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EPHE 351 Final > Final > Flashcards

Final Flashcards

1
Q

why do people in older cities weigh less than people who live in newer ones

A

people in older cities tent to walk more than people in newer cities. Urban Planning. When older cities were build they had no cars so they did not build the cities for cars so in some areas you can’t drive

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2
Q

deprivation amplification

A

the relationship between the opportunities a community has to offer and the income and education of its residents

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3
Q

how do socioeconomic groups dictate the environment

A

clusters of money dictate what the environment will be shaped like

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4
Q

relationship between setting and groups

A

the setting dictates what the group is and the group dictates what the setting is

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5
Q

MacIntyre’s 5 Features of (Un)Healthy Neighbourhoods

A

1) Physical Features of the Environment - air, water, climate
2) Availability - of healthy environments at home, work, & play (settings approach)
3) Public or Private Services: to support daily living (neo-materialistic)
4) Socio-Cultural Features: the political, economic, ethnic & religious norms, culture & activities
5) The Reputation of an Area: as perceived by residents, planners & investors

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6
Q

Spatial Segregation

A

Those living in lower income neighbourhoods are more likely to develop poorer health/disease than those in well-off neighbourhoods
Poorest areas found to have: 3x more places to consume alcohol; 4x fewer supermarkets and fresh food sources; 2.5x higher density of fast food outlets

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7
Q

The Built Environment

A

refers to all human-made surroundings - the spaces where we live, work, and play & includes tangible structures such as buildings, streets, parks, businesses, schools, road systems, transportation networks, & other infastructure

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8
Q

Built Environment Considers

A
  1. Aesthetics
  2. Street design (walkability, connectivity)
  3. Availability of Services
  4. Density and live-abiliy
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9
Q

how does the built environment influence our health?

A
  1. options for physical activity
  2. access to healthy food choices
  3. feelings of safety
  4. sense of pride and belonging (community)
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10
Q

obesogenic environments

A

concept that ‘place’ affects eating, exercising, & body weight –> encourage the consumption of fast foods and discourage physical activity

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11
Q

example of an obesogenic environment

A

car accessible fast food outlets

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12
Q

moving to more-socioeconomically deprived neighbourhood is associated with

A

weight gain

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13
Q

High levels of greenery

A

residents are 3x more likely to be physically active & the likelihood of being obese was 40% less

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14
Q

high levels of incivility (litter, graffiti, garbage)

A

likelihood of PA is 50% less, likelihood of being overweight or obese is about 50% higher (the environment does not want make you feel like you want to be part of the community)

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15
Q

what is the best set up for a city that enables people to get places by foot

A

linear setup, more compact, fewer lanes (grid-like areas)

–> correlated with reduced risks of obesity, diabetes, high blood pressure, and heart disease

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16
Q

Sprawl

A

low density, separated land uses, automobile dominance & minimal public space
(expansion of human populations away from urban areas into low-density, monofunctional, and usually car dependant communities)

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17
Q

Ideal ‘land use mix’

A

retail, office, residential, open green space & schools should be integrated rather than separated. Best mix is where habitual activities (home, school and work) are co-located with less habitual activities (entertainment, retail)

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18
Q

Disadvantages of sprawling communities

A

people in these communities walk less in their leisure time, weigh more, and have higher blood pressure as compared to those who live in more ‘compact communities’

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19
Q

relationship between land use mix and obesity

A

inverse relationship

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20
Q

Connectivity

A

the ease of travel between two points, or the degree to which streets or areas are interconnected

  • –> development of ‘cul de sacs’ versus grids
  • -> sidewalk characteristics
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21
Q

key sidewalk characteristics

A

lighting, benches, greenery, washroom access

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22
Q

why is good public transit important

A

if you can have good public transit it helps people who don’t have cars access healthy public spots

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23
Q

Social mobility

A

giving people access to public transit and therefore access to social services

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24
Q

why don’t bike sharing programs work that well

A

people who want to ride bikes will, and people who don’t want to wont.
not the best method for increasing PA and lowering CO2 emissions

