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Pamphlet Presentation - Submit AssignmentHide Submission Folder InformationSubmission FolderPamphlet PresentationInstructionsSubmit into the assignment folder AND into the designated discussion conference starting Week 7.Start DateJul 30, 2018 12:00 AMDue DateAug 5, 2018 11:59 PMHide RubricsRubric Name: Pamphlet RubricThis table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaLevel 3Level 2Level 1Introduction. Please note that the maximum number of points to be earned for this criteria is 5. Students may earn between 0 to 5 points for this section of the rubric.5 pointsClear and concise statement of the subject of the pamphlet is provided2 pointsOverview of subject of pamphlet is provided, but it is not clearly written0 pointsNo introduction paragraph(s) provided in the pamphletAddresses signs, symptoms. Please note that the maximum number of points to be earned for this criteria is 10. Students may earn between 0 to 10 points for this section of the rubric.10 pointsComplete list of signs and symptoms is provided; each sign and symptom is clearly explained5 pointsSome signs and symptoms covered, but information is incomplete or not clearly explained0 pointsSigns and symptoms not coveredExplains effects of the disease on healthy body functions, and relates this to signs and symptoms. The maximum number of points to be earned for this criteria is 15. Students may earn between 0 to 15 points for this section of the rubric.15 pointsClear, detailed, and logical explanation of the effects of the disease on the healthy body was provided. Explanation also relates these effects to the signs/symptoms observed with the disease8 pointsSome explanation of the effects of the disease on the healthy body was attempted, but explanation not related to observed signs/symptoms or explanation not factually correct0 pointsEffects of the disease on the healthy body not explained.Analyzes risk factors and preventive steps. The maximum number of points to be earned for this criteria is 10. Students may earn between 0 to 10 points for this section of the rubric.10 pointsComplete list of risk factors is provided along with an analysis and an explanation of the relationship of factor to the disease5 pointsRisk factors are listed, but the list may be incomplete or the analysis and explanation was not provided0 pointsRisk factors not addressed in the pamphletDescribes maintenance of quality of life. The maximum number of points to be earned for this criteria is 8. Students may earn between 0 to 8 points for this section of the rubric.8 pointsDeep,detailed explanation of the maintenance of quality of life is provided4 pointsQuality of life issues mentioned, but not covered in detail or not factually correct0 pointsMaintenance of the quality of life was not coveredDiscusses diagnostic and therapeutic tools used to treat the disease. The maximum number of points to be earned for this criteria is 8. Students may earn between 0 to 8 points for this section of the rubric.8 pointsIn-depth discussion of diagnostic and therapeutic tools used to treat the diisease is provided4 pointsDiagnostic and therapeutic tools mentioned, but information lacks details, is incomplete or is not factually correct0 pointsDiagnostic and therapeutic tools not discussedPamphlet explains the outcomes and prognosis of the disease. The maximum number of points to be earned for this criteria is 8. Students may earn between 0 to 8 points for this section of the rubric.8 pointsIn-depth discussion of outcomes and prognosis of the disease is provided4 pointsThe outcomes and prognosis of the disease is mentioned, but information stated is incomplete or factually incorrect0 pointsThe outcomes and prognosis of the disease were not addressed in the pamphletDescribes current areas of research into prevention, treatment or cure. The maximum number of points to be earned for this criteria is 8. Students may earn between 0 to 8 points for this section of the rubric.8 pointsIn-depth discussion of at least three areas of current research are addressed in the pamphlet4 pointsSome mention of at least one area of current research, but an in-depth discussion is not provided or prominent research areas not covered0 pointsNo mention on the areas of current research that address prevention, treatment, or cure was providedDescribes possible future areas of research into prevention, treatment or cure. The maximum number of points to be earned for this criteria is 8. Students may earn between 0 to 8 points for this section of the rubric.8 pointsIn-depth discussion of at least three areas of future research are addressed in the pamphlet4 pointsSome mention of at least one area of future research is mentioned in the pamphlet, but an in-depth discussion is not provided or prominent research areas are not covered0 pointsNo mention on the areas of future research that address prevention, treatment, or cure was providedConclusion. The maximum number of points to be earned for this criteria is 10. Students may earn between 0 to 10 points for this section