0904B October 2009

October 14 – December 22

Course Number and Section: HS200-04

Course Title: Diseases of the Human Body
Credit Hours: 5
Prerequisites: HS130 Anatomy and Physiology II

It is strongly recommended that students complete the Campus Tour, available on your Student
Homepage. This essential tutorial discusses hardware and software requirements as well as presenting
an overview of learning with the eCollege platform.

Instructor Name and Credentials: Erin Rosfeld, RN, MSN

Instructor Contact Information

Kaplan Email Address: ERosfeld@kaplan.edu
AIM Instant Messenger Name: RN2246

Course/Seminar Day and Time (ET): Wednesday 10:00 pm ET

AIM Office Hours: Wednesday 10am-12:00pm, 6:00pm-7:00pm ET

Start/End Dates: October 14 – December 22, 2009 [Note: Final Projects are due at the end of Unit
9]

Course Materials:
Software: Microsoft Word is required for all Kaplan Courses

Text: Frazier, M., & Drzymkowski, J. (2008). Essentials of Human Diseases and Conditions (4th
Edition). Elsevier Saunders. Bundled with: Frazier, M., & Drzymkowski, J. (2008). Essentials of
Human Diseases and Conditions Workbook (4th Edition). Elsevier Saunders.
ISBN: 9781416060604

AOL Instant Messenger: (for visiting Prof during Office Hours): If you are not an AIM Member you can
download the free service by visiting the following site: http://www.aim.aol.com/
Course Description:
Studies include the most common diseases of bodily systems, including disease etiology, symptoms,
diagnostic tests, therapeutic methods, and disease prognosis. Students also study alternative treatments
and pain management.

Course Outcomes:
Health Science Content Outcomes:
Upon successfully completing this course, you will be able to:

HS200-1 Describe factors involved in pathogenesis

HS200-2 Recognize alternative therapies to traditional medicine
HS200-3 Describe causes and affected body systems
HS200-4 Describe signs and symptoms
HS200-5 Identify diagnostic testing procedures
HS200-6 Identify treatment modalities
HS200-7 Describe typical prognoses

General Education Outcomes:

In addition, the following General Education outcomes are assessed during this course:

GEL-1.1: Demonstrate college-level communication through the composition of original materials in

Standard American English
GEL-8.2: Use principles of sound reasoning

Course Calendar:

Date Unit # and Topic Learning Activities Assessments

Unit 1: Course Introduction,
October 14 – 20, 2009 Disease Process, and
Congenital Disorders
Introduce Yourself
Read Chapter 1 and 2
Participate in Discussion
Participate in Seminar Unit 1 Quiz
Complete Workbook
assignment
Take Quiz 1

Read Chapter 3
Participate in Discussion
Participate in Seminar
Unit 2: Immunologic Diseases Complete Workbook
October 21 – 27, 2009 Unit 2 Quiz
and Conditions Assignment
Begin working on Unit 9
Final Project
Take Quiz 2

Read Chapters 4 and 5

Participate in Discussion
Participate in Seminar
Unit 3: Diseases and
October 28 – Complete Workbook
Conditions of the Endocrine Unit 3 Quiz
November 3, 2009 assignment
System, Eyes and Ears
Complete outline for Unit 9
Final project
Take Quiz 3

