MATH 114Discussion Board Forum 2 PromptPlease also pay close a.docx

MATH 114
Discussion Board Forum 2 Prompt
Please also pay close attention to any additional specifications
provided by your professor. Professors often will clarify their
expectations regarding the format and presentation of your
submission.
Topic – Causes of Death in 1980 and 2016
According to the 1980 Census, the United States population was
approximately 226,540,000 in 1980. It grew to approximately
323,120,000 at the beginning of 2016. Using Census data for
1980 and estimates derived from mortality data for 2016, we
arrive at the population estimates given in the table below:
Year
Total Population
Ages 15–24
Ages 25–44
Ages 45–64
1980
226,540,000
42,475,000
62,707,000
44,497,000
2016
323,120,000
43,500,000
85,150,000
84,300,000
The National Center for Health Statistics published a document
entitled “Health, United States, 2015: With Special Feature on
Racial and Ethnic Health Disparities” that includes a table
listing the leading causes of death in 1980 by age bracket. The
CDC further produced a National Vital Statistics Reports that
provided similar information for the year 2016. Under the
Project Instructions link in Blackboard, you’ll find Discussion

Board Forum 2: Data, a spreadsheet showing the leading causes
of death in both 1980 and 2016 for these 3 age categories. Each
of the first 3 questions has both a computational part and a
discussion part. To get full credit for each of the discussion
parts, please cite a reference to support your claims. This
should not be an excessively difficult task: you can easily find
information online for most of the illnesses or other causes
listed in the report. All you need to do is provide the website
you used (though other resources are also permitted if you
prefer to use one of those).
1. Assuming that the population numbers in the above table are
relatively accurate, use the Discussion Board Forum 2: Data
spreadsheet to compute the deaths per 1000 people for each age
group in both 1980 and 2016. Deaths per 1000 people is
computed using the formula Deaths per 1000 = (# of deaths) /
(total population) Do not round your answer to the nearest
whole number, provide at least 2 decimal places (but no more
than 4). Give these 6 values (e.g. deaths per 1000 people for
ages 15–24 in 1980) and then cite a reference to discuss what
might account for the changes between the deaths per 1000 in 1
of these 3 age categories between 1980 and 2016. Your
discussion should be at least 40 words.
2. Besides the changes in the overall death rate in the past 3
decades, the leading causes of death vary somewhat between
1980 and 2016. Choose 1 of the 3 age ranges and select 1 cause
of death from the Discussion Board Forum 2: Data spreadsheet
that strikes you as noteworthy and that appears in both the 1980
and 2016 lists. For the cause of death that you selected,
compute the number of deaths per 1000 in both 1980 and 2016
for your chosen age group. Do not round your answer to the
nearest whole number, provide at least 2 decimal places. Cite a
reference to discuss the possible reasons for any changes in the
rates over this period. Your discussion should be at least 40
words.
3. Not only do the leading causes of death vary across time,
they vary significantly for different age ranges. Looking only at

the 2016 data, choose a cause of death that appears in both the
25–44 and 45–64 age categories and compute the number of
deaths per 1000 people for both age categories. Do not round
your answer to the nearest whole number, provide at least 2
decimal places. Cite a reference to discuss a possible reason for
any differences in these values as people advance in age. Your
discussion should be at least 40 words.
4. Contemplating causes of death might strike some people as
unpleasant or even morbid. However, the Bible encourages us to
give some thought to the fact of our own mortality. Ecclesiastes
7:2–4 says: “It is better to go to the house of mourning than to
go to the house of feasting, for this is the end of all mankind,
and the living will lay it to heart. Sorrow is better than laughter,
for by sadness of face the heart is made glad. The heart of the
wise is in the house of mourning, but the heart of fools is in the
house of mirth.” It is interesting to consider why the author of
Ecclesiastes encourages the wise to go to the house of mourning
and the living to lay the end of all mankind to heart. What value
might there be in thinking about the, admittedly uncomfortable,
subject of the end of all mankind? What comes to your mind
when you consider this topic? Please respond with at least 80
words.
5. Post replies of at least 50 words each to 2 of your classmates’
threads.
Submit your Discussion Board Forum 2 thread by 11:59 p.m.
(ET) on Friday of Module/Week 5. Submit your replies by 11:59
p.m. (ET) on Monday of the same module/week.
Page 1 of 2
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information

