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Part A: Zoonotic Disease, Vector-Borne Diseases, and the Importance of Culturally Competent Communication Skills
With a hypothesized origin of Wuhan, China, the pandemic associated with Corona Virus Disease 19, or COVID-19, is intimately related to public health on local, state, national, and global levels. The virus that causes COVID-19 is highly contagious and has caused significant levels of morbidity and mortality. Vaccine development, which has been hotly contested and debated, has worked to lessen the rates of overall sickness and death within the United States. The inability to culturally relate to each other has hampered the ability of public health professionals to communicate the overall importance of available vaccines in helping to save lives. Culturally competent communication, with respect to vaccines, has the capacity to eliminate disparities of health status of- and increase health equity among people from diverse racial, ethnic, and cultural backgrounds.
Using at least two peer-reviewed references, briefly discuss the suggested route of transmission associated with COVID-19 or another zoonotic disease discussed in your textbook. Please explain this process using concepts associated with the epidemiolocal triangle.
Additionally, select a population that has largely resistant and/or hesitant to receive the COVID-19 vaccine or vaccines (e.g., Measles Mumps Rubella) in general.
Briefly explain behavioral and psychological factors that may contribute to their overall resistance/hesitancy to receive vaccine therapy.
Explain the importance of using culturally competent communication* when engaging in discussions with the identified population.
Using communication that is culturally competent, how would you communicate the importance of vaccination against the COVID-19 virus and/or other viruses in 5-7 sentences to a community that is largely resistant to vaccination?
*Note: Remember culturally competent communication involves working to understand and accept the cultural beliefs of others.
Part B: Human Hazards Associated with Heavy Metals Exposure
Heavy metals (e.g., lead, mercury, and nickel) and other metallic compounds (e.g., aluminum, iron, and tin) are widely dispersed across the globe and arise from human-made sources. Heavy metals are toxic to life-forms and are not necessary to sustain life. For example, arsenic is found in soil and associated with gold-refining processes. It is acutely poisonous. This heavy metal is a known carcinogen that is found at high levels in drinking water in some countries (e.g., Mexico and Taiwan). Not only is it known to cause skin (via ingestion) and lung (via inhalation) cancers, but low levels are associated with melanosis (i.e., darkening of skin), hypertension and cardiovascular disease in general. Using at least two peer-reviewed references, briefly differentiate between another heavy metal found in your textbook and essential metals (e.g., iron, zinc, etc.) needed to sustain the lives of humans. Please be sure to include:
Where the metal is found.
The normal route of intake into humans.
The overall affect(s) on the body.
By the due date assigned, submit your written response to these topics in this Discussion Area.
Respond to all questions in detail using information found within the course textbook and/or other reputable (e.g., peer-reviewed articles, public health organizations, etc.) sources. Support all response with specific examples and evidenced-based public health information. Responses should help to clarify everyone’s understanding of the topic. Analyze each response for completeness and accuracy and by suggesting specific additions or clarifications for improving the discussion question response.
All work must be original in nature (i.e., use your own words as much as possible) and free from plagiarism. If needed, quoted material is acceptable but should not comprise over 20% of all information found within the discussion post.
Follow APA format for the writing style, spelling and grammar, and citation of sources.
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