2014%Official%PHSB%Manual%
General%Info%•%Case%Study%•%Practice%Questions%
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2014 Undergraduate Public Health Scholar Bowl
(TENTATIVE)
Friday, April 11, 2014
5:00pm-7:00pm
7:30pm-9:00pm
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Check-in
Welcoming and Ice Cream Social
Allied Health Building Multipurpose Room
Saturday, April 12, 2014
8:00am-9:00am
Continental Breakfast and Welcome
9:00am-10:40am
Morning Trivia Preliminary Rounds
9:00am-1:30pm
Case Study Presentations
10:30am-1:30pm
Graduate School Tabling
11:30pm-1:30pm
Lunch
1:30pm-3:40pm
Afternoon Trivia Preliminary Rounds
4:00pm-4:30pm
Trivia Tournament Championship
6:00pm-8:00pm
Dinner, Results, and Keynote Speaker
Sunday, April 13, 2014
A day to explore St. Louis before returning to schools
NOTE: All times are in Central Standard Time
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Trivia Schedule
Room 1 – BSC 351
Room 2 – BSC 352
Room 3 – BSC 353
ROUND 1
9:00
ROUND 1
9:00
ROUND 2
9:35
ROUND 2
9:35
ROUND 3
10:10
ROUND 3
10:10
ROUND 3
10:10
ROUND 4
1:30
ROUND 4
1:30
ROUND 4
1:30
ROUND 5
2:05
ROUND 5
2:05
ROUND 5
2:05
ROUND 6
2:40
ROUND 6
2:40
ROUND 6
2:40
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ROUND 8
4:00 – Wool Ballroom BSC 171
Winner of Pool 1 vs Winner of Pool 2
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Trivia Challenge Guidelines
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1. The Trivia Challenge will be conducted in two round-robin style pools where each
team will play each other team in their pool at some point during the day. The
championship round will be between the winners of both pools. The winner will
be determined by which team had the highest total score for the day.
2. Each team will consist of up to 5 people playing at one time. Teams are allowed
to substitute players at the halftime break. Each player will have their own
buzzer.
3. The moderator’s table will be facing the participants. There will also be a
volunteer scorekeeper/timekeeper in the room. Participants are invited to watch
matches when not playing, but must remain completely silent.
4. Coaches may be present in the room during competition.
5. Once matches have begun, no one is allowed to enter or leave the room until the
halftime break or the end of the match.
6. To begin, the moderator will introduce him or herself and ask then ask each team
to do so as well.
7. Then the moderator will begin reading the questions. Players can buzz in at any
point during the reading of the question.
8. Teams will have 10 seconds after the moderator finishes reading the question to
buzz in. At this time, the answer will be read and the moderator will continue to
the next question.
9. If anyone presses the buzzer, the moderator stops reading the question and
addresses the player that buzzed in. The player must then give their answer. An
answer will only be accepted from a player whose buzzer is lit up.
10. A correct answer will receive ten points. An incorrect answer or failure to give an
answer within the allotted time of five seconds receives no deduction. The
moderator will continue reading the question. He or she will begin reading at the
beginning of the sentence where she was stopped by the buzzer.
11. An incorrect answer will not result in a deduction of points. However, if a player
on a team gives an incorrect answer, no one else from that team will be allowed to
answer the question.
12. Any player on the team that did not answer incorrectly may buzz in to answer the
question at any point during the continuation of the question or during the usual
10 second period after.
13. If the first team buzzes in during the 10 second period after the question is read
and is incorrect, the second team will have 5 seconds more before time is called
and the answer is read.
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14. Each round will consist of twenty questions with a 5 minute break at halftime
(after the first 10 questions).
15. The round is over after all twenty questions are read. The team with the most
points wins the game. In the event of a tie, the game will finish with questions
being asked in sudden death. The first to answer the question correctly wins.
