Respond to at least two different colleagues’ postings in one or more of the following ways: Critique your colleague’s post by suggesting additional determinants for health disparity. Submit a constructive critique of your colleague’s post. Expand on your colleague’s explanation about access to health care. Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence. Use Refences DB 1 Katherine— Post an explanation of health care disparities in a specific minority population. Gehlert and Browne (2019) point out that health disparities exist between and among populations defined by gender and gender identification, race or ethnicity, education, socioeconomic status, employment or insurance status, geography, and/or disability status, while also being found in screening, incidence, mortality, survivorship, and treatment as well. For this particular discussion I have chosen to narrow down health care disparities amongst African American Women. It has been well documented that African American women are disproportionately affected by conditions that negatively impact their health and that both caregiver and patient influenced behaviors create and contribute to the disparity (Movement is Life, 2015). One of the most common racially based health disparities to exist amongst African American women falls within the category of maternal and child health status indicators, such as: infant mortality (IM), low birth weight (LBW), and maternal mortality (Gehlert & Browne, 2019). IM is considered to be one of the leading indicators that is used to measure the health of a country and although the overall rate of IM decreased in the U.S., the rate is still 2.4 times greater in African American compared to White American infants as of 2007 (Gehlert & Browne, 2019). When it comes to LBW, rates for African Americans are nearly double the rate than that of their White American counterparts and 2.7 times greater for maternal mortality than the rate for White women. According to the CDC (2017), new analysis and research is showing that younger African Americans in their 20s, 30s, and 40s are living with or dying of many conditions that typically are found in White Americans at older ages, such as high blood pressure, diabetes, heart disease, stroke, and various types of cancer. And mostly recently, African Americans have been found to have a hospitalization rate of 4.7 times the rate of White Americans for COVID-19 (Marshall, 2020). Identify three nonbiological factors (e.g., public health policy) that might be associated with health care disparities in the population you selected. There are several nonbiological factors that have been linked as potential contributing factors associated with health care disparities amongst African American women. The CDC (2017) mentions that health differences and disparities are often due to economic and social conditions that are more common among African Americans than their white counterparts. Some of the social factors to be considered are the higher rates of unemployment, higher rates of living in poverty, as well as higher rates of no homeownership or lack of housing amongst African Americans compared to their White counterparts (CDC, 2017). Placed-based health disparities are also prevalent and require attention to the association with health disparities amongst African American women as it is often tied to racial and socioeconomic status and contribute to limited access to healthy food, limited proximity and access to natural open spaces and parks for recreation, social health, and/or psychological restoration, and place has also been tied to the inequalities found in not only the prevalence but also in the maintenance of chronic diseases more commonly found amongst ethnic minorities, such as: cardiovascular diseases, diabetes, cancer, HIV/AIDs, etc. (Gehlert & Browne, 2019). Access to healthcare plays another major role contributing to health care disparities found amongst the African American population as members of racial and ethnic minority groups encounter more barriers to getting care, such as lack of affordability, lack of health insurance, lack of transportation, childcare, or inability to take the time off of work, etc. (Marshall, 2020). Discrimination is another contributing factor that unfortunately continues to exist in various systems such as health care, housing, education, criminal justice, finance, etc. (CDC, 2017). The National Academy of Medicine (NAM) found that even when age, income status, insurance status, and severity of conditions are comparable, racial and ethnic minorities receive lower quality health care than White individuals and they reported that they are less likely than their White counterparts to be given appropriate cardiac care, to receive kidney dialysis or transplants, and to receive the best treatments for AIDS, cancer, or stroke (Bridges, n.d.). Bridges points out that a major contributing factor is that of implicit bias contributing to racial disparities found in health care treatment and services provided (n.d.). Explain medical social worker roles in addressing the three factors to eliminate health care disparities in the population. There are several ways in which social workers can work towards addressing the elimination of health care disparities. One suggestion is to work with both communities as well as healthcare professionals and organizations to educate and eliminate cultural barriers to care. Another role a medical social worker can take on is developing and/or providing trainings to health care professionals