of the rubric.10 pointsConclusion presents a masterful and detailed statement of findings5 pointsConclusion provides an accurate statement of findings, but no detail provided0 pointsNo conclusion paragraph(s) provided in the pamphletFinal list of references included in pamphlet. The maximum number of points to be earned for this criteria is 5. Students may earn between 0 to 5 points for this section of the rubric.5 pointsReferences are clearly focused on the topic and assist in deeper development of the subject; references are cited according to designated style; all citations and clear2 pointsReferences are focused on the topic and are of appropriate scientific rigor; references are cited according to designated style, but some citations are unclear or in an incorrect format0 pointsReferences are: 1) not of appropriate scientific rigor and/or of topical importance; 2) not sufficiently current (less than seven years old); or 3) does not cite references in designated styleClarity, proper grammar, punctuation, spelling. The maximum number of points to be earned for this criteria is 5. Students may earn between 0 to 5 points for this section of the rubric.5 pointsNo errors of grammar, punctuation and/or spelling2 points1 to 5 errors of grammar, punctuation and/or spelling0 pointsMore than 5 errors of grammar, punctuation and/or spellingTotal— / 100Submit Assignment Files to submit(0) file(s) to submitAfter uploading, you must click Submit to complete the submission.Add a FileRecord AudioComments

This week, you have learned that many behaviors, such as eating, drinking and reproductive behaviors are based in biology. These same behaviors are associated with issues that affect society, such as what to do about the obesity epidemic and how to define marriage. In some parts of the world, same-sex relationships are viewed as normal and accepted while in other parts of the world, they are outlawed. But this week’s Learning Resources have shown that reproductive behavior is just another example of the biology of the brain influencing behavior.In this Assignment, you will synthesize the research that relates to the biological basis of sexual orientation (straight, lesbian, gay, and bisexual). You will describe the biological factors, including brain regions, neurotransmitters, and genes, as well as environmental factors experienced during development, that influence sexual orientation. With that in mind, you will then describe an educational presentation that could be addressed to a middle school biology class to educate the students about the biological basis of sexual orientation.To prepare for this Assignment:Review the assigned chapters in Brain and Behavior and the other required Learning Resources.Think about the biological basis of sexual orientation.Identify a recent peer-reviewed article from the Walden Library, published within the past 5 years, that applies to the biological basis of sexual orientation.The Assignment (4-5 pages):First, summarize the material in the text and describe the biological basis of sexual orientation, including the brain regions, neurotransmitters, and hormones that may be associated with sexual orientation. Also consider any developmental factors that may influence later sexual orientation. Include any relevant anatomical or physiological markers that seem to be associated with a particular sexual orientation.Then, find and summarize a recent (published within the last 5 years) peer-reviewed article from the Walden Library about the biological basis of sexual orientation. Summarize the article in enough detail that your reader will understand what was done in the study and what the results of the study were (similar to the articles you found in BioPsychology.com in the first week).Finally, develop and describe a high-level overview of an educational program about the biological basis of sexual orientation. This should be appropriate to present to a middle school biology class. What would you include in this educational program? What would you not include in the educational program? How would you convey the ideas you have described in this week’s Assignment in a way that would not offend your audience, but would also minimize the giggles of young teenagers?Support your Assignment with specific references to all resources used in its preparation. You should include in-text citations in the body of your Assignment as well as complete references in APA format at the end of your Assignment.Sources to be used:1. http://www.apa.org/helpcenter/sexual-orientation.a...2. Swaab, D. F. (2008). Sexual orientation and its basis in brain structure and function. Proceedings of the National Academy of Sciences of the United States of America. 105(30), 10273–102743. https://www.sciencedirect.com/science/article/pii/...4. Williams, T. J., Pepitone, M. E., Christensen, T. E., Cooke, B. M., Huberman, A. D., Breedlove, N. J., … Breedlove, S. M. (2000). Finger-length ratios and sexual orientation. Nature, 404, 455–456Please provide detailed information with understanding on each question and not basics. Thank you.