Unit 3 Flashcards
percent of the adults smokers in 2013
18% national
21.9% indiana
numbers came from the centers for disease control
smoking is
the chief preventable cause of death in the US
nearly everyone knows smoking is harmful
why do 20% of US adults smoke?
social acceptability ignorance advertising relaxation handling instruments (having something to do with their hands) oral gratification decreases tension, anxiety, anger weight control family/friends smoke stimulation and increased energy habit does not impair performance like other drugs harmful effects then not to occur until it has been used for years
1 reason people smoke cigarettes
nicotine is an addictive drug
not all smokers become addicted
nicotine addiction= very powerful
affects 80-90% of smokers
how nicotine causes addiction
strong sensation of pleasure
lack of it causes discomfort (withdrawal)
stimulation craving long after withdrawal
symptoms disappear
major components of tobacco
nicotine
carbon monoxide
tar
nicotine
*psychoactive drug can cause physical dependence stimulant and depressant properties takes 7.5 seconds to reach the brain *does what the smoker needs- a stimulant and depressant helps with simple repetitive tasks
carbon monoxide
*most abundant gas in tobacco smoke
oxygen displacer- interfere with blood’s ability to carry oxygen
*smokers are “out of breath”
Tar
sticky, dark mixture
total of all solid material that is inhaled
irritate the respiratory tract (smokers cough)
Surgeon General’s Report (1964)
increases overall mortality among men
causes lung cancer
causes chronic bronchites
smoking= habitually (not additive)
surgeon General’s report (1989)
increases mortality and morbidity in men and women
casual association between many diseases
smoking=addiction
master settlement agreement (1999)
class action suit filed by all 50 states
recoup Medicaid $ for tobacco related costs
tobacco industry pay $246 billion
use $ for cessation and prevention efforts
cigarette smoking increases risk
heart disease
cancer
lung diseases
After you stop your body can restore itself
amount of deaths related to smoking in the US
1 in 5
lung cancer
risk= proportional to smoking amount and duration
rare in nonsmokers
former smokers reduce risk of lung cancer significantly (vs. when they were smoking)
effects on nonsmokers
involuntary/passive smoking
mainstream smoke
side stream smoke
involuntary/passive smoking
inhalation of air containing tobacco smoke by nonsmokers
mainstream smoke
smoke inhaled and then exhaled by smoker
sidestream smoke
smoke from burning end of a cigarette, pipe, or cigar
environmental tobacco smoke
tobacco smoke, regardless of its source, that stays within a common source of air
health concerns- passive/involuntary smoking
side stream smoke=85% of harmful substances
not filtered; more CO, CO2 and nicotine
some experts- smokers and nonsmokers exposed to same smoke
insufficient ventilation
eye irritation, nasal systems, headaches, cough, dislike oder
smoking regulations
restructions/bans
u.s. airline industry
children= increased risk for bronchitis, pneumonia, coughing, ear infections
partners/roommates= increased risk for heart attacks, cancer
e-cigarettes
no tobacco or smoke synthetic nicotine- higher than cigarettes sold to children FDA= potentially harmful- not sure banned on airplanes
nicotine withdrawal
symptoms=anxiety, irritability, anger, increased appetite, urges to smoke
W/D peaks 1st 1-2 days
longterm abstinence= enhanced self-esteem and increased sense of control
what american president was asked in the early 1960’s if smoking was safe
John F. Kennedy
anti-smoking announcements started airing in 1962. describe one example of an anti-smoking public service announcement.
2 children imitating their parents- realize smoking works the same way
Luther Terry, MD, Surgeon General, released the first government report on smoking and health in 1964. why was it such an important event?
it was the first time smoking was said to have a dramatic effect on health- hit tobacco companies hard- started center studies by Tobacco company
the “fairness doctrine” was the legal principle or catalyst used to get cigarette advertising off television. it means that if a station broadcasts one side of controversial issue of public importance, the station must provide some time, not necessarily equal time, of the opposing view. this happened in june 1967, did the committee spend a lot of time discussing the proposal?
no, decision made during a coffee break
what was the result of the “fairness doctrine” decision? what did television stations have to air
people had to airing-smoking ads they aired at night after everyone is asleep then they said every 3 tobacco ads an anti ad had to be aired in the same time period
the battle was between broadcasters and cigarette advertisers- who wanted cigarette ads to continue and who wanted them to stop?