to develop and build cultural competence and an understanding to different cultures and how they interact with the healthcare system as well as provide regular implicit bias trainings. From a macro level of practice medical social workers can advocate for changes in policy that would directly address and impact health disparities found amongst minority populations. Craig, Bejan, and Muskat (2013) recommend that medical social workers strengthen their advocacy skills and efforts and increase the public health discourse focused on health outcomes through the support of fiscal, employment, or housing programs and policies, aimed at reducing disparities that negatively impact health. References Bridges, K. (n.d.). Implicit Bias and Racial Disparities in Health Care. Retrieved from https://www.americanbar.org/groups/crsj/publicatio... Centers for Disease Control and Prevention (CDC). (2017). African American Health. Retrieved from https://www.cdc.gov/vitalsigns/aahealth/index.html Craig, S. L., Bejan, R., & Muskat, B. (2013). Making the invisible visible: Are health social workers addressing the social determinants of health?. Social Work in Health Care, 52(4), 311-331. Gehlert, S., & Browne, T. (Eds.). (2019). Health policy and social work. In Handbook of health social work (3rd). Wiley. Marshall, W. F., III. (2020). Why is COVID-19 more severely affecting people of color? Retrieved from https://www.mayoclinic.org/diseases-conditions/cor... Movement is Life. (2015). Health Disparities Among African American Women. Retrieved from http://startmovingstartliving.com/wp-content/uploads/2014/04/MIL_HealthDispAAW.pdf DB 2 Becki— According to the World Health Organization (WHO), social determinants of health (SDH) "are the non-medical factors that influence health outcomes" (WHO, 2020, para. 1). These can include income, education, socioeconomic status, food insecurity, social and cultural support, conflict, and health care. (WHO, 2020, para. 3). The WHO stated that health inequities influence SDH and that "in countries at all levels of income, health and illness follow a social gradient: the lower the socioeconomic position, the worse the health" (WHO, 2020, para. 2).The minority population I will explore for this discussion post is American Indian/Alaskan Native (IA/AN). In 2019, IA/ANs estimated population was 6.79 million [2.09% of the U.S. population] (World Population Review, 2020, para 3).Approximately one in three IA/AN live on Reservations, and the rest live in urban areas (Paez Errickson et al., 2011). This lack of active participation in the tribe can be problematic for individuals not living on reservations since many tribal benefits and services are linked to the reservation. Paez-Errikson et al. stated that AI risk losing their benefits within the tribe by moving off the reservation, including medical services, housing, and food benefits.They are also at risk, per Paez Errickson et al., to lose their status within the tribe.This detachment would likely lead to a sense of disenfranchisement and loss of both community and identity (The Center for American Indian Resilience [CAIR], n. d.).CAIR also explained that AI have "have a collectivist view of health, meaning they consider the health of the environment, their housing situation, family relations and much more" (CAIR, n. d., para 2). Part of this concept of health, is a deep, spiritual connection to the land.For those AI living in urban areas or those cut off from their ancestral lands, this connection is tenuous, causing distress and the sense of life out of balance. One-in-four AI/AN are below the Federal Poverty Level, which is the highest poverty level of any other ethnic group in the U.S. (World Population Review, 2020, para 3). Additionally, whether on the reservation or living in more urban areas, AI face ongoing historical trauma related to their ancestors' treatment by whites, including boarding schools, mandatory changes to language, culture, religion, and the forcible usurpation of ancestral lands. As more research into the possible epigenetic effects of historical trauma, the possibility increases for "transgenerational stress inheritance" (Warne & Wescott, 2019, para. 4). AI children have high rates of adverse childhood experiments, per Warne & Wescott.They stated that this might be related, in part, to historical familial stress or increased alcohol and drug use. Warne & Wescott indicated that many AI/AN adults and children live in "food deserts" on reservation lands.Because of this lack of access to a wide variety of fresh foods, many AI are reliant on governmental assistance through programs like the Supplemental Nutrition Assistance Program (SNAP), the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), school breakfast and lunch programs, and the Food Distribution Program on Indian Reservations (FDPIR)(Warne & Wescott, 2019).According to Warne & Wescott, these unhealthy food choices have led to nutrition-related health risks, especially obesity, high blood pressure, diabetes, and cancers (para. 13-15.).Warne & Wescott also indicate that the prevalence rates for these medical illnesses (and mortality) are higher in AI.AI have the highest percentage of diabetes, and the highest diabetes-related deaths, of any other ethnic group in the U.S. (Warne & Wescott, para, 15).Compared to whites, AI's in the plains states have a 58% higher mortality rate for heart disease. AI's overall mortality rate related to heart disease across the country is 21% higher than whites. (Warne & Wescott, para 16.).According to Warne & Wescott, AI are at significantly higher risk for cancer mortality use as well, including lung and other cancers related to tobacco smoking (para. 17).The National Congress of American Indians [NCIA] (2020) shared that AI/AN die 5.5 years sooner than their white counterparts (para. 7). The causes of death are chronic illnesses, including diabetes, chronic liver disease, cirrhosis, and suicide (NCIA, para. 7).AI/NA die 1.3 times more often than all other races; they also die of diabetes, 3.2 times more frequently, 4.6 times as often of chronic liver disease and cirrhosis (NCAI, 2020, para 8).NCAI also indicates that AI/AN adults die from suicide almost twice as often as other races, and that number is higher (2.5 times) for youth (para 8-9). Finally, in 2019, the U.S. Census Bureau estimated the percentages of the population by race, indicates that less than half of AI/AN men, stating a single race, have work-sponsored or private health insurance. AI/AN alone or with another race have 51,9% have private insurance.Public insurance (Medicaid or Medicare) covers 43.45% of AI/AN alone, and 42.1% of AI/AN with another race are publicly funded. 19.1% of AI/NA identifying with one race are uninsured, while 15.2 % AI/AN with another race are uninsured. These pervasive and systemic issues facing AI/AN individuals are a challenge to social workers.To best assist this population, social workers should be aware of their clients' ethnic/racial background.With the push in the late 19th and early 20th centuries to boarding houses and raising Native children as white, many AI are not fully Native, nor are they entirely white.The social worker can help them explore their identity and possibly assist them in connecting with their tribe. To help with food insecurity, the social worker may refer an AI/AN person to a tribal dietitian or another helpful individual to teach nutrition about traditional or cultural food sources.Google is a useful resource for Native food production companies that can provide resources. Social workers can be ready to advocate on a broader basis by being aware and supporting any political movements within the tribes and then advocating and working for them; however the tribe believes they need help. In general, social workers can explore the WHO website, specifically, for resources or guides to help AI/AN individuals deal with any social determinants of health or ongoing inequity.The social worker may then support or work for a political candidate who is a proponent of a more equitable division of resources for AI/AN, universal health care, and programs and policies that will best meet the need of individual AI/AN's identified needs, or the need for the entire population. Resources Findling, M. G., Casey, L. S., Fryberg, S. A., Hafner, S., Blendon, R. J., Benson, J. M., Sayde, J. M., & Miller, C. (2019). Discrimination in the United States: Experiences of Native Americans. Health Services Research, 54 Suppl 2, 1431–1441. Hoss, A., & Blum, J. D. (2019). Federal Indian Law as a Structural Determinant of Health. Journal of Law, Medicine & Ethics, 47, 34–42. National Congress of American Indians. (2020, June 1). Indian Country Demographics. [webpage]. www.naci.org/about-tribes/demographics. United States Census Bureau. (2020). Selected population profile in the United States. [webpage]. https://data.census.gov/cedsci/table?q=S0201&t=006... Warne, D., Wescott, S. (2019). Social Determinants of American Indian Nutritional Health. Current Developments in Nutrition, 3(Supplement_2), 12–18. World Health Organization [WHO]. (2020). Social Determinants of health. https://www.who.int/health-topics/social-determina... World Population Review. (2020). Native American population 2020. [webpage]. https://worldpopulationreview.com/state-rankings/n...

Assignment 1: The Annotated BibliographyObjective: Assess sources for your research for your final presentation (for credibility, reliability, and relevance) and list references in proper APA formatAssignment Instructions: The Research Project/Presentation for this class is divided into three major Assignments, 1) annotated bibliography, 2) outline and 3) final presentation. The first part is the annotated bibliography. An annotation is a summary and evaluation, and your annotated bibliography will include a summary and evaluation of some of the sources (or references) you will use for your presentation.To prepare for this assignment, I recommend that you do the following: Read these directions carefully. Review the sample annotated bibliography provided to you below. Read the grading criteria below. The grading criteria is a detailed evaluation that I will use to assess your performance. It will also help you understand what is expected of you as you prepare your assignment. Message me with any questions! The reason the annotated bibliography is included as part of the research project is that writing an annotated bibliography is important in that it provides excellent preparation for the final presentation. One of the issues regarding any type of research, especially in chemistry, is the credibility of the sources used, particularly those obtained from various websites. By forcing you to evaluate each of your potential sources carefully, the annotated bibliography helps you determine if in fact the source you chose is credible and helps you determine how relevant it is to your topic and understand the topic better which will help you develop your presentation.For this project, you will assess three sources to include:1) a complete citation