16. In the event of a team protesting the answer or clues in a question, the moderator
will note that a certain team has protested a particular question and continue
with the round. The coach of the protesting team must leave the room and go to
the General Information Table during the round and make a case as to why the
question was protested. The Scholar Bowl coordinators will listen and evaluate
the protest. If the protest is granted, that question is discarded and replaced with
another which will be added to the round as the last question.
17. All questions in the competition are to be kept confidential during the day of
competition. Teams found to be discussing questions with each other will be
subject to consequences at the discretion of the organizers of the Scholar Bowl.
Unsportsmanlike conduct during the entire weekend of the Scholar Bowl will be
dealt with in a similar manner. Consequences include, but are not limited to,
being assigned a loss for a particular round and removal from the competition.
18. Teams may protest any decisions by following the procedure that was previously
outlined. However, prolonged disruption of the round by players or coaches for
any reason will result in disciplinary consequences.
19. The moderator in each room has the final say and will be the final decision maker
when conflicts arise between teams or coaches. The moderators in each room
reserve the right to ask disruptive players or coaches to leave the room.
20. The team that wins the most games in each pool will advance to the
Championship game to play for first and second place of the tournament. In the
events of a tie in number of games won, the winner will be decided by total
number of points won. This means that if Team 1 won 3 games with a total of 450
points and Team 2 won 3 games with a total of 470 points, Team 2 would be the
winner of that pool.
21. Have fun!
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Case Study Schedule
Room 1 – BSC 254
Room 2 – BSC 253C
ROUND 1
ROUND 1
9:00
Team 5
9:00
Team 8
ROUND 2
ROUND 2
9:35
Team 1
9:35
Team 7
ROUND 3
ROUND 3
10:10
Team 2
10:10
Team 9
ROUND 4
ROUND 4
10:45
Team 3
10:45
Team 6
ROUND 5
ROUND 5
11:20
Team 10
11:20
Team 4
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Presentation Guidelines
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1. Teams are forbidden from mentioning their undergraduate program
and university name on any copies of the presentation materials.
Names of all team members are allowed; however any identifiers of your mentor,
undergraduate program, and university name are expressly prohibited. This
means you should remove your nametags prior to entering the case study room.
2. The competition facilitator will prompt the team to begin, and the timekeeper will
start the time clock. Each team will be given a maximum of twenty (20) minutes
to present the results of their analysis. An additional five (5) minutes will be
provided for a question and answer session with the judging panel.
3. The timekeeper will signal when the team has five (5) minutes to conclude their
presentation. At the conclusion of the 20 minutes, the timekeeper will announce
“time” and the team must conclude their presentation. No one will be permitted
to exceed the allocated 20-minute time limit. If a team’s presentation is
completed prior to the 20-minute limit, the team should announce that they have
completed their presentation.
4. Once the presentation begins, no one will be permitted to enter or exit the room
during the 20-minute presentation or the 5-minute question and answer period.
Only in case of an emergency will individuals be permitted from entering and
leaving the room.
5. Judges are asked to hold questions until the end of the presentation.
6. No team members, affiliated students, or faculty advisors of any team are allowed
to attend the presentation of any other competing team. If any team member,
affiliated students or faculty advisors violate this rule, the entire team is
disqualified.
7. Winners will be announced at dinner on Saturday, April 12th.
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Case Study: Investigating Stroke Mortality in
Communities of Chicago, IL
The City of Chicago is located in northeast Illinois on the coast of Lake Michigan. It has
a population of over 2.7 million spread out over 234 square miles. Chicago is known for
hot dogs and deep dish pizza, but has also been dubbed the murder capital of America,
according to some statistics.
The Chicago Neighborhood Public Health Association, CNPHA, is an organization based
in Chicago, IL with the mission of improving the health of Chicagoans across the
city. Recently, one of their program coordinators, Jackson, noticed that a few
neighborhoods with stroke mortality rates also had high homicide rates. Using the
Epidemiology and Public Health Informatics department at the Chicago Department of
Public Health’s Open Data Portal and the annual crime reports from the Chicago Police
Department, the homicide and stroke mortality rates for all Chicago communities and
districts were compiled.
