Health Impact of Climate Change Assignment Paper

Health Impact of Climate Change Assignment Paper

Health Impact of Climate Change Assignment Paper

Climate change is a major concern in environmental health because of its impact on health outcomes. Climate change manifestations such as wildfires, floods, and other natural disasters have serious consequences on health. In the New York Times article, How Climate Change May Affect Your Health by Jane Brody, published on Feb 1, 2021, the author outlines the negative effects of climate change on people’s health. According to the article, climate change has consequences for both physical and mental health regardless of a person’s social economic status or geographical location (Brody, 2021). More so, these impacts extend to children. The author points out that despite the numerous climate-related disasters such as hurricanes, floods, heat waves, wildfires, droughts, and intense storms, many people have not taken the issue of global warming seriously because they believe that these disasters are remote to them (Brody, 2021). In reality, the impact of these disasters is felt far and wide and not even wealth can shield people from the devastating consequences. Some of the health conditions linked to the effects of climate change include dementia, lung conditions, physical health hazards, and the resurgence of infectious diseases.

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Data on Climate Disasters and Health Impacts

Evidence shows the consequences of climate change effects including diseases, injuries, deaths, and a high burden on health and economic impact. For example, heat waves have been shown to not only kill people but diminish the economic capacity of those who survive. Other effects are sleep quality and negative outcomes in children’s academic performance. In 2020, wildfires on the United States west coast killed 30 people while the 2009 wildfires in Australia resulted in 173 direct killings while 146 sustained burns and over 64 people had physical trauma (Xu et al., 2020). Moreover, wildfire smokes poisons children leading to lung damage. Studies also show a high correlation between air pollution and the risk of dementia (Laccarino et al., 2021). The United Nations estimates that climate-related deaths between 2030 and 2050 will reach 250 deaths per year and the burden on healthcare by 2030 will be USD 2-4 billion/year (United Nations, 2021). Furthermore, data reveals that 45% of deaths, as well as 74% of economic loss, are due to natural hazards.

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At-risk Groups and Social Determinants of Health

According to the article, the health consequences of climate change are likely to affect everyone, however, there are at-risk groups who are more vulnerable to these effects. At-risk groups are populations considered more susceptible to a particular condition or the impacts of a given event. The at-risk groups more severely affected by the impacts of climate change include pregnant women, children, people with disabilities, people with chronic illness, individuals with asthma, outdoor workers and older adults (Brody, 2021). Similarly, social determinants of health refer to conditions in which people live, work, grow, and are born, which influence their health outcomes. According to the outcome, people with fewer resources, meaning low socioeconomic status are at risk of health outcomes associated with climate change disasters (Brody, 2021). This means that developing countries are likely to experience the impacts more than developed countries.

The World Health Organization (WHO) through the Sustainable Development Goal 3 is working to prevent diseases and deaths caused by preventable factors (World Health Organization, 2018). Health conditions and deaths from climate change disasters are preventable. Hence, working with countries, the WHO seeks to address factors that contribute to the vulnerability to the effects of these disasters such as the social determinants of health. Moreover, through environmental sustainability advocacy, the WHO organizations support governments and non-governmental organizations in efforts to protect the environment through sustainable practices.


Brody, J. E. (2021, February 1). How Climate Change May Affect Your Health. The New York Times, pp.

Laccarino, L., La Joie, R., & Lesman-Segev, O. (2021). Association Between Ambient Air Pollution and Amyloid Positron Emission Tomography Positivity in Older Adults With Cognitive Impairment. JAMA Neurol. , 78(2):197–207. https://doi.10.1001/jamaneurol.2020.3962.

United Nations. (2021, October 30). Climate change and health. Retrieved from United Nations:

World Health Organization. (2018). Monitoring the Health-Related Sustainable Development Goals (SDGs). WHO.

Xu, R., Abramson, M., Johnston, F., Samet, J., & Bell, M. (2020). Wildfires, Global Climate Change, and Human Health. The New England Journal of Medicine, 383(22), 2173-2181.

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This is a graded discussion: 60 points possible

due Oct 16

Week 7: Discussion-Global and Environmental Health 2 2
the myPurpose:

This discussion board content is intended to facilitate learning for students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice.
The use of discussions provides students with opportunities to contribute graduate level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty
interaction in the quest for relevant scholarship.