broadcasters wanted to continue and cigarette advertisers wanted out because they were losing too much money, too hostile an environment- voluntarily withdraw
they 1969 cigarette act banned cigarette ads on january 2, 1971. congress left the tobacco industry alone until 1984 and they were asked to
strengthen warning labels- asked to ban all tobacco ads
stoping smoking requires
knowledge, recognition, familiarity, belief, certainty
quitting
most want to quit= 80% at on time
cessation programs= 75% failure rate
cessation techniques and programs
past 90% of former smokers report they quit on there own
now combination of nicotine replacement and anti depressant meds
other factors increased cigarette taxes and social support- friends, family, co-workers, health car provider
-nicotine fading
-adverse techniques (things that make negative association)
-hypnosis and acupuncture
-relaxation training
-contigency contracting
-nicotine-containing products
-cessation aids (medications/candy/gum)
-church- based programs
-voluntary health agency programs
young adults (18-234) likely ways of dying
chances of dying now-relativly low
more likely to die of an injury
injuries=leading cause of death
injuries= 5th leading cause of death among all age groups
cause pain and suffering= victim and friends/family
geting real about preventing deaths
risk=behavior and environment
cannot eliminate all injuries
individuals and society= take steps to reduce # and seriousness of injury
death by the numbers
75% of deaths among americans 14-24 caused by unintentional injuries, homicides, and suicides
motor vehicle crashes kill more college age persons than all others combined
Why do accidents happen?
age/developmental phase alcohol/other psychoactive drugs stress situational factors thrill seeking
accident causes- age/developmental phase
leading cause of death among young people- more willing to take risks
fatal accident victims= often males in teens and 20s
some believe they are invulnerable
accident causes- alcohol/other psychoactive drugs
40% involved in an alcohol- related accident in lifetime
alcohol=25% of fatal motor vehicle accidents and half of fatal motorcycle crashed
accident causes- stress
tense and anxious= we pay less attention
series of mishaps and near misses, then to your lower your stress level
distracted=hard to focus
accident causes- situational factors
road conditions, car maintenance weather conditions unlocked doors lack of lighting lower risk when possible
injury definition
caused by the transfer of energy to tissue; results form exposure for energy:
thermal, mechanical (i.g. a gun), electrical, chemical
intentional injuries
injuries that are purposely committed by a person
unintentional injuries
injuries that have occurred without anyone intending that had be done
(car crashes, residential injures, recreational injuries)
factors contributing to motor vehicle accidents
- distracted driving
- impaired driving
- speeding
- vehicle safety issues
- driver age
safety at home
poisoning, falls, fire
injuries
understandable, predictable, preventable, not an accident course following unplanned events preceded by an unsafe act or condition accompanied by economic loss interrupt efficient completion of tasks
3 Es of injury prevention
education, enforcement, engineering,
education (injury prevention)
involve the community, not just children or adults
empower
diversity (education and socioeconomic level)
enforcement (injury prevention)
advocate for stricter laws
consistent enforcement of current laws
engineering (injury prevention)
new safety devices
environment changes- i.e. “complete streets”`
injury prevention strategies
primary prevention
-prevent injury by removing the hazards or making it inaccessible so that the injury never occurs
secondary prevention
-reducing injury severity (i.e. using proper first aid)
tertiary prevention
-improving injury outcome after the injury occurs
active vs. passive prevention
active
-individuals must do something to prevent themselves
passive
-individual is automatically protected (airbags)
opposition to enhancing safety laws
government interfering w/individual rights
insignificant # of deaths or injuries
opposition to age criteria
difficulty or unwillingness to enforce laws
public education instead of passing laws
how old is old
nos data= elderly or seniors are 65+ "young-old" 55-75 "old-old" 75+ 75-85- the elderly 85+ the very old or oldest old
gerontology
study of aging
chronological age
legal reasons
set by arbitrary governmental/legal standards
functional age
determined by individual attributes
not consistent with chronological age
varies with environment
aging is
developmental
a gift of 20th century science and technology
without a universally accepted theory
biological aging
changes in physical appearance
some physical capabilities diminish
pathological aging
result of disease
age related physiological changes- the skin
wrinkles
loss of fat. padding=temperature regulation
graying/loss of hair
age related physiological changes- skeleton and muscles
osteoporosis= loss of bone mass and height, increased risk of fractures
arthritis
decreased in muscle mass
age related physiological changes- the senses
impaired hearing/ vision
slower reaction time
no major declines in learning/ memory
age related physiological changes- cardiovascular system
decreased in heart muscle strength and cardiac output
blood pressure increases with age
