Define social determinants of health. How do you feel that social determinants of health play a role in the health status of vulnerable populations groups? 

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Define social determinants of health. How do you feel that social determinants of health play a role in the health status of vulnerable populations groups? How can we use some of the lessons learned from past public health contributions such as the Henrietta Lacks Story, the Tuskegee Syphilis Experiment, or the Stanford Prison Experiment to introduce public health interventions that will be beneficial for less fortunate populations?

Treatment program visit

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Treatment program visit

Do a social media audit for a program. Visit their website as well as their facebook/twitter/Instagram profiles. Look at how the website and social media is setup, their mission, target audience, testimonials, and how they are communicating with the public.

Then write about the visit without violating the anonymity of the participants (or alternatively your audit). Do not use any quotations.  Write everything in your own words.

  1. NAME/DATE: Name of the program/organization and date of in-person visit or phone meeting if you can’t attend in person (or of social media examination)
  2. HOW THE PROGRAM OR SERVICE OPERATES: How does the program or service operate? Give as much detail as possible.  Your answer should be at least 200 words
  3. COMPONENTS: Does it use any of the components? Give as much detail as possible.  Please take a look at the screen shot for the components.
  4. WHAT SURPRISED ME: What surprised you about the program or service?
  5. WHAT I LEARNED: What did you learn from your experience of attending a meeting or visiting and/or observing the program or service (or what did you learn from examining the program’s website and social media?  Give as much detail as possible.  Your answer should be at least 150 words

Format: You do not need to cite anything or use APA format

Use the following headings:

A.  Name/date

B.  How the program or service operates Your answer should be at least 150 words

C.  Components

D.  What surprised me

E.  What I learned Your answer should be at least 200 words

IMPORTANT: Do NOT submit your first draft.  First, read what you wrote out loud.  Check for:

  • Missing words or letters
  • Missing or misplaced periods, apostrophes, commas
  • Incomplete sentences
  • 2 or more sentences strung together that should be made into separate sentences
  • Putting something in past tense that should be in present tense or vice versa
  • Plural words that should be singular or singular words that should be plural

Unit III Literature Review Weight: 10% of course grade NOTE

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Unit III Literature Review Weight: 10% of course grade NOTE: MAKE SURE YOU USE THE LAST PAPER YOU WROTE…THIS WILL BE THE 2ND PART TO THE PAPER Instructions For this assignment, you will continue working on your final project in this course, which will be to complete a research paper on a topic in environmental health related to pesticides, heavy metals, or radiation that is impacting your community and the health effects related to these hazardous substances. This will be the second part of the paper. For this assignment, you will complete the literature review section of your paper. In this section, you must include the following items. · An introduction: briefly describe your topic. · An identification of five peer-reviewed articles that relate to the environmental topic you chose in Unit I and an explanation of the rationale behind choosing each article. How do they align with your chosen topic? · A discussion of each article. Compare and contrast what you have found in each article while completing your research. Your paper must be at least two pages in length, not counting the title and reference pages. To support your ideas, use a minimum of the five peer-reviewed articles as references. Use at least one source that focuses on your community (such as a newspaper or journal article). Any information from these sources must be cited and referenced in APA format, and your paper must be formatted in APA Style.

Concepts of Environmental Health 1

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PUH 5305, Concepts of Environmental Health 1

Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to:

1. Discuss the effects of major environmental and occupational agents. 1.1 Explain how zoonotic diseases are transferred to humans. 1.2 Discuss the history and etiology of a vector-borne disease.

2. Summarize the factors that affect susceptibility to adverse health outcomes following exposure to

environmental hazards. 2.1 Discuss how toxic metals affect the human population in the environment.

