Elizabeth Bishop Poetry Shanique Davis The Art Of Poetry Professor Porter March 27, 2021 Elizabeth Bishop was a poet and a painter who was born in 1911 and died in 1979. She lost her father before she was one year old, and due to this, her mother experienced mental breakdowns that finally had her committed to a mental hospital (Poetry Foundation, n.d.). She lived with relatives since that time till she went to college at Vassar (Poetry Foundation, n.d.). This essay will discuss four of her poems and find parallels between the work and Bishop’s life. In her poem One Art, Elizabeth Bishop touches on loss and says that mastering loss is not difficult. Further, she mentions that many things seem intent on being lost, that their loss should not be so catastrophic to the one who loses. Bishop had dealt with immense loss in her life since childhood, from her father, her mother, her innocence, and much later in life beloved friends and lovers that she felt the need to mock loss or the feelings that come with loss (Gadpaille & Onič, 2019). In the poem, she writes, “accept the fluster of lost door keys, the hour badly spent. The art of losing isn’t hard to master” (Bishop, 1983). These words point to her desire to accept loss as part of life so that when one experiences it, they are not consumed by the loss but can move on. In the last stanza, Bishop seems to be speaking of someone's specific loss, which is speculated to be her lover who left her. She says to the other person and tells them that even losing them is not too hard to master, seemingly ready to accept the loss and move on (Bishop, 1983). I also noted from the poem that Bishop downplays the pain and suffering brought on by loss in the first stanza, convincing the reader that loss is not the worst thing. However, as the poem progresses, the loss gets bigger, the pain gets heavier, and the reader experiences this progression as the poem roars into a crescendo (Gadpaille & Onič, 2019). This could be her way of processing all her losses throughout her life, first being in denial, and eventually feeling all the loss and impact. In The Mountain, Elizabeth Bishop seems to be talking of loneliness, solitude, time, growth, and aging. The poem gives voice to a mountain, which observes its life from the evening as the sun sets to morning, described as an “open book,” describing the happenings of its surrounding (Poetry Foundation, n.d.). The mountain then wonders how old it is. Bishop might have been discussing the fears of being older and fearing that most of the things happening in the world are passing her by. In this way, the theme of time and aging comes into the picture. Every human is afraid of the aging process. More so, humans who can see their twilight years ahead of them are more afraid because they observe as everything grows and everything changes around them. Secondly, Bishop demonstrates the mountain’s solitude by describing how shadows fall, and lights rise and how the children never ...

1. Elizabeth Bishop Poetry
Shanique Davis
The Art Of Poetry
Professor Porter
March 27, 2021
Elizabeth Bishop was a poet and a painter who was born in 1911
and died in 1979. She lost her father before she was one year
old, and due to this, her mother experienced mental breakdowns
that finally had her committed to a mental hospital (Poetry
Foundation, n.d.). She lived with relatives since that time till
she went to college at Vassar (Poetry Foundation, n.d.). This
essay will discuss four of her poems and find parallels between
the work and Bishop’s life.
In her poem One Art, Elizabeth Bishop touches on loss and says
that mastering loss is not difficult. Further, she mentions that
many things seem intent on being lost, that their loss should not
be so catastrophic to the one who loses. Bishop had dealt with
immense loss in her life since childhood, from her father, her
mother, her innocence, and much later in life beloved friends
and lovers that she felt the need to mock loss or the feelings
that come with loss (Gadpaille & Onič, 2019). In the poem, she
writes, “accept the fluster of lost door keys, the hour badly
spent. The art of losing isn’t hard to master” (Bishop, 1983).
These words point to her desire to accept loss as part of life so