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25
Q

Active transportation

A

any form of human-powered transportation (walking, cycling)

active travel is declining

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26
Q

smart growth principles

A
  1. preserve open green space
  2. compact building design
  3. mix land uses
  4. range of housing options
  5. transportation options
  6. walkable neighbourhoods
  7. distinctive, attractive communities
  8. stakeholder collaboration and partnerships
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27
Q

why do lots of many parents not let their kid walk to school

A

parents reported that they would let their child walk or bike to school if: there are safer routes to school, and if their child is not alone

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28
Q

Direct influences to healthy eating

A
  • food system (agriculture, trade, retail, ads)

- daily living conditions (accessibility, norms, policies, income, education, cultural values)

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29
Q

food insecurity & security

A

the inability to acquire or consume in an adequate diet quality or sufficient quantity of food in socially acceptable ways, or the uncertainty that one will be able to do so.

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30
Q

food insecurity and security stats

A

7% of Canadians can not afford balanced meals. 11.5% either did not have enough food or not enough of the right kind of food for a healthy diet.

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31
Q

Food Deserts

A
  • the influence of one’s neighbourhood (SES and physical/built environment) on food choices: limited or no access to affordable fresh foods, produce
  • high availability and affordability of fast food, convenience, tobacco and alcohol outlet products
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32
Q

Food deserts result from

A
  1. unsafe neighbourhoods and lack of public transit/walking routes to travel to supermarkets
  2. non-chain stores, food theft, sale of brand products & smaller packaging drives up food costs
  3. sense of loyalty to small businesses in the community ??
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33
Q

food environments

A

influence ‘choice’ through price, marketing and built environment

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34
Q

how do companies get children to buy bad food

A 
cereal boxes (eye contact, height) 
advertising (63% of advertisements were for foods high in fat or sugar, 14% were for fast food)
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35
Q

drivers of larger portion size

A
  • larger packages in grocery stores
  • larger servings in restaurants
  • larger dishware in homes –> increase in the appropriate perceived portion size –> increase in the amount of food eaten during a single eating occasion
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36
Q

tell me about price and sales

A

labelling vending-machine snacks as low in fat did little to increase sales but lowering the price really increased sales

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37
Q

3 factors that make someone eat healthily

A
  1. Convenient: a restaurant, grocery store, school cafeteria, or spouse made foods like fruits & vegetables easy to reach
  2. Attractive: enticingly displayed
  3. Normalized: appears to be an obvious choice
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38
Q

Issues with menu labelling

A

may be complicated, back of the package, hard to read

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39
Q

Research tells us that (food labelling)

A
  1. Short labels on front of package - shoppers had better beliefs about the product when reading a short claim on a front-label than if reading a long claim
  2. Simple images, even emojis, can communicate
  3. on the spot information about food - (e.g. calories on menus)
  4. Fat taxes - Danish experiment introduced the first tax on saturated fat in 2011. Repealed 15 months later
  5. Policies? - e.g. removal of trans-fats, sugary drinks sales policy, vending machine and food selections in public spaces
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40
Q

how to address inequity in healthy eating (3 things)

A
  1. Socio-political and cultural factors
  2. daily living
  3. individual
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41
Q

socio-political and cultural factors of healthy eating:

A
  1. nutrition specific policies
  2. economic instruments
  3. food labelling
  4. food reformulations
  5. food relief and aid focused on healthy options
  6. social norms (celebrity, ads, social marketing)
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42
Q

Daily Living (healthy eating)

A
  1. physical environment
  2. employee control
  3. information via health care providers
  4. early childhood education
43
Q

Individual (healthy eating)

A
  1. skill building and nutrition education

2. public awareness campaigns

44
Q

what was Boyce and Ellis’ article about

A

Orchid child; if there was a specific gene (CHRM2) to flourish or wither depending on their circumstances (parenting)

