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Based on the above stated effects on adenylyl cyclase activity, what type of G-protein is activated by each receptor?

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You’re studying cellular signaling through G-Protein Coupled Receptors (GPCRs). Specifically you’re working on a pair of newly identified GPCRs, GPCR-A…

You’re studying cellular signaling through G-Protein Coupled Receptors (GPCRs). Specifically you’re working on a pair of newly identified GPCRs, GPCR-A and GPCR-B. Each binds the same small ligand, but activates different heterotrimeric G-proteins that act on adenylyl cyclase.

A (3 points). Your grad student mentor explains that both the receptors and the Gα and Gβγ subunits of the heterotrimeric G-proteins are membrane associated. You’re puzzled, because although you find obvious transmembrane domains in the receptor, you find none in Gα or Gβγ. How are Gα and Gβγ associated with the membrane (be specific)?

B (5 points). You examine the sequences of the seven predicted transmembrane α-helices of GPCR-B. You’re surprised to find that there are hydrophilic amino acid residues in these helices. How can you explain this observation?

You find that the binding of ligand has opposite effects on adenylyl cyclase activity for each receptor. GPCR-A causes an increase in adenylyl cyclase activity, while GPCR-B causes a decrease in adenylyl cyclase activity.

C (2 points). Based on the above stated effects on adenylyl cyclase activity, what type of G-protein is activated by each receptor?

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Name: ______________________________D (6 points). You have a cell line that expresses both GPCR-A, GPCR-B, the

corresponding G-proteins, and adenylyl cyclase. There is a basal level of adenylyl cyclase activity that produces a baseline cAMP concentration. Your project is to characterize a series of mutations in these components. Will each mutation increase or decrease the intracellular levels of cAMP upon ligand addition (remember, both GPCR-A and GPCR-B bind the same ligand)?

A mutation in GPCR-A that prevents G- protein activation?

A mutation in GPCR-B that prevents G- protein activation?

A mutation in Gs that prevents release of bound GDP.

A mutation in Gi that prevents release of bound GDP.

A mutation in Gs that prevents GTP hydrolysis.

A mutation in Gi that prevents GTP hydrolysis.

Compare and contrast modern and intermediate species adaptations

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Animal Evolution Paper Due by Email 5/12 2pm

Animal Evolution Paper Due by Email 5/12 2pm

Charles Darwin was one of the most influential scientific figures. For this project, you will create an evolutionary history of a modern day organism. You need to find the organism’s earliest ancestor, and create a timeline of how your organism may have evolved to what it is today. You should also be able to describe certain adaptations your organism acquired and has that allowed and helped its evolution.

Select one of the following organisms:

ElephantBirds

HorseShark

TigerRhinoceros

WhaleGiraffe

CrocodileMan

Dog

Bear

OR you may choose a different organism that you feel strongly about, but please get it approved by me first.

For this paper, you need to use reputable sources (try and stay away from .com websites), and at least three different sources that give you information about your animal. PLEASE CITE THROUGHOUT YOUR PAPER. I will take off several points for improper citations and no works cited/bibliography page.

Format: 4 pages long, double spaced, with a work cited page (5th page). Please use Times New Roman size 12 font, and 1 inch margins on all four sides of the paper. I WILL NOT ACCEPT ANY PAPERS THAT ARE SHORTER THAN FOUR PAGES LONG. This is 10% of your grade and you need to work hard on it- I will not be grading it as easily as the last paper.

Your paper should address the following content (10 points, 10%):

•The earliest ancestor of your organism and the intermediate forms that led to the modern day animal (2 points)

•Compare and contrast modern and intermediate species adaptations (2 points)

•Compare and contrast the environmental conditions that influenced your organisms evolution (i.e. any ice ages etc., 2 points)

•List modern relatives and their adaptations (2 points) i.e. wolves are a modern relative of the dog

•Give a direct timeline of the evolution of your organism’s evolution (2 points) – this can either be a picture that shows all the different organisms your modern day organism evolved from (with dates) or you may write out the timeline in words

Discussions that how expensive is health care of America

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Differentiation of primary accounts that needed to be considered in the year-end closing process Preparation of the annual healthcare facility by determines the factors which of these will be more sus

Differentiation of primary accounts that needed to be considered in the year-end closing process

Preparation of the annual healthcare facility by determines the factors which of these will be more susceptible to the adjustment by the auditors and a brief explanation of the role of facility management team in reducing the Audit Adjustments

Explanation of Pro forma financial statement and describe how these statements are utilised in determining the proposed project for the healthcare organisation with two examples of healthcare projects that have been analysed by pro forma statement

Discussions that how expensive is health care of America. Briefly explanation of the reason that why the people spend on healthcare in America. With specific examples of the various types of health care spending and amount spending

DOMESTIC VIOLENCE

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DOMESTIC VIOLENCE- Analyze the impact of intimate partner violence on the individual client.A minimum of 5 appropriate references are used. Nursing journals, Periodicals, Medical journals, Nursing ref

DOMESTIC VIOLENCE-

Analyze the impact of intimate partner violence on the individual client.

