今早為Asian Medical Students Association Hong Kong (AMSAHK)的新一屆執行委員會就職典禮作致詞分享嘉賓,題目為「疫情中的健康不公平」。
感謝他們的熱情款待以及為整段致詞拍了影片。以下我附上致詞的英文原稿:
It's been my honor to be invited to give the closing remarks for the Inauguration Ceremony for the incoming executive committee of the Asian Medical Students' Association Hong Kong (AMSAHK) this morning. A video has been taken for the remarks I made regarding health inequalities during the COVID-19 pandemic (big thanks to the student who withstood the soreness of her arm for holding the camera up for 15 minutes straight), and here's the transcript of the main body of the speech that goes with this video:
//The coronavirus disease 2019 (COVID-19) pandemic, caused by the SARS-CoV-2 virus, continues to be rampant around the world since early 2020, resulting in more than 55 million cases and 1.3 million deaths worldwide as of today. (So no! It’s not a hoax for those conspiracy theorists out there!) A higher rate of incidence and deaths, as well as worse health-related quality of life have been widely observed in the socially disadvantaged groups, including people of lower socioeconomic position, older persons, migrants, ethnic minority and communities of color, etc. While epidemiologists and scientists around the world are dedicated in gathering scientific evidence on the specific causes and determinants of the health inequalities observed in different countries and regions, we can apply the Social Determinants of Health Conceptual Framework developed by the World Health Organization team led by the eminent Prof Sir Michael Marmot, world’s leading social epidemiologist, to understand and delineate these social determinants of health inequalities related to the COVID-19 pandemic.
According to this framework, social determinants of health can be largely categorized into two types – 1) the lower stream, intermediary determinants, and 2) the upper stream, structural and macro-environmental determinants. For the COVID-19 pandemic, we realized that the lower stream factors may include material circumstances, such as people’s living and working conditions. For instance, the nature of the occupations of these people of lower socioeconomic position tends to require them to travel outside to work, i.e., they cannot work from home, which is a luxury for people who can afford to do it. This lack of choice in the location of occupation may expose them to greater risk of infection through more transportation and interactions with strangers. We have also seen infection clusters among crowded places like elderly homes, public housing estates, and boarding houses for foreign domestic helpers. Moreover, these socially disadvantaged people tend to have lower financial and social capital – it can be observed that they were more likely to be deprived of personal protective equipment like face masks and hand sanitizers, especially during the earlier days of the pandemic. On the other hand, the upper stream, structural determinants of health may include policies related to public health, education, macroeconomics, social protection and welfare, as well as our governance… and last, but not least, our culture and values. If the socioeconomic and political contexts are not favorable to the socially disadvantaged, their health and well-being will be disproportionately affected by the pandemic. Therefore, if we, as a society, espouse to address and reduce the problem of health inequalities, social determinants of health cannot be overlooked in devising and designing any public health-related strategies, measures and policies.
Although a higher rate of incidence and deaths have been widely observed in the socially disadvantaged groups, especially in countries with severe COVID-19 outbreaks, this phenomenon seems to be less discussed and less covered by media in Hong Kong, where the disease incidence is relatively low when compared with other countries around the world. Before the resurgence of local cases in early July, local spread of COVID-19 was sporadic and most cases were imported. In the earlier days of the pandemic, most cases were primarily imported by travelers and return-students studying overseas, leading to a minor surge between mid-March and mid-April of 874 new cases. Most of these cases during Spring were people who could afford to travel and study abroad, and thus tended to be more well-off. Therefore, some would say the expected social gradient in health impact did not seem to exist in Hong Kong, but may I remind you that, it is only the case when we focus on COVID-19-specific incidence and mortality alone. But can we really deduce from this that COVID-19-related health inequality does not exist in Hong Kong? According to the Social Determinants of Health Framework mentioned earlier, the obvious answer is “No, of course not.” And here’s why…
In addition to the direct disease burden, the COVID-19 outbreak and its associated containment measures (such as economic lockdown, mandatory social distancing, and change of work arrangements) could have unequal wider socioeconomic impacts on the general population, especially in regions with pervasive existing social inequalities. Given the limited resources and capacity of the socioeconomically disadvantaged to respond to emergency and adverse events, their general health and well-being are likely to be unduly and inordinately affected by the abrupt changes in their daily economic and social conditions, like job loss and insecurity, brought about by the COVID-19 outbreak and the corresponding containment and mitigation measures of which the main purpose was supposedly disease prevention and health protection at the first place. As such, focusing only on COVID-19 incidence or mortality as the outcomes of concern to address health inequalities may leave out important aspects of life that contributes significantly to people’s health. Recently, my research team and I collaborated with Sir Michael Marmot in a Hong Kong study, and found that the poor people in Hong Kong fared worse in every aspects of life than their richer counterparts in terms of economic activity, personal protective equipment, personal hygiene practice, as well as well-being and health after the COVID-19 outbreak. We also found that part of the observed health inequality can be attributed to the pandemic and its related containment measures via people’s concerns over their own and their families’ livelihood and economic activity. In other words, health inequalities were contributed by the pandemic even in a city where incidence is relatively low through other social determinants of health that directly concerned the livelihood and economic activity of the people. So in this study, we confirmed that focusing only on the incident and death cases as the outcomes of concern to address health inequalities is like a story half-told, and would severely truncate and distort the reality.
