-
[whispered] Wow... Google docs...
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What happened here?
-
Here we go.
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So, now I have the comparison here.
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Now I want to rewrite this sentence.
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I'm going to control, copy,
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and paste.
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The rate of death due to...
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Fatal...
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To unintentional injury.
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I'm going to put that here...
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Unintentional injury...
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Among... the one with the larger,
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with 75 to 79.
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75 to 79 year old men
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is 1.95 times greater...
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1.95 times greater
than the rate of death
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among... 20 to 24...
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Year olds.
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Why don't you like that, there we go.
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The rate of death
due to unintentional injury
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among 75 year old men
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is two times greater
than the rate of death
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among 20 to 24 year old men.
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There, we've done that one.
-
This is one of the skills I want people
-
to be able to leave class with.
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So that's why I'm taking some time here
-
and I give a lot of examples.
-
Question number 6
is going to be similar,
-
except here in question number 5,
we were comparing
-
this age group
with this age group, right?
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I'm going to close that.
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Now we're looking
at a particular age group.
-
So,
-
we can choose 0 to 4 year old...
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baby boys, right?
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Let's do that, since we're here.
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We can see the categories,
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the race categories that the CDC uses,
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the quantifiable number of deaths,
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but the size of the population,
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and that's why we always use crude rate
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because we're looking
at the concentration.
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So, here are the...
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The values.
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And then here are the crude rates.
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Let me go back to the assignment.
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Okay, identify the age group
we're investigating, 0 to 4.
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Find the lowest crude rate value.
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Oh, this is going to be
not fun for you to watch.
-
I'm going to hit pause.
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Okay, before I go any further,
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I just took--
oh, I should put that back here.
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I took this data
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and then I inserted it
into this table here.
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And I ranked from
the smallest crude rate to the largest.
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So it went from Asian
to more than one race,
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white, American Indian, Alaskan Native,
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Hawaiian Native,
Pacific Islander, Black.
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And then you can see the crude rates,
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and I kept this note here.
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You're going to divide everybody
by this value here,
-
everybody by this value here.
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So I'm going to do that,
-
I'm going to hit pause again.
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But basically,
I'm going to do this number
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divided by 5.52 equals...
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Oh it's not going to give me the answer.
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Uh, divided by 5.52 equals...
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Um, okay, I'm going to hit pause
and then resume.
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Okay, I'm back, so, remember,
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I ranked the crude rates
-
by smallest value to the largest value.
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Then I divided everybody
by the smallest value,
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divided by 5.52.
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And then I got this ratio here,
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2 times, 2.4, 3.2, 3.8, 5 times.
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And I'm going to use this information
-
to complete this sentence, here.
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So the rate of death
among 0 to 4 year old boys
-
due to unintentional injury is...
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And what I would write
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is 2.1 times greater
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in more than one race
than the Asian community,
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2.4 times greater in the white community,
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3.2 times greater
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in the American Indian,
Alaskan Native community,
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3.8 times greater
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in the Hawaiian Native,
Pacific Islander community,
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and 5 times greater in the--
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the Black than the Asian community.
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So when we compare these crude rates,
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what we're doing
is we're saying, okay, yes,
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look at the count,
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uh, 196 compared to 46.
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How do I know
which one's greater, right?
-
Where's the cr-- so that's why
we're looking at the crude rate.
-
We're going to keep our eye
on that crude rate.
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And so we see
between the Asian community
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and the Hawaii Native,
Pacific Islander community,
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it is nearly four times as great.
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So for every-- uh,
-
one Asian 0 to 4 year old per 100,000
that dies,
-
there are four Hawaii Native,
Pacific Islanders, right?
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Same-- same-- same cause of injury.
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Scroll down to the bottom.
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Unintentional injury.
-
Looking at men, right.
-
Looking at the same data set.
-
So you can see the burden of disease
-
is not-- or outcome,
this is not a disease.
-
The burden is inequitably distributed
-
among the populations, right.
-
And that gives us--
that gives public health officials,
-
that gives you as future parents
-
or you, as aunties and uncles,
-
or you as cousins
or brothers or sisters, right,
-
reason to go, okay,
we have to do something about this
-
because I'm not okay
that the disparity here
-
is so large.
-
Two times-- two and a half times,
-
yeah, but once you get
to three and up to five, you're going--
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There are some searches,
let me go back to here.
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There are some searches here
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where you're going
to see gaps of 20, 25 times,
-
when we look at it
in each group, right.
-
That's in one community--
the burden is that much more dramatic.
-
Okay, then I want you to--
-
That's question six.
-
Question seven: a reasonable hypothesis
-
connecting that outcome
-
to one of the social determinants
of health, right.
-
And you're going to do it
-
for another social determinants
of health.
-
And you can go back
to module 1, module 2,
-
where we talk
about the social determinants of health.
-
Then pick one of those,
and how would you test it.
-
We're not going to do it,
but how would you test it.
-
Then, based on your observations,
who's going--
-
who's the most
disproportionately affected
-
and what could be done,
right, what could be done?
-
It could be a targeted intervention,
-
it could be a more general intervention,
-
but what could be done
to potentially address the disparities?
-
And then, of course,
-
whenever we look at data like this,
-
we have to be very mindful.
-
Here's the question.
-
When we discuss these disparities,
right,
-
and then when we break it apart by race,
-
which is-- race is a human construct.
-
There's nothing real there,
but it's a proxy indicator
-
for other things going on.
-
What are the ethical considerations
-
and how can we communicate them
-
in a way to avoid stigmatization
-
and misrepresentation,
-
misinterpretation, right?
-
How can we be a thoughtful
health professional?
-
Um, we're going to submit this--
-
actually, this one goes at the end
of module 4, let me edit that.
-
There we go.
-
So you'll submit this
by the end of module 4.
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Okay, I look forward
to reading what you find.
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Hope this was helpful,
-
this is going to be the same video
for both assignment number 3
-
and number 4, okay,
-
be well, bye bye.