45
Q

Social Determinants of Health

A

Income, education, employment, working compensation, early childhood development, food security, housing, social exclusion, social network, health services, first nations status, gender, ethnicity, disability

46
Q

Orchid gene hypothesis

A

a process by which a child who has heightened stress sensitivity may have increased biological sensitivity to their experiences and environments

47
Q

the way our early experiences affect our future development is through

A

biological embedding or programming

48
Q

when does most of he brain growth occur

A

90% of brain growth occurs in the first 3 years of life and this growth is influenced by stimulation from the social and physical environments

49
Q

Barker Hypothesis

A

low birth weight predisposes serious negative health outcomes later in life

50
Q

neural sculpting

A

the brain shapes itself by establishing neuron pathways (between fetal development and age 7)

51
Q

how do environmental conditions influence health

A

they modify gene expression (includes programming for body weight and chronic disease later in life) obese intrauterine environment programs body weight

52
Q

tell me about privilege and words

A

by age 3, children from privileged families have heard 30 million more words than children from underprivileged families

53
Q

how do external stimulations contribute to shaping the brain’s pathways

A

the quality and variety of external stimulations contributes to shaping the brain’s hormonal and immune pathways, for example: when children listen to stories or music that encourage language literacy, engage in play that encourages gross and fine motor skills - physical literacy, and positive interactions with others, nurture, care - stress coping

54
Q

cumulative effects

A

(effects over the life course) behavioural risk factors are more strongly associated with current conditions; biological ones are more strongly associated with conditions of childhood

55
Q

pathway effects

A

early life experiences set stage for future experiences, which in turn give shape to subsequent ones

56
Q

relationship between Romanian orphanage children and Canadian born children

A

RO children were significantly less educated than Canadian born children. But, RO children with fewer than 3 serious problems did not differ from CB children on behaviour or social problems/attachment. However they still have lower IQs.

57
Q

children who are not provided adequate developmental stimulation are more likely to

A
  1. develop learning, behaviour or emotional problems later on
  2. be at risk for high blood pressure, type 2 diabetes
  3. more likely to experience mental health problems
  4. less equipped to cope with stress
58
Q

attachment theory

A

optimal child development requires secure attachment to a trusted caregiver, with consistent caring support and affection early in life providing a secure base from witch to ‘venture forth’

59
Q

EDI: early development indicator

A
  • a checklist the Kindergarten teachers complete after several months of classroom interactions
  • looks at how ready kindergarten children are for school
  • group level measure - class, school, community - it is considered a population health measure or indicator
60
Q

What does EDI measure

A
  • social competence
  • physical well being
  • language and cognitive
  • emotional maturity
  • communication skills
61
Q

High Challege

A

indicates few children are thriving according to provincial norms while many have higher risk of difficulty/vulnerability

62
Q

Low challenge

A

many kids are excelling and few are at risk

63
Q

buffered

A

relatively few children are thriving but also few are vulnerable - the community has protected or buffered many of its children from falling below the norms

64
Q

wide range

A

high numbers of children excelling, along with a high number in the vulnerable category

65
Q

what does the panel recommend? (EDI)

A
  • adult-child shared book reading that stimulates verbal interaction
  • activities that direct young children’s attention to the phonological structures of spoken words (games, songs, poems that emphasize rhyming and manipulation sounds)
  • activities that highlight the relations between print and speech.
66
Q

success by 6 vancouver island objectives

A
  1. to leverage resources & build community capacity that supports an accessible comprehensive range of programs & services for young children 0-6 years and their families in South Vancouver Island.
  2. To raise awareness of the importance of the early years and increase public support for early childhood development
  3. to influence public policy at the local and provincial level to benefit young children and their families
67
Q

relationship between PA and brain function

A

PA enhances brain function and improves cognitive performance

68
Q

relationship between PA and disruptive behaviour in children

A

PA decreases disruptive behaviour

69
Q

PA and academic performance

A

time away for PA does not compromise academic performance

70
Q

PA guidelines

A

Infants (less than 1 year): should be physically active several times daily

1-4 years: should accumulate at least 180 minutes of PA at any intensity spread throughout the day -