 

Course/Unit Learning Outcomes

Learning Activity

1.1 Unit Lesson Chapter 5 Unit II Assessment

1.2 Unit Lesson Chapter 5 Unit II Assessment

2.1 Unit Lesson Chapter 6 Unit II Assessment

 

Required Unit Resources Chapter 5: Zoonotic and Vector-Borne Diseases Chapter 6: Toxic Metals and Elements

Unit Lesson Introduction Zoonoses or zoonotic diseases are caused by contagions that spread between people and animals. Thousands of Americans every year get sick from infectious diseases that are spread from animals to people or from heavy metals to people from materials such as mercury, nickel, and lead and other compounds like tin, aluminum, and iron. The Centers for Disease Control and Prevention (CDC) has been working diligently in tracking these diseases and looking for ways to assist the public and environmental health specialists in eradicating or reducing the occurrence of these diseases (CDC, 2017b). Vector-borne diseases are the diseases that can be transmitted from animals (vector) to humans. Vector was often restricted to arthropods, such as mosquitoes and ticks, but it is generally used for animals that could transmit pathogens to human hosts (CDC, 2017a). Vector-borne diseases are usually also referred to as zoonotic diseases that originate from animals even though some of these diseases, such as malaria and yellow fever, could be transmitted from human to human. Heavy metals, on the other hand, are widely distributed in the environment and come from both man-made and natural sources (Tchounwou et al., 2012). The human population is generally exposed to some levels of heavy metals from natural components on earth, but other sources of exposure are linked to emissions from

UNIT II STUDY GUIDE

Environmental Agents, Part I

 

 

 

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coal and power plants, digestion of contaminated water and food, contact with occupation-related metals, and contact with leaching contaminants from perilous waste sites. Vector-borne Diseases and Zoonoses There are many diseases that fall into this category. Your textbook examines some of these, and we will look at a few in more detail in this lesson.

Examples of Vector-borne Diseases and Zoonoses

Bacterial Anthrax, tularemia, Cat-scratch disease, E. coli infection, Lyme disease, psittacosis, salmonellosis, and plague

Viral Zika virus, West Nile virus, dengue fever, encephalitis, hantavirus, monkeypox, influenza, avian influenza, swine flu, yellow fever, rabies, Rift Valley fever, and foot and mouth disease

Parasitic Malaria, giardiasis, cryptosporidiosis, cysticercosis and taeniasis, leishmaniasis, and trichinellosis

Rickettsial Q fever and Rocky Mountain Spotted Fever

Nonconventional Mad Cow Disease and Variant Creutzfeldt-Jakob disease

Zika virus: Zika virus is as a result of the bite of an infected Aedes species mosquito (Ae. aegypti and Ae. albopictus). The mosquitoes bite at night and during the day. The Zika virus can be transferred from a pregnant woman to her fetus and this infection can cause birth defects (CDC, 2019e; Rasmussen et al., 2016). The Zika virus can also be passed during sexual intercourse, so infected people should practice safe sex or simply avoid sexual intercourse. The safest way to avoid being infected by the Zika virus is to avoid being bitten by the mosquito because there is no vaccine for the Zika virus (CDC, 2019e). The Zika virus infection generally does not have any symptoms except for a mild, self-limiting malaise, but it has been linked to quite a number of serious neurological diseases with the most common being the Guillain- Barré syndrome and congenital microcephaly syndrome (Song et al., 2017).

The Zika virus was originally discovered in Uganda around 1947, and from about 1960 to about 1980, infected humans were found throughout Asia and Africa (Kindhauser et al., 2016). The largest outbreak was reported in 2007 on the island of Yap of the Federated States of Micronesia. There was another outbreak in 2013 to 2014 in French Polynesia (Kindhauser et al., 2016). Zika spread eastward from equatorial Africa and Asia to the Pacific Islands during the late 2000s to early 2010s, invaded the Caribbean and Central and South America in 2015, and reached North America in 2016. No mosquito transmission of the virus was reported in the United States in 2018 and but in 2015 and 2016, large Zika virus outbreaks were reported in the United States from travelers who visited the mosquito-infested areas as well as a few cases in Texas and Florida (CDC, 2019e).