Unit 4: Diseases and
Conditions of the
November 4 – 10, 2009
Integumentary and
Musculoskeletal Systems
Unit 5: Diseases and
November 11 – 17,
Conditions of the Digestive
2009
and Respiratory Systems
Unit 6: Diseases and
November 18 – 24,
Conditions of the Circulatory
2009
System
November 25 –
Unit 7: Diseases of the Urinary
December 1, 2009
and Reproductive Systems
HOLIDAY: 26 – 29
Unit 8: Neurological Diseases
December 2 – 8, 2009
and Mental Disorders
December 9 – 15, 2009 Unit 9: Disorders and
Conditions Resulting from
Trauma
Read Chapters 6 and 7
Participate in Discussion
Participate in Seminar
Complete Workbook
Unit 4 Quiz
assignment
Continue working on Unit
9 Final Project
Take Quiz 4
Read Chapters 8 and 9
Participate in Discussion
Participate in Seminar
Complete Workbook
Assignment Unit 5 Quiz
Complete 1st draft and
research for Unit 9 Final
Project
Take Quiz 5
Read Chapter 10
Participate in Discussion
Participate in Seminar
Complete Workbook
Unit 6 Quiz
Assignment
Continue working on Unit
9 Final Project
Take Quiz 6
Read Chapters 11 and 12
Participate in Discussion
Participate in Seminar
Complete Workbook
Assignment Unit 7 Quiz
Work on 2nd draft and
research for Unit 9 Final
Project
Take Quiz 7
Read Chapters 13 and 14
Participate in Discussion
Participate in Seminar
Complete the Workbook
Unit 8 Quiz
Assignment
Continue working on Unit
9 Final Project
Take Quiz 8
Read Chapter 15 Final Project
Participate in Discussion
Participate in Seminar
Submit the Final Project to
Dropbox
Study for Unit 10 Final
 Exam
Participate in Discussion
December 16 – 22, Unit 10: Course Wrap-up and Comprehensive
Take the Comprehensive
2009 Comprehensive Exam Examination
Exam

Grading Criteria/Course Evaluation:

Activity Calculation Total points

Seminars 9 @ 10 points 90
Discussions 9 @ 25 225
Workbook Assignments 8 @ 20 160
Quizzes 8 @ 20-30 220
Final Project 150
Final Exam 155
TOTAL 1000

Kaplan University Grading Scale:

A 930 - 1000 points (93-100%) WP Withdrawal Pass after 25% of term
A- 900 – 929 points (90-92%) WF Withdrawal Fail after 25% of term
B+ 870 - 899 points (87-89%) AU Audit
B 830 - 869 points (83-86%) EC Experiential Credit
B- 800 - 829 points (80-82%) I Incomplete
C+ 770 - 799 points (77-79%) P Pass
C 730 - 769 points (73-76%) S Satisfactory
C- 700 - 729 points (70-72%) U Unsatisfactory
D+ 670 - 699 points (67-69%) TC Transfer Credit
D 600 - 669 points (60-66%) R Repeat
F 0 – 599 points (0-59%) No Grade
W Withdrawal in first 25% of term

Instructor’s Grading Criteria/Timetable:

All course projects submitted on time will be graded within five days of their due date (the Sunday of the
following unit). Late work will be graded within five days of the submission date. Seminar Option 1 grades
will be updated within 48 hours of the scheduled seminar. Seminar Option 2 grades and Discussion board
grades will be updated each week no later than Sunday of the week following the Unit’s completion.

Late Work Policy:

Extenuating Circumstances: If you have extenuating circumstances that prevent you from completing
projects, quizzes, seminars or participating in the class, please contact the instructor to make
alternative arrangements. The possibility of alternative arrangements is at the discretion of the
instructor. Active communication is the key to overcoming any hurdles you may encounter during the
term. It is your responsibility to inform the instructor (ahead of time, whenever possible) of extenuating
circumstances that might prevent you from completing work by the assigned deadline. In those
situations, we will work together to come up with a mutually acceptable alternative. Prior notification does
not automatically result in a waiver of the late penalties. Please note that evaluation of extenuating
circumstances is at the discretion of the instructor and documentation may be required for verification of
the extenuating circumstance. Examples of extenuating circumstances may include but are not limited
to: personal/family member hospitalization, death in the family, weather/environmental evacuation due to
fire/hurricane, or active military assignment where internet connectivity is unavailable for a limited time
period. Computer-related issues, internet connectivity issues and clinical blocks are not considered
extenuating circumstances.
Without Extenuating Circumstances:

• Up to one week late 20% deduction in points

• After one week late 30% deduction in points
• No work will be accepted more than two (2) weeks after the due date.

Note: In order for you to make up a quiz and/or exam, you must contact your instructor by
email at least one day previous to the day you want to make up the quiz and/or exam. If you do
not, the system will not allow entrance into the quiz or exam.

Incompletes:
Incompletes provide students with limited additional time to complete coursework after the term’s end. To
be considered for an incomplete, you should have completed approximately 75% of the coursework.
Please see the Kaplan University catalog for further information. Whether or not to grant an incomplete is
your instructor’s decision. The deadline for requesting an incomplete for the 0904B Track term is
December 14, 2009. Incomplete coursework is due January 2, 2010.

