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Get Kids Vaccinated or ElseGet Kids Vaccinated or Else, Parents ToldMaryland School System Threatens Legal ActionBy Nelson HernandezWashington Post Staff WriterWednesday, November 14, 2007; B01Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.The parents of more than 2,300 Maryland studentswho failed to get needed vaccinations could face finesof $50 a day and up to 10 days in jail if their childrendo not meet the state’s immunization requirements,county officials said yesterday.The threat of legal action is a last resort aftermonths in which a Maryland school system hasstruggled to get its 131,000 students immunized forchicken pox and hepatitis B, as mandated by the state.More than 2,300 students have not been immunizedand have been barred from attending schools, almosttwo months after a Sept. 20 deadline for meeting therequirement. “We can do this the easy way or the hardway, but it’s got to get done,” State’s Attorney Glenn F.Ivey (D) said at a news conference. “I’m willing to moveforward with legal action.”School officials have made calls, sent letters andconducted home visits to make arrangements for freeappointments for the needed shots. But often thestudents’ addresses and phone numbers have beenoutdated, making contacting them difficult. Other studentshave received the vaccines but failed to get thenecessary booster shots.The school system turned to the justice system asa final option and received the backing of Circuit JudgeWilliam D. Missouri, the county’s administrative judge,and Circuit Judge C. Philip Nichols Jr., who handlesjuvenile matters.“This is an educational crisis,” said R. Owen JohnsonJr., chairman of the school board. “This is a publichealth and a children’s rights issue.”Nichols and Ivey sent another round of letters tothe families still out of compliance. Nichols’s letter orderedthe parents to show up at Prince George’s CircuitCourt for a court hearing and a free vaccine; Ivey’s letterwarned that “unexcused absences by your child maysubject you to a criminal charge.” They expect almost1,700 children to show up Saturday with their parentsfor the first in a series of Circuit Court hearings on thematter. School officials said the parents would receivea verbal reprimand from the judge and be ordered tohave their children immunized in the courthouse. Thestudents would then be allowed to return to school.Parents who do not appear could face fines of $50for each day they fail to get their children immunizedafter being charged. They also could serve up to 10 daysin jail. Ivey said he hoped charging parents would notbe necessary.“The goal is to get kids in school, not to put parentsin jail,” Ivey said.Missouri said he looked forward to talking to theparents who had not gotten their children immunized,to understand why. “I’d like to know exactly what thereasons are because the reasons may be able to be addressedwithout ratcheting it up to this point,” he said.Schools officials said they were sorry the crisis hadgone this far, but that it needed to be solved immediately.“This has really, really been a difficult time for us,”said Betty Despenza-Green, the school system’s chiefof student services. “It hurts us when any child is outof school because he needs to be immunized, and so wefelt we needed to be creative. We need those studentsimmunized. We need them in schools.”Source: From The Washington Post, November 14, 2007© 2007 The Washington Post. All rights reserved. Used bypermission and protected by the Copyright Laws of the UnitedStates. The printing, copying, redistribution, or retransmissionof the Material without express written permission isprohibited. www.washingtonpost.comMaster 2.1
Gathering the Facts—VaccinesStation 1—Vaccine-Preventable DiseasesName(s)Directions: Write Low, Medium, or High in each column.What was the risk of getting the disease before the vaccine was available? What is the magnitudeof harm caused by the disease, if contracted? What is the risk of suffering harm from the disease,if contracted?DiseaseRisk of getting the disease(before the vaccine wasavailable or if most peopleare not vaccinated)*Magnitude of harmcaused by the disease,if contractedRisk of sufferingthat harmChickenpoxHepatitis BMeaslesMumpsPolioCopyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.Smallpox* Defined here as the approximate number of cases per year in the United States before the vaccine was available.Notes:Master 2.2 (Page 1 of 3)
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NIH CurriculumSupplement SeriesGrad
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Education Development Center, Inc.D
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This material is based on work supp
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About the National Institutes of He
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Introduction
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activity of assessing different rea
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teaching strategies that will help
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2. The ability to distinguish an et
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quence of choosing one path over an
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Table 1. Assessing Student Justific
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Challenges in TeachingBioethics and
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How Exploring Bioethics Can HelpFor
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Prompts to encourage students to re
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Table 2d. Students say they already
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Resources forTeaching BioethicsBeau
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Table 3. Ethical Issues and Curricu
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Each module is divided into three d
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Table 4. Alignment with NSES Life S
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About the Web SiteThe Web site for
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1Module 1Bioethics Concepts and Ski
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• apply important ethical conside
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In Advance1Copies, Equipment, and M
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Teaching Sequence1Day 1: What’s i
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new medication, she is able to stay
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6. Read the list of Round 1 questio
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• With respect to performance enh
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LE/LE/LLE/LPoint out that some of t
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Organizer for Day 1: What’s in a
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Day 2: Four Key Questions1PurposeDa
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4. Emphasize that when bioethicists
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15. Ask students to list as many et
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Organizer for Day 2: Four Key Quest
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Encourage students to share example
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Activity 7:Using Ethical Considerat
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4. Ask a representative from each g
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Organizer for Day 3: Core Ethical C
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Page 82 and 83: Round 4Q9Should embryonic stem cell
Page 84 and 85: Oscar Pistorius—The Fastest Man w
Page 86 and 87: Four Key Questions and Statementof
Page 88 and 89: Carl’s CaseCarl listened to his t
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Page 92 and 93: adopting vaccination policies that
Page 94 and 95: In Advance1Copies, Equipment, and M
Page 96 and 97: Teaching Sequence1Day 1: Exploring
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Page 104 and 105: Day 2: Community Immunity1PurposeOn
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Page 110 and 111: ClosureRecap for students that the
Page 112 and 113: Tell only the students who were tag
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Page 120 and 121: Teaching StrategiesYou may want to