Truth be told, health inequality does not only appear after the pandemic outbreak of COVID-19, it is a pre-existing condition in countries and regions around the world, including Hong Kong. My research over the years have consistently shown that people in lower socioeconomic position tend to have worse physical and mental health status. Nevertheless, precisely because health inequality is nothing new, there are always voices in our society trying to dismiss the problem, arguing that it is only natural to have wealth inequality in any capitalistic society. However, in reckoning with health inequalities, we need to go beyond just figuring out the disparities or differences in health status between the poor and the rich, and we need to raise an ethically relevant question: are these inequalities, disparities and differences remediable? Can they be fixed? Can we do something about them? If they are remediable, and we can do something about them but we haven’t, then we’d say these inequalities are ultimately unjust and unfair. In other words, a society that prides itself in pursuing justice must, and I say must, strive to address and reduce these unfair health inequalities. Borrowing the words from famed sociologist Judith Butler, “the virus alone does not discriminate,” but “social and economic inequality will make sure that it does.” With COVID-19, we learn that it is not only the individuals who are sick, but our society. And it’s time we do something about it.
Thank you very much!//
Please join me in congratulating the incoming executive committee of AMSAHK and giving them the best wishes for their future endeavor!
Roger Chung, PhD
Assistant Professor, CUHK JC School of Public Health and Primary Care, @CUHK Medicine, The Chinese University of Hong Kong 香港中文大學 - CUHK
Associate Director, CUHK Institute of Health Equity
同時也有10000部Youtube影片,追蹤數超過2,910的網紅コバにゃんチャンネル,也在其Youtube影片中提到,...
「social activity 中文」的推薦目錄:
social activity 中文 在 童書大集合 - 姚小鳳 Facebook 的最讚貼文
全球火紅的教育品牌美國🇺🇸LeapFrog開團啦 :https://gbf.tw/rxxtc (數量有限到6/30止!) #玩出英文的深度及廣度
學英文變好玩後小孩就默默的進步,延遲一天開團姍媽已經接到好幾通電話說要補貨等很久了,這次多加了小小孩的主題益智遊戲教具,LeapFrog最厲害的就是👉用玩的學習,英文耳朵跟直覺就是這樣練出來的,看希妹玩就知道
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⭕直播回顧:https://reurl.cc/MvxNVn
📸全系列詳細影片:https://reurl.cc/O18bW3
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姍媽一開始就是入手這台LeapStart 互動學習機,當初也覺得奇怪為什麼要把點讀筆連在機器上,好處是小小孩不會摔筆,還有台個人筆電😂自從出了3D學習筆後變好強!!
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有3D的書+3D筆多了幾秒的動畫,就讓小孩更專注在聽筆講什麼,加上畫面也能秒懂,再玩書本上的互動遊戲就能猜出意思,想當初姍媽家也是默默的玩學習機,都沒有畫面居然也玩出心得😂
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(真心說:解決中文強勢的問題,丟進全英文環境學最快!)
