Closing the Gap in health equality between Aboriginal and Torres Strait Islander peoples and other Australians is an agreed national priority.

Closing the Gap in health equality between Aboriginal and Torres Strait Islander peoples and other Australians is an agreed national priority.

The nation wants continued focus and action in order to close the unacceptable health and life expectancy gap.
All political parties have committed to end the health equality gap by 2030 supported by almost 200000 Australians who made the pledge.
Over the five-year period (2005-2007 to 2010-2012) life expectancy is estimated to have increased by 1.6 years for males and by 0.6 of a year for females. But a life expectancy gap of around ten years remains for Aboriginal and Torres Strait Islander people when compared with non-Indigenous people.
Australian Human Rights Commission. (2015). 2015 Close the gap Federal budget position paper. Retrieved from
https://www.humanrights.gov.au/sites/default/files/2015%20CTG%20Federal%20Budget%20position%20paper%20FINAL.pdf
The goal of inclusive practice is to be aware of and responsive to the needs of all people (De Chesnay 2005 p. 18) and to provide health care based on the principles of social justice (Royal College of Nursing [RCN] 2008). In this context it means that as health professionals we also work to understand and break down barriers of inequality in access to health care. Our goal is to improve the health of all people irrespective of their background culture or beliefs.
YOUR TASK IN TWO PARTS-
1. First collect two current on-line or print news articles on Closing the Gap and Aboriginal and Torres Strait Islander peoples health. Critique each article and discuss how it relates to inclusive practice and equity in health care.
2. Then you are to then critically examine and provide evidence of the impact of Australian health policy and healthcare practices on health outcomes for Aboriginal and Torres Strait Islander peoples. Specifically you are choose three of the Close the Gap targets and strategies that have been put into place to achieve these targets.
YOUR ASSESSMENT WILL BE MARKED ON THE FOLLOWING CRITERIA-
-Structure
-Approach and argument
-Referencing
INSTRUCTIONS TO STUDENTS
When addressing the assignment topic you will need to use contemporary literature (mostly <5 years) to support your discussion. It is expected that you will write in the third person read widely around the topic and correctly reference your paper using the APA 6th edition referencing style. Please note: referencing constitutes 15% of the overall grade for this assessment. A 2000 word limit has been set for this assignment. A 10% leeway on either side of the word limit will be accepted. Word count will be measured from the first word of the introduction to the last word of the conclusion and include in-text referencing. Not included in the word count are the contents page and reference list. To help scaffold your assessment you should allow approximately 10% (150-200 words) each for the introduction and conclusion 200 words each for the news articles which leaves 1200 words for the body. Both news articles must be attached as appendices to your assignment. Submit your Assessment Task 1 by the due date. Please include a cover page with student name student number course code term date and year name of course coordinator name of assignment and due date for submission. Remember to include a header with your student name and student number and footer with the page numbers.


 

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Ethical and Cultural Issues

 
Ethical and Cultural Issues (1-2 pages). To complete this section, you will:
◦Recognize client characteristics relevant for ethical group placement in context of American Counseling Association (ACA) and Association for Specialists in Group Work (ASGW) Standards.
◦Recognize appropriate client preparation for group participation.
◦Recognize appropriate utilization of clinical supervision to address ethical and cultural issues.
Group Development (1-2 pages). To complete this section you will:
◦Identify models of group development as applied to the treatment of compulsive and addictive behaviors.
◦Address how the theories covered in the theoretical analysis portion of the project affect group development.
Electrical Brain Stimulation
The electrical signaling within each neuron is not just of theoretical interest. Knowing the electrical basis of brain functioning offers an understanding of disorders such as epilepsy, so that physicians can help people avoid or control seizures. There is growing evidence that implanting electrodes in the brain can offer relief for movement and mental disorders. However, the power to manipulate the brain’s electrical signals raises ethical questions. Does society have the right to force someone to receive electrical stimulation in the brain? For example, would it be acceptable to implant an electrode in the brain of a person convicted of murder that prevents the person from being aggressive?
**Provide a brief description of the electrical properties of an individual neuron. Then explain how those properties may change over time. Finally, describe the potential ethical implications of implanting an electrode in the brain of a person convicted of murder that prevents the person from being aggressive, instead of sending him or her to prison.
APA format
Plagiarism free

 
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Are the philosophy statements, goals, and objectives clearly written and easy to understand?

