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Welcome to a short course on Lassa fever education.
The course is being organised to educate high school students on the recent outbreak of the  Lassa fever epidemic in the community by a concerned health and social worker. It seeks to introduce students to laser fever epidemics, causes, and social mobilization strategies.  The course will run for a week. Students have few readings and a short task to do. They are expected commit about 1 hour to the course this week. About 15-20 mins would be needed for a sync skype chat on 16 November 2016, Wednesday evening, 5 pm UK time while  15 minutes will be used for personal reflections and thirty minutes for final 150 words assignment, making a total of 1 hour 35 mins for the learning event.  At the end of the course, students are expected to be able to:

explain causes of laser fever;

can identify its manifestations and;

be able to apply prevention knowledge to avoid both incidences and spread of laser fever.

Students are expected to follow the activities 1 to 3, read the reading resource, do some reflection, construct their own learning and use questions asked in the learning activity to  comment and discuss their topic of final assignment. The focus of each learning activity is summarized in the activity introduction.

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At the end of the study, students are invited to provide their objective evaluation of the module, commenting on the usefulness, inadequacies, time-frame, delivery and how it can be improved .

It is worthy to note that this learning event combines problem solving and system based approaches.

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Introduction to Lassa fever:
What is laser fever? What are global perspectives on causes of laser fever?   What is the nature and manifestations of laser fever ? Is there a tropical dimension to the epidemic?   Global statistics - what is the magnitude and spread of laser fever

Essential reading: Introduction to Lassa Fever
Additional Reading
What you need to know about Lassa Fever
Lassa fever Outbreak Distribution Map

Additional Video
https://youtu.be/UEj06bJMsX0
https://www.youtube.com/watch?v=B3EZvObqciU

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Laser fever prevention:
What are contending debates and facts about laser fever prevention? How can it be prevented in the student community? How can laser fever be spread?

NB: Students should explore other traditional ways to prevent laser fever in local contexts).  Please click on the prevention and control links below to access the documents:

Resources:

Prevention of Lassa
Lassa fever Prevention
Transmission of Lassa Fever

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Responding to Lassa Fever Epidemic
How are communities, friends, households and individuals around people infected by laser fever expected to act? What are risky behaviors and good practices? What are the current provisions in local communities for helping people infected by laser fever? Where can people get help when an incidence occurs in their area?

Facts about Lassa Fever:  what-you-need-to-know-about-lassa-       factsheet.pdf
Exposure and risks of Lassa fever: http://www.cdc.gov/vhf/lassa/exposure/index.html

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Students are asked to critically reflect how they will spread information about Lassa Fever. Take five minutes to reflect personally and share with your colleagues your your view (10 minutes).
Guiding question: how can will you information you gained in this course about Lassa Fever prevention, treatment, care and support? What should be the roles of various stakeholders in spreading the information?

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Students Final Assignment

An incidence of a disease condition presumed to be lassa fever has been noticed in a student hostel and needs urgent attention. What are the supposed triggers and indicators to  ascertain it is lassa fever?  What preventive measures should be employed to avoid its spread? What good practices should be employed by local and remote communities to curb its incidence and spread?

Assessment task: the course is only a 10 credit unit course, 40 percent of the mark will be awarded for attendance, and 60 percent for writing a 150 words short essay on a case study related to lassa fever.

Assessment Criteria: At the end of the course, students are expected to gain good understanding of following learning targets (a) symptoms (b) causes (c) prevention and alternatives that can be used to stop the incidence.

Students would be assessed based on the following criteria:

To earn an 'A', students should be able to engage with all the three learning targets in the discussion.

b. To earn a 'B' students should be able to engage with at least two learning targets in the discussion.

c. To earn a 'C', students should be able to engage with at least one learning targets in the discussion.

d. Inability to engage with at least one learning target would earn a student failure.

NB: Essay should be within the range of 150 words, + or - 10%

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Please submit your assignment here using the last icon. (You would just need to click and follow instructions) . when your document is attached, you can click on k.