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姍媽覺得這套LeapFrog點讀最特別的是,歐美教育專家設計
✅ 點讀設計
✅ 書本內容
✅ 互動遊戲
#內容廣度跟深度就算是中文教材也沒有這麼好玩的設計
目前一共有5種分類,39本書
🎯LV1 幼兒 (Pre School)2-4歲
🎯LV2 學齡前 (Pre Kindergarten)3-6歲
🎯LV3 幼稚園 (Kindergarten)4-7歲
🎯LV4 學齡 (1st Grade) 7歲以上
🎯 閱讀行動套組
跟其他點讀教材不一樣的地方是,書本的互動效果讓小孩超開心,學習主題也很廣泛,不是只有ABC、123、形狀、顏色…簡單的認知學習而已,還有數學、科學、自然發音、閱讀理解,未來還有身體主題
厲害的是將這些主題套用到「迪士尼」「皮克斯」等卡通人物上面,套上小孩最愛的人物學習真的很值得,當初姍媽買它也就是為了能讓小孩主動學習阿,多聽正統的英文句子很有幫助,長期目標是小孩的英文程度能跟上中文程度😆
🧡姍媽分享文:https://reurl.cc/L3ovb9
🧡妮媽分享文:https://reurl.cc/6gWEvk
#來看有那些學習主題
第1級
📙字母ABC
*學習主題:發音配對 / 探索及閱讀訓練 / 押韻練習/字母發音
📙數數123
*學習主題:數數 / 數字辨別 / 數量配對 / 問題解決能力
📙The World of Baby Animals 寶貝動物世界
*學習主題:生命科學/記憶/動物/環境科學
📙Mickey & the Roadster Racers Story Book 米奇妙妙車隊3D
*學習主題:閱讀理解 / 因果關係 / 形容詞 / 團隊合作
📙Peppa Pig™
*學習主題:閱讀理解/社交技能/分享/禮節/詞彙/邏輯技能
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第2級 幼兒
📘3D Frozen 冰雪奇緣
*學習主題:詞彙/地球與空間科學/天氣和季節/植物/排序與分類
📘Disney Princesses Activity Book 迪士尼公主養成記3D
*學習主題:名詞 /形容詞 /複合字 /語言溝通技巧
📘Around Town with PAW Patrol 汪汪隊立大功
*學習主題:字彙/文化與人物/訓練邏輯/問題解決能力
📘Moonlight Hero with PJ Masks 睡衣小英雄
*學習主題:配對 /2D和3D圖形 /測量物品的長度 /溫度計的使用 /合作 /思辨能力
📘Pre-K STEAM 科學與自然
*學習主題:提問和觀察力 /勇於嘗試與驗證錯誤 /合作/解決問題
📘Read & Write 寫字遊戲
*學習主題:書寫 / 發音 / 單字辨識
📘Pet Pal Puppies Math with Social Emotional Skill 數學好好玩
*學習主題:數數 / 情緒表達 / 數字 / 相反詞 / 分類和歸納
📘First Day of School with Critical Thinking 上學趣
*學習主題:探索學校和教室作息 / 日曆使用 / 適應新環境和新事物
--------------
第3級兒童
📗LeapStart® Toy Story 4
*學習主題:閱讀理解/文字結構/詞彙/因果/物理科學
📗Trolls Solve It All with Poppy & Branch Activity Book 魔髮精靈
*學習主題:解決問題 / 創意表達能力
📗Pixar Pals Activity Book 迪士尼皮克斯 數學特攻隊3D
*學習主題:形狀辨識 / 聽力技巧 / 數學運算 / 圖形對稱
📗Reading Adventures with Health & Safety 閱讀探險隊
*學習主題:子音和混音 / 閱讀能力 / 安全的生活習慣 / 培養說故事能力
📗Amazing Animals with Conservation 世界動物真奇妙
*學習主題:認識動物 / 生態系統 / 環境科學 / 生命科學
📗Cook It Up!Math with Logic & Reasoning 烹飪學數數
*學習主題:加法 / 邏輯推裡 / 測量方法 / 減法
📗Kids' World Atlas with Global Awareness 世界文化
*學習主題:風俗民情與節慶 / 知名地標與景點 / 地圖使用技巧 / 世界地理 / 世界語言
--------------
第4級兒童
📕Spy Math with Critical Thinking 數學小偵探
*學習主題:數學推裡 / 多與少的比較 / 位數(個十百位數) / 時間表達 / 思辨能力
📕Superhero Vocabulary with Communication Skills 超級英雄故事島
*學習主題:複合詞 / 閱讀理解 / 字彙能力 / 母音
📕Sace Science with Thinking Like a Scientist 宇宙大探索
*學習主題:地球和外太空科學 / 歷史 / 物理科學 / 學習用科學家的角度思考
______ 開團時間 及 專案 ______
因為疫情的關係有3本書還是大缺貨,#新進的書也數量不多!!之前有買大全套要補書的媽咪,可以直接入手「汪汪隊立大功」&「行動閱讀套組1」,只要用3D筆點讀都有動畫唷~~
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很多媽咪都說想試水溫,或小孩還沒基礎要怎麼開心,小鳳跟姍媽有組合了「英文入門」方案,持續讓小孩學習一段時間後再來加書也可以唷,如果有上雙語、美語的寶貝就可以考慮「小全套」或「大全套」最划算,還有贈送 🎁80%美國孩子都在使用的線上閱讀系統,將近1千本的線上電子書,讓英文學習更完整
⭕77折團購價格
⭕組合最低63折
✅下單網址:https://gbf.tw/rxxtc
⏰開團日期:6/24~6/30止!