2. that when one experiences it, they are not consumed by the loss
but can move on. In the last stanza, Bishop seems to be
speaking of someone's specific loss, which is speculated to be
her lover who left her. She says to the other person and tells
them that even losing them is not too hard to master, seemingly
ready to accept the loss and move on (Bishop, 1983).
I also noted from the poem that Bishop downplays the pain and
suffering brought on by loss in the first stanza, convincing the
reader that loss is not the worst thing. However, as the poem
progresses, the loss gets bigger, the pain gets heavier, and the
reader experiences this progression as the poem roars into a
crescendo (Gadpaille & Onič, 2019). This could be her way of
processing all her losses throughout her life, first being in
denial, and eventually feeling all the loss and impact.
In The Mountain, Elizabeth Bishop seems to be talking of
loneliness, solitude, time, growth, and aging. The poem gives
voice to a mountain, which observes its life from the evening as
the sun sets to morning, described as an “open book,”
describing the happenings of its surrounding (Poetry
Foundation, n.d.). The mountain then wonders how old it is.
Bishop might have been discussing the fears of being older and
fearing that most of the things happening in the world are
passing her by. In this way, the theme of time and aging comes
into the picture. Every human is afraid of the aging process.
More so, humans who can see their twilight years ahead of them
are more afraid because they observe as everything grows and
everything changes around them.
Secondly, Bishop demonstrates the mountain’s solitude by
describing how shadows fall, and lights rise and how the
children never stay long enough (Poetry Foundation, n.d.). This
is to demonstrate that no one stays long enough to offer the lone
mountain any comfort. In her life, Elizabeth Bishop experienced
extreme loneliness. Since her childhood, Bishop had had no one
to talk to even in the face of sexual assault and other abuses,
and she kept that same life till her later years. Most people
came and went into and out of Bishop's life, such that once she

3. described to someone that she was the loneliest person. This
loneliness inspired the words in this poem.
In The Moose, Bishop describes a bus journey where the
travelers are having a lull conversation about a dark subject
matter such as failure and death (Poetry Foundation, n.d.).
However, the bus stops in the middle of the road because a
moose stops in the middle of the road. This stop wakes the
passengers from their conversation and brings a brighter
attitude into the bus. The poem is highly descriptive of nature,
both of the Nova Scotia coastal environment where Bishop had
grown up and the current forested road that the bus traveled on.
These descriptions may be representative of her former years
when Bishop lived in Worcester and Nova Scotia. As the bus
rolls on the road, a moose comes out of the woods and awakens
the passengers from their dull existence. This could be
demonstrative of a specific experience in her life which was
both “ugly and beautiful,” that jolted her awake. Bishop had
many such incidents in her life, from love affairs to
experiencing failure and even losing her friends and lovers.
Such events can jostle one awake and give them a bit of
perspective about life and its importance.
The fourth poem by Elizabeth bishop is A Miracle for
Breakfast, which describes a poor person's thoughts as they
observe the life of a rich person. The narrator watches a rich
man from outside his house, where the narrator and other poor
people are waiting to be served breakfast from a charity center
(Poetry Foundation, n.d.). There is a shift in the poem where the
narrator imagines herself to be rich and can afford the comforts
afforded by the rich man (Poetry Foundation, n.d.). In the poem,
Bishop demonstrates how appreciative they are, who lack, and
how often those who have the best things do not appreciate
them. In her own life, Bishop was taken by her father’s family
and lived in Worcester after her father died and her mother had
been committed to a mental hospital. However, her new wealthy
family lacked warmth and was filled with dysfunction, which
led her to fall sick quite often (Poetry Foundation, n.d.).

4. Elizabeth had to be taken by her mother’s sisters, who were not
as affluent but nursed her back to health. This shows the divide
that can be there in life between the rich and the poor, and
Bishop descriptively tells this story.
In conclusion, there are many parallels that we can draw
between Elizabeth Bishop’s life and her poetry. She wrote about
her losses, her life, and most importantly, her observations of
the life surrounding her.
References
Bishop, Elizabeth. “One Art.” Elizabeth Bishop The Complete
Poems: 178. New York, New York: Farrar, Straus and Giroux,
1983
Gadpaille, M., & Onič, T. (2019). Elizabeth Bishop and the
Villanelle: One Art, an Ocean, and Two Languages. Primerjalna
Knjizevnost, 69-86.
Poetry Foundation, (n.d.). Elizabeth Bishop. Retrieved from
Poetry Foundation:
https://www.poetryfoundation.org/poets/elizabeth-bishop
MN505 Unit Readings
Unit 1 Reading Assignments
In Clinical Epidemiology, read:
Chapter 1: “Introduction”
Chapter 2: “Frequency”
Chapter 3: “Abnormality”
Centers for Disease Control and Prevention [CDC]. (2018).
National center for health statistics. Retrieved
from https://www.cdc.gov/nchs/
Web Resources
● Centers for Disease Control and Prevention [CDC]. (2014).
Principles of epidemiology in public health practice. An