Course Name:
ITS 831 – Information Technology Importance in Strategic
Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leader’s
collaborative roles working with an organization’s senior
leadership, including aligning business strategy with IT
strategy, acting as an equal contributor to the formation of
organizational strategy, and integrating ethical policies and
practices into an organization. Learners evaluate
multidisciplinary research and practices related to leadership,
organizational structures, and culture. Through the lens of
complexity/chaos and change theories, learners analyze
information technology’s role in contributing to organizational
resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing
technological challenges

· Build critical thinking skills to develop and apply solutions
that achieve strategic and tactical IT-business alignment
· Develop professional skills and expertise to advance
knowledge in your chosen field or discipline within information
technology
· Conduct research with professional and ethical integrity
· Address complex technical questions and challenge
established knowledge and practices in the area
· Identify, comprehend, analyze, evaluate and synthesize
research
· Communicate effectively and employ constructive professional
and interpersonal skills
· Critically evaluate current research and best practices
· Demonstrate IT leadership skills at the team and enterprise
levels following tenets of professional, social, and ethical
responsibility
Recommend IT strategies that support enterprise mission and
objectives
Course Website
Access to the course website is required via the iLearn portal on
the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and
Using Information Systems: A Strategic Approach, 7th Edition.
Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-
1119560562Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of
truth and understanding, any act of academic dishonesty is
especially distressing and cannot be tolerated. In general,
academic dishonesty involves the abuse and misuse of
information or people to gain an undeserved academic
advantage or evaluation. The common forms of academic
dishonesty include:

· Cheating – using deception in the taking of tests or the
preparation of written work, using unauthorized materials,
copying another person’s work with or without consent, or
assisting another in such activities.
· Lying – falsifying, fabricating, or forging information in
either written, spoken, or video presentations.
· Plagiarism—using the published writings, data,
interpretations, or ideas of another without proper
documentation
Plagiarism includes copying and pasting material from the
internet into assignments without properly citing the source of
the material.
Episodes of academic dishonesty are reported to the Vice
President for Academic Affairs. The potential penalty for
academic dishonesty includes a failing grade on a particular
assignment, a failing grade for the entire course, or charges
against the student with the appropriate disciplinary body.
Plagiarism Offense // Consequence
· First Offense // 0 on the assignment
· Second Offense // Removal from course = F for course grade
· Third Offense // Dismissal from University
Attendance Policy
When any student has exceeded 20% of the time prescribed for
any class, that student will be automatically dropped from that
particular class with the grade of “F.” This grade is placed on
the official transcript of the student and is treated as a failing
grade in calculating the grade point average. The definition of a
class absence is a student’s failure to attend class for any
reason. Instructors may count three times tardy or leaving early
to be equal to one class absence. There are no excused absences,
regardless of the reason for the class having been missed.

However, faculty will make reasonable provisions to allow
students to make up work if the absence is due to a university-
sponsored function or a medical or family emergency that is
documented in a timely manner.Allowance for students to make
up work for other reasons is at each instructor’s discretion. A
class absence does not excuse the student from being
responsible for course work missed; the student is responsible
for contacting the faculty member in order to make up class
assignments. The Vice President for Academic Affairs is the
authorized agent to consider any exceptions to the above
regulations.
Residency Attendance: Each student must be in attendance for
the entire duration of the required residency weekend. Late
arrivals and/or early departures are not permitted. Punctuality
is important as each student is required to have the documented
in-seat time per USCIS regulations. If a student is not in
attendance for the full session, he/she will be counted absent for
the entire session, and receive an automatic “F” and will be
required to pay the $300.00 make-up fee and attend a residency
make-up session.
Participation Policy
Study after study has linked successful academic performance
with good class participation. Those who assume positions of
responsibility must “show up” in order to be effective.
Therefore, students are expected to actively participate in
intelligent discussion of assigned topics in all areas (Discussion
Board Activities, Synchronous Sessions, Forums, Shared
Papers, etc.) to help process course material and/or to
demonstrate understanding of course content. Point adjustments
will be taken for non-participation.
Disability Accommodations
University of the Cumberlands accepts students with certified
disabilities and provides reasonable accommodations for their
certified needs in the classroom, in housing, in food service or