There was also an extensive transmission rate in the Virgin Islands and Puerto Rico, but by 2017, the number of occurrences had declined (CDC, 2019e). Anthrax: Anthrax is a deadly infectious disease caused by rod-shaped, gram-positive bacteria and is a germ that lives in the soil called bacillus anthracis (Goel, 2015). It is rare, however, that humans would get sick if they come into contact with contaminated animal products or infected animals. The animals that are most affected are goats, cattle, and sheep. Anthrax could be contracted from infected hides, animals, meat, and

The Zika virus can be transmitted by mosquitos. (Trueffelpix, n.d.)

 

 

 

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wool. Anthrax causes three forms of diseases in humans (Banerjee et al., 2017). Those diseases include the following:

• cutaneous (affects the skin): open sores or cuts could get infected after coming in contact with the bacteria,

• inhalation (affects the lungs): breathing the spores of the bacteria, and

• gastrointestinal (affects the digestive system): eating meat that is infected. Cutaneous anthrax is the most common among human beings and accounts for at least 95% of all reported cases (Banerjee et al., 2017; Vieira et al., 2017). Signs and symptoms of anthrax would depend on how the human was infected, but they range from shock to skin sores, to vomiting. Immediate treatment with antibiotics is needed to cure this disease but the inhaled anthrax is the most difficult to treat and could be fatal (Mayo Clinic, n.d). There is currently a vaccine for anthrax for those in the military and for those that are at a high risk of being exposed. Quite a few people are aware of anthrax following the bioterror attacks of 2001 (Goel, 2015). Anthrax was sent by mail to a few people, killing five and making 22 others very sick. The most recent case in the United States was in 2011, when a retired Florida man, Dan Anders, and his wife, Anne, went on a three-week, cross-country trip through Wyoming, Montana, North Dakota, and South Dakota (Griffith et al., 2014). After three weeks in the hospital and an investigation by the FBI and CDC, it was concluded that there were no bioterrorism threats and Mr. Anders had suffered from a rare but natural case of inhalation of anthrax. He fully recovered. Malaria: Malaria is a mosquito-borne and acute febrile illness caused by a parasite called the female Anopheles mosquito (CDC, 2019b).

Symptoms of malaria are similar to the flu, including chills and fever. If left untreated, malaria could be deadly. The initial symptoms (chills, fever, and headache) are usually mild and difficult to recognize because they may feel like the flu or a cold. After 24 hours, it may slowly progress to acute malaria with symptoms such as cerebral malaria, anemia, organ failure, and, subsequently, death (World Health Organization [WHO], 2019).

The life cycle of malaria (CDC, 2019b)

 

 

 