#姚小鳳粉絲專屬福利
只要在開團期間任何LeapFrog貼文留言轉分享就會抽獎送「兒童漂浮夾克一件」價值$1350
下單的朋友也會加碼再抽一件
一共有2個機會唷,快揪朋友來參加😘
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小鳳還有成立社團一起共學討論唷
孩子的英文~姚小鳳俱樂部
點讀筆俱樂部 ♥ 姚小鳳
童書俱樂部 ♥ 姚小鳳
✦ 童書LINE: https://reurl.cc/vD2r7L
好消息別錯過
【 姚小鳳童書Telegram 】👉 https://t.me/hikidsyaobooks
歡迎到門市玩
✦姚小鳳育兒館 02-2281-3105
新北市蘆洲區成功路101號 09:00~16:00 (周一~周五)
social activity 中文 在 童書大集合 - 姚小鳳 Facebook 的最佳貼文
風糜全球的LeapFrog跳跳蛙3D互動點讀遊戲書!!開團優惠到6/30:https://gbf.tw/rxxtc
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對英文有研究的人一定會認識美國第一教育品牌Leapfrog,當初姍媽也是在入手寰宇迪士尼後就買了,等待小孩的英文耳朵跟腦洞打開後發揮教材的實力「用玩的學習知識」全英文磨練出學習環境,這次39本書5個分類就花了姍媽好幾天時間錄影片,錄到最後還跑出2個小孩亂入指揮點那裡😅
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⭕直播回顧:https://reurl.cc/MvxNVn
📸全系列詳細影片:https://reurl.cc/O18bW3
-
姍媽覺得這套LeapFrog點讀最特別的是,歐美教育專家設計
✅ 點讀設計
✅ 書本內容
✅ 互動遊戲
#內容廣度跟深度就算是中文教材也沒有這麼好玩的設計
目前一共有5個分類,39本書
-
🎯LV1 幼兒 (Pre School)2-4歲
-
🎯LV2 學齡前 (Pre Kindergarten)3-6歲
-
🎯LV3 幼稚園 (Kindergarten)4-7歲
-
🎯LV4 學齡 (1st Grade) 7歲以上
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🎯閱讀行動套組,有進入閱讀拼讀的人必看👉 https://youtu.be/CaQEs2IoYn4
-
🧡姍媽分享文:https://reurl.cc/L3ovb9
🧡妮媽分享文:https://reurl.cc/6gWEvk
-
跟其他點讀教材不一樣的地方是,書本的互動效果讓小孩超開心,學習主題也很廣泛,不是只有ABC、123、形狀、顏色…簡單的認知學習而已,還有數學、科學、自然發音、閱讀理解,未來還有身體主題
-
厲害的是將這些主題套用到「迪士尼」「皮克斯」等卡通人物上面,套上小孩最愛的人物學習真的很值得,當初姍媽買它也就是為了能讓小孩主動學習阿,多聽正統的英文句子很有幫助,長期目標是小孩的英文程度能跟上中文程度😆
-
#來看有那些學習主題
-
第1級
📙字母ABC
*學習主題:發音配對 / 探索及閱讀訓練 / 押韻練習/字母發音
📙數數123
*學習主題:數數 / 數字辨別 / 數量配對 / 問題解決能力
📙The World of Baby Animals 寶貝動物世界
*學習主題:生命科學/記憶/動物/環境科學
📙Mickey & the Roadster Racers Story Book 米奇妙妙車隊3D
*學習主題:閱讀理解 / 因果關係 / 形容詞 / 團隊合作
📙Peppa Pig™
*學習主題:閱讀理解/社交技能/分享/禮節/詞彙/邏輯技能
---------------
第2級 幼兒
📘3D Frozen 冰雪奇緣
*學習主題:詞彙/地球與空間科學/天氣和季節/植物/排序與分類
📘Disney Princesses Activity Book 迪士尼公主養成記3D
*學習主題:名詞 /形容詞 /複合字 /語言溝通技巧
📘Around Town with PAW Patrol 汪汪隊立大功
*學習主題:字彙/文化與人物/訓練邏輯/問題解決能力
📘Moonlight Hero with PJ Masks 睡衣小英雄
*學習主題:配對 /2D和3D圖形 /測量物品的長度 /溫度計的使用 /合作 /思辨能力
📘Pre-K STEAM 科學與自然