Developing a Philosophy, Goals, and Objectives
As addressed in this week’s Learning Resources, an organization’s philosophy statement derives from its mission and indicates the values and beliefs that steer decision making. An organization’s philosophy statement should be used to develop goals and objectives that lead to assured action.As effective organizations recognize, “setting specific goals in a clear and compelling way—and insisting that people work together to achieve them—is the best way to get results” (Ashkenas, 2012, para. 9).This Discussion builds on the Week 2 Discussion 2, as you create a philosophy statement, goals, and objectives for Mountain View Health Center, the organization featured in the case study introduced last week.You will continue to work within the same small group. Note: You will develop an individual philosophy statement, goals, and objectives independently. Through the collegial exchange that follows, you will offer each other suggestions for refinement.
To prepare:Review information on philosophy statements, goals, and objectives in Chapter 7 of the Marquis and Huston text and in the other Learning Resources.Review the Mountain View Health Center case study presented in this week’s media, and reflect on the mission and vision statements you developed for Discussion 2 in Week 2.Conduct additional research as necessary to strengthen your understanding of the process for creating a philosophy statement and developing goals and objectives and to deepen your thinking about the organization. For instance, you may research organizations with similarities to Mountain View and examine their philosophy statements, goals, and objectives.Draft a philosophy statement for Mountain View Health Center.Craft at least one goal and at least one related objective to operationalize the philosophy.Consider what you have learned about the importance of the philosophy statement and the process of developing one, as well as the significance of and distinctions between goals and objectives.
Post a philosophy statement for Mountain View Health Center, at least one goal, and at least one related objective. Offer insights you have gained about the process of developing a philosophy statement, as well as the significance of and distinctions between organizational goals and objectives.
Read a selection of your colleagues’ responses.
Consider the following:Are the philosophy statements, goals, and objectives clearly written and easy to understand?How well does the philosophy statement align with the mission and vision statements posted in Discussion 2 of Week 2? Does it reflect accepted values of the organization?Are the goals and objectives specific, measureable, attainable, relevant, and time-bound?How well do the philosophy statements, goals, and objectives reflect the stakeholders?
Required Readings
Cara, C. M., Nyberg, J. J., & Brousseau, S. (2011). Fostering the coexistence of caring philosophy and economics in today’s health care system. Nursing Administration Quarterly, 35(1), 6–14.Retrieved from the Walden Library databases. The article addresses caring as a part of mission and philosophy and the benefits of this for nursing satisfaction and performance, patient satisfaction, quality of care, and cost reduction.
Lorenzi, N. M. (2011). AMIA’s realigned strategic plan. Journal of American Medical Informatics Association, 18(2), 203–208.Retrieved from the Walden Library databases. As you read this article, consider the process used to set goals and evaluate the extent to which the identified goals are specific, measureable, attainable, relevant, and time-bound.
Kenny, G. (2012).
From the stakeholder viewpoint: Designing measurable objectives. Journal of Business Strategy, 33(6), 40–46.Retrieved from the Walden Library databases. Measurable objectives are an important part of the strategic planning process, yet many organizations struggle with formulating good objectives. In this article, the author suggests strategies for developing better objectives, which will then facilitate the planning process.
Urbanski, J., Baskel, M., & Martelli, M. (2011). Strategic planning—A plan for excellence for South Haven Health System. Nursing Administration Quarterly, 35(3), 227–234.Retrieved from the Walden Library databases. The article addresses stakeholder involvement as a key component of South Haven Health System’s success in strategic planning and describes how the system develops goals and objectives.

 
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Discussion topics support this unit’s objective and should be completed after reading all materials.