  • A minimum of 5 appropriate references are used. Nursing journals, Periodicals, Medical journals, Nursing reference books, governmental web sites, etc. (No sites such as Wikipedia).
  • Proper grammar, punctuation, spelling, sentence structure and word usage. The entire paper shows detail to the topic, and the sentences flow well from one thought to the next.
  • The topic is related to domestic violence identification, prevention, and assisting the victim with recovery.
  • The topic is clearly introduced in the introductory paragraph.
  • The prevalence of the problem is clearly and correctly outlined.
  • Risk factors or preventative measures related to the topic are included.
  • Nursing care and referral to appropriate resources is clearly and correctly outlined.
  • The topic is clearly summarized in the closing paragraph.
  • The paper is 3 – 5 pages (excluding the cover sheet and reference page(s)

Describe your personal experience with automation and new information systems.

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Answer all of the following questions using headers to separate topics.Advocates of computers and these online systems speak about the benefits in glowing terms, but few seem to address the changes in

Answer all of the following questions using headers to separate topics.

  1. Advocates of computers and these online systems speak about the benefits in glowing terms, but few seem to address the changes in workflow and the impact on production during the time it takes to learn and then become skilled at using these systems. Healthcare workers are being asked to do more in less time under the justification that the computer will speed the process. Describe your personal experience with automation and new information systems. How true are the claims about the benefits and the impact on the professionals? (e.g. Did the system turn a world-class healthcare worker into a data entry clerk?)
  1. How often are the challenges the authors discuss on page 195 and 196 actually issues? If you were to rewrite that section, what challenges would you include? Be concrete and give examples.
  1. Perform a critique of the three case studies from Chapter 8. How believable are these case studies and the results? What are the key lessons you took away from these case studies and why? (None is an acceptable answer, but you must be explicit about what you found troubling and/or unbelievable about each.
  1. Do research to see what has been reported about the longer-term result from these three case studies and write about what you discover. If you are unable to find anything for any of the three, explore the issue of long-term healthcare worker satisfaction with such solutions and see how that data compares to what you found from the case studies

How will information for the community assessment be collected?

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In this module, you will finalize the completion of the full assessment of your own community. ( Glen Burnie, Maryland)

Defining the Community

Your community should be within a specifically designated geographic location.

One must clearly delineate the following dimensions before starting the process of community assessment:

  • Describe the population that is being assessed?
  • What is/are the race(s) of this population within the community?
  • Are there boundaries of this group? If so, what are they?
  • Does this community exist within a certain city or county?
  • Are there general characteristics that separate this group from others?
  • Education levels, birth/death rates, age of deaths, insured/uninsured?
  • Where is this group located geographically…? Urban/rural?
  • Why is a community assessment being performed? What purpose will it serve?
  • How will information for the community assessment be collected?

Assessment

After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted.

The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community.

Data Gathering (collecting information that already exists)

Demographics of the Community

  • When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made.
  • If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population.
  • The following resources provide a broad overview of the demographics of a city, county, or state:
  • American Fact Finder—Find population, housing, and economic and geographic data for your city based on U.S. Census data: http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml
  • State and County Quick Facts—Easy access to facts about people, business, and geography, based on U.S. Census data: https://www.census.gov/quickfacts/fact/table/US/PST045216
  • Obtain information about a specific city or county on these useful websites:

www.epodunk.com and www.city-data.com

Information from Government Agencies

  • Healthy People 2020—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020: http://www.healthypeople.gov/
  • National Center for Health Statistics—this agency is part of the Centers for Disease Control and Prevention; this website provides statistical information about the health of Americans: http://www.cdc.gov/nchs/nvss.htm
  • Centers for Disease Control and Prevention (CDC)—The CDC website contains a large amount of information related to the health of the American population. The search engine within this website can be used to find relevant information: http://www.cdc.gov
  • Federal agencies with statistical programs: http://www.fedstats.gov/agencies
  • Every state in the United States has its own specific health improvement plan and goals that are based on the Healthy People 2020 document. This information may be available on the state health department website.
  • State and local health departments provide information related to vital statistics for the community.

