Review the attached study below. Your assignment submission should be one to two paragraphs and be written in a scholarly manner with citations and references in APA. Sources of information should include required course readings and an additional citation from the literature. No title page or abstract is required.

In your submission answer the following questions. Synthesize and apply your knowledge succinctly.

1. Briefly describe the article.
2. Discuss what measures were used to quantify risk.
3. In your opinion were the methods used a good estimate of relative and attributable risk?
4. Explain the authors conclusion based upon the identified risk. Were these reasonable? Can you add to the conclusion?

RUBRIC

Assignment 8.1 Rubric

Assignment 8.1 RubricCriteriaRatingsPtsDescription of article

/ 10 pts

Description and analysis of risk measures

/ 40 pts

Description and analysis of conclusion

/ 40 pts

Writing and APA Format

/ 10 pts

This weeks content

This week content related to assignment Lesson 9.1: Attributable Risk Attributable risk is a metric that helps to pinpoint what percentage of an outcome, such as the development of a disease, is attributable to a particular risk factor in an exposed population. Attributable risk allows epidemiologists to estimate the relative impact on an outcome possible with mitigation efforts focused on certain risk factors. One aspect of attributable risk to consider is that it demonstrates causality rather than simply pointing to association. So figures of attributable risk ought to be accompanied by a rich amount of research reinforcing the causal nature of the risk factor. To calculate the attributable risk, start by presenting all the possibilities on a 2 2 table. 2 2 Table for Attributable Risk Outcome Present Outcome Absent Exposure Present a b Exposure Absent c d Derive the total number of individuals in the non-exposed group and the number of individuals in the exposed group. Then create ratios reflecting the number of individuals who experience the outcome versus the whole sub-population. Label the ratio focusing on exposed individuals as p1 and the ratio focusing on non-exposed individuals as p2. Find attributable risk by subtracting the risk for non-exposed individuals from the risk for exposed individuals. Another name for attributable risk is risk difference. Attributable Risk Formula To present attributable risk as a percentage, use the following formula: Attributable Risk and Relative Risk As relative risk has been defined as the risk among the exposed group divided by that among the unexposed group, you can substitute relative risk into the formula for attributable risk. Population Attributable Risk Attributable risk allows epidemiologists to assess risk posed to a population exposed to a risk factor, such as a pathogen. However, it is not always practical to focus in on an exposed population solely. In an outbreak situation, it is not always clear where the boundaries of an exposed population start and stop. Therefore, the epidemiologists have derived the population attributable risk (PAR), a measure that takes into account a whole population, in order to estimate the proportion of cases in a whole population attributed to the risk factor. To calculate PAR, first return to our general 2 2 table for exposure and outcomes: 2 2 Table for Population Attributable Risk Outcome Present Outcome Absent Exposure Present a b Exposure Absent c d And then return to the formula for attributable risk. To apply the attributable risk to an entire population (exposed and non-exposed), multiply the attributable risk by the total number of exposed people in the population compared to the total amount of the population.