  • Unit 10 Discussion Topic 1Discussion TopicTask: Reply to this topicDiscussion topics support this unit’s objective and should be completed after reading all materials. Your responses ought to include original evaluation, synthesis, or analysis of the topic, and contribute to the weekly discussion in a meaningful way. You must complete all discussion topics and reply to your peers’ posts. Refer to the Discussion Board Rubric under Course Resources for additional requirements.
    Discussion Topic 1: Prison Capacity
    Prison officials describe prison capacity in three distinct fashions: (1) rated capacity, (2) operational capacity and (3) design capacity. To ensure you achieve full credit and meet the learning objectives of the unit, please summarize all three of these terms using research. Then, discuss how to reduce prison overcrowding and explain why your idea would be successful, using research to substantiate your opinion. Cite your sources using APA formatting.

response to samatha:
Rated Capacity means the number of offenders/bodies that a facility can hold at one time due to the number of beds. The officers do a daily count to see what the housing number is at to not only account for all inmates, but to know when they are getting close to maximum capacity.
Operational Capacity is the actual number that the jail can safely hold/house without going over capacity and without compromising inmate or deputy safety.
Design Capacity is the design or format of the jail and how it is arranged. It also gives tells the number of offenders it can hold with still being in code.
In order to ease the overcrowding of jails, low crime offenders should be either given probation depending on their background or can be placed on an electronic monitoring system type sentence. That way they can still attend and maintain a job, counseling, and have family support. I also strongly agree with the work release program that allows offenders that have committed non violent CM’s to be released for work and report back for night time. Placing someone in jail to serve time for minor traffic violations or CM’s just adds more bodies and takes up the room that is needed for violent offenders.
response to resha:
Prison capacity is described in three different functions. The first being Rated Capacity. Rated Capacity is the number of inmates that a prison would be able to handle according to the judgment of experts. (Schmalleger, 2017). The second is Operational Capacity. Operational Capacity is the number of inmates that a prison would be able to effectively accommodate based on management considerations. (Schmalleger, 2017). Tthe last one is Design Capacity. Design Capacity is the number of inmates a prison was supposed to be able to hold when it was built. (Schmalleger, 2017).
Prison overcrowding is one of the biggest issues in prisons today. There are 219,000 inmates in federal prisons compared to the 25,000 in 1980. About half are drug offenses. (Knafo,2013). I personally do not feel that drug offenders should be given so much time. I am also not suggesting that they should not be held responsible for the decision that they have made but I’ve seen a murderer get 12 years and personally know drug offenders that have gotten 20 plus years. It is crazy to me. I think drug offenders should serve less time for their sentences and that would free up plenty space and reduce some of the overcrowding. If they were to send 20 percent fewer drug offenders to prison, the federal government would save $1.29 billion and prisons would save 125,000 bed years. (A bed year is a year worth of prison time from one person. (knafo,2013).
References:
Schmalleger, F. (2017). Criminal Justice Today: An Introductory Text for the 21st
Century. Retrieved  from https://purdueuniversityglobal.vitalsource.com/#/books/9780134145648?context_token=ed8bb190-4111-0136-8fe4-0a580a5428f7
Knafo, S. (2013, November 08). 10 Ways To Reduce Prison Overcrowding And Save Taxpayers Millions. Retrieved from
https://www.huffingtonpost.com/2013/11/08/prison-overcrowding_n_4235691.html
Unit 10 Discussion Topic 2Discussion TopicTask: Reply to this topicDiscussion Topic 2: Reflection
As you complete your work in this course, reflect on the outcomes and your personal goals for the course. This is the time for you to determine what areas of criminal law interest you and why. This is not intended to be a mere recap of the course. The emphasis here is what you have personally learned and how it will affect your professional goals. Discussing what you have learned during the term will not only help you better process the information, but will help you enhance each other’s learning experience. Please reflect on the previous units and post a brief essay that addresses the following questions.
Reflection:

  • What prior knowledge did you bring to this course?
  • What were the most important new ideas you encountered and how did they change your understanding of this course?
  • Did you meet the outcomes in your work on this course? Is there any outcome with which you still need support or assistance?
  • What have you learned from your discussions and collaborations with your fellow students?
  • In what specific ways can you use the knowledge you have gained in this course in your chosen profession? What are your strengths and opportunities for growth in this area?
  • What questions or concerns do you have about what you have studied?
  • What areas of the subject would you like to continue to explore, and why?
  • response to courtney: Hey everyone. When I came into class I knew some about criminal justice from having law enforcement friends and doing my own kind of research and now I feel so much more educated on this subject! I have been wanting to be a police officer and now after learning so much about the court system and legal terms, I am thinking about taking my career into possibly another direction by going to work in the courts. I learned a lot from the interesting assignments we did as well as our discussions, it was really good to see people taking in the same information I was and seeing it in someone else’s opinion. I think over all I did pretty good with keeping up with the deadlines but now I see that sometimes I should start a little sooner, but as most of y’all, working a full time job with two children is hard so I always felt like I was rushing things. I enjoyed this class so much and I am sad it’s over, maybe I will see you all in another class! Thanks for all the support and help!
  • response to stephanie:

The only prior knowledge that I had before taken this course was based on my personal interaction with police officers and the criminal justice system. I have developed a new positive outlook on law enforcement and our justice system. I think the most important new idea that I encountered would have to be everything regarding my civil rights. Before this class, I did not know much about the rights I have and I think everyone should be educated on them. I believe that I met most of the outcome in my work on this course.
The interaction between my classmates during the discussions has given me a better understanding of the criminal justice system, especially the elements of search and seizure. In the psychology profession, I can use information I learned from this class to help individuals that are involved with the criminal justice system. I really would like to continue to explore punishments provided by the courts, specifically the death penalty.

 
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Advanced Biochemistry

Advanced Biochemistry – Metabolism 45 questions assignment

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Fundamentals of Biochemistry

Fourth Edition

Chapter 18 Electron Transport and Oxidative Phosphorylation

Donald Voet • Judith G. Voet • Charlotte W. Pratt

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

The Structure of the Mitochondrion A Few Aspects of Communication Between Cytosol and

Mitochondrion Overview of Electron Transport in Mito Membrane

Intro to Some New Players – Co-Enzyme Q, Fe-S proteins and Cytochromes

Organization of Electron Transport Generation of Proton Motive Force by Arrangement of e-

carriers ATP synthesis – ATPase is a machine

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Overview: Oxidative Fuel Metabolism

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Overview: Oxidative Fuel Metabolism

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Overview: Oxidative Fuel Metabolism

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Chapter 18 The Mitochondrion

Key Concepts 18.1 • A highly folded, protein-rich inner membrane separates the

mitochondrial matrix from the outer membrane.

• Transport proteins are required to import reducing

equivalents, ADP, and Pi into the mitochondria.

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Animal Mitochondrion

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Mitochondrion Cutaway Diagram

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Mitochondrial Cristae

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Inner Membrane Is Rich In Proteins

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Glycerophosphate Shuttle

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Bovine ATP-ADP Translocator: Ligand Induced Conformational Changes

Bovine heart ATP-ADP translocator PDBid 2C3E

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Bovine ATP-ADP Translocator: Positively Charged Cavity Binds ATP

Bovine heart ATP-ADP translocator PDBid 2C3E

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Chapter 18 The Mitochondrion

Checkpoint 18.1 • Draw a simple diagram of a mitochondrion and idenAfy its

structural features.

• Describe how shuBle systems transport reducing

equivalents into the mitochondria.

• Explain how the free energy of the proton gradient drives

the transport of ATP, ADP, and Pi.

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Chapter 18 Electron Transport

Key Concepts 18.2 • The free energy of electron transport from NADH to O

2 can

drive the synthesis of approximately 2.5 ATP.

• Electron carriers are arranged in the mitochondrial

membrane so that electrons travel from Complexes I and II

via coenzyme Q to Complex III, and from there via

cytochrome c to Complex IV. • The L-shaped Complex I transfers electrons from NADH to

CoQ via a series of iron–sulfur clusters and translocates four

protons to the intermembrane space.

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Chapter 18 Electron Transport

Key Concepts 18.2 • Complex II transfers electrons from succinate to the CoQ

pool but does not contribute to the transmembrane proton

gradient.

• Electrons from Complex III are transferred to cytochrome c and two protons are translocated during the operaAon of the Q cycle in Complex III.

• Complex IV accepts electrons from cytochrome c to reduce O

2 to H

2 O and translocates four protons for every two

electrons transferred.