Page 122 and 123: Ask each member of the pair to read
Page 124 and 125: 1Centers for Disease Control and Pr
Page 128 and 129: Name(s)Station 2—Vaccine RisksDir
Page 130 and 131: Station 1: Vaccine-Preventable Dise
Page 132 and 133: MumpsBefore the mumps vaccine was i
Page 134 and 135: Station 2—Vaccine RisksNote: Like
Page 136 and 137: Smallpox VaccineThe smallpox vaccin
Page 138 and 139: Station 4—ExemptionsExemptions vs
Page 140 and 141: State Exemptions Allowed as of Fall
Page 142 and 143: Name(s)What are the ethical conside
Page 144 and 145: Vaccination Status CardsVaccinated
Page 146 and 147: Opting Out of a Vaccine—Variables
Page 148 and 149: Measles in DublinIn 2000, an outbre
Page 150: What are some of the different pers
Page 153 and 154: Issues Explored• What is the fair
Page 155 and 156: Day 3—What Is Your Recommendation
Page 157 and 158: Teaching SequenceNoteAssign this ho
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Activity 9:Understanding Past and C
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ClosureReinforce to students that t
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Ask students whether they think the
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Liver Function and FailureHepatitis
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Name(s)Banting decided that he woul
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Name(s)The COC distributed the peni
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Name(s)The Admissions and Policy Co
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Liver and Liver-Transplant Fact She
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The Liver and Liver Transplants—C
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Patient ProfilesAnitaAnita is a 19-
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Additional Patient InformationAnita
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The United Network for Organ Sharin
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Comparing the Past and Current UNOS
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1Module 4Weighing Benefits and Harm
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An optional extension activity incl
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In Advance1Preparing the Envelopes
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Teaching Sequence1Day 1: Deciding t
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6. Explain that each student should
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Activity 2:Introducing Max’s Thyr
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See Teacher Support MaterialsSupple
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ClosureTo close the class, remind s
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1Activity 2: Introducing Max’s Th
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Activity 5:Who or What Will Be Affe
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Activity 6:Exploring the Relevant E
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11. Give each student a copy of Mas
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1Ask students, “What are some rea
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5. Have students, in pairs, quickly
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ReflectionDisplay the posters from
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1Reflection: Have students view the
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1Retinitis PigmentosaFoundation Fig
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Alzheimer’s Disease and Genetic T
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Name(s)Now, on your own, answer the
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Name(s)Max’s Family Tree on His M
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Genetic Testing—Key Concepts• S
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What Impact Would Max’s Newly Dis
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Your Tentative ThoughtsName(s)1. Do
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Ethical Questions• Who should dec
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Extension (Optional)About Retinitis
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Issues Explored• Why is it import
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Key Science Knowledge*• Nature of
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Teaching SequenceDay 1: Research wi
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13. Ask students, “Should I just
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Some students in the treatment grou
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it is ethically acceptable. For exa
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Students should recognize that rese
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ClosureAsk the class whether they t
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Organizer for Day 1: Research with
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Activity 4: Returning to Your Decis
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5. Discuss the results with the who
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5. Summarize two key points about r
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• The Belmont Report has served a
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Organizer for Day 2:Harms and Benef
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Day 3: Analyzing the Willowbrook Ca
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Deciding on and Recording Main Poin
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Organizer for Day 3: Analyzing the
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Willowbrook StudyCenters for Diseas
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Asthma Simulation OutcomesYou were
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Name(s)Reflection Questions1. Aside
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Letter to ParentsThis is the letter
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What Are the Relevant Ethical Consi
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Name(s)(Fill out with your partner.
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Name(s)(Fill out individually.)Your
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Issues Explored• Should there be
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Key Science Knowledge*• DNA, RNA,
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4. Ask students for their prelimina
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8. Tell students to come to the nex
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Day 2: Deepening Your Thinking—So
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You may wish to note that• Cases
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2. Direct students to turn to their
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Organizer for Day 2: Deepening Your
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Day 3: Making a Recommendation—Se
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Those cases where students do not t
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3. Ask a representative from each g
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Activity 9: Returning to Alba’s C
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1Ear MiceBBC News. 2002. Artificial
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Alba’s CaseSince the early 1990s,
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Dyed FeathersPeople dye bird feathe
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Giant Panda BreedingThe giant panda
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Mad-Cow-Disease CowsMad cow disease
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Purebred DogsHumans have geneticall
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Spider-Silk GoatsSpider silk is str
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VealVeal is meat from calves that i
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Assessing Harms, Benefits, and Pote
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Final Assessment of Alba’s CaseRe
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This curriculum supplementwas devel
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