Strengths and Limitations of Secondary Data Sources In this information age, where data are readily accessible and there is both a great demand for accelerated research projects and strict limitations on research funding, using existing data makes sense. Data used in this way are called secondary data; they come in many forms and contain information on just about anythingdepending on who collected the information in the first place, and why. As a health professional, you have access to a wide range of secondary data sources, including government agencies (such as, the Census Bureau or the Centers for Disease Control and Prevention) and private sources, including local health service providers. Global and international data are available from familiar sources, such as the World Health Organization and the United Nations. In addition, nearly every nation maintains statistics on social, economic, and environmental indicators, which contain a wealth of health information. As a member of the Walden community, you have access to the Inter-University Consortium for Political and Social Research (ICPSR), the worlds largest archival database of secondary data. You also have access to the Social Change Impact Report (SCIR) data setsa Walden-owned database. There are also a number of sources and tutorials available to you through Waldens Office of Research and Doctoral Quality. No matter the topicbe it vaccination rates, womens access to mammography, or chronic lung diseaseyou can probably find an existing secondary data source related to the specific population health problem you are investigating. The next steps are to identify the variables in the data source that you would need to analyze to examine the association of interest and to assess the validity of the data source. For this Assignment, you delve into these issues in greater detaiLearning Resources Required Readings Curley, A. L. C. (Ed.). (2024). Population-based nursing: Concepts and competencies for advanced practice (4th ed.). Springer. o Chapter 7, Using Information Technology to Improve Population Outcomes (pp. 158-182) Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice ( 6th ed.). Jones & Bartlett. o Chapter 4, Descriptive Epidemiology: Person, Place, Time o Chapter 5, Sources of Data for Use in Epidemiology National Institutes of Health National Library of Medicine. (2019). Finding and using health statistics.Links to an external site. SECONDARY DATA SOURCES Use the following resources to locate secondary data sources for this weeks Assignment: Centers for Disease Control and Prevention. (n.d.). Data.CDC.gov: Home.Links to an external site. National Center for Health Statistics. (2015). Resources for researchers.Links to an external site. Walden University Office of Research and Doctoral Services. (n.d.). Explore existing datasets.Links to an external site. World Health Organization. (2021). WHO Data collectionsLinks to an external site. [Data sets]. Required Media Secondary Data Sources for Population Health Time Estimate: 2 minutes Walden University, LLC. (2021). Descriptive epidemiologyperson, place, and timeLinks to an external site. [Interactive media]. Walden University Blackboard. Walden University, LLC. (2021). Theoretical modelsOne Health and socioecological modelLinks to an external site.[Interactive media]. Walden University Blackboard. To prepare: Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment. Explore three data sources (data sets) presented in the Learning Resources that could aid you in describing the population and magnitude of the problem you selected. Consider the strengths and limitations of each data source. In 34 pages (not including title page and references), analyze the data sources you selected by addressing the following: Briefly identify the population health problem you selected. Identify each data set you selected. Identify the variables in each data set you would need to examine the association of interest. Assess the validity of each data set. Has it been used for prior studies/publications? Explain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.

Levels of Prevention: In this section, you will describe the prevention strategies epidemiologists use to address the health issue. You will identify a strategy for each level of prevention and then differentiate between the strategies. Review the Module Four overview and resources for a refresher on levels of prevention.

Describe a primary prevention strategy. Explain how the strategy addresses key factors impacting the health issue of the specific population.

Provide one example of a primary prevention strategy from the case study or your independent research.

Describe a secondary prevention strategy. Explain how the strategy addresses key factors impacting the health issue of the specific population.

Provide one example of a secondary prevention strategy from the case study or your independent research.

Describe a tertiary prevention strategy. Explain how the strategy addresses key factors impacting the health issue of the specific population.

Provide one example of a tertiary prevention strategy from the case study or your independent research.

Explain how the primary, secondary, and tertiary prevention strategies differ in how they address the key factors impacting the health issue in the research study.

Conclusion: Now that you have analyzed the research study, you will develop a research question to further investigate the specific health issue and population. You will also select an appropriate research design and explain why the research is important to the field of public health. Review the Module Five overview and resources for a refresher on key points of developing a research question.

Develop a research question to further investigate the specific public health issue and impacted population based on your analysis of the research study.

Determine whether an observational or experimental research design would be more appropriate to investigate your research question. Justify your determination.

Explain the importance of further research for improving the quality of health from a global perspective. What is the potential benefit?

Please reference the two assignments i attached milestone one and two to complete this section

Q1a: 1424 sentences

Q1b: 410 sentences

Q2a: 612 sentences

Q2b: 612 sentences

Q3: 1528 sentences Please follow this word count.

Q1a: 1424 sentences

Q1b: 410 sentences

Q2a: 612 sentences

Q2b: 612 sentences

Q3: 1528 sentences Please follow this word count.