Jackson, wanted to delve more deeply into the relationship, and plotted the communitylevel data, rates for years 2005-2009, in a statistics computer program. These were the
results:
Please note that each bubble on the graph is a neighborhood.
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Looking at the graph, Jackson sees there is an apparent relationship. He comes to the
conclusion that one way to reduce stroke mortality rates is to focus on preventing
homicides in the communities. He decides to take on a team (you!) to address this issue.
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Using the graph above and the data table below, answer and explain the following
questions. Please begin your presentation with a brief description of a stroke and major
risk factors; an explanation of mortality rates; and a short background of the case study
and Chicago (i.e., parts of the story that seem significant).
Biostatistics: Describe the relationship seen in the graph between stroke mortality and
homicide rates within Chicago communities. Is there evidence of a correlation?
Is there enough evidence to justify Jackson’s decision to focus on lowering homicide
rates to address the high stroke mortality? Would this be an evidence-based decision?
Environment: How might the communities’ environments impact this relationship?
Give examples of variables that could be affecting both rates.
Epidemiology: Using the data given in the table below, calculate Chicago’s District 7
homicide rates for 2000 and 2010. Was there a change? Describe the change and any
implications of your findings.
Number of
Homicides
Population
2000
52
91,600
2010
40
71,071
Behavioral: Create your own intervention to reduce rates of homicides within a
Chicago community. How would you disseminate the information to educate the
community?
Create a pamphlet or visual aid to support your intervention. How could this
intervention be evaluated?
Policy: What existing policy (existing or one that has been introduced, but not passed)
could you advocate for to decrease violence in the communities? At what level of
government would this policy be most effective and why?
***Please email your final presentation to [email protected] by
Wednesday, April 9, 12:00pm CST so we can test it on our software and
print copies for judges.
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Judge’s Score Card
Presentation of Facts
25
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Organizes essential facts of the case in a clear, understandable
manner
5
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Possesses a good understanding of the issues
5
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Visual presentation effectively supports the oral presentation
5
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Handout effectively supports the oral presentation
5
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Team thinks “outside the box”
3
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Team looks to outside sources for additional information
2
CASE OBJECTIVES MET
50
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Background Information (7)
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Includes description of stroke and risk factors
3
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Includes definition of mortality rates
2
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Includes the background of the case study
2
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Biostatistics (8)
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Correctly and completely describes the relationship/correlation
between stroke mortality and homicide rates
4
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Correctly identifies and describes why Jackson’s decision to
focus on homicide was or was not justified based on the
information he had. Includes examples to support this
explanation.
4
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Environment (7)
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Explains how outside factors could be affecting stroke mortality
and homicide rates
4
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Gives multiple examples of these factors
3
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Epidemiology (5)
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Correctly states the homicide rates for 2000 and 2010
2
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Describes the change in the rates and any implications of the
finding
3
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Behavioral (15)
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Presents an innovative intervention
4
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Specifies target population
1
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Intervention is evidence based
2
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Gives examples of dissemination
4
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Gives evaluation criteria
4
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Policy (8)
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Gives and explains a policy to reduce violence
4
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Gives the level of government at which the policy should be
placed, and explains why
4
Public Speaking Skills
20
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Presenters have good voice projection
5
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Presenters have good eye contact
5
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Presenters have or make appropriate use of gestures
5
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Presenters were persuasive and engaging
5
Professionalism
15
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Presenters were professional in their appearance
5
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Presentation was free of spelling/grammatical errors
5
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Presenters exude confidence
3
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Presenters complete their presentation on time
2
Ability to Answer Judges’ Questions
10
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Presenters answer questions concisely and accurately
5
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Presenters anticipate possible questions, have prepared
possible responses, and address uncertainty with grace
5
TOTAL
120
Comments:
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Competitor’s Code of Ethics
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1. All case study and development of presentation materials must be done by official
members of the team only.