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In malaria endemic regions, however, some people, especially healthy adults, have developed a type of immunity, which has allowed them to be asymptomatic. Malaria is one of the leading causes of death in sub-Saharan Africa (Nkoka et al., 2019). More than 219 million people worldwide were diagnosed with malaria in 2017 while an estimated 435,000 died of the disease, the majority of whom being children in the African region (CDC, 2019b). In the United States, it was reported that about 1,700 malaria cases were diagnosed, and the vast majority were immigrants or travelers who returned from South Asia and sub-Saharan Africa (CDC, 2019b). Q Fever: Q fever is a disease that is caused by bacteria Coxiella burnetii. It naturally infects some animals, such as cattle, goats, and sheep (CDC, 2019d). Coxiella burnetii bacteria are found in the milk of infected animals, urine, feces, and birth products (amniotic fluid or the placenta). Humans are usually infected by contaminated dust from infected milk, urine, birth products, and animal feces (CDC, 2019d). While some people might never become sick, others may experience symptoms such as muscle pain, fatigue, fever, and chills. Q fever was initially discovered in humans in 1935 in Australia, and in in the 1940s in the United States. It subsequently became a notifiable disease in 1999 (CDC, 2019c). In 2000, 19 cases of Q fever were reported in the United States, and in 2007, that number increased to 173 (CDC, 2019c). Between 2008 and 2013, the numbers decreased. In 2017, 153 cases were reported. Toxic Metals in the Environment and the Effect on People Heavy metals are metallic elements that are relatively high density when compared to water (Tchounwo et al., 2012). Assuming that toxicity and heaviness are interrelated, heavy metals could include arsenic metalloids that induce low-level toxicity exposure. Public health officials have increasingly been worried about the environment being contaminated by metals as human exposure has dramatically increased from many technological, domestic, agricultural, and industrial applications (Tchounwo et al., 2012). Heavy metals in the environment include industrial, domestic effluents, geogenic, atmospheric, pharmaceutical, and agricultural sources. Environmental pollution, for example, is extremely common because of smelters, mining, and foundries (Tchounwo et al., 2012). While some metals are essential nutrients for physiological and several biochemical functions (magnesium, iron, copper, cobalt, zinc, molybdenum, nickel, and manganese), inadequate supply of these nutrients could lead to deficiency syndromes and diseases. The Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA) in alliance with the amended Superfund Amendments and Reauthorization Act (SARA), requires the Agency for Toxic Substances and Disease Registry (ATSDR) and the U.S. Environmental Protection Agency (EPA) to prepare a priority order list of substances that are most common in the National Priorities List (NPL) facilities. These metals have been determined to be a significant threat to human health because of their suspected harmfulness and possible human exposure at these NPL sites (ATSDR, 2017). ATSDR lists arsenic, lead, mercury, vinyl chloride, and polychlorinated biphenyls as the top five causes of poisoning among humans and the environment. Arsenic: Arsenic is a natural substance that is highly present and toxic in its inorganic form in the groundwater of several countries (Minatel et al., 2018). Humans could be exposed through irrigation of food crops, food preparations, and drinking water. However, in low levels, arsenic could also be found in dairy products, cereals, poultry, shellfish, meat, and fish. Smokers are also exposed to arsenic through the natural inorganic content of tobacco because the plants take up the natural content of arsenic in the soil (Mandal, 2017). Long-term exposure to arsenic causes cancer and skin lesions as well as diabetes and cardiovascular diseases (Minatel et al., 2018). Exposure during pregnancy and early childhood have also resulted in increased deaths and cognitive development among children and young adults. The most significant action in affected populations is preventing further exposure to arsenic by providing safe water supplies for communities (WHO, 2018a).

 

 

 

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Public health officials have particularly faced threats of high levels of contaminated water in several countries, including the United States, Bangladesh, Mexico, Argentina, India, China, and Chile (Mandal, 2017). Lead: Lead is considered one of the most hazardous and increasing environmental contaminants that affect all biological organisms through exposure to food, air, and water (WHO, 2018b). It is particularly harmful to children, who are exposed by living in old houses or through toys. Lead is circulated in all parts of the environment in three main systems (Assi et al., 2016):

• organic lead containing carbon,

• metallic lead, and

• lead salts. This cumulative toxicant is distributed to the bones, kidney, liver, and brain. It is stored in the bones and teeth, where it accrues over a period of time at which the level can be assessed through a blood test (WHO, 2018b). It is also extremely dangerous to pregnant women because it can be passed through the bloodstream of the mother to the fetus. No amount of lead exposure is considered safe, and exposure to lead is also preventable (WHO, 2018b). Exposure to lead over time may lead to nausea, irritability, abdominal pain, distraction, forgetfulness, constipation, and depression (National Institute for Occupational Safety and Health [NIOSH], 2018). Prolonged exposure could also lead to reduced fertility, heart disease, high blood pressure, and kidney disease.

Normally, lead mostly affects children as opposed to adults. Children may show signs of severe lead poisoning at lower levels than adults. It usually also occurs in children whose parents unintentionally bring home lead dust from work on their clothes. Mental retardation and neurological effects have reportedly been common among children whose parents may have work-related lead exposure (NIOSH, 2018). The main sources of work-related lead exposure are batteries, leaded gasoline, and lead-based paints (Assi et al., 2016). Public health officials are especially concerned with lead as it is most dangerous to children. The CDC, for example, created a program in agreement with the Healthy People 2020 goals (the Childhood Lead Poisoning Prevention Program) that is committed to eliminating lead blood levels and the average risk from a social and racial perspective in the community (CDC, 2019a).