5. Introduction to applied epidemiology and biostatistics. (3rd
ed.).. Retrieved
fromhttps://www.cdc.gov/csels/dsepd/ss1978/index.html
● Department of Health and Human Services. (2018). Leading
health indicators. Retrieved
from http://healthypeople.gov/2020/LHI/default.aspx
● Healthy People 2020. (2018). Topics and objectives.
Retrieved from https://www.healthypeople.gov/2020/topics-
objectives
● United States Preventive Services. (2018, March). USPSTF
A and B recommendations. Retrieved
from https://www.uspreventiveservicestaskforce.org/ Page/Name
/uspstf-a-and-b-recommendations/
Unit 2 Reading Assignments
In Clinical Epidemiology, read:
Chapter 4: “Risk: Basic Principles”
Chapter 5: “Risk: Exposure to Disease”
Chapter 6: “Risk: From Disease to Exposure”
Centers for Disease Control and Prevention [CDC]. (2012).
Principles of epidemiology in public health practice.
Epidemiological Core Functions: Lesson 3. (3rd. ed.). Retrieved
from https://www.cdc.gov/csels/dsepd/ss1978/lesson3/index.htm
l
Centers for Disease Control and Prevention. [CDC]. (2018).
National Center for Health Statistics. Retrieved
from https://www.cdc.gov/nchs/
Web Resources
● Centers for Disease Control and Prevention [CDC]. (2014).
Principles of epidemiology in public health practice. An
Introduction to applied epidemiology and biostatistics. (3rd
ed.).. Retrieved
from https://www.cdc.gov/csels/dsepd/ss1978/index.html
● Department of Health and Human Services. (2018). Leading

6. health indicators. Retrieved
from http://healthypeople.gov/2020/LHI/default.aspx
● Healthy People 2020. (2018). Topics and objectives.
Retrieved from https://www.healthypeople.gov/2020/topics-
objectives
● United States Preventive Services. (2018, March). USPSTF
A and B recommendations. Retrieved
from https://www.uspreventiveservicestaskforce.org/Page/Name
/uspstf-a-and-b-recommendations/
Unit 3 Reading Assignments
In Health Promotion throughout the Lifespan in Nursing
Practice, read:
Chapter 1: “Health defined: Objectives for Promotion and
Prevention”
Chapter 2: “Emerging Populations and Health”
Chapter 3: “Health Policy and Delivery Systems”
Chapter 4: “The Therapeutic Relationship”
Chapter 5: “Ethical Issues Related to Health Promotion”
Centers for Disease Control and Prevention [CDC]. (2018).
Tools for cross cultural communication and language access can
help organizations address health literacy and improve
communication effectiveness. Retrieved
from https://www.cdc.gov/healthliteracy/culture.html
Gupta, A., Madhavapeddi, S., Das, A., Harris, S., & Naina, H.
(2015). Physician posture at the bedside: A study of African-
American and Hispanic patient preferences at a teaching
hospital. The Journal of Medical Practice Management:
MPM, 31(3), 144-146.
Knox, C. C., & Haupt, B. (2015). Incorporating cultural
competency skills in emergency management
education. Disaster Prevention & Management, 24(5), 619.
Web Resources
● Centers for Disease Control and Prevention [CDC]. (2014).
Principles of epidemiology in public health practice. An

7. Introduction to applied epidemiology and biostatistics. (3rd
ed.). Retrieved
from https://www.cdc.gov/csels/dsepd/ss1978/index.html
● Department of Health and Human Services. (2018). Leading
health indicators. Retrieved
from http://healthypeople.gov/2020/LHI/default.aspx
● Healthy People 2020. (2018). Topics and objectives.
Retrieved from https://www.healthypeople.gov/2020/topics-
objectives
● United States Preventive Services. (2018, March). USPSTF
A and B recommendations. Retrieved
from https://www.uspreventiveservicestaskforce.org/Page/Name
/uspstf-a-and-b-recommendations/
Unit 4 Reading Assignments
In Health Promotion throughout the Lifespan in Nursing
Practice, read:
Chapter 6: “Health Promotion and the Individual”
Chapter 7: “Health Promotion and the Family”
Chapter 8: “Health Promotion and the Community”
Chapter 9: “Screening”
Chapter 10: “Health Education”
Healthy People 2020. (2018). Determinants of health. [video].
Retrieved
from https://www.healthypeople.gov/2020/about/foundation-
health-measures/Determinants-of-Health
Required Reading-Conceptual Models
Rural Health Information Hub. (2018). Health promotion and
disease prevention theories and models. Retrieved
from https://www.ruralhealthinfo.org/community-health/health-
promotion/2/theories-and-models
US Department of Health and Human Services. (2002). Physical
Activity Evaluation Handbook. Atlanta, GA. Appendix 3.
Retrieved

