cervical cancer? I know all about that. There was a huge controversy a few years ago here in Texas when then governor Rick Perry wanted to mandate vaccinating all girls going into middle school. I became really informed because that’s the year Lucy was about to start 6th grade. It was big news here.”
Tina started to speak in a less alarmed tone. “So you had to vaccinate Lucy?” “The Texas legislature overturned the executive order shortly after so I didn’t have to do it. However there were many news stories and it became one of those topics discussed with moms at the church I go to. Two things I remember was how the maker of the vaccine, Merck, contributed to Rick Perry’s election campaign and that researchers don’t even know how long the vaccine offers protection.” Tina continued, ” Is it safe? Amanda’s pediatrician said that here in California, by a new law, kids 12 and over can just march into Planned Parenthood or their doctor and ask to be vaccinated without parental consent! What if Amanda was to do that when she was 12. I can’t imagine that but who knows what she’ll be like as a tween. I would want to know she wouldn’t get paralyzed or something.”
“The FDA claims it is safe but then I read that this group SaneVax did some tests and showed the vaccine contains recombinant viral DNA! I have no idea what that means, but it doesn’t sound comforting to me,” said Chloe.
“Have you spoken to Dennis about this?”
Tina and Dennis divorced a year ago. Amanda was still on his medical plan. Tina became agitated as she speculated, “Oh I am sure that cheap skate won’t be for it since it will cost him $360 since the vaccination is not covered by his insurance. However, his aunt died of cervical cancer about 4 years ago and Gardasil can also prevent cervical cancer so then again he might be all for it.”
“I’ll tell you what,” assured Chloe. “I am going to hang up and when I get home I will email you some of the documents I collected about the HPV controversy. Maybe that will help you decide what to do.”
Form a thesis statement:
Thinking back on the case study, should Tina vaccinate her daughter or not?
Note: Do not provide a synopsis of the story from the case study. Assume we are all familiar with the story.
Support your thesis with evidence from the readings and videos
Develop an essay to support your thesis statement using your new knowledge gained from both your assigned textbook reading on Immunity and Disease and Cancer as well as the web links and documents about HPV and the HPV vaccine. It is important that you utilize data from 3 or more of the sources that I have provided; the more you use the better. Citing specific numerical and factual evidence from these sources is imperative.
You may also seek any other information on the Internet but be sure to cite the source if you use any material from it.
Grading
Your write up should demonstrate that you can:
1. Explain the etiology, prevalence, diagnosis, treatment and prevention of the sexually transmitted disease genital warts.
2. Explain what it means- on a cellular level, when we say a vaccine gives us protection or “immunity” Include an explanation of the cells involved in the adaptive immune response.
3. Explain how the HPV vaccine works. Be specific. Include what the vaccine consists of, how it is made, how it protects against HPV and how this could prevent cancer. Demonstrate your understanding of antigens and antibodies.
4. Analyze the benefits and risks of vaccines and form an opinion of whether the mom in the case study should or should not vaccinate her daughter. Support your point of view with evidence from the readings.
See the grading rubric for guidance on what is expected for full credit. See below:
Writing Assignment
Writing Assignment
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeQuality of Writing
4.0 pts
Exemplary: Sentences are complete, grammar is excellent. No spelling errors and organization is clear. Well written in student’s own words. Appropriate use of quotes.
3.0 pts
Accomplished:Generally well written but there are a few errors in punctuation & spelling or organization is a bit unclear.There was excessive use of quotes rather than paraphrasing
2.0 pts
Developing:Some of sentences are incomplete. Some spelling & punctuation errors; organization is muddled. One quarter of paper was plagiarized and/or there was a lack of proper citations
1.0 pts
Beginning: More than half of sentences are incomplete. Paragraph structure is largely missing and essay is difficult to read. More than half of paper was plagiarized
0.0 pts
No effort: student plagiarized entire paper
4.0 pts
This criterion is linked to a Learning OutcomeData Analysis
4.0 pts
Exemplary: Not only successfully collects or analyzes data and rigorously interprets the results but also finds other data or information for consideration.
3.0 pts
Accomplished: Successfully collects or identifies relevant data and rigorously presents and interprets the results.
2.0 pts
Developing: Successfully collects or identifies relevant data but fails to thoroughly interpret the results
1.0 pts
Beginning: Fails to collect or analyze data and information or data collection is not thorough.
0.0 pts
No Effort: Fails to collect or analyze data
4.0 pts
This criterion is linked to a Learning OutcomeScientific Concepts
4.0 pts
Exemplary: Answers reveal an accurate, sophisticated understanding of the underlying scientific concepts.
3.0 pts
Accomplished: Answers reveal an accurate understanding of most of the underlying scientific concepts
2.0 pts
Developing: Answers reveal a limited understanding of the underlying scientific concepts
1.0 pts
Beginning: Answers reveal an inaccurate understanding of the underlying scientific concepts.
0.0 pts
No effort: Fails to address any of the scientific concepts
4.0 pts
This criterion is linked to a Learning OutcomeFrames Personal Response
4.0 pts
Exemplary: Not only formulates a clear and precise point of view with 3 or more pieces of supporting evidence but acknowledges objections and rival positions and provides convincing replies to these.
3.0 pts
Accomplished: Formulates a clear & precise point of view with at least 3 pieces of supporting evidence from reputable sources. Seriously discusses its weakness as well as its strength.
2.0 pts
Developing: Formulates a vague point of view with less than 3 pieces of evidence, some of which is not from reputable sources. Considers weak but not strong alternative positions.
1.0 pts
Beginning: Fails to formulate & clearly express own point of view and fails to consider other perspectives. Does not provide evidence from reputable sources.
0.0 pts
No Effort: Fails to formulate & clearly express own point of view
4.0 pts
This criterion is linked to a Learning OutcomeConclusions
4.0 pts
Exemplary: Conclusions are valid and well supported with experimental evidence. Data is accurately used.
3.0 pts
Accomplished: Conclusions are valid and consistent with some of the data that is referenced.
2.0 pts
Developing: Conclusions are attempted but may reflect some error or misinterpretation of data.
1.0 pts
Beginning: Conclusions are not attempted or are not based at all on data but may only be opinion without evidence.
0.0 pts
No Effort: Conclusions are not attempted
4.0 pts