three types of age bias
age restrictiveness
ageism
age distortion
age restrictiveness
set limits on someone else’s behavior based of your expectations
“act your age”
ageism
holding a negative attitude towards aging ant the age
can appeal to any age group
age distortion
distorting your perceptions based on your exception
atribute being forgetful to age
research on aging attitudes
by 5 or 6 children already have negative attitude regarding aging
age group with least negative attitudes towards aging-adolescents
demographics
1900-1 in 25 were 65+ (4%)
200- 1 in 8 were 65+ (12%)
2030- 1 in 5 will be 65+ (20 %)
aging population key issues
retirement costs
health care costs
politics
anti-aging gimmicks
seniors 65+ Years
use 29% of all money spent on medical care
see a physician 8 times a year general population only sees them 5 times
Keys to living long and well
exercise regularly hobbies reach out to others move-get off the couch manage health conditions mingle= engaged with family, friends, and community
thanatology
study of death and dying
mortality: past vs. present
increased life expectancy
past vs. present cause of death infection vs. chronic diseases
concentration of death among elderly
illusion of control over death
we fell it is unjust if you die before a certain age
how we learn about death
1st= physical/ concrete; older= abstract concepts
move through stages @ different rates
sequence rather than age is important
predictable stages
learning about death stage one (less than age 3)
had to study- limited verbal skills
may experience feelings of grief, even if they can’t express it
learning about death stage two (age 3-5)
time- view death as temporary
egocentrism- may disregard death
animism- don’t understand full meaning of death (don’t understand what is living and what isn’t)
magical thinking= see death as reversible and avoidable
learning about death stage three (age 6-8)
major transition
beginning= death is final and inevitable
end=death is personal
lots of questions
learning about death stage four (age 9 and over)
age 9-10= adult like understanding of death
need help dealing with emotions
final, inevitable, personal
abstract ideals “lie on in our memories”
bereavement
state of having sustained a loss
grief
reaction to the loss
emotional feelings that people experience after the death of a friend/ relative
ex; preoccupation with the image of the deceased, guilt, disruption in daily schedule delayed grief is a typical reaction
mourning
culturally patterned manner by which grief is managed
stages of dying (cobbler-ross 1969)
emotional reaction of dying people
each person is unique= some may skip stages or revisit some stages
family and friends may go through similar stages
denial, anger, bargaining, depression, acceptance
denial
disbelief
refuse to believe that they will die
temporary defence mechanism
anger
feel they have “been cheated”
“not fair”
patient can vent fears and frustrations and anxieties
may direct anger at relatives, friends and physicians
bargaining
strike bargains with God or a church leader
some have religious conversions
“buy time”
depression
grieving for their own death
withdraw from family and friends
periods of silence/crying
acceptance
fully realize they are going to die sense of peace void of feeling calm-introspective may prefer to be left alone or with family and friends
hospice care
terminally ill patients and family
return to the experience of death at home
primary goal= control of pain and death with dignity
what does death look like
decrease in food and fluid intake changes in breathing patterns skin cools moaning decreased orientation restlessness
dealing with death
part of the human experience
life skill
each person is unique
informed consumers
makes good decisions seeks trustworthy sources of info des not accept everything as truth selects products/services with care speakers out end fraud is identified
keys to wise shopping
decide what you need, make a list set and follow a budget comparison shop consider store brands and coupons be aware of advertisement and impulse shopping
before buying, consider const and
why- needs vs. wants what- quality vs. quantity when- now vs. later where- type of store, location how- cash vs. credit
budgeting
plan- guidelines for use of money
list expenses and income
obligations and responsibilities, needs and wants, personal priorities
easier to save, use money for things you truly want, “rainy day” fund
get bank account and debit card= learn how to use and balance your account
plan ahead for future expenses (both long term and short tern)
avoid buying on credit
make your money work for you
income
ID income sources
ID regular and sporadic
calculate average income/ week or month
expenses
- ID your expenses
- essential and optional
- consistent vs. variable
- estimate average spent/week or month
compare income to expenses
determine whether to cut back, how much to save, if you need to earn more money, etc.
financial “orientation”
spenders, savers, sharers
we all have a primary, secondary, minor some may favor 2 of the 3 or have a good balance
spenders- live well, but may send more than they have
savers- have money for later, but do not allow themselves to live
shares- help others out, but may be taken advantage of
money
is finite/limited resources (for most of us) avoid deprivation and waste goals- short term and long term health care costs= increasing healthy=wealthy