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Overview of Electron Transport

air
vectory arrangement of alternating carries the electron and proton or the electron only
air
damp on the other side

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Inhibitors Reveal Electron-Transport Chain Sequence of Events

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Reduction Potentials of ETC Components

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Reduction Potentials of ETC Components

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Mitochondrial Electron-Transport Chain

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Iron-Sulfur Clusters

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Complex I

Complex I from Thermus thermophilus PDBid 3M9S

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Oxidation States of FMN & CoQ

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Oxidation States of FMN & CoQ

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Peripheral Arm of Complex I

Thermus thermophilus PDBid 2FUG

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Redox Active Prosthetic Groups Peripheral Arm of Complex I

Thermus thermophilus PDBid 2FUG

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Complex II

Chicken Complex II PDBid 1YQ3

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Box 18-1: Cytochromes are Electron -Transport Heme Proteins

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Box 18-1: Cytochromes are Electron -Transport Heme Proteins

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Complex III

Yeast Complex III PDBid 1KYO

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

The Q Cycle

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Stigmatellin Blocks Qo Site

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Cytochrome c

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Complex IV

Bovine heart cytochrome c oxidase homodimer PDBid 1V54

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Redox Centers of Complex IV

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Proposed Reaction Sequence for Complex IV

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Chapter 18 Electron Transport

Checkpoint 18.2 • Describe the route followed by electrons from glucose to O

2 .

• Write the net equaAon for electron transfer from NADH to

O 2 .

• Assuming 100% efficiency, calculate the maximum amount of

ATP that could be synthesized as a result.

• For each of the electron-transport complexes, write the

relevant redox half-reacAons.

• PosiAon the four electron-transport complexes on a graph

showing their relaAve reducAon potenAals, and indicate the

path of electron flow.

• How did inhibitors reveal the order of electron transport?

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Chapter 18 Oxidative Phosphorylation

Key Concepts 18.3 • The chemiosmoAc theory explains how a proton gradient

links electron transport to ATP synthesis.

• ATP synthase consists of an F1 component that catalyzes

ATP synthesis by a binding change mechanism.

• The F0 component of ATP synthase includes a c-ring whose rotaAon is driven by the dissipaAon of the proton gradient

and drives conformaAonal changes in the F1 component.

• For every two electrons that enter the electron-transport

chain as NADH and reduce one oxygen atom, approximately

2.5 ATP molecules are produced, giving a P/O raAo of 2.5.

• Agents that dissipate the proton gradient can uncouple

electron transport and ATP synthesis.

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Coupling of Electron Transport and ATP Synthesis

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Box 18-3: Bacterial Electron Transport & Oxidative Phosphorylation

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Box 18-3: Bacterial Electron Transport & Oxidative Phosphorylation

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

F1 Components of ATP Synthase Protrude From Mitochondrial Cristae

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

F1 Component of ATP Synthase

Bovine F1-ATP synthase PDBid 1E79

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Model of F1F0-ATPase

F1F0-ATPase PDBids 1JNV, 2A7U, and 1B9U

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Binding Change Mechanism for ATP Synthase

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Inner Sleeve of F1 α3β3 Assembly Interacts with γ-Subunit

F1 α3β3 PDBid 1BMF

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Model of F1F0-ATPase

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

pH-Dependent Conformational Change of c Subunit of F1F0-ATPase

C subunit of E. coli F1F0-ATPase PDBid 1COV

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

ATP-Dependent Rotation of c-Ring From F1F0-ATPase

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

ATP-Dependent Rotation of c-Ring From F1F0-ATPase

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Nonphysiological Electron Donor Yields ATP

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Oxidative Phosphorylation Can Be Uncoupled From Electron Transport

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Chapter 18 Oxidative Phosphorylation

Checkpoint 18.3 • Summarize the chemiosmoAc theory.

• Explain why an intact, impermeable mitochondrial membrane

is essenAal for ATP synthesis.

• Describe the overall structure of the F1 and F0 components of

ATP synthase. Which parts move? Which are staAonary? Which

are mostly staAonary but undergo conformaAonal changes?

• Summarize the steps of the binding change mechanism.

• Describe how protons move from the intermembrane space

into the matrix. How is proton translocaAon linked to ATP

synthesis?

• Explain why the P/O raAo for a given substrate is not

necessarily an integer.

• Explain how oxidaAve phosphorylaAon is linked to electron

transport and how the two processes can be uncoupled.

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Chapter 18 Control of Oxidative Metabolism

Key Concepts 18.4 • The rate of oxidaAve phosphorylaAon is coordinated with

the cell s other oxidaAve pathways.