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1. Inspect the relationship between environment and global health (CO7).
2. Appraise global health problems considering WHO SDG’s as well as related epidemiological data (CO7).

Due Date:

Initial prompt due by Wednesday, 11:59 PM MT of week 7

One peer and one faculty or two peer posts due by Sunday 11:59 PM MT of week 7

A 10% late penalty will be imposed for initial discussions posted after the weekly deadline regardless of the number of days late. No postings will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.
Points: 60 points Assignment Requirements

1. Locate a lay press article from a national newspaper, for example, from The New York Times, The Washington Post, or other national publication. The article should be no more than three (3) years old.
Locate an article on one of the following topics:

A. Sex trafficking
B. Environmental global health issue: For example, but not limited to: Safe water, sanitation, disasters, or oral health.

2. Read over your chosen article and respond to the following:

Provide a summary of your article. Include the name of the newspaper and author, as well as date of publication.
Include data that supports the significance of the topic. For example, related deaths, health care costs, demographic information.
During NR503, we have discussed the determinants of health, at-risk groups, social justice theory, outcomes, inter-professional collaboration, advocacy, and other concepts related to epidemiology and population health. How do the concepts addressed in NR503 relate to your article’s topic? Provide definitions and examples in your writing.
Integrate information from the World Health Organization and the SDG’s.

3. Your initial post should be a minimum of two (2) paragraphs with 4-5 sentences per paragraph.
4. Your initial post should speak about your chosen article and use supporting scholarly evidence that supports your analysis. You may use your textbook to support your writing.
5. Reply posts should include a minimum of one scholarly reference and be a minimum of one (1)
paragraph, 4-5 sentences. The reply post should build upon the post to which you are responding.

6. A scholarly tone should be maintained throughout all posts. For reply posts, this includes the name of
the person to whom you are responding as well as closure with your name.
7. A link to the article should be included as well as a reference list using current APA.

Resources: (If links do not work, please search using related terms/names below).

U.S. Office on Trafficking in Persons: (

Partners for Vulnerable Youth: Founded by National Association of Pediatric Nurse Practitioners: (
WHO and SDG:

Kaiser Global Health Policy: ( policy/)
CDC and Global Health:

List of Newspapers in the US: 100-newspapers-united-states ( newspapers-united-states)
Posting Directions

1. Posts should be made on a minimum of 3 separate days/dates.
2. All faculty replies to students must be responded to directly in the discussion board.
3. Minimum posting is:
Initial discussion board post to the weekly prompt, two peer posts (if there are no faculty postings), or one peer post and a faculty post.

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.





Scholarly 13


The student actively stimulates and sustains inquiry by making reflective insightful comments, asking thoughtful questions and/or engaging in a scholarly discussion.
The student expresses a clear idea of the topic under discussion and sustains inquiry in order to explore relevant issues.
The student recognizes values or values conflict as things that form the assumption basis of arguments and recognizes when it is important to acknowledge these values.
The student recognizes the accuracy, logic, relevance, or clarity of statements.
The student asks clarifying questions and knows when clarifying questions need to be asked.
The student distinguishes fact from opinion.
Application 20


All components of discussion prompt addressed (met) in
initial posting.
The student’s writing conveys an understanding of significant ideas relevant to the issue under discussion. This is indicated by integration of course and weekly objectives, as well as readings from text and articles.

All posts should make correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are
important to make, and explanations that are concise and to the point.
Information and knowledge are accurate.
The student elaborates statements with accurate explanations, reasons, or evidence from the course and/or weekly objectives.
All postings integrate scholarly sources to support points consistently.

Interactive Dialogue


Responds to ideas in a way that advances discussion with engagement, depth, rigor, and application.
Interacts with a professional tone and is able to express opinions with ownership and without judgement.
Chooses to include professional experience to the discussion board mindful of appropriateness and boundaries.
Experience is integrated as it supports the discussion board topic and utilizes scholarly references to support overall topic.
Total CONTENT Points= 43 pts



APA (current edition)


In text citations are formatted per APA. Reference list is formatted per APA.
Spelling, grammar, and scholarly tone per APA.

Spelling / Grammar etc.


Posts should utilize correct spelling and grammar (sentence structure and avoidance of slang or casual language) .

Total FORMAT Points=17 pts


Replies are only visible to those who have posted at least one reply.

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