8. from https://www.cdc.gov/nccdphp/dnpa/physical/handbook/pdf
/handbook.pdf
Optional reading
Heuman, A. N., Scholl, J. C., & Wilkinson, K. (2013). Rural
hispanic populations at risk in developing diabetes:
Sociocultural and familial challenges in promoting a healthy
diet. Health Communication, 28(3), 260.
U.S. Department of Health and Human Services. (2018).
Program planning. Retrieved
from https://www.healthypeople.gov/2020/tools-and-
resources/Program-Planning
Vedanthan, R., Bansilal, S., Soto, A. V., Kovacic, J. C., Latina,
J., Jaslow, R., . . . Fuster, V. (2016). The present and future:
Family-based approaches to cardiovascular health
promotion. Journal of the American College of Cardiology, 67,
1725-1737.
Web Resources
● Centers for Disease Control and Prevention [CDC]. (2014).
Principles of epidemiology in public health practice. An
Introduction to applied epidemiology and biostatistics. (3rd
ed.). Retrieved
fromhttps://www.cdc.gov/csels/dsepd/ss1978/index.html ●
Department of Health and Human Services. (2018). Leading
health indicators. Retrieved
from http://healthypeople.gov/2020/LHI/default.aspx
● Healthy People 2020. (2018). Topics and objectives.
Retrieved from https://www.healthypeople.gov/2020/topics-
objectives
● United States Preventive Services. (2018, March). USPSTF
A and B recommendations. Retrieved
from https://www.uspreventiveservicestaskforce.org/Page/Name
/uspstf-a-and-b-recommendations/
Unit 5 Reading Assignments
In Clinical Epidemiology, read:

9. Chapter 7: “Diagnosis”
Chapter 8: “Prognosis”
Chapter 9: “Treatment”
Centers for Disease Control and Prevention [CDC]. Solve the
outbreak. Disease detective. Retrieved
from https://www.cdc.gov/mobile/applications/sto/web-app.html
Office of Disease Prevention and Health Promotion. (2017).
Partnering to heal. Retrieved
from https://health.gov/hcq/training-partnering-to-heal.asp
Yakubovich, A.R. et al. (2017). A systematic review of
prospective risk and protective factors for intimate partner
violence victimization among women. Journal of Epidemiology
& Community Health, (Suppl_1 Suppl 1), A46.
doi:10.1136/jech-2017-SSMAbstracts.91
Web Resources
● Centers for Disease Control and Prevention [CDC]. (2014).
Principles of epidemiology in public health practice. An
Introduction to applied epidemiology and biostatistics. (3rd
ed.). Retrieved
from https://www.cdc.gov/csels/dsepd/ss1978/index.html
● Department of Health and Human Services. (2018). Leading
health indicators. Retrieved
from http://healthypeople.gov/2020/LHI/default.aspx
● Healthy People 2020. (2018). Topics and objectives.
Retrieved from https://www.healthypeople.gov/2020/topics-
objectives
● United States Preventive Services. (2018, March). USPSTF
A and B recommendations. Retrieved
from https://www.uspreventiveservicestaskforce.org/Page/Name
/uspstf-a-and-b-recommendations/
Unit 6 Reading Assignments
In Clinical Epidemiology, read:
Chapter 10: “Prevention”
Chapter 11: “Chance”
Chapter 12: “Cause”
Centers for Disease Control and Prevention [CDC]. (2012a).

10. Principles of epidemiology in public health practice.
Epidemiological Core Functions: Lesson 1. Section 4. (3rd. ed.).
Retrieved
from https://www.cdc.gov/csels/dsepd/ss1978/lesson2/section4.
html
Centers for Disease Control and Prevention [CDC]. (2012b).
Principles of epidemiology in public health practice.
Epidemiological Core Functions: Lesson 1. Section 8. (3rd.
ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson2/section8.h
tml
Centers for Disease Control and Prevention [CDC]. (2016).
Behavioral risk factor surveillance system. Retrieved
from https://www.cdc.gov/brfss/
Centers for Disease Control and Prevention [CDC]. (n.d.) 1991-
2015 High school youth risk behavior survey Data. Retrieved
from https://nccd.cdc.gov/youthonline/App/Default.aspx
Web Resources
● Centers for Disease Control and Prevention [CDC]. (2014).
Principles of epidemiology in public health practice. An
Introduction to applied epidemiology and biostatistics. (3rd
ed.).. Retrieved
from https://www.cdc.gov/csels/dsepd/ss1978/index.html
● Department of Health and Human Services. (2018). Leading
health indicators. Retrieved
from http://healthypeople.gov/2020/LHI/default.aspx
● Healthy People 2020. (2018). Topics and objectives.
Retrieved from https://www.healthypeople.gov/2020/topics-
objectives
● United States Preventive Services. (2018, March). USPSTF
A and B recommendations. Retrieved
from https://www.uspreventiveservicestaskforce.org/Page/Name
/uspstf-a-and-b-recommendations/
Unit 7 Reading Assignments
In Health Promotion throughout the Lifespan in Nursing
Practice, read:

11. Chapter 11: “Nutrition Counseling for Health Promotion”
Chapter 12: “Exercise”
Chapter 13: “Stress Management”
Chapter 14: “Complementary and Alternative Strategies”
Ackley-Holbrook, E., Minsoo, K., & Morgan, D. W. (2016).
Development and evaluation of the Walk for Health Program: A
physical activity intervention for adults with visual
impairments. Journal of Visual Impairment & Blindness, 110(2),
103-114.
Dietary Guidelines for Americans 2015-2020. (2015). Table of
contents. Retrieved
from https://health.gov/dietaryguidelines/2015/guidelines/
Physical Activity Guidelines for Americans. (2018). Index.
Retrieved from https://health.gov/paguidelines/guidelines/
Riemer, H. C., Mates, J., Ryan, L., & Schleder, B. J. (2015).
Decreased stress level in nurses: A benefit of quiet
time. American Journal of Critical Care, 24(5), 396-402.
Rosenberg, K. (2017). Complementary medicine relieves some
types of chronic pain. American Journal of Nursing, (1), 61.
Web Resources
● Centers for Disease Control and Prevention [CDC]. (2014).
Principles of epidemiology in public health practice. An
Introduction to applied epidemiology and biostatistics. (3rd
ed.).. Retrieved
from https://www.cdc.gov/csels/dsepd/ss1978/index.html
● Department of Health and Human Services. (2018). Leading
health indicators. Retrieved
from http://healthypeople.gov/2020/LHI/default.aspx
● Healthy People 2020. (2018). Topics and objectives.
Retrieved from https://www.healthypeople.gov/2020/topics-
objectives
● United States Preventive Services. (2018, March). USPSTF
A and B recommendations. Retrieved
from https://www.uspreventiveservicestaskforce.org/Page/Name
/uspstf-a-and-b-recommendations/

12. Unit 8 Reading Assignments
In Health Promotion throughout the Lifespan in Nursing
Practice, read:
Chapter 15: “Overview of Growth and Development
Framework”
Chapter 16: “The Childbearing Period”
Chapter 17: “ Infant”
Chapter 18: “Toddler”
Chapter 19: “Preschool child”
Chapter 20: “School -Age child”
Chapter 21: “Adolescent”
Bright Futures. (2018). Medical screening reference tables.
Retrieved from https://brightfutures.aap.org/materials-and-
tools/tool-and-resource-kit/Pages/Medical-Screening-Reference-
Tables.aspx
Centers for Disease Control and Prevention. (2016). National
Center for Health Statistics. Growth Charts. Retrieved
from https://www.cdc.gov/growthcharts/cdc_charts.htm
Centers for Disease Control and Prevention [CDC]. (2017).
Childhood overweight and obesity. Retrieved
from https://www.cdc.gov/obesity/childhood/
Hagan J.F., Shaw J.S. & Duncan P.M. (Eds). (2017). Bright
Futures: Guidelines for Health Supervision of Infants, Children,
and Adolescents [pocket guide]. 4th ed. Elk Grove Village, IL:
American Academy of Pediatrics. Retrieved from
https://brightfutures.aap.org/Bright%20Futures%20Documents/
BF4_POCKETGUIDE.pdf
Hinkley, T., Cliff, D. P., & Okely, A. D. (2015). Reducing
electronic media use in 2-3 year-old children: Feasibility and
efficacy of the [email protected] pilot randomised controlled
trial. BMC Public Health, 15, 779.
Web Resources
● Centers for Disease Control and Prevention [CDC]. (2014).
Principles of epidemiology in public health practice. An
Introduction to applied epidemiology and biostatistics. (3rd
ed.).. Retrieved