• Although aerobic metabolism is efficient, it leads to the

producAon of reacAve oxygen species.

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Box 18-4: Uncoupling in Brown Adipose Tissue Generates Heat

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Coordinated Control of Glycolysis and the Citric Acid Cycle

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Coordinated Control of Glycolysis and the Citric Acid Cycle

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Coordinated Control of Glycolysis and the Citric Acid Cycle

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Box 18-5: Oxygen Deprivation in Heart Attack & Stroke

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Electrostatic Effects in SOD

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Proc Natl Acad Sci U S A. 1991 Jun 1; 88(11): 4870–4873. Mitochondrial respiration in hummingbird flight muscles. R K Suarez, J R Lighton, G S Brown, and O Mathieu-Costello Abstract Respiration rates of muscle mitochondria in flying hummingbirds range from 7 to 10 ml of O2 per cm3 of mitochondria per min, which is about 2 times higher than the range obtained in the locomotory muscles of mammals running at their maximum aerobic capacities (VO2max). Capillary volume density is higher in hummingbird flight muscles than in mammalian skeletal muscles. Mitochondria occupy approximately 35% of fiber volume in hummingbird flight muscles and cluster beneath the sarcolemmal membrane adjacent to capillaries to a greater extent than in mammalian muscles. Measurements of protein content, citrate synthase activity, and respiratory rates in vitro per unit mitochondrial volume reveal no significant differences between hummingbird and mammalian skeletal muscle mitochondria. However, inner membrane surface areas per unit mitochondrial volume [Sv(im,m)] are higher than those in mammalian muscle. We propose that both mitochondrial volume densities and Sv(im,m) are near their maximum theoretical limits in hummingbirds and that higher rates of mitochondrial respiration than those observed in mammals are achieved in vivo as a result of higher capacities for O2 delivery and substrate catabolism.

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Mitochondrial responses to prolonged anoxia in brain of red-eared slider turtles Matthew E. Pamenter, Crisostomo R. Gomez, Jeffrey G. Richards, William K. Milsom Published 13 January 2016.DOI: 10.1098/rsbl.2015.0797 /.panel-row-wrapper. “Biology Letters” Mitochondria are central to aerobic energy production and play a key role in neuronal signalling. During anoxia, however, the mitochondria of most vertebrates initiate deleterious cell death cascades. Nonetheless, a handful of vertebrate species, including some freshwater turtles, are remarkably tolerant of low oxygen environments and survive months of anoxia without apparent damage to brain tissue. This tolerance suggests that mitochondria in the brains of such species are adapted to withstand prolonged anoxia, but little is known about potential neuroprotective responses. In this study, we address such mechanisms by comparing mitochondrial function between brain tissues isolated from cold-acclimated red-eared slider turtles (Trachemys scripta elegans) exposed to two weeks of either normoxia or anoxia. We found that brain mitochondria from anoxia -acclimated turtles exhibited a unique phenotype of remodelling relative to normoxic controls, including: (i) decreased citrate synthase and F1FO-ATPase activity but maintained protein content, (ii) markedly reduced aerobic capacity, and (iii) mild uncoupling of the mitochondrial proton gradient. These data suggest that turtle brain mitochondria respond to low oxygen stress with a unique suite of changes tailored towards neuroprotection.

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Chapter 18 Control of Oxidative Metabolism

Checkpoint 18.4 • How do the ATP mass acAon raAo and the IF1 protein

regulate ATP synthesis?

• What control mechanisms link glycolysis, the citric acid

cycle, and oxidaAve phosphorylaAon?

• Describe the advantages and disadvantages of oxygen

-based metabolism.

• How do cells minimize oxidaAve damage?

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Copyright 2016 John Wiley & Sons, Inc. All rights reserved. Reproduction or translation of this work beyond that permitted in section 117 of the 1976 United States Copyright Act without express permission of the copyright owner is unlawful. Request for further information should be addressed to the Permission Department, John Wiley & Sons, Inc. The purchaser may make back-up copies for his/her own use only and not for distribution or resale. The Publishers assumes no responsibility for errors, omissions, or damages caused by the use of these programs or from the use of the information herein.

 
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Evaluating Individual Teamwork CompetenciesRobert Platt, RN, MSN, a clinical nurse specialist in the oncology unit at Gibbs Hospital, prided himself on being an expert clinician.