Other Data Sources

  • America’s Health Rankings—this website provides information about various health indicators for each state:   https://www.americashealthrankings.org/
  • Other relevant data sources may be found by conducting an Internet search related to the topic that is being examined through the community assessment.

After data are collected from various sources, it is important to review the information and to identify assets and areas for improvement in the community by comparing local data (if available) versus state and national data. This will facilitate organization of the information that has already been obtained and will provide direction for the next step of the process.

Data Generation (data are developed that do not already exist)

Windshield Surveys

With the use of public transportation or by driving a vehicle around the community, one can observe common characteristics of the community.

Examples of key observations to make when one is assessing the community through a windshield survey include the following:

  • Age of the homes in the community
  • Location of parks and other recreational areas
  • Amount of space between homes and businesses
  • Neighborhood hangouts
  • Transportation in the community
  • Quality and safety of streets and sidewalks
  • Stores and other businesses
  • People out in the community
  • Cleanliness of the community
  • Billboards or other media displays
  • Places of worship
  • Healthcare facilities

Participant Observation

Spend time observing the population that is being assessed. Through observation of interactions among group members, much can be learned about the community, including the following:

  • Developmental level of the population
  • Effectiveness of peer-to-peer interactions
  • Respect for peers and others
  • Safety in the environment
  • Economic status

Informant Interviews

Informants could be people who are familiar with and interact with the population on a regular basis.

Examples of questions that may be asked of key informants include the following:

  • Strengths/assets of the community
  • Areas of improvement for the community
  • Concerns of community members
  • Access to health care
  • Emergency plans for natural or man-made disasters

Focus Groups

Focus groups (usually small groups of 6-12 people) can be helpful when one is gathering information about specific areas of concern within the population. Use of a focus group involves open dialogue about the population, whereas an interview or survey yields only individual responses.

  • Focus groups may be effective for assessing the following:
  • Satisfaction with services provided
  • Community resources used
  • Transportation issues within the community
  • Safety within the community
  • General concerns of members of the population

Surveys

Surveys may be used to collect data from the community. Selecting a sample of the target population may prove helpful in the collection of data that are easier to analyze. It is important to ensure that the sample is representative of the target population.

A survey should be developed that takes into consideration the developmental level of the group that is being assessed. Questions should be written at the appropriate developmental level, so they are answered in a way that makes the data useful. Surveys might include closed-ended (yes/no), multiple choice (several responses to choose from), Likert scale (Strongly Agree/Agree/Neutral/Disagree/Strongly Disagree), or open-ended (“why”/“how”) questions.

Topics that may be addressed in a survey include the following:

  • Demographic information
  • Status of employment
  • Safety within community
  • Safety in environment
  • Personal safety (seatbelts, helmets, etc.)
  • Stressors/stress management patterns
  • Risky behaviors
  • Support systems
  • Volunteer/community activities
  • Rest patterns
  • Nutrition
  • Dental hygiene
  • Health promotion activities

Your submission should be a minimum of 2000 words (maximum 2500 words) in length and should completely answer the proposed questions as listed under “Define the community.” You should have a minimum of three (3) references.

Synthesize how each hospital could potentially increase value to their existing services.

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3-4 page paper excluding front and back matter (APA standards apply) In this Assignment, you will be assessing the quality of services provided by hospitals. Likewise, you will also assess how these h

3-4 page paper excluding front and back matter (APA standards apply)

In this Assignment, you will be assessing the quality of services provided by hospitals. Likewise, you will also assess how these hospitals can improve their organizational performance.

• Using the Medicare Hospital Compare website, research two hospitals varying in quality performance*

• One hospital should display a high level of quality

• One hospital should display a low level of quality

• Provide a general overview of each hospital (e.g., name, location, bed size, ownership, etc.) • Discuss the quality performance differences between hospitals (e.g., survey results, deficiencies, complaints, services provided, value, etc.)

• Discuss how the first hospital is able to yield a high level of quality.

• Discuss opportunities for the second hospital to increase their level of quality.

• Synthesize how each hospital could potentially increase value to their existing services.

When is the fetus most vulnerable to the effects of teratogens and why?

