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HE 213_ Assignment _3 and _4 (2) 9m 15s - end

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    [whispered] Wow... Google docs...
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    What happened here?
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    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.
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    This is one of the skills I want people
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    to be able to leave class with.
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    So that's why I'm taking some time here
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    and I give a lot of examples.
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    Question number 6
    is going to be similar,
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    except here in question number 5,
    we were comparing
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    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.
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    So,
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    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.
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    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,
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    everybody by this value here.
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    So I'm going to do that,
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    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
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    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
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    to complete this sentence, here.
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    So the rate of death
    among 0 to 4 year old boys
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    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?
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    Where's the cr-- so that's why
    we're looking at the crude rate.
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    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,
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    one Asian 0 to 4 year old per 100,000
    that dies,
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    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.
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    Looking at men, right.
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    Looking at the same data set.
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    So you can see the burden of disease
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    is not-- or outcome,
    this is not a disease.
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    The burden is inequitably distributed
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    among the populations, right.
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    And that gives us--
    that gives public health officials,
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    that gives you as future parents
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    or you, as aunties and uncles,
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    or you as cousins
    or brothers or sisters, right,
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    reason to go, okay,
    we have to do something about this
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    because I'm not okay
    that the disparity here
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    is so large.
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    Two times-- two and a half times,
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    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,
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    when we look at it
    in each group, right.
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    That's in one community--
    the burden is that much more dramatic.
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    Okay, then I want you to--
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    That's question six.
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    Question seven: a reasonable hypothesis
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    connecting that outcome
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    to one of the social determinants
    of health, right.
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    And you're going to do it
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    for another social determinants
    of health.
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    And you can go back
    to module 1, module 2,
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    where we talk
    about the social determinants of health.
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    Then pick one of those,
    and how would you test it.
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    We're not going to do it,
    but how would you test it.
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    Then, based on your observations,
    who's going--
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    who's the most
    disproportionately affected
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    and what could be done,
    right, what could be done?
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    It could be a targeted intervention,
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    it could be a more general intervention,
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    but what could be done
    to potentially address the disparities?
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    And then, of course,
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    whenever we look at data like this,
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    we have to be very mindful.
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    Here's the question.
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    When we discuss these disparities,
    right,
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    and then when we break it apart by race,
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    which is-- race is a human construct.
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    There's nothing real there,
    but it's a proxy indicator
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    for other things going on.
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    What are the ethical considerations
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    and how can we communicate them
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    in a way to avoid stigmatization
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    and misrepresentation,
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    misinterpretation, right?
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    How can we be a thoughtful
    health professional?
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    Um, we're going to submit this--
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    actually, this one goes at the end
    of module 4, let me edit that.
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    There we go.
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    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,
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    this is going to be the same video
    for both assignment number 3
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    and number 4, okay,
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    be well, bye bye.
Title:
HE 213_ Assignment _3 and _4 (2) 9m 15s - end
Video Language:
English
Duration:
08:26

English subtitles

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