The effects of lead on children. (National Center for Environmental Health, n.d.)

 

 

 

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Conclusion The examples listed in this unit provide a synopsis of how the environment and humans could be affected when exposed to hazardous elements. According to the Healthy People 2020 goals, poor environmental quality greatly affects those whose health is most vulnerable, especially children.

References Agency for Toxic Substances and Disease Registry. (2017). ATSDR’s substance priority list. Centers for

Disease Control and Prevention. https://www.atsdr.cdc.gov/spl/ Assi, M. A., Hezmee, M. N. M., Haron, A. W., Sabri, M. Y. M., & Rajion, M. A. (2016). The detrimental effects

of lead on human and animal health. Veterinary World, 9(6), 660–671. http://www.veterinaryworld.org/Vol.9/June-2016/20.html

Banerjee, D., Chakraborty, B., & Chakraborty, B. (2017, September/October). Anthrax: Where margins are

merging between emerging threats and bioterrorism. Indian Journal of Dermatology, 62(5), 456–458. https://doi.org/10.4103/ijd.IJD_378_17

Centers for Disease Control and Prevention. (2017a). Anthrax. https://www.cdc.gov/anthrax/index.html Centers for Disease Control and Prevention. (2017b). Zoonotic diseases.

https://www.cdc.gov/onehealth/basics/zoonotic-diseases.html Centers for Disease Control and Prevention. (2019a). Childhood lead poisoning prevention.

https://www.cdc.gov/nceh/lead/default.htm Centers for Disease Control and Prevention. (2019b). Malaria.

https://www.cdc.gov/parasites/malaria/index.html Centers for Disease Control and Prevention. (2019c). Q fever. https://www.cdc.gov/qfever/index.html Centers for Disease Control and Prevention. (2019d). Q fever: Epidemiology and statistics.

https://www.cdc.gov/qfever/stats/index.html Centers for Disease Control and Prevention. (2019e). Questions about Zika.

https://www.cdc.gov/zika/about/questions.html Goel, A. K. (2015, January 16). Anthrax: A disease of biowarfare and public health importance. World Journal

of Clinical Cases, 3(1), 20–33. https://doi.org/10.12998/wjcc.v3.i1.20 Griffith, J., Blaney, D., Shadomy, S., Lehman, M., Pesik, N., Tostenson, S., Delaney, L., Tiller, R., DeVries,

A., Gomez, T., Sullivan, M., Blackmore, C., Stanek, D., Lynfield, R., & Anthrax Investigation Team. (2014, February). Investigation of inhalation anthrax case, United States. Emerging Infectious Diseases, 20(2), 280–283. https://doi.org/10.3201/eid2002.130021

Kindhauser, M. K., Allen, T., Frank, V., Santhana, R. S., & Dye, C. (2016). Zika: The origin and spread of a

mosquito-borne virus. Bulletin of the World Health Organization, 94(9), 675–686C. https://doi.org/10.2471/BLT.16.171082

Mandal, P. (2017, March). An insight of environmental contamination of arsenic on animal health. Emerging

Contaminants, 3(1), 17–22. Mayo Clinic. (n.d.). Anthrax. Symptoms and causes. https://www.mayoclinic.org/diseases-

conditions/anthrax/symptoms-causes/syc-20356203

 

 

 

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Minatel, B. C., Sage, A. P., Anderson, C., Hubaux, R., Marshall, E. A., Lam, W. L., & Martinez, V. D. (2018, March). Environmental arsenic exposure: From genetic susceptibility to pathogenesis. Environment International, 112, 183–197.