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Case Study: Cell Biology and GeneticsBelow are several case studies. Your instructor will either assign you a case study or have you select one. If all of the case studies have not been covered, your

Case Study: Cell Biology and Genetics

Below are several case studies. Your instructor will either assign you a case study or have you select one. If all of the case studies have not been covered, your instructor may assign a case study that no one has covered. Be sure to integrate your knowledge of advanced physiology and pathophysiology across the lifespan with the clinical implications for the advanced practice nurse.

Case Study Posting Requirements

1.    Make sure all of the topics in the case study have been addressed.

2.    Cite at least three sources; journal articles, textbooks, or evidenced-based websites to support the content.

3.    All sources must be within five years.

4.    Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

CASE STUDY ONE

Felicity is a very busy 29-year-old woman in a professional career. She has diabetes mellitus, and is also pregnant for the first time. Due to her busy schedule, it took her three weeks to visit the family doctor to have the pregnancy confirmed. Felicity became very concerned when her physician asked whether she had been taking folic acid. It was all Felicity could do to remember to manage her insulin levels, and taking folic acid supplements was something she hadn’t even considered. Her doctor told her to take 600 μg of folic acid daily and advised Felicity to return later for maternal serum marker testing.

1.    Explain the potential teratogenic effect of folic acid deficiency on the developing fetus. What other risk factor is noteworthy in Felicity’s case?

2.    What is the benefit of maternal serum marker testing? What other test would be particularly useful to monitor the development of Felicity’s baby in this situation?

3.    When is the fetus most vulnerable to the effects of teratogens and why?

MUST BE FOUR PAGES LONG NOT INCLUDING TITLE AND REFERENCE PAGE THANK YOU! REFERENCES MUST BE WITHIN 5 YEARS OLD.

Explain at least two strategies for applying your leadership strengths in a health care organization to improve quality and safety

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Recognizing innate talents is critical not only for leveraging one’s own strengths, but for fostering a workplace environment in which everyone’s contributions are respected and maximized. This is

Recognizing innate talents is critical not only for leveraging one’s own strengths, but for fostering a workplace environment in which everyone’s contributions are respected and maximized. This is valuable because “the opportunity for individuals to play to their strengths most of the time is the key factor that shows the greatest correlation to outstanding performance in the widest range of business outcomes including profits, productivity, customer satisfaction, and safety and employee retention” (Buckingham, 2011, p. 5).

Charged with the complex and considerable goal of promoting health care quality and safety, nurse leader-managers must learn how to draw upon each person’s strengths to foster collaboration toward this shared purpose.

In this Discussion, you assess your own strengths and consider how they can be applied in a health care organization to improve quality and safety.

To prepare:

  • Review the Learning Resources focusing on strengths-based leadership.
  • If you have not already done so, follow the instructions in Strengths Finder 2.0 to complete the online assessment and read the sections in Part II that are associated with your five top strengths.
  • Consider the results of the assessment. What insights, questions, or concerns arise as you think about these results?
  • Think about how your identified strengths relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality; how and why are your strengths valuable for promoting optimal patient outcomes and creating systems-level change?
  • Evaluate strategies for applying your strengths in the health care workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety.

By Day 3

Post a brief description of your identified strengths and explain how and why they are beneficial in your role as a nurse leader-manager. Explain at least two strategies for applying your leadership strengths in a health care organization to improve quality and safety.

Resources:

Rath, T. (2007). Strengths finder 2.0. New York, NY: Gallup Press.

  • Part I, “Finding Your Strengths—An Introduction” (pp. 1–31)
  • Part II, “Applying Your Strengths” (pp. 33–172)
  • Buckingham, M. (2011). Strong leadership. Leadership Excellence, 28(1), 5.
  • Cooper, H., & Cottrell, R. R. (2010). Charting your career path through clear professional values and purpose. Health Promotion Practice, 11(1), 13–15.

how you can use emotional intelligence and appreciative inquiry to facilitate positive changes that lead to improved quality and safety

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Discussion: Using Emotional Intelligence and Appreciative Inquiry to Promote QualityThrough communication—inquiry and dialogue—every person makes a contribution, and by being involved in the proce

Discussion: Using Emotional Intelligence and Appreciative Inquiry to Promote Quality

Through communication—inquiry and dialogue—every person makes a contribution, and by being involved in the process, people can shift their attention and action away from a problem-oriented focus to dreams that are worthy to them and to productive possibilities for the future.

—Watkins & Mohr, 2001

Without a doubt, promoting health care quality and patient safety presents a meaningful aim.

To achieve this goal, nurse leader-managers need to be able to evaluate a situation from many different viewpoints and frame questions that elicit valuable insights. They must be able to promote skillful problem