2. Team members may only use any reference materials available to the public.
3. Teams must not share or gain information on the content of presentations from
other competing teams before or during the competition
4. Faculty advisors to student teams participating in the competition are
encouraged to attend the event; however the case study and trivia challenge is
solely for the students. Once the competition begins, all faculty advisors, alumni,
and other interested parties may act as spectators only. These individuals may
not offer suggestions or revisions to the content or structure of the information
being presented during the official presentation time. In addition, these
individuals may not share information on the content of presentations being
made by competing teams and may not observe presentations by competing
teams as long as their team remains in the competition.
5. Students are not allowed to seek or accept feedback from judges until the end of
the competition.
6. If it appears that a team has violated any of these rules, it will be investigated. If it
is determined that a violation has occurred, it will result in immediate
disqualification of the team and notification provided to the respective
undergraduate programs and University.
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Sample Trivia Questions
• This dietary guideline set by the US Department of Agriculture replaced the
outdated “food pyramid” in 2011 with the help of first lady Michelle Obama. Key
features include a meal that is half fruit and vegetables, a quarter whole grains, and a
quarter lean protein, with a reduction in dairy products.
! MyPlate
• Artemisinin-based combination therapies are highly effective against this disease
which is caused by a Plasmodium parasite. People who are heterozygous for sickle
cell anemia experience immunity to this disease. The WHO lists indoor residual
spraying with pesticides as the most effective way to rapidly reduce its transmission.
The use of insecticide-treated nets is another very popular method of prevention.
Name this vector-borne disease, transmitted by the anopheles mosquito.
! Malaria
• This type of tax-exempt trust is generally used by people who have highdeductible health insurance policies with no other health coverage. The account is
exclusively used to pay for medical expenses. Contributions into the account may be
made by an individual or an employer. Name this type of monetary account that
saves money for health expenses and is often abbreviated HSA.
! Health Savings Account or HSA before it’s read
• It was first reported to the world when a passenger on a plane to Vietnam, and
the doctor that treated him, died from the disease. This pneumonia-like infection,
caused by a coronavirus, then spread to multiple Asian countries causing the World
Health Organization to call a global alert for the disease. Name this respiratory
illness that had an infamous 2003 outbreak in China causing many to wear
protective surgical masks.
! SARS also accept Severe Acute Respiratory Syndrome
• A stroke patient undergoes occupational therapy to help him regain use of his
hands in order to feed himself. Name this type of prevention aimed at limiting
disability from disease.
! Tertiary Prevention
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• A 2012 horror movie was loosely based off this incident, which killed 2 people
immediately and 28 in the following weeks. Lasting effects include a rise in cases of
thyroid cancer among residents of the area. Often blamed on poor communications
and safety regulations during the Cold War, name this power generator in Ukraine
that experienced a meltdown in 1986 and released radioactive material into the
surrounding area.
! Chernobyl Nuclear Reactor
• In 1996, the company Pacific Gas and Electric reached several multimillion dollar
settlements with the residents of the town of Hinkley, California, after suspicion that
the company had polluted the town’s groundwater with hexavalent chromium, a
known carcinogen. Name the woman who had no law degree but managed to bring
forth the troubling issue as depicted by her namesake movie, released in 2000, that
starred Julia Roberts.
! Erin Brockovich
• Developed in the late 1970’s and early 1980’s by James Prochaska and Carlos
DiClemente, this model integrates different analyses of behavior changes. Applicable
to multiple behavior changes from overcoming drug addiction to being overweight,
this model presupposes that everybody is at a different stage and that they need to
progress through different stages in order to adopt a new healthy behavior, and is
therefore also called the Stages of Change model. Name this model of behavior
change, which has stages from Pre-contemplation all the way to Maintenance.
! Trans-theoretical Model (accept “Stages of Change Model”
before it is read)
• If you plotted the grades on your last biology exam, the result probably followed
this pattern, which has a standard deviation of 1. Its graph resembles a symmetrical
hill. Name this pattern, informally called a “bell curve”.
! Normal distribution or Gaussian distribution (accept bell
curve before it’s read)
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