71
Q

screen time guidelines

A

under 2: screen time is not recommended

2-4 years: screen time should be limited to under 1 hour per day

72
Q

PA levels and movement skills of children in the family child care environment study results

A
  • measured PA by accelerometers
  • measured all day (one hr of outside time)
  • FINDINGS: children spent an average of 7 hours per day in care, of that time: 46% in sedentary activity, less than 14 mins per day in moderate or vigorous PA (very low)
  • positive comments from care providers increased PA and participation in movement skills
  • children participated in few manipulative skills
  • there was no relationship with PA or demonstration of movement skills with what was available
73
Q

why are fundamental motor skills important

A

so you can partake in sports (if you can’t run you won’t play soccer, if you can’t thrown u won’t play baseball)

74
Q

manipulative skill

A

control of the body and an object (throwing, catching, kicking, hitting) body doesn’t have to move from one place to another

75
Q

locomotor skill

A

basic ways to move, building blocks of coordination (walking, running, jumping, skipping)

76
Q

relationship of movement skill competence to physical fitness

A

efficient mover –> activity seeker –> physical fitness –> activity persistence

77
Q

what is motor skill proficiency associated with

A
  1. participation in PA
  2. participation in sport
  3. skill specific PA
  4. low perceptions of physical competence????
78
Q

Motor skills and perceptions of competence of children in Kindergarten

A
  • perceptions of ability relatively high

- modest relationship between proficiency and perceptions

79
Q

research behind being outdoors

A
  • time spent outside is consistently associated with increased PA
  • having accessible outdoor recreational areas for kids increases PA
  • importance of outdoor play and perceptions of outdoor play among adults/guardians is the most important predictor
  • high SES groups less likely to play outside
  • ratio of outdoor time to screen time is a significant predictor of health markers such an obesity
  • collective efficacy (social connection within a community) was associated with more outdoor play
80
Q

associations with more outdoor time (3)

A
  1. proximity of an outdoor green space
  2. friendly connection with neighbours
  3. inverse relationship with parental perceptions of crime, strangers, and traffic
81
Q

how to get child to be more physically active

A
  1. focus on the whole child
  2. provide equal opportunities regardless of gender, ability, language, and age
  3. promote positive self-image, self-esteem, and personal control
  4. focus on fun, social, non-threatening and age appropriate activities
  5. provide positive feedback and lots of variety
82
Q

allostatic load

A

sum of 7 physiological risk indicators: BP and resting heart rate and heart rate variability; urinary epinephrine & norepinephrine & cortisol; blood sugars and cholesterol; waist to hip ratio

83
Q

allostatic load and connection to childhood

A

3 adverse events in childhood = increased biological risk profile of 9 years

More adversity in childhood = greater health dyregulation in adulthood

more supportive social relationships and healthy behaviours are more common among those with less childhood adversity

primary way of overcoming childhood socioeconomic adversity may be through achieving higher levels of education in adulthood

84
Q

leading causes of death in canada

A
  1. cancer
  2. heart disease
  3. stroke
  4. accidents
  5. diabetes
  6. alzheimers
  7. suicide
    - -> it is worth addressing these to the population health level cause they are not out of control (smoking, sleep, alcohol)
85
Q

relationship between happiness and life

A

happiness: indicator of less stress, stronger immune system, better health outcomes –> those who recall experiences in a more positive manner lived longer than those who don’t

86
Q

1998 CPRN survey “quality of life” findings

A
  • majority of parents felt rushed everyday, nearly 2/3 felt more rushed than 5 years prior
  • 1 in 5 canadians felt time stressed
  • work - life imbalance affects health
87
Q

how work impacts health (social determinant)

A

physical aspects: exposure to physical risks or hazards

psychological aspects: stress

work related resources and opportunities (wage, benefits etc): material equity, access to food, housing, medical care

–> physical and mental health outcomes

88
Q

Employment

A
  • contributes indirectly to adult health
  • related to the gradient: lowest income households report high rates of work stress due to job insecurity and dissatisfaction.
  • contributes directly: job security is important for physical and mental health –> lack of job security = more sick days, use of health care, higher blood pressure, sugar, depression, obesity
89
Q

what percentage of british columbian workers are employed in the three lowest-wage sectors: retail, accommodation, food services and agriculture?