13. from https://www.cdc.gov/csels/dsepd/ss1978/index.html
● Department of Health and Human Services. (2018). Leading
health indicators. Retrieved
from http://healthypeople.gov/2020/LHI/default.aspx
● Healthy People 2020. (2018). Topics and objectives.
Retrieved from https://www.healthypeople.gov/2020/topics-
objectives
● United States Preventive Services. (2018, March). USPSTF
A and B recommendations. Retrieved
from https://www.uspreventiveservicestaskforce.org/Page/Name
/uspstf-a-and-b-recommendations/
Unit 9 Reading Assignments
In Health Promotion throughout the Lifespan in Nursing
Practice, read:
Chapter 22: “Young Adult”
Chapter 23: “Middle- Aged Adult“
Chapter 24: “Older Adult”
Caldwell, J. T., Ford, C. L., Wallace, S. P., Wang, M. C., &
Takahashi, L. M. (2016). Intersection of living in a rural versus
urban area and race/ethnicity in explaining access to health care
in the United States. American Journal of Public Health, 106(8),
1463-1469.
Emlet, C. A. (2016). Social, economic, and health disparities
among LGBT older adults. Generations, 40(2), 16
Lee, K. H., & Hwang, M. J. (2014). Private religious practice,
spiritual coping, social support, and health status among older
Korean adult immigrants. Social Work in Public Health, 29(5),
428-443.
Web Resources
● Centers for Disease Control and Prevention [CDC]. (2014).
Principles of epidemiology in public health practice. An
Introduction to applied epidemiology and biostatistics. (3rd
ed.). Retrieved
from https://www.cdc.gov/csels/dsepd/ss1978/index.html
● Department of Health and Human Services. (2018). Leading

14. health indicators. Retrieved
from http://healthypeople.gov/2020/LHI/default.aspx
● Healthy People 2020. (2018). Topics and objectives.
Retrieved from https://www.healthypeople.gov/2020/topics-
objectives
● United States Preventive Services. (2018, March). USPSTF
A and B recommendations. Retrieved
from https://www.uspreventiveservicestaskforce.org/Page/Name
/uspstf-a-and-b-recommendations/
Unit 10 Reading Assignments
In Health Promotion throughout the Lifespan in Nursing
Practice, read:
Chapter 25: “Health Promotion in the 21st Century:Throughout
the Life Span and Throughout the World”s”
Brown, G. (2016). Aspects of global health issues: Diseases,
natural disasters, and pharmaceutical corporations and medical
research. ABNF Journal, 27(3), 53-57.
Centers for Disease Control and Prevention [CDC]. (2014a).
Emergency preparedness and response. Bioterrorism rapid
response information. Retrieved
from: http://emergency.cdc.gov/bioterrorism/
Centers for Disease Control and Prevention [CDC]. (2014b).
Immigrant and refugee health. Retrieved
from https://www.cdc.gov/immigrantrefugeehealth/index.html
Centers for Disease Control and Prevention. [CDC]. (2018).
Division of foodborne, waterborne and environmental diseases
(DFWED): Global health. Retrieved
from https://www.cdc.gov/ncezid/dfwed/international/globalwor
k.html
Healthy People 2020. (2018). Global health objectives.
Retrieved from https://www.healthypeople.gov/2020/topic s-
objectives/topic/global-health
Oduyebo, T., Igbinosa, I., Petersen, E. E., Polen, K. N., Pillai,
S. K., Ailes, E. C., . . . Honein, M. A. (2016). Update: Interim
guidance for health care providers caring for pregnant women

15. with possible Zika virus exposure--United States, July
2016. Morbidity and Mortality Weekly Report. P. 739.
Web Resources
● Centers for Disease Control and Prevention [CDC]. (2014).
Principles of epidemiology in public health practice. An
Introduction to applied epidemiology and biostatistics. (3rd
ed.). Retrieved
from https://www.cdc.gov/csels/dsepd/ss1978/index.html
● Department of Health and Human Services. (2018). Leading
health indicators. Retrieved
from http://healthypeople.gov/2020/LHI/default.aspx
● Healthy People 2020. (2018). Topics and objectives.
Retrieved from https://www.healthypeople.gov/2020/topics-
objectives
● United States Preventive Services. (2018, March). USPSTF
A and B recommendations. Retrieved
from https://www.uspreventiveservicestaskforce.org/Page/Name
/uspstf-a-and-b-recommendations/