Tutoring:
Tutoring and many other resources are available in the Kaplan University Writing Center which you can
access on the right-hand side under Academic Support on your KU Campus page. You can find
everything from using commas to conducting research. You can learn APA citation, review grammar, see
sample essays, and this is just scratching the surface! In addition, you can also chat with a live tutor
during live tutoring hours (listed in the Writing Center) that can help you locate material within the Writing
Center, understand a particular assignment, and explore the Kaplan library. Finally, you can submit a
paper and receive comments specific to that paper within 48-72 hours.

How to Label Your Work:

• Projects: Please label your projects: username-project-unit#.doc. For example, a student
named Tina Allen would name her file TAllen-Anatomical Terminology-Unit 3.doc.
• Seminar Option 2: Please label your seminars: username-seminar-unit#.doc (for example,
TAllen-Seminar-Unit 3.doc)
• Email Subject Lines: Please start your subject lines in email correspondence with Course &
section username: SUBJECT_OF_MESSAGE (for example, HS-200-3-TAllen: Question
regarding project)

Projects:
A description of all projects to be completed can be found under each of the units in the course.

Capstone Project Rubric:

Unit 9 Project Rubric: Research Paper

HS200-1: Describe factors involved in

pathogenesis.
Criteria-1 The student defines the pathogenesis of disease processes for each body
system.
Criteria-2 The student distinguishes between acute and chronic diseases.

Criteria-3 The student describes the steps involved in the diagnosis of disease processes.
HS200-2: Recognize alternative therapies to
traditional medicine.
Criteria-1 Describe common alternative therapies.

Criteria-2 Identify medical conditions in which patients seek alternative therapies.

Criteria-3 The student incorporates nontraditional medicine in the final capstone project.

HS200-3: Describe causes and affected body

systems.
Criteria-1 The student identifies predisposing factors to the disease process.

Criteria-2 The student describes the different ways that pathogens cause disease
processes.
Criteria-3 Compare and contrast various medical conditions that appear similar in
presentation.
HS200-4: Describe signs and symptoms.

Criteria-1 The student identifies signs and symptoms for disease processes and
pathogenesis.
Criteria-2 The student distinguishes the signs and symptoms between acute and chronic
disease processes.
Criteria-3 Discuss how symptoms of common medical conditions can affect a patient's
daily lifestyle.
HS200-5: Identify diagnostic testing
procedures.
Criteria-1 Associate patient presentation to the common diagnostic tests that are utilized
in medical care.
Criteria-2 Describe how common diagnostic tests are performed.

Criteria-3 Identify necessary patient education topics related to common diagnostic

procedures.
HS200-6: Identify treatment modalities.

Criteria-1 Discuss treatment modalities in relation to common medical conditions.

Criteria-2 Describes the basic differences between pharmaceutical versus surgical

treatment modalities.
Criteria-3 Identify necessary patient education topics related to common treatment
modalities.
HS200-7: Describe typical prognoses.
 Criteria-1 Student summarizes typical prognoses for disease processes and
pathogenesis.
Criteria-2 The student discusses the principles of patient outcomes based on typical
prognoses.
Criteria-3 Student identifies with whom a patient's prognosis can be discussed.

GEL-1.1: Demonstrate college-level communication through the

composition of original materials in Standard American English
Content Obvious thesis statement or main idea
Development of most paragraphs
Some support/examples to illustrate claims
Evidence of (attempted) original thought
Organizatio Basic understanding of introduction and thesis placement
n
Attempted cohesion and transitioning between paragraphs
Conclusion appears at the end of the essay
Writing “Conversational” language is minimal
Style
(Potentially) inflated language is used in context
Communication is logical and avoids over generalizing
Reasoning is relatively sound
Mechanics Punctuation, grammar and spelling errors are minor or minimal
Exhibits knowledge of basic sentence structure (subject and predicate)
Negligible or no occurrence of fused sentences, comma splices, run-ons, etc
GEL-8.2 Use principles of sound reasoning
Evaluation Criteria: Identify the issue , Formulate inferences , Identify faulty reasoning ,
Assess assumptions , Formulate conclusions , Assess implications

Level Performance Indicators

No Work demonstrates little if any understanding of the critical thinking process.