A

25%

90
Q

Employment trends

A

-de-industrialization -
knowledge economy & services: shift work, part-time, contracts, unstable project work
-de-unionization: manufacturing outsourced/off-shore to lower wage/tax countries, unions now represent more professional and government-related positions
-de-skilling
-privatization

91
Q

upstream approach –> workplace

A

look at what is happening with wage patterns in the workplace

92
Q

Guaranteed annual income (GAI) (upstream???)

A
  • GAI: if an individual has no income from any source at all, they receive a basic entitlement
  • universal approach (everyone is entitled to a basic min income)
93
Q

did GAI work?

A
  • students completing high school increased to almost 100% (majority of difference was from low income families)
  • hospitalization rates significantly dropped
  • fewer physician claims and hospital visits for mental health
  • no difference to birth rates
94
Q

effort-reward imbalance (ERI) model

A
  • based on and updated the demand/control model
  • efforts represent job demands; rewards represent money, esteem and job security/career opportunities
  • studies have found support for the model: a combination of high effort and low reward was associated with poor employee health
95
Q

Workplace influences on health

A
  • physical environment (hazards)
  • safety concerns
  • job demands vs. job control
  • interpersonal relationships (social support)
  • meaningful roles, status (gradient exists)
  • lifestyle choices while at work (no exercise, poor eating habits)
96
Q

successful workplace health programs are based on:

A
  • management support and participation
  • involvement and support of others in the organization (committees)
  • a clear understanding of the needs of employees and a process of evaluation
97
Q

workplace wellness programs should

A
  1. be designed for all employees regardless of current health level
  2. respond to the needs and preferences of groups of employees
  3. recognize that an individual’s lifestyle is made up of an interdependent set of health habits
  4. adapt to the unique features of each workplace
  5. support the development of overall health policies in the workplace
98
Q

3 avenues that influence wellness

A
  1. health practices (behaviours)
  2. personal resources (autonomy)
  3. environment (social and physical)
99
Q

what is good about Volkswagen

A
  • work flexibility
  • employee participation in decision-making thru ‘health circles’ or problem solving joint committees
  • regular surveys monitoring employees health and safety
  • health goals are integrated into production processes
  • worker involvement in the process of creating and maintaining healthier work environments is a prerequisite of healthier workplaces
100
Q

ergonomics

A

matches workplace conditions and job demands to a persons capabilities, to improve worker safety and productivity

101
Q

sitting time in work

A

> 4 hours of sitting is a risk factor for all-cause mortality independent of PA levels

30 mins of PA is as protective as 10 hours of sitting time is harmful

prolonged sitting is thought to harm metabolic and vascular health by increasing triglyceride levels & decreasing insulin sensitivity

102
Q

what goes wrong in our bodies when we continuously sit

A

ORGAN DAMAGE

  1. overproductive pancreas: the pancreas produces insulin (insulin carries glucose to cells for energy) but cells in idle muscles don’t respond as readily to insulin, so the pancreas produces more and more, which can lead to diabetes and other diseases
  2. Colon Cancer: one theory si that excess insulin encourages cel growth. Another is that regular movement boosts natural antioxidants that kill cell-damaging - and potentially cancer-causing - free radicals
103
Q

What can we add to work places to reduce the negative effects of sitting

A
  • treadmill desk
  • varidesk
  • desk cycle
  • swiss ball
  • -> these improve caloric burn, difference in cholesterol levels, decrease net blood glucose, decrease in body weight

EPHE 351 Final (4 decks)

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