*學習主題:提問和觀察力 /勇於嘗試與驗證錯誤 /合作/解決問題
📘Read & Write 寫字遊戲
*學習主題:書寫 / 發音 / 單字辨識
📘Pet Pal Puppies Math with Social Emotional Skill 數學好好玩
*學習主題:數數 / 情緒表達 / 數字 / 相反詞 / 分類和歸納
📘First Day of School with Critical Thinking 上學趣
*學習主題:探索學校和教室作息 / 日曆使用 / 適應新環境和新事物
--------------
第3級兒童
📗LeapStart® Toy Story 4
*學習主題:閱讀理解/文字結構/詞彙/因果/物理科學
📗Trolls Solve It All with Poppy & Branch Activity Book 魔髮精靈
*學習主題:解決問題 / 創意表達能力
📗Pixar Pals Activity Book 迪士尼皮克斯 數學特攻隊3D
*學習主題:形狀辨識 / 聽力技巧 / 數學運算 / 圖形對稱
📗Reading Adventures with Health & Safety 閱讀探險隊
*學習主題:子音和混音 / 閱讀能力 / 安全的生活習慣 / 培養說故事能力
📗Amazing Animals with Conservation 世界動物真奇妙
*學習主題:認識動物 / 生態系統 / 環境科學 / 生命科學
📗Cook It Up!Math with Logic & Reasoning 烹飪學數數
*學習主題:加法 / 邏輯推裡 / 測量方法 / 減法
📗Kids' World Atlas with Global Awareness 世界文化
*學習主題:風俗民情與節慶 / 知名地標與景點 / 地圖使用技巧 / 世界地理 / 世界語言
--------------
第4級兒童
📕Spy Math with Critical Thinking 數學小偵探
*學習主題:數學推裡 / 多與少的比較 / 位數(個十百位數) / 時間表達 / 思辨能力
📕Superhero Vocabulary with Communication Skills 超級英雄故事島
*學習主題:複合詞 / 閱讀理解 / 字彙能力 / 母音
📕Sace Science with Thinking Like a Scientist 宇宙大探索
*學習主題:地球和外太空科學 / 歷史 / 物理科學 / 學習用科學家的角度思考
/
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______ #開團時間及專案 ______
美國LeapFrog🇺🇸互動、學習、閱讀、解決問題的點讀閱讀互動學習筆
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因為疫情的關係有3本書還是大缺貨,#新進的書也數量不多!!之前有買大全套要補書的媽咪,可以直接入手「汪汪隊立大功」&「行動閱讀套組1」,只要用3D筆點讀都有動畫唷~~
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很多媽咪都說想試水溫,或小孩還沒基礎要怎麼開心,小鳳跟姍媽有組合了「英文入門」方案,持續讓小孩學習一段時間後再來加書也可以唷,如果有上雙語、美語的寶貝就可以考慮「小全套」或「大全套」最划算,還有贈送 🎁80%美國孩子都在使用的線上閱讀系統,將近1千本的線上電子書,讓英文學習更完整
⭕77折團購價格
⭕組合最低63折
✅下單網址:https://gbf.tw/rxxtc
⏰開團日期:6/24~6/30止!
#姚小鳳粉絲專屬福利
只要在開團期間任何LeapFrog貼文留言轉分享就會抽獎送「兒童漂浮夾克一件」價值$1350
下單的朋友也會加碼再抽一件
一共有2個機會唷,快揪朋友來參加😘
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小鳳還有成立社團一起共學討論唷
孩子的英文~姚小鳳俱樂部
點讀筆俱樂部 ♥ 姚小鳳
童書俱樂部 ♥ 姚小鳳
✦ 童書LINE: https://reurl.cc/vD2r7L
好消息別錯過
【 姚小鳳童書Telegram 】👉 https://t.me/hikidsyaobooks
歡迎到門市玩
✦姚小鳳育兒館 02-2281-3105
新北市蘆洲區成功路101號 09:00~16:00 (周一~周五)