in other areas. For accommodations to be awarded, a student
must submit a completed Accommodations Application form
and provide documentation of the disability to the Disability
Services Coordinator (Mr. Jacob Ratliff, Boswell Campus
Center, Student Services Office Suite, [email protected]). When
all paperwork is on file, a meeting between the student and the
Coordinator will be arranged to discuss possible
accommodations before accommodations are formally approved.
Students must then meet with the Coordinator at the beginning
of each semester before any academic accommodations can be
certified for that term. Certifications for other accommodations
are normally reviewed annually.
Academic Appeal
Both undergraduate and graduate students have the right to
challenge a grade. If discussions with the course instructor and
department chair do not lead to a satisfactory conclusion,
students may file a formal written appeal with the Vice
President for Academic Affairs, who will forward the appeal to
the chair of the Academic Appeals Committee. This formal
written appeal must be filed by the end of the 4th week of
classes in the next regular term following the term in which the
course in question was taken. The Academic Appeals Committee
then gathers information from the student, the instructor, and
any other relevant parties. The Committee will deliver its
recommendation on the complaint to the Vice President for
Academic Affairs. After reviewing this recommendation and
concurring or amending it, the Vice President for Academic
Affairs will inform the student and instructor of the disposition
of the complaint no later than the last day of classes of the term
in which the complaint was filed. Records of all actions
regarding academic grade appeals, including their final
disposition, are maintained by the Vice President for Academic
Affairs and the Academic Appeals Committee. (Undergraduate
Catalog/Graduate Catalog)
Appropriate Online Behavior
Prohibited learner conduct includes, but is not limited to the

following:
Illegal Activities: Learners may not post, transmit, promote, or
distribute content that they know is illegal or could reasonably
be expected to know is illegal. Conduct that violates federal,
state or local laws is prohibited.
Theft: Learners may not post, transmit, promote, or distribute
content that violates copyright or other protected intellectual
property rights. Unauthorized use of university property is
prohibited. Theft or abuse of computer resources is prohibited.
Disrespect: Learners may not harass, threaten, or embarrass
others. Learners may not post, transmit, promote, or distribute
content that is racially, religiously, or ethnically offensive or is
harmful, abusive, vulgar, sexually explicit, or otherwise
potentially offensive. Learners must refrain from behavior that
may be perceived as inappropriate, offensive, and unfair and
must treat all other learners, faculty, staff, and administrators
with respect at all times.
Dishonesty: Learners may not intentionally provide false
information, forge, alter, or falsify documents. Learners may
not represent the academic work of others as their own.
Learners engaging in prohibited conduct will be subject to
disciplinary action, including, but not limited to: course failure,
probation, suspension, or expulsion. Such sanctions may lead to
additional academic and financial consequences. Learners who
are unable to complete a course resulting from disciplinary
sanctions, suspension or expulsion are not eligible for tuition
refunds.
Student Responsibilities and Course Policies
· The only authorized electronic means of academic,
administrative, and co-curricular communication between

University of the Cumberlands and its students is through the
UCumberlands email system (i.e. Webmail). Each student is
responsible for monitoring his/her University email account
frequently. This is the primary email account used to
correspond with you directly by the University; imperative
program information is sent to this email account specifically
from campus and program office.
· Students should check for e-mail and class announcements
using iLearn (primary) and University of the Cumberlands
webmail (secondary).
· Students are expected to find out class assignments for missed
classes and make up missed work.
· Students are expected to find out if any changes have been
made in the class or assignment schedule.
· Written workmust be presented in a professional manner.
Work that is not
submitted in a professional manner will not be evaluated and
will be returned as unacceptable.
· There is a craft to writing. Spelling, grammar, punctuation
and diction (word usage) are all tools of that craft. Writing at
the collegiate level will show careful attention to these elements
of craft. Work that does not exhibit care with regard to these
elements will be considered as inadequate for college writing
and graded accordingly.
· Students are expected to take the examinations on the
designated dates. If you are unable to take the exam on the
scheduled date and know in advance, you are to make
arrangements with your professor before the designated date. If
you miss the exam, you must have a legitimate reason as
determined by your professor.
Recognizing that a large part of professional life is meeting
deadlines, it is necessary to develop time management and
organizational skills. Failure to meet the course deadlines may
result in penalties. Keep in mind that all deadlines are set using
Eastern Standard Time (EST). Late assignments will NOT be