National Center for Environmental Health. (n.d.). Prevent children’s exposure to lead. Centers for Disease

Control and Prevention. https://www.cdc.gov/features/leadpoisoning/index.html National Institute for Occupational Safety and Health. (2018). Health problems caused by lead. Centers for

Disease Control and Prevention. https://www.cdc.gov/niosh/topics/lead/health.html Nkoka, O., Chipeta, M. S., Chuang, Y.-C., Fergus, D., & Chuang, K.-Y. (2019). A comparative study of the

prevalence of and factors associated with insecticide-treated nets usage among children under 5 years of age in households that already own nets in Malawi. Malaria Journal, 18(1), Article 43. https://doi.org/10.1186/s12936-019-2667-4

Rasmussen, S. A., Jamieson, D. J., Honein, M. A., & Petersen, L. R. (2016, May 19). Zika virus and birth

defects—reviewing the evidence for causality. New England Journal of Medicine, 374(20), 1981– 1987. https://doi.org/10.1056/NEJMsr1604338

Song, B.-H., Yun, S.-I., Woolley, M., & Lee, Y.-M. (2017, July 15). Zika virus: History, epidemiology,

transmission, and clinical presentation. Journal of Neuroimmunology, 308, 50–64. https://doi.org/10.1016/j.jneuroim.2017.03.001

Tchounwou, P. B., Yedjou, C. G., Patlolla, A. K., & Sutton, D. J. (2012). Heavy metal toxicity and the

environment. Experientia Supplementum, 101, 133–164. https://doi.org/10.1007/978-3-7643-8340- 4_6

Trueffelpix. (n.d.). ID 66209432 [Image]. Dreamstime. https://www.dreamstime.com/stock-photo-zika-virus-

illustration-symbol-attention-image66209432 Vieira, A. R., Salzer, J. S., Traxler, R. M., Hendricks, K. A., Kadzik, M. E., Marston, C. K., Kolton, C. B.,

Stoddards, R. A., Hoffmaster, A. R., Bower, W. A., & Walke, H. (2017). Enhancing surveillance and diagnostics in anthrax-endemic countries. Emerging Infectious Diseases, 23(13), S147–S153. https://doi.org/10.3201/eid2313.170431

World Health Organization. (2018a, February 15). Arsenic. https://www.who.int/news-room/fact-

sheets/detail/arsenic World Health Organization. (2018b). Lead poisoning and health. https://www.who.int/news-room/fact-

sheets/detail/lead-poisoning-and-health World Health Organization. (2019). Malaria. https://www.who.int/news-room/fact-sheets/detail/malaria

Suggested Unit Resources In order to access the following resources, click the links below. The film clip below will give you more information about one disease covered in this lesson: anthrax. Nevco Educational Video Inc. (Producer). (2004). Anthrax (Segment 2of 9) [Video]. In Bio-Terrorism:

Information for the Health Care Professional. Films on Demand. https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://fod.infobase.com/PortalPla ylists.aspx?wID=273866&xtid=43847&loid=125269

The transcript for this video can be found by clicking on “Transcript” in the gray bar at the top of the video in the Films on Demand database.

 

 

 

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The article below further explores the issue of lead poisoning. Rosner, D. (2014). Imagination and public health: The end of lead poisoning in California? The Milbank

Quarterly, 92(3), 430–433. https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bsu&AN=97983333&site=ehost-live&scope=site

 

Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. Review the vector-borne diseases and toxic materials in your community. Which of these affect your community the most? Create an action plan to make these issues better.

Explain epidemiology and its relationship to public health.

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  • Explain epidemiology and its relationship to public health.
  • Describe the selected issue or disease.
  • Identify the underlying nature and cause of the selected issue or disease.
  • Analyze the uses and effects of demographic data, surveillance data, and vital statistics in public and community health.
  • Identify the demographics and effect of the selected issue or disease on the community.
  • Determine if the effects cross from community to state or national levels.
  • Analyze possible solutions for the selected issue or disease.
  • Identify possible solutions.
  • Explain how the solutions were, or might be, successful.
  • Recommend additional suggestions for treatment or resolution.
  • Explain how the P.E.R.I.E. model served as a guide to understand the cause.