Progress

Introductor Work demonstrates the ability to apply some critical thinking skills to illustrate
y sound reasoning. This may include the ability to identify the issue and
formulate conclusions.
Emergent Work demonstrates the ability to apply some critical thinking skills to illustrate
sound reasoning. This may include the ability to identify the issue; identify
faulty reasoning and formulate conclusions.
Practiced Work demonstrates the ability to apply some critical thinking skills to illustrate
sound reasoning. This may include the ability to identify the issue; formulate
some inferences; identify faulty reasoning; identify some assumptions and
formulate conclusions.
Proficient Work demonstrates the ability to apply many critical thinking skills to illustrate
sound reasoning. This may include the ability to identify the issue; formulate
inferences; identify faulty reasoning; assess assumptions; formulate
conclusions and assess implications.
Mastery Work demonstrates the ability to apply critical thinking skills to formulate a
logical solution to a problem. This includes the ability to define the problem;
analyze the problem; design possible solutions; examine solutions and select
the best solution.
TOTAL POINTS 150

Projects are due Tuesday 11:59 pm ET of their assigned Unit.

ALL PROJECTS MUST BE SUBMITTED VIA THE DROP BOX TO ENSURE CREDIT.

Seminars:
A description of all seminars to be held can be found under each of the units in the course.

Seminar Participation (synchronous discussion): You can earn credit for seminar by participating in 1
of the 2 options listed on the seminar page for a Unit.

Seminar Option 1:
Seminars will be held using the KHE Seminar tool. Use the following instructions to enter seminar:
To access your Seminar, log in to your home page and click on the course for which you are attending
Seminar. This will open two windows. The narrow window is called the remote control. In the remote
control, please click on the blue underlined text that says "Enter KHE Seminar." After a brief pause, you
will be in the Seminar. Your name should appear on the left side of the screen. For additional
instructions, review Seminar Instructions found in the Course Home menu for the course.

Rubric for Seminar - Option 1

Grade Points Grading Criteria
• Frequent interactions on concepts being discussed by students and
instructor
• Posts are on topic and contribute to the quality of the seminar
A 9-10 points
• Student arrives on time and stays the entire seminar
• Student supplies reference to back up comment

• Some interactions on concepts being discussed by students and

instructor
8-8.99 • Posts are generally on topic and contribute to the quality of the
B
points seminar
• Student is tardy or leaves early

• Few interactions on concepts being discussed by students and

7-7.99 instructor
C
points • Student is tardy and leaves early

• No interactions on concepts being discussed by students and

instructor
6-6.99 • Off topic conversations
D
points • Student attends less than half of the seminar
• Student appears unfamiliar with seminar topic

• Off topic conversations and/or abusive or inappropriate behavior

0- • No interactions with students and instructor
F
5.99points • Student attends a fraction of the seminar
Seminar Option 2: Respond to the seminar discussion questions listed. Each response will be graded
individually and posted to the grade book using the following rubric:

Rubric for Seminar Option 2 Assignments

Total
1 pt 2 pts 3 pts 4 pts
Points
Response Content
1. Response on topic

2. Response original
3. Response makes
informed references to Unit Meets 0-1 Meets 2-3 Meets 4 Meets all 5 X2=
material Criterion Criteria Criteria Criteria
4. Response covers each
part of the assignment
5. Student demonstrates
ability to apply information
through detailed examples.
Organization
1. Clear Structure
2. Response meets posted Meets No Meets 1 Meets 2 Meets all 3
length requirements. =
Criterion Criterion Criteria Criteria
3. Response is clearly
written and contains few
spelling/grammatical errors.
= ___ / 12
TOTAL X 10 =
SCORE

Discussion Boards:
A description of all discussion questions can be found under each of the units in the course.

Discussion Question Participation:

Discussion Questions provide a forum for students to ask questions and answer important questions
about the course material. The discussion questions also allow students to receive feedback from the
instructor and other students in the class. The instructor will interact with students within the discussion
board each week. A discussion question grade will be posted to the grade sheet for each Unit.