The PowerPoint presentation assignment requirements are already clearly stated in the syllabus (pp. 3-4), including: what needs to be covered in the presentation; the required length of 1416 slides total, including: (1) a title slide; (2) 1214 content slides; and (3) a final References slide; the course policy that a presentation previously presented or submitted for academic credit may not be reused for this assignment. The practical tips below DO NOT add any new requirements. They simply provide some practical pointers, to help you with overcoming writer’s block and moving forward with your work. You do not need my approval for your choice of chronic disease topic for the presentation. However, please feel very welcome to check with me if you’d like to confirm that your topic is a good fit for the assignment – I’m always happy to help. For example, a very interesting topic may still pose a substantial challenge when it comes to covering to covering the four requirements below (stated in the syllabus): (1) The disease frequency is an essntial component of the importance of the disease from the population health perspective. Explain WHY this disease is of concern, such as high prevalence, high incidence, and/or high mortality. Some diseases may be of high importance due to high risk of death and fast spread person-to-person in the population. Some diseases may not have high mortality (e.g., type 2 diabetes if managed effectively), but may constitute a substantial burden on the people they affect (e.g., complications of diabetes) as well as on the health care system (the cost of diabetes). (2) The diseases risk factors. While it’s impotant to address both modifiable (controllable) and nonmodifiable (non-controllable) risk factors, the focus should be on the modifiable (controllable) ones, of course – as these are where public health efforts can give the greatest positive impact. (3) Contemporary approaches to prevention and control of disease. What can be done at the population level to fight the disease? DO NOT include medical treatment. For example, if you choose high blood pressure, you may want to discuss healthy lifestyle, exercise, low-sodium diet, health education of the public etc., but DO NOT discuss diuretics, angiotensin-converting enzyme inhibitors, beta-blockers and other antihypertensive drugs. Think about relevent health policies and how they affect different populations, and their intended and unintended consequences. You can also think about health equity, for example: does everyone affected by your chosen chronic disease benefit equally, or are there disparities? What can be done to improve public participation in the interventions you chose? Feel free to use CDC and other sources (and remember to cite them in the bibliography). You don’t need to invent new approaches, though you are very welcome to generate and share your own ideas! Amount of text: Each of the 12-14 content slides should have 4-6 bullet-pointed short sentences. It’s OK to use a smaller font on the last slide (References) to fit all citations on one slide.

1. Choose one of the following reportable/infectious diseases from the Reportable and Infectious Diseases page of
3. .

• If needed, tutorials to use FL Health CHARTS
• Note: Make sure you select a reportable disease that has data available for both sexes (some of the options in MyFloridaCharts don’t have this data available). My suggestion is to use HIV or one of the reportable diseases classified as a sexually transmitted disease. On the MyFloridaCharts webpage for these conditions, there is a drop down menu under the State or County that displays the data by sex.

1. Construct a graph depicting the incidence rates for the disease during each of the years 2014, 2015, 2016, 2017, and 2018 in Miami-Dade County, Florida, and the U.S. (You can locate data for the U.S. through CDC sources at cdc.gov, such as
3. and
5. )

• Write 4-5 sentences describing and comparing the trends in each of the three geographic areas. When writing your description, first use epidemiologic terms, then use lay terms.

1. Construct two pie charts showing the distribution of cases of the disease by age group in 2018. One should be for Florida and the other for Miami-Dade County. If there are fewer than 20 cases of the disease in Miami-Dade County during 2018, combine three years of data (2016-2018).

• Write 3-4 sentences describing and comparing the distribution of cases of disease in the two geographic areas. When writing your description, first use epidemiologic terms, then use lay terms.

1. Construct a table depicting the incidence rates of the disease by sex during each of the years 2014, 2015, 2016, 2017, and 2018 in Miami-Dade County and Florida.

• Write 4-5 sentences describing and comparing the incidence rates of the disease by sex between the two areas and the trends in each of the two areas. When writing your description, first use epidemiologic terms, then use lay terms.

Instructions for obtaining estimates for U.S. population 2014 to 2018

1. Go to this page:
3. Click on “Surveys/Programs” featured horizontally on top, then select All Surveys & Programs
4. Scroll down, select page 5, where you will find Population and Housing Unit Estimates”–click on that
5. Scroll down, and under Tables, click on “View All Tables”
6. Click on “2019”
7. In the 2019 page, you should see a table link labeled National Population Totals: 2010-2019
8. In the new page that opens up, scroll down until you see Annual Estimates of the Resident Population for the United States, Regions, States, and Puerto Rico: April 1, 2010 to July 1, 2019 (NST-EST2019-01). Click the link to download in Excel.

