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  1. The biological understanding of health and disease has evolved from miasmas (vaporous exhalation formerly believed to cause disease) to germs to individual risk factors tied to specific diseases. Now you are challenged by the knowledge that many people get chronic illnesses without having the known critical risk factors (e.g., smoking) that some may try to avoid in an effort to be healthy. The scientific revolution in health creates an even bigger challenge.

    Stress and inflammatory processes are sometimes seen to be critical factors affecting our biology. The stress response helps us get out of the path of the oncoming car or shelters us from falling debris in an earthquake. But if we turn it on while we are stuck in traffic, angry at the boss, experiencing financial difficulties, or dealing with another rejection, it does not benefit us. While some may cope better than others, those who are economically less fortunate and have to cope with issues of poverty may be less able to withstand stressful encounters. Today, health and illness tend to follow a socioeconomic gradient, in which people in lower socioeconomic groups tend to have higher mortality than those in higher socioeconomic groups. In general, those lower down the ladder of income, success, and wealth will exhibit lower health outcomes than those higher up. Societies with a bigger gap between rich and poor do worse in health outcomes overall than societies with a smaller gap because there is more unhealthy stress in unequal societies (United Health Foundation, 2013).

    There are exceptions to the gradient in health that present learning opportunities. For example, Latinos or Hispanics appear to have better health outcomes in the U.S. than non-Latino whites, a concept termed the Hispanic Paradox (New America Media, 2012). Reasons for this disparity are debated. One point of view is that the social support Latinos or Hispanics offer one another can counteract some of the adverse effects of having lower socioeconomic status.

    For this Discussion, you consider how cultural and economic factors influence those biologic mechanisms that can result in disease for specific segments of the population. You also propose possible policy solutions to reduce the burden of disease.

    To prepare for this Discussion, review the Learning Resources. Consider how the determinants of health you have learned about in this class can improve or worsen health for individuals and populations.

    By Day 4, post a brief description of a population segment (by race, ethnicity, economic status, geographical location, etc.). Then, explain the relationship between health inequality/inequities and common biological or behavioral risk factors that have been linked to a particular disease in that population segment. Finally, describe the relationship between health inequality/inequities and life expectancy for that population. Expand on your insights utilizing the Learning Resources.

    Make a suggestion or comment that guides the discussion.

    NOTE: WHEN ANSWERING THE FOLLOWING QUESTIONS USE THE DISCUSSION RUBRIC BELOW:

    I. Demonstrate an excellent understanding of all of the concepts and key points presented in the text(s).
    II. Provide significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas
    III. Demonstrate well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate-level writing style

    NOTE: ANSWER THE FOLLOWING QUESTIONS:

    1. A brief description of a population segment (by race, ethnicity, economic status, geographical location, etc.).
    2. Explain the relationship between health inequality/inequities and common biological or behavioral risk factors that have been linked to a particular disease in that population segment.
    4. Finally, describe the relationship between health inequality/inequities and life expectancy for that population. Expand on your insights utilizing the Learning Resources.

    USE THE FOLLOWING REFERENCES ARTICLE REQURED RESOURSES:

    1. Adamson, P., & UNICEF. (2010). The children left behind: A league table of inequality in child well-being in the world’s most rich countries. Innocenti Report Card 9. Florence, Italy: UNICEF Innocenti Research Centre. Retrieved from http://www.unicef-irc.org/publications/pdf/rc9_eng.pdf

    2. Miller, G., Chen, E., & Cole, S. W. (2009). Health psychology: Developing biologically plausible models linking the social world and physical health. Annual Review of Psychology, 60, 501–524.
    Retrieved from the Walden Library databases.

    NOTE: WHEN ANSWERING THE FOLLOWING QUESTIONS USE THE DISCUSSION RUBRIC BELOW:

    I. Demonstrate an excellent understanding of all of the concepts and key points presented in the text(s).

    II. Provide significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas

    III. Demonstrate well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate-level writing style

    NOTE: ANSWER THE FOLLOWING QUESTIONS:

    1. A brief description of a population segment (by race, ethnicity, economic status, geographical location, etc.).

    2. Explain the relationship between health inequality/inequities and common biological or behavioral risk factors that have been linked to a particular disease in that population segment.

    4. Finally, describe the relationship between health inequality/inequities and life expectancy for that population. Expand on your insights utilizing the Learning Resources.

    USE THE FOLLOWING REFERENCES ARTICLE REQURED RESOURSES: 

    References
     Adamson, P., & UNICEF. (2010). The children left behind: A league table of inequality in child
    well-being in the world’s most rich countries. Innocenti Report Card 9. Florence, Italy: UNICEF Innocenti Research Centre. Retrieved from http://www.unicef-irc.org/publications/pdf/rc9_eng.pdf
    Miller, G., Chen, E., & Cole, S. W. (2009). Health psychology: Developing biologically
    plausible models linking the social world and physical health. Annual Review of Psychology, 60, 501–524.Retrieved from the Walden Library databases.
    2 Attachments

     

     

 

Subject Nursing Pages 5 Style APA

Answer

A Population Segment

This case sets to study the inequalities in the wellbeing of children from 24 different countries in the world. The aspects of inequality being examined here include health, education and the general well-being of the children in those 24 of the world’s richest countries. Research has established that the early experiences of children have profound impacts on their wellbeing (Adamson, & UNICEF. 2010). Both present and prospects are determined by the early lives of children. For instance, when children grow up in poverty, they incur certain risk factors such as poor health, low cognitive abilities among others. This paper looks at the lives of children who grow in poverty and how this impacts on their health.

Biological Risk Factors

Studies have revealed that there is a close relationship between stress and asthma (Miller, Chen, & Cole, 2009). The psychological state of mind and how it impacts on asthma patients is something that baffles many scholars. For instance, asthma is an inflammatory disease that is characterized by shortness of breath, wheezing, and chest tightness. Those children who experienced higher levels of chronic home-life stress had more asthma exacerbations compared to the rest who lived a stress-free life. The implication is that stressed children produced more eosinophil which is responsible for asthmatic conditions.

Life Expectancy

On the issue of life expectancy, it was further discovered that higher levels of home stress were responsible for the increased production of IL-5.Children with asthma that are also exposed to chronic stress levels will experience more asthma exacerbations. The link here provides evidence on the effects of stress on a health condition and how it also impacts on the life expectancy of children. The implication is that it leads to increased production of both eosinophil and cytokine which are associated with asthma morbidity (Miller, Chen, & Cole, 2009).(2017) study employed, there are very little room for generalizing the study’s findings.  

References

 Adamson, P., & UNICEF. (2010). The children left behind: A league table of inequality in child

well-being in the world’s most rich countries. Innocenti Report Card 9. Florence, Italy: UNICEF Innocenti Research Centre. Retrieved from http://www.unicef-irc.org/publications/pdf/rc9_eng.pdf

Miller, G., Chen, E., & Cole, S. W. (2009). Health psychology: Developing biologically

plausible models linking the social world and physical health. Annual Review of Psychology, 60, 501–524.Retrieved from the Walden Library databases.

 

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