Rubric for Weekly Discussion Threads

1 pt 2 pts 3 pts 4 pts Total

Points
Timeliness Initial
No Initial Initial
Post initial response to the Response
Response Response
original discussion question(s) posted on =
posted posted late
no later than Saturday. time
 Post to the initial discussion
topics/questions and respond 3 or more
2 or more 2 or more
to classmates on a minimum of Fewer than posts on
posts--all posts on =
THREE SEPARATE days per 2 posts three or
on one day two days
week (Wednesday-Tuesday). more days

Response Content
1. Responses on topic

2. Responses original Meets 0-1 Meets 2 Meets 3 Meets all 4 X3=

Criterion Criteria Criteria Criteria
3. References are utilized
where appropriate
4. Responses contribute to
the quality and advancement
of the discussion.
Organization
1. Clear Structure
2. Responses meet posted Meets 0-1 Meets 2 Meets 3 Meets all 4
length requirements. =
Criterion Criteria Criteria Criteria
3. Any references or
resources utilized are cited
using APA format.
4. Responses are clearly
written and contain few
spelling/grammatical errors.

= ___ / 24

TOTAL X 25=

SCORE

Rubric for Weekly Workbook Assignments

Grade Grading Criteria

• Responses to Workbook Questions are thorough and concise
• Responses were turned in by Tuesday due date.
• Responses demonstrated outstanding use of research from text or outside
A
sources
18 - 20
points • Responses are on topic, and original
• Responses are clearly written and contain few, if any spelling/grammatical
errors.

B • Responses to Workbook Questions are thorough and concise

16 – 17.75 • Responses were turned in by Tuesday due date.
points • Responses utilized appropriate use of research from text or outside
sources
• Responses are on topic, and largely original
• Responses are generally clearly written and have few spelling and/or
grammatical errors.
 • Responses to Workbook Questions are marginally complete
• Responses were not turned in by Tuesday due date
C
• Responses relied heavily upon use of text or outside sources
14 – 15.75
points • Responses are on marginally topic, but lack originality
• Responses have several spelling and/or grammatical errors.

• Responses to Workbook Questions are brief and do not cover the topic
• Responses were not turned in by Tuesday due date.
D • Reponses reflect no preparation and rely heavily on reference material.
12- 13.75 • Responses are partially on topic, but lack originality
points • Responses have numerous spelling and/or grammatical errors

• No Answers to Workbook Questions were completed.

• Responses reflect no preparation and are plagiarized.
F
• Responses are off topic, and lack originality, and do not contribute to the
0 – 11.75
quality of the discussion.
points
• Responses have many spelling and/or grammatical errors.

ATTENDANCE/TARDINESS POLICY

The following changes to Kaplan University's Attendance/Tardiness Policy for online students are
effective September 13, 2007:

Kaplan University online courses have both synchronous and asynchronous requirements. Synchronous
(or real-time) learning experiences called seminars happen at the same time for all students in a section.
Asynchronous learning experiences happen throughout the course and do not require student
participation at a scheduled time.

The specific requirements for attendance are the following:

1. Any first-term student, or any student seeking reentry, who does not log into classes within the
first seven days of the term will be withdrawn from their classes and their enrollment will be
cancelled.
2. Students who have not participated in class by failing to log in for 21 consecutive calendar days
(excluding scheduled breaks) will be administratively withdrawn from their program. Students who
fail to log into any class within the first 21 days of the term will be dropped from the class or
classes.
3. Students dismissed due to nonattendance must apply for readmission by following reentry
procedures.
4. Students may appeal to their school's Dean or the Dean's designee if they feel an error has been
made in their attendance calculation.

PLAGIARISM POLICY
(published in the Kaplan University Catalog/addendum; revised February 2008.)
Kaplan University considers academic honesty to be one of its highest values. Students are expected to
be the sole authors of their work. Use of another person’s work or ideas must be accompanied by specific
citations and references. Though not a comprehensive or exhaustive list, the following are some
examples of dishonesty or unethical and unprofessional behavior:
 • Plagiarism: Using another person’s words, ideas, or results without giving proper credit to that
person; giving the impression that it is the student’s own work.