accepted.
Course Activities and Experiences
Students are expected to:
• Review any assigned reading material and prepare responses
to homework assigned.
• Actively participate in activities, assignments, and
discussions.
• Evaluate and react to each other’s work in a supportive,
constructive manner.
• Complete specific assignments and exams when specified and
in a professional manner.
• Utilize learned technologies for class assignments.
• Connect content knowledge from core courses to practical
training placement and activities.
Writing Expectations
Learning outcomes for candidates’ writing competencies include
clarity of thought, discernment in planning and organization,
and integration of evidence and criteria.
· The instructor expects that students will have knowledge of
appropriate forms of documentation and use it where
appropriate. APA format is required and style of notation to
credit all sources that are not your own.
· There is a craft to writing. Spelling, grammar, punctuation
and diction (word usage) are all tools of that craft. Writing at
the collegiate level will show careful attention to these elements
of craft. Work that does not exhibit care with regard to these
elements will be considered as inadequate for college writing
and graded accordingly.
· All assignments, unless otherwise instructed, should be
submitted in APA format.
Links to Support
Orientation to I-Learn: Student training course on I-Learn,
https://ucumberlands.blackboard.com/webapps/portal/frameset.j
sp
Book Store:
https://cumber.bncollege.com/shop/cumberlands/home

Library: http://www.ucumberlands.edu/library/
Academic Resources & Writing Center:
www.ucumberlands.edu/learningcommons
Course Assignments and EvaluationCourse Evaluation
A student will be evaluated/weighted on the following basis:
Students will be evaluated on:
1. Homework Assignments, Discussion, & Reflective Activity –
will be given throughout the term. Assignments and Discussions
will come from the course lectures, materials, and required
reading assignments.
1. Practical Connection Assignment – Written Assignment
where students will reflect on course concepts and their
practical connection to a working environment.
1. Midterm and Final Research Papers - Assignments and
Discussions will come from the course lectures, materials, and
required reading assignments.
Graded work will receive a numeric score reflecting the quality
of performance. Relative weights assigned to graded work are as
follows:
Weekly Discussions (weeks 1, 2, 3, 5) 25% (200 points = 50
points per discussion)
Midterm Research Paper (week 4) 25% (200 points)
Final Portfolio Project/Research Paper (week 7) 37.5% (300
points)
Practical Connection Activity (week 6) 12.5% (100 points)
Total = 800 points
Grading ScaleGraded work will receive a numeric score
reflecting the quality of performance as given above in
evaluation methods. The overall course grade will be

determined according to the following scale:
A= 90 – 100 (90% - 100%)
B= 80 – 89 (80% - 89%)
C = 70 – 79 (70% - 79%)
F < 69 (Below 69%)
Links to Academic Writing:
Writing Center
https://www.ucumberlands.edu/learningcommons/writingcenter
This website includes beginning information about the Writing
Center. Look for The Learning Commons in your class list in
iLearn. Once you open The Learning Commons "course", look
for the Writing Center on the left menu bar.
Three Awesome Programs:
Academic Writer: This is APA's resource for APA format, style,
citations, and document types (like how to write a literature
review). UC has a dedicated link for students to create their
Academic Writer account, and that link can be found
here http://ucumberlands.libguides.com/c.php?g=504168
Citation Help Tools - Citation and Plagiarism - LibGuides at
University of the Cumberlands - ucumberlands.libguides.com
The Learning Commons (TLC) is here to help you succeed in
your courses, from your first day at Cumberlands through
completing your degree.TLC offers a variety of academic
resources both virtually and in-person that are informal and
with qualified Academic Fellows.
ucumberlands.libguides.com
Zotero is a great, easy to use reference management tool, and
it's free. � https://www.zotero.org/
Zotero | Your personal research assistant
Zotero is a free, easy-to-use tool to help you collect, organize,
cite, and share research.
www.zotero.org
Grammarly

Compose bold, clear, mistake-free writing with Grammarly’s
AI-powered writing assistanthttps://www.grammarly.com/
Tentative Course Expectations (specific due dates are listed in
the course module)
Course Schedule
Weekly Unit
Readings/Topics
Assignments and Due Dates
1 (ends 1/12)
Chapter 1, “The Information Systems Strategy Triangle
Dent, A. (2015). Aligning IT and business strategy: an
Australian university case study. Journal of Higher Education
Policy & Management, 37(5), 519–533. Retrieved from
https://doi.org/10.1080/1360080X.2015.1079395
Chapter 2, “Strategic Use of Information Resources” pp. 38-46;
51-54
Zhang, Y. (2016). What Makes Information Strategic? An
Examination of Access to Information Resources for
Entrepreneurs and Business Performance. ProQuest LLC.
Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&AuthType=
shib&db=eric&AN=ED588420&site=eds-live
Syllabus Quiz
Welcome Discussion
Discussion 1 *
*Failing to Participate in Week 1 may result in being dropped

from the course.
Academic Honesty Pledge Signed **Must sign this pledge to
continue with the course
All assignments are due starting on the first Unit by Sunday
night 11:59 PM
2 (ends 1/19)
Blockchain:
· Stoyanovich, M., & Tanz, F. E. (2019). Coming to Grips with
Blockchain. Benefits Magazine, 56(5), 20-25. Retrieved from
shib&db=f5h&AN=135900272&site=eds-live
· Waldo, J. (2019). A Hitchhiker’s Guide to the Blockchain
Universe. Communications of the ACM, 62(3), 38–42. Retrieved
from https://doi.org/10.1145/3303868
· Burns, S. (2019). Blockchain: Hype Vs Reality. Computer
Weekly, 21-24. Retrieved from
· Tarzey, B. (2019). Inside Blockchain and Its Various
Applications. Computer Weekly, 16-20. Retrieved from
· Carson, B., Romanelli, G., Walsh, P., & Zhumaev, A. (2018).
Blockchain beyond the hype: What is the strategic business
value? McKinsey Quarterly, (4), 118–127. Retrieved from
shib&db=buh&AN=133693412&site=eds-live
Discussion 2

Due: Sunday night 11:59 PM
3 (ends 1/26)
Chapter 4, “Digital Systems and the Design of Work” pp. 83-98
Harris, W. J. (2018). Technology adoption by global virtual
teams: Developing a cohesive approach. SAM Advanced
Management Journal, 83(1), 4-21. Retrieved from
shib&db=buh&AN=135806019&site=eds-live
Chapter 5, “Information Systems and Digital Transformation”
pp. 109-121
Strutynska, I., Kozbur, G., Dmytrotsa, L., Sorokivska, O., &
Melnyk, L. (2019). Influence of digital technology on roadmap
development for digital business transformation. 2019 9th
International Conference on Advanced Computer Information
Technologies (ACIT), 333-337. Retrieved from
https://doi.org/10.1109/ACITT.2019.8780056

Discussion 3
4 (ends 2/2)
Chapter 6, “Architecture and Infrastructure” pp. 143-150
Singh, M. (2018). Virtualization in Cloud Computing- a Study.
2018 International Conference on Advances in Computing,
Communication Control and Networking (ICACCCN), 64.
Retrieved from
https://doi.org/10.1109/ICACCCN.2018.8748398
Verma, A., Malla, D., Choudhary, A. K., & Arora, V. (2019). A
Detailed Study of Azure Platform & Its Cognitive Services.
2019 International Conference on Machine Learning, Big Data,
Cloud and Parallel Computing (COMITCon), 129. Retrieved
from https://doi.org/10.1109/COMITCon.2019.8862178
Midterm Research Paper
5 (ends 2/9)

Chapter 7, “Security”
Khelf, R., & G-Z, N. (2018). IPsec/Firewall Security Policy
Analysis: A Survey. 2018 International Conference on Signal,
Image, Vision and Their Applications (SIVA), 1. Retrieved
from https://doi.org/10.1109/SIVA.2018.8660973
Chapter 10, “Information Systems Sourcing” pp. 224-234
Buhrendorf, E. (2019). Outsourcing IT is a money-saving cyber
safety net for company data. Fairfield County Business Journal,
55(20), 12. Retrieved from
shib&db=b9h&AN=136657455&site=eds-live
Discussion 5
6 (ends 2/16)
Chapter 9, “Governance of the Information Systems
Organization”
Sari, R., Kosala, R., Ranti, B., & Supangkat, S. H. (2018).
COSO Framework for Warehouse Management Internal Control
Evaluation: Enabling Smart Warehouse Systems. 2018
International Conference on ICT for Smart Society (ICISS), 1.
Retrieved from https://doi.org/10.1109/ICTSS.2018.8549983
Chapter 12, “Business Intelligence, Knowledge Management,
and Analytics”
Dong-Hui Jin, & Hyun-Jung Kim. (2018). Integrated
Understanding of Big Data, Big Data Analysis, and Business

Intelligence: A Case Study of Logistics. Sustainability
Practical Connection Activity – 500 word personal paper
7 (ends 2/23)
Chapter 11, “Managing IT Projects” pp. 246-259
Jenkin, T. A., Chan, Y. E., & Sabherwal, R. (2019). Mutual
Understanding in Information Systems Development: Changes
within and across Projects. MIS Quarterly, 43(2), 649–671.
Retrieved from https://doi.org/10.25300/MISQ/2019/13980
Yang, Z., Sun, J., Zhang, Y., Wang, Y., & Cao, L. (2017).
Employees’ collaborative use of green information systems for
corporate sustainability: motivation, effort and
performance. Information Technology for Development, 23(3),
486-506. Retrieved from
https://doi.org/10.1080/02681102.2017.1335281
Discussion 7
Final Portfolio Research Paper (due 2/25)
Week 8 (ends 2/27)
Chapter 13, “Privacy and Ethical Considerations in Information
Management” pp. 299-311
Last Day of Class is 2/27
Last Day for assignments is 2/25 at 5pm Eastern Time.

7
Sheet119802016Population226,540,000Population323,120,000D
eathsDeathsAll causes1,989,841All causes2,744,248Diseases of
heart761,085Diseases of heart635,260Malignant
neoplasms416,509Malignant neoplasms598,038Cerebrovascular
diseases170,225Unintentional injuries161,374Unintentional
injuries105,718Chronic lower respiratory
diseases154,596Chronic obstructive pulmonary
disease56,050Cerebrovascular diseases142,142Pneumonia and
influenza54,619Alzheimer's disease116,103Diabetes
mellitus34,851Diabetes mellitus80,058Chronic liver disease and
cirrhosis30,583Influenza and
pneumonia51,537Atherosclerosis29,449Nephritis, nephrotic
syndrome and nephrosis50,046Suicide26,869Suicide44,965Ages
15 - 24Ages 15 -
24Population42,475,000Population43,500,000DeathsDeathsAll
causes49,027All causes32,575Unintentional
injuries26,206Unintentional
injuries13,895Homicide6,537Suicide5,723Suicide5,239Homicid
e5,172Malignant neoplasms2,683Malignant
neoplasms1,431Diseases of heart1,223Diseases of
heart949Congenital anomalies600Congenital
malformations/abnormalities388Cerebrovascular
diseases418Diabetes mellitus211Pneumonia and
influenza348Chronic lower respiratory disease206Chronic
obstructive pulmonary disease141Influenza and

pneumonia189Anemias133Complicated Pregnancy184Ages 25 -
44Ages 25 -
causes108,658All causes135,408Unintentional
injuries26,722Unintentional injuries44,959Malignant
neoplasms17,551Malignant neoplasms14,694Diseases of
heart14,513Suicide14,396Homicide10,963Diseases of
heart13,922Suicide9,855Homicide8,745Chronic liver disease
and cirrhosis4,782Chronic liver disease and
cirrhosis3,776Cerebrovascular diseases3,154Diabetes
mellitus2,841Diabetes mellitus1,472Cerebrovascular
diseases2,426Pneumonia and influenza1,467HIV
disease1,517Congenital anomalies817Septicemia1,316Ages 45 -
64Ages 45 -
causes425,338All causes539,961Diseases of
heart148,322Malignant neoplasms157,655Malignant
neoplasms135,675Diseases of heart112,637Cerebrovascular
diseases19,909Unintentional injuries45,237Unintentional
injuries18,140Chronic liver disease and cirrhosis21,812Chronic
liver disease and cirrhosis16,089Chronic lower respiratory
diseases22,117Chronic obstructive pulmonary
disease11,514Diabetes mellitus20,518Diabetes
mellitus7,977Cerebrovascular
diseases17,663Suicide7,079Suicide16,196Pneumonia and
influenza5,804Septicemia8,413Homicide4,019Nephritis,
nephrotic syndrome and nephrosis7,790

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