for each source,2) a summary of each source, and3) an evaluation of each source.Three sources are required for this assignment (i.e., you are to write an annotation for each source). However, you must use five or more sources in your final presentation.Use this TEMPLATE to summarize and evaluate each of your three sources. Citation: Written in APA reference list format. For more help with formatting, see APA handout. Summary: What is the purpose of the source, review article, original research? What topics are covered? This section is generally 4-6 sentences that summarize the author’s main point. For more help, see this link on paraphrasing sources. Evaluation: After summarizing the article (or research paper or book), it is necessary to evaluate it and state where you found it – its source (e.g., journal, website, etc.). Briefly answer the following questions in 4-6 sentences:What is the format or type of source (e.g., peer-reviewed journal paper, website, book)? How reliable is the information in the article, and how credible is the source (e.g., website’s sponsoring organization, journal or book publisher) and the author(s)?For more help, see this handout on evaluating resources.Additional Resources: Sample Annotated Bibliography Also, please see the resources below at The Owl at Purdue site for more information on how to write an annotated bibliography as well as other pages on the site to assist you with the other parts of the research paper: Annotated Bibliographies[ [Annotated Bibliography Example] ][ [Annotated Bibliography Samples] ]Evaluation: Please review the Annotated Bibliography Grading Criteria that describes how your annotated bibliography will be graded.Submission Instructions: You must submit your Annotated Bibliography as a “Microsoft Word” document using the template provided (rather than a Word Pad, Works, etc. document) AND title your file name as FirstnameLastname_CHEM180_Assg1.doc. Otherwise, you will not receive credit for your assignment. Upload your assignment for grading by clicking on the "Add Attachment" button at the bottom of the page. The new screen will prompt you to click the "Browse" button so you can locate the MS Word document of your Annotated Bibliography on your computer. Find the file and double-click on it. Click "Continue". Double check to ensure that your annotated bibliography was successfully uploaded as an attachment. When you have completed this assignment, type "Completed" in the rich text editor box below. Check the "Honor Pledge: I have neither given nor received aid on this assignment." checkbox. Click the "Submit" button. Your annotated bibliography is automatically submitted to TurnItIn with your submission: Papers will be automatically added to and checked against the standard TurnItIn repositories. Originality reports will be returned to the faculty and student in roughly 15 minutes of the submission. Multiple submissions are allowed before the due date. If you wish to learn more about and how to access TurnItIn.com, a plagiarism detection website, these are available from the APUS Online Library. APUS Writing Center.---------------------------------------------------------------------------Assignment 2: The OutlineObjective: Organize your thoughts and the main points of your research for your final presentationAssignment Instructions: To help you complete Assignment 3: The Presentation, you will first submit an outline to organize your thoughts and main points. Your outline should be formatted a specific way and must contain the following elements as described below. To prepare for this assignment, I recommend that you do the following: Read these directions carefully. Review the sample outline provided to you below. Read the grading criteria. The grading criteria is a detailed evaluation that I will use to assess your performance. It also will help you understand what is expected of you as you prepare your assignment. Message me with any questions! Be sure to add your name and course number to your outline.The outline format: Your outline must be formatted as described and exemplified in the example attached. Please note that this format will be assessed in your grade: Use an alphanumeric sequence Sections should be indented and aligned Follow the suggested order of the required elements Use brief but detailed and descriptive phrases. The required elements: Depending on the type of molecule/substance you have chosen you will address different sets of questions. Please see the category that responds to your selection. Your outline should contain the following elements in this order, and please note that some of these should be your personal observations. Also remember that your presentation (Assignment #3) should only be 10-15 slides, so you need to be concise and clear with your information.Introduction Molecule/substance Introduction The common and IUPAC name of your molecule/substance. Please see this link to help with scientific names if needed: IUPAC Nomenclature Of Organic Chemistry: https://www.acdlabs.com/iupac/nomenclature/ Where you can observe your molecule/substance in society and/or in nature. A brief discussion on why you chose your molecule/substance. If possible, a picture and/or video of you safely observing your molecule/substance in the field. If you cannot safely observe it, please include a couple of images from the internet. Body Description You must include a physical description. You can use your personal observations from photographs. If you cannot safely observe your molecule/substance, you must