 

Read the Evaluating Individual Teamwork Competencies vignette in Chapter 13. Study Table 13-2 as a guide for giving an individual evaluation. * Compose feedback to be delivered to Mr. Platt

 Read the Evaluating Individual Teamwork Competencies vignette in Chapter 13.    Study Table 13-2 as a guide for giving an individual evaluation.
       * Compose feedback to be delivered to Mr. Platt about his behavior on the clinical teams (2 paragraphs in MS Word).       * Compose feedback to be delivered to Dr. Briese about his behavior toward others on the team (2 paragraphs in MS Word).
    Read about TeamSTEPPS in Chapter 14 and on the Agency for Healthcare Research and Quality website before answering these questions (2 paragraphs total in MS Word):
        *To what extent would implementing TeamSTEPPS represent a change in your organization’s culture?       * Is a culture change that emphasizes the importance of teamwork and safety feasible and acceptable in your organization? Why or why not?
___________________
this is the Evaluating Individual Teamwork Competencies vignette in Chapter 13:
Evaluating Individual Teamwork CompetenciesRobert Platt, RN, MSN, a clinical nurse specialist in the oncology unit at Gibbs Hospital, prided himself on being an expert clinician. He had been an “A” student in nursing school, and his preceptors in school and subsequent employers praised his knowledge base as well as his comfortable and engaging manner with patients and their family members. Mr. Platt was a fervent believer in patient rights and patient involvement. For example, frequently he would query patients and family members for their feelings about therapies, discharge dates, and other issues, sometimes urging them to question the recommendations made by other clinicians.Mr. Platt worked on 3 different clinical teams comprised of combinations of oncologists, nurses, pharmacists, and others. He carried his passion for patient rights into case discussions in the 3 clinical teams he worked with. He frequently spoke about patient rights with great energy and at length. One team, in particular, challenged his opinions about patient rights. That team included a philosophical nemesis of Mr. Platt’s, Terry Briese, MD. Dr. Briese was famous for goading other clinicians into arguments about patient involvement, with Dr. Briese professing that the less patients know, the better. The arguments often interfered with team discussions and team progress. Mr. Platt felt that sometimes Dr. Briese just wanted attention and that his beliefs weren’t really as extreme as he pretended. The team leader showed little interest in breaking up the arguments and never had counseled Mr. Platt or Dr. Briese about their behavior in meetings.
 
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List three dimensions of organizational culture

 Psychology homework help

 

Personality in 

Each person’s personality is unique, although the dimensions along which we all vary have been identified. The Big Five personality traits are five broad dimensions of personality that are used to describe human personality. The Big Five has been preferably used rather than other models because it is able to account for different traits in personality without overlapping. In studies, the Big Five personality traits show consistency and have been found across a wide range of participants of different ages and of different cultures (Schacter, Gilbert, & Wegner, 2011). Personality influences/impacts many aspects of organizational behavior.

For this assignment, use the Internet to find a free online version of the Big Five personality test. Then, using the Argosy University online library resources, research your personality type and gain strong understanding of each of the five dimensions.

Respond to the following:

  • List three dimensions of organizational culture. Then, using the Big Five dimensions of personality, explain how personality in general and your personality type specifically might be used to determine a good organizational culture–personality fit. Provide concrete examples.
  • Using the Big Five dimensions of personality, discuss how personality in general and your personality type specifically might have a bearing on your satisfaction in working when working in either a tall or a flat organizational structure. Discuss both.
  • Examine how personality might be a determining factor in motivation.
  • Personality testing is customary in many industries for selection. Discuss the ethical implications.

Write your initial response in approximately 400–500 words. Apply APA standards to the citation of sources. Use scholarly references to support your work.

 
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Identify and describe a health care news situation that affects a health care organization such as a hospital, clinic, or insurance company.

IDENTIFY AND DESCRIBE A HEALTH CARE NEWS SITUATION THAT AFFECTS A HEALTH CARE ORGANIZATION SUCH AS A HOSPITAL, CLINIC, OR INSURANCE COMPANY.

Resource: University Library

Write a 1,400- to 1,750-word paper on a current health care situation. For example, common issues might include one of the following: physician or employee with a conflict of interest, health care fraud and abuse, medical error, quality of care issues, aging in America, privacy issues—selling names, losing patient information, or health care coverage for indigent or noncitizens.