Reflective Practice Assignment

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Reflective Practice Assignment (based on Australia)

This is an individual task assessment. You will be required to write a reflective essay (1500-2500 words). You will reflect on the application of your learning related to the readings, lectures, tutorials and prior assessments. You will be tasked to address these two points:

· Your positionality and what you thought to be true in relation to public health research

· How you would seek to undertake research with Indigenous communities

· This is a marking guide for the reflective essay.

—————————————————

Grading criteria

Application of reflection framework

Demonstrates a developing sense of self in relation to research positionality, building on prior experiences to respond to public health research.

Maximum score

15

Knowledge of Indigenous worldviews

Develops clear understanding of undertaking Indigenous research by reflecting on class materials and own experiences.

Maximum score

15

In this assignment, you will demonstrate how your skill in population health can improve individuals’ health outcomes through improved care. This happens by analyzing approaches to connecting public health and the healthcare system.

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According to Kindig and Stoddart (2003), population health is the health outcomes of a group of individuals. While some perspectives consider population health as only the distribution of such health outcomes within the group, there are others who are concerned with social and environmental factors, policies, and interventions as indicators of population health. As a health care professional, some combination of both is likely how you will address the factors and distribution of the health outcomes with a given population.

In this assignment, you will demonstrate how your skill in population health can improve individuals’ health outcomes through improved care. This happens by analyzing approaches to connecting public health and the healthcare system.

Create a 12-slide Microsoft PowerPoint presentation with detailed speaker notes in which you:

  • Compare at least 3 countries’ health care systems.
  • Compare each country’s approach to connecting population health and the health care system.
  • Explain lessons learned from past population health issues.
  • Identify trends in population health.

references according to APA guidelines.

analyze factors affecting public and community health by writing about the effect of a specific disease or health condition on your community. You will demonstrate your community-assessment skill using data to drive health improvements in community and public health.

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analyze factors affecting public and community health by writing about the effect of a specific disease or health condition on your community. You will demonstrate your community-assessment skill using data to drive health improvements in community and public health.

Identify 1 disease or health condition that you think is related to SDOH to analyze.

use the Research, Evaluation and Learning page on the Robert Johnson Wood Foundation website and the National Center for Health Statistics section on the Centers for Disease Control and Prevention (CDC) website.

summarize your analysis and support it with data findings, evidence-based intervention, and a plan to improve community health. In your article:

  • Describe the selected disease or health condition and efforts to control it.
  • Explain the SDOH for your community related to this disease or health condition.
  • Identify any health disparity in your community for this disease or health condition.
  • Describe what the public health department, local organizations, or others are doing to reduce the threat of the disease or health condition.
  • Identify gaps in local services and education and how you might connect to other resources to meet needs that are not locally available.
  • Recommend ways to increase health equity and improve community health as it relates to this disease or health condition.

Develop your vision of the ideal health care system.

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· Develop your vision of the ideal health care system.

·  List some of the characteristics that constitute such a system. What would be the goal or goals of your ideal system?

· Think about how you would go about implementing your ideal system.

· Consider some of the problems you are likely to encounter.

·   Must address all of the topics.

·  150-word minimum/250-word maximum without the references

.  The homework must be written in APA format

· Minimum of two references

Do you think that Texas is making the correct decision to update the curriculum?

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https://khn.org/news/article/texas-teen-pregnancy-sex-education-standards/

To Do: Read the article posted, respond to the initial questions (short 1 or 2 sentence response).

 

  • Do you think that Texas is making the correct decision to update the curriculum?
  • What alternative methods of getting this information out to its teen population may be used?
  • How might the curriculum and intent to reduce teen pregnancy be impacted by recent changes with abortion laws?
  • Do you think that what is being done in Texas should be done in other states and why?