research. Physical Characteristics (appearance, texture, color, odor, melting point, boiling point, density, solubility, polarity, etc.) Chemical description: You will need to research the chemical properties of your compound/molecule) Chemical Characteristics (stability in air or other environment, flammability, volatility, etc) Discovery a. Describe the initial discovery of your molecule. Who discovered the molecule, when, how, etc? Some compounds are part of a larger substance/plant. If this is the case, describe the isolation of your specific compound. The isolation refers to the initial time your molecule/substance was discovered from its raw materials, or isolated from its natural resources. Usage and Benefit or Harm to Society Where has your molecule/substance been used. Is it used regularly or is has it only been used on occasion? If your compound is one we ingest when eating, include information on foods it's commonly found in. Write about the Benefit or Harm to Society Caused by your molecule/substance. Many compounds can be used as bioweapons or have both positive and negative impacts. Other compounds have had benefits as medicines or have caused harm as illicit narcotics. All of these are good ideas to start out thinking about, so I'd like you to discuss these impacts on society, the future, and in any way you can think they may be beneficial or harmful. Please see here for some hints on drug development. Conclusion This section should contain four to six points that sum up the main points from the body of the outline. Start your conclusive section with one sentence summarizing some basic information about your chosen molecule/substance (common and IUPAC name and physical characteristics). Continue with a brief summary (1-2 sentences) about the isolation and synthesis of the molecule/substance. Include a brief summary (1-2 sentences) about the structure and function of your chosen molecule/substance. Wrap up the conclusive section with a closing note that provides brief information about a unique fact and/or behavior of your chosen. The Reference Section This is not just the reference page; rather, referencing should occur throughout the outline as it will in your presentation. Therefore, your outline should include both a separate reference page containing a minimum of five sources listed in proper APA reference list format AND internal citations throughout the outline where appropriate. Please be sure to see the resources below for assistance regarding in-text citations and reference list formatting, and/or ask me if you have any additional questions. Please make note of the following tips and tricks: I understand that this is a rough draft and, as your research and writing continue over the next few weeks, details may be added or changed. Although you do not have to resubmit it to me, I recommend that you update this outline to help you best complete Assignments 3. Write your outline so that it has detailed bullets that you can easily then flesh out into sentences for the narration of your presentation (Assignment 3). After your outline is complete, I recommend that you next draft your introductory and conclusion sections for your outline. This will ensure that all the main points of the outline are incorporated in these two framing sections of your final presentation. Please note that less than 10% of your outline or presentation (Assignment 3) should contain direct quotes. All internal citation references should be listed on the reference page, and vice versa. Additional Resources: Sample outline Use MS Word’s Outline Function.Use a MAC? Here is a video link (captioning included on the link) that you may find useful that reviews formatting in MS Word. (Setting up APA headers in Word). Also, please see the resources below at The Owl at Purdue site for more information on how to develop an outline: Types of Outlines and Samples Four Main Components for Effective Outlines Why and How to Create a Useful Outline For more information on how to format in-text citations and references lists, the links below: In-Text Citations: The Basics Evaluation: Please review the Outline Grading Criteria that describes how your outline will be graded.Submission Instructions: You must submit your Outline as a "Microsoft Word" document (rather than a Word Pad, Works, etc. document) AND title your file name as FirstnameLastname_CHEM180_Assg2.doc. Otherwise, you will not receive credit for your assignment. Upload your assignment for grading by clicking on the "Add Attachment" button at the bottom of the page. The new screen will prompt you to click the "Browse" button so you can locate the MS Word document of your Outline on your computer. Find the file and double-click on it. Click "Continue". Double check to ensure that your outline was successfully uploaded as an attachment. When you have completed this assignment, type "Completed" in the rich text editor box below. Check the "Honor Pledge: I have neither given nor received aid on this assignment." checkbox. Click the "Submit" button. Your annotated bibliography is automatically submitted to TurnItIn with your submission: Outlines will be automatically added to and checked against the standard TurnItIn repositories. Originality reports will be returned to the faculty and student in roughly 15 minutes of the submission. Multiple submissions are allowed before the due date. If you wish to learn more about and how to access TurnItIn.com, a plagiarism detection website, these are available from the APUS Online Library. APUS Writing Center.