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using the line listing in the Excel “Oswego Line Listing Workbook,” calculate the attack rate ratios for each food item using the table in the Excel “Oswego Attack Rate Table.” Create a separate 2×2 table for the food item you think is responsible for the outbreak and interpret the attack rate ratio for this food item. Refer to the “Creating a 2×2 Contingency Table” resource for guidance.
2. Using the line listing in Excel “Oswego Line Listing Workbook,” construct an epidemic curve by the time of onset of illness. What does this curve tell you regarding the average incubation period, source, and transmission?
3. Using the incubation range and clinical symptoms, identify potential infectious agents that could be responsible for the outbreak (refer to the Topic Material, “Compendium of Acute Foodborne and Waterborne Diseases”). Discuss your rationale.
evaluate the situation and present your findings. Including the following:
1. Does this case meet the definition of an “outbreak?” Why or why not?
2. Identify the steps required to investigate an outbreak. How did these steps help in investigating the Oswego event? Include the relevant information needed for each step to be successful.
3. Discuss the possible routes of transmission for the expected agent.
4. Based on this information, what control measures would you recommend? State whether they are primary, secondary, or tertiary prevention strategies.

watch the Show How to Get Away with Murder on Netflix (“Pilot” episode) and respond to the following prompt: At the beginning of term, we discussed the Bechdel test as an expression of frustration with the derivative roles offered to women in most mainstream media. Yet as the video we watched then explains, it is not necessarily a measure of how feminist a text is. If we were to revise the Bechdel test today, in the light of #MeToo, what should it measure? What “rules” should inform our evaluation of media today and why?