• Any form of cheating on examinations.

• Altering academic or clinical records.

• Falsifying information for any assignments.

• Submitting an assignment(s) that was partially or wholly completed by another student.

• Copying work or written text from a student, the Internet, or any document without giving due
credit to the source of the information.

• Submitting an assignment(s) for more than one class without enhancing and refining the
assignment, and without first receiving instructor permission. In cases where previous
assignments are allowed to be submitted for another class, it is the responsibility of the student to
enhance the assignment with additional research and to also submit the original assignment for
comparison purposes.

• Assisting another student with reasonable knowledge that the other student intends to commit
any act of academic dishonesty. This offense would include, but would not be limited to providing
an assignment to another student to submit as his/her own work or allowing another student to
copy answers to any test, examination or assignment

In essence, plagiarism is the theft of someone else’s ideas and work. Whether a student copies verbatim
or simply rephrases the ideas of another without properly acknowledging the source, it is still plagiarism.
In the preparation of work submitted to meet course requirements, whether a draft or a final version of a
paper or project, students must take great care to distinguish their own ideas and language from
information derived from other sources. Sources include published primary and secondary materials,
electronic media, and information and opinions gathered directly from other people.

A discussion thread, computer program, marketing plan, PowerPoint presentation, and other similar work
produced to satisfy a course requirement are, like a paper, expected to be the original work of the student
submitting it. Copying documentation from another student or from any other source without proper
citation is a form of academic dishonesty, as is producing work substantially from the work of another.
Students must assume that collaboration in the completion of written assignments is prohibited unless
explicitly permitted by the instructor. Students must acknowledge any collaboration and its extent in all
submitted coursework. Students are subject to disciplinary action if they submit as their own work a paper
purchased from a term paper company or downloaded from the Internet.

Kaplan University subscribes to a third-party plagiarism detection service, and reserves the right to check
all student work to verify that it meets the guidelines of this policy.

Academic dishonesty is a serious offense and may result in the following sanctions:

1st offense: Failure of the assignment in which the action occurred.

2nd offense: Failure of the class in which the action occurred.

3rd offense: Expulsion or permanent dismissal from the University.

Procedures for processing plagiarism offenses are as follows:

Online Students
Charges of academic dishonesty brought against a student shall be made in writing by the instructor to
the Provost’s Office. The Provost’s Office maintains a database of plagiarism offenses and a file of all
plagiarism charges. When an offense has been committed, the Provost’s Office sends the student a copy
of the plagiarism policy and a letter of the action taken, and informs the Academic Department Chair, the
Academic Advisor, and the course instructor of any plagiarism charges.

UNDERGRADUATE Academic Appeals Policy

Students who wish to review this policy should refer to the current Kaplan University Catalog and/or
Addendum.

NETIQUETTE
Interactions in an online classroom are in written form. Your comfort level with expressing ideas and
feelings in writing will add to your success in an online course. The ability to write is necessary, but you
also need to understand what is considered appropriate when communicating online.

The word "netiquette" is short for "Internet etiquette." Rules of netiquette have grown organically with the
growth of the Internet to help users act responsibly when they access or transmit information online. As a
Kaplan University student, you should be aware of the common rules of netiquette for the Web and
employ a communication style that follows these guidelines.

•Wait to respond to a message that upsets you and be careful of what you say and how you say it.
•Be considerate. Rude or threatening language, inflammatory assertions (often referred to as "flaming"),
personal attacks, and other inappropriate communication will not be tolerated.
•Never post a message that is in all capital letters -- it comes across to the reader as SHOUTING! Use
boldface and italics sparingly, as they can denote sarcasm.
•Keep messages short and to the point.
•Always practice good grammar, punctuation, and composition. This shows that you’ve taken the time to
craft your response and that you respect your classmates' work.
•Keep in mind that threaded discussions are meant to be constructive exchanges.
•Be respectful and treat everyone as you would want to be treated yourself.
•Use spell check!

You should also review and refer to the Electronic Communications Policy contained in the most recent
Kaplan University Catalog.

**Note: This Syllabus is subject to change during current and future courses. Please refer to the most
updated Syllabus for this course provided by your instructor.