• Notes:
• Each student must create his/her own tables/figures and interpretations.
• Please use Excel or Power Point to create these tables/figures. For each figure/table, please give the exact web address where you retrieved the numerator and denominator for the data (if applicable).
• When constructing the graphs and charts, follow the guidelines provided in the lecture with respect to format, title, source, and other standard elements of the charts and graphs. Both the counts and rates will appear in the Florida Health Charts. You may use these, but it would be excellent practice to calculate at least a few rates by hand and check your answer with the rates listed in Florida Health Charts. In calculating the incidence rates, you can use the denominator population provided in Florida Health Charts.
• If there are no data available for the years 20142018, then select the most recent years for which data are available and use that data throughout the assignment.

PLEASE NO PLAGIARISM my professor uses AI detector. Please CITE

Please see grading rubric attached.

Question 1.

An epidemiologic study was conducted among workers at a new pesticide manufacturing plant in

Michigan. The purpose of the study was to see if routine exposure to pesticide residue increased the risk of acute respiratory infection (ARI). All 500 workers in the plant participated in the study during a full year of follow-up and all were free from ARI at the start of the study.

Pesticide levels were monitored daily in two sections of the plant, one in which pesticides were

stored and handled on a high-volume basis and one in which non-pesticide operations took place.

425 plant workers were assigned to the high-volume pesticide location and the remaining workers

were assigned to the non-pesticide location. All workers underwent monthly health exams in which they were tested for ARI. At the conclusion of the study, 85 participants had been diagnosed with at least one ARI. 68 of these were among the workers assigned to the high-volume pesticide location and 17 among the remaining workers.

a) In two sentences, is this an example of a prospective cohort study or a retrospective cohort study? How do you know?

e) Do you believe that selection bias played a role in these study findings? Explain why or why not. 1-3 sentences.

Question 2. (20 points, 10 points each)

a. Describe an example of a retrospective cohort study. Make sure to denote the exposure and outcome and how information is collected. (3-5 sentences)

b. Using the example from 2a. Explain at least one source of bias for this study and a challenge you perceive in conducting this study. (3-5 sentences)

1. Summarize the article and how it applied to epidemiology.
2. Critique how the media presented the science. Is there a bias – slanted on one direction or another?
3. Develop a public health recommendation based on the health problem and what you learn from the article. Why did you choose this recommendation?
4. How would you ensure that the public receives this recommendation (what kind of messaging (social media, print materials, PSA, video or audio, etc.)? Who would the intended population be?

Be sure to cite and reference all sources, including your textbook, using 7th Edition APA formatting. References should be on their own page per APA format; this does not count towards the 1 page required for the assignment.

The news article i have chosen is More than one-third of cancer cases are preventable, massive study finds

Many cancers are linked to two modifiable habits: tobacco smoking and alcohol consumption.

By

Globalization has significantly impacted the global burden of diabetes, both through direct and indirect mechanisms. The increased interconnectedness of economies and societies has led to shifts in dietary patterns and lifestyles, contributing to the rise in obesity and type 2 diabetes (Hu, 2011).

Additionally, the globalization of the food industry has facilitated the widespread availability of energy-dense, nutrient-poor foods, often referred to as “globalized unhealthy commodities,” which are linked to an increased risk of diabetes (Hawkes, 2008). Conversely, globalization has also enabled the dissemination of medical knowledge and technology, enhancing diabetes diagnosis, treatment, and management worldwide (Chan et al., 2018).

These multifaceted effects of globalization on diabetes underscore the importance of considering economic, cultural, and policy dimensions in addressing its global burden.

Discussion Questions

1. How have changes in dietary trends, such as increased consumption of processed foods and sugary beverages, influenced the prevalence of diabetes on a global scale?
2. Can you elaborate on the role of urbanization in the rise of diabetes?
3. How does the shift from traditional diets to more Westernized diets in urban areas contribute to this health concern?
4. In what ways do economic disparities contribute to the disparity in diabetes prevalence rates between different socioeconomic groups within countries and across different regions of the world?

Submission Instructions:

1. Write Your Initial Post:

• Your initial discussion post should be approximately 350 words in length.
• Follow APA guidelines for writing style, spelling, grammar, and proper citation of sources.
• Include APA in-text citations(author, year) within your post and provide full APA citationsat the end.
• Ensure your post is well-organized, thoughtful, and directly addresses the discussion prompt.

Rubric

Total ScoreScore of PHE5015 Week 5 Discussion Rubric,

/ 40