Evaluate the effect of organizational structure and governance, culture, and social responsibility focus on what happened in your chosen situation. Recommend how you would change the organization to prevent this situation in the future. Include the following components:

  • Identify and describe a health care news situation that affects a health care organization such as a hospital, clinic, or insurance company.
  • Examine and evaluate how organizational structure and governance, culture and focus (or lack of focus) on social responsibility affected or influenced what happened.
  • Recommend what resources will be allocated to prevent this situation in the future and what ethical issues may be tied to this decision.
  • Recommend how you would change the structure, governance, culture, or focus on social responsibility to prevent this situation in the future.

Include at least three references.

 

Format your paper consistent with APA guidelines. Use an APA running head, 1st level headings, in-text citations, a title page, reference page, etc.

Grading Criteria

 

Current Health Care Situation Paper

 

This assignment is due in Week Five.

 

Content60 Percent Points Available9 Points EarnedX/9 Additional Comments:
  • Describes a health news situation that affects a health care organization
  • Examines and evaluation corporate structure and governance, culture, and focus on social responsibility
  • Recommends what resources will be allocated to prevent this situation in the future and what ethical issues may be tied to this decision
  • Recommends changes to structure, governance, culture, focus on social responsibility to prevent problem in the future
Organization/Development20 Percent Points Available3 Points EarnedX/3 Additional Comments:
  • The paper is 1,400 to 1,750 words in length.
  • The introduction provides sufficient background on the topic and previews major points.
  • The conclusion is logical, flows, and reviews the major points.
Mechanics20 Percent Points Available3 Points EarnedX/3 Additional Comments:
  • The paper—including the title page, reference page, tables, and any appendixes—is consistent with APA guidelines as directed by the facilitator. The paper is laid out with effective use of headings, font styles, and white space.
  • Rules of grammar, usage, and punctuation are followed; spelling is correct.
  • Paper includes three references
Total Available Total Earned
15
 
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What personal, cultural, and spiritual values contribute to your worldview and philosophy of nursing?

What personal, cultural, and spiritual values contribute to your worldview and philosophy of nursing? How do these values shape or influence your nursing practice?

After reading “Chapter 3: To Heal Sometimes, To Comfort Always,” complete the questionnaire titled, “My Nursing Ethic.”

Using the reading and the questionnaire, write a paper of 750-1,000 words in which you describe your professional moral compass. As you write your paper, include the following:

1. What personal, cultural, and spiritual values contribute to your worldview and philosophy of nursing? How do these values shape or influence your nursing practice?

2. Define values, morals, and ethics in the context of your obligation to nursing practice. Explain how your personal values, philosophy, and worldview may conflict with your obligation to practice, creating an ethical dilemma.

3. Reflect and share your own personal thoughts regarding the morals and ethical dilemmas you may face in the health care field. How do your personal views affect your behavior and your decision making?

Do not be concerned with the use of ethical terminology for this paper.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.


 

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How would you handle a conflict with a co-worker?/What is your philosophy of nursing? What nurse theorist is your philosophy based upon? How does this theory speak to you?

How would you handle a conflict with a co-worker?/What is your philosophy of nursing? What nurse theorist is your philosophy based upon? How does this theory speak to you?

How would you handle a conflict with a co-worker?/What is your philosophy of nursing? What nurse theorist is your philosophy based upon? How does this theory speak to you?/ What type of supervisor do you work best with, and why/If you could design your ideal job, what would it be?/ What resources will you need in order to perform your job competently?
the case study these things to be involved writer has to answer following 5 questions and first 2 question has to has 2 different references and rest of three question needs one reference ;
Identify what information is being requested
•Provide an example of an acceptable response and an example of a poor response
•Why do you think this question is being asked?
•Compare and contrast your two responses.
•Identify what your reactions would be if you were conducting the interview.
1. How would you handle a conflict with a co-worker?
2.What is your philosophy of nursing? What nurse theorist is your philosophy based upon? How does this theory speak to you?
3. What type of supervisor do you work best with, and why
4.If you could design your ideal job, what would it be?
5. What resources will you need in order to perform your job competently?


 

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