Examining Longevity, Health, and Quality of Life

  • Schedule and Assignment Updates

    • Physical Interview Due Date: Moved from next Tuesday (the 30th) to Wednesday, the 31st, at 11:59PM, with a 24-hour grace period due to the instructor's preliminary defense and the general exam week stress.

    • Class Cancellation: Next Tuesday's class is canceled to allow students to study, work on their literature reviews, or take time off.

    • Lecture Changes This Week:

      • Today (Monday): Longevity and Health.

      • Thursday: Building assessment walk-around, discussing physical changes, followed by a literature review work session in class (last 30-45 minutes) where students can ask questions or brainstorm in groups.

  • Literature Review Guidelines

    • Length: Minimum of two pages, up to four pages.

    • Sources: Minimum of three peer-reviewed sources.

    • Content:

      • State initial hypotheses at the beginning.

      • Discuss literature found, explaining how it either counteracts original thoughts, adds context, or supports claims.

      • Mention studies conducted or theories discussed in the literature.

      • Suggest potential future research or areas for expansion.

      • Conclude by reflecting on whether initial hypotheses were correct and how understanding has evolved based on the literature.

      • Emphasize incorporating a personal voice to show progress in ideas.

    • Format: APA format.

    • Late Submissions: A 24-hour grace period applies; due by the 31st at 11:59PM without penalty. Points will be deducted for submissions after this time.

  • Longevity: Defining the Concept

    • Definition: The length of a person's life.

    • Influences: Culture and societal norms shape views on longevity and health in adulthood.

    • Key Discussions: Evaluating what health means as we age and its impact on treatment and the healthcare system. Understanding social barriers to health.

  • Related Terms and Factors Impacting Longevity

    • Life Expectancy: Anticipated length of time from birth a person is expected to live.

    • Mortality: The rate of time to death. Young adults focus on years lived and remaining life, while older adults (especially after significant losses like a parent or spouse) become more aware of their own mortality and remaining time, leading to shifts in emotional focus and energy (socio-emotional processes).

    • Factors Impacting Longevity:

      • Lifestyle: Exercise, diet, sleep (crucial throughout life).

      • Health Status: Illness and disease (predisposition to conditions like cancer or dementia).

      • Genetics: Hereditary factors (e.g., family history of living long or having certain health conditions).

      • Environment: Pollution, temperature, living conditions (e.g., natural disasters).

      • Socialization: Linked to longevity; not just cognitive benefits (working neurons) but also getting people out, engaging in joyful activities, and maintaining a sense of control.

      • Ethnicity and Gender: Studies show women often outlive men; loss of a female spouse may lead to earlier passing for male partners, potentially due to emotional intimacy disruption rather than purely physical reasons.

      • Historical Context: Major life events (e.g., COVID-19 leading to physical ailments like autoimmune diseases, heart defects, breathing issues) or natural disasters affecting living conditions and access to resources.

  • Centenarians and Life Extension

    • Definition: Individuals living to be 100 years or older.

    • Characteristics: Often display delayed disabilities and age-related diseases (e.g., arthritis, dementia, heart problems) compared to their peers. Many live independently and self-sufficiently (e.g., Jeanne Calment, who reportedly lived to 122 and remained active).

    • Increased Numbers: This group has been growing due to advances in medical knowledge, disease treatment, and understanding of healthy aging.

    • Quality vs. Quantity: A central debate in longevity is whether to extend life duration or focus on the quality of life lived (e.g., hospice and palliative care prioritizing comfort and functionality).

  • Quality of Life Discussion

    • Subjectivity: Highly individual and subjective.

    • Student Ideas: Freedom, autonomy, ability to do what one wants, healthy relationships, stability, self-sufficiency, avoiding reliance on others, avoiding suffering.

    • Ethical Implications: Debates around physician-assisted suicide, the value of life when cognitive function is impaired (TBIs), and managing suffering in loved ones. Society often limits choices towards the end of life.

    • Role of Systems: Social systems and healthcare systems can either aid or hinder quality of life and longevity. Programs often emphasize meeting individual needs and preferences, but this can be expensive.

    • Recommended Reading: "Final Rites" for those interested in end-of-life care and quality of life.

  • Health and Illness Assessment

    • Self-Rating Exercise: Students rated their overall health on a scale of 1 (poor) to 7 (excellent).

    • Factors Influencing Self-Rating:

      • Absence of chronic illness.

      • Expectations for future health.

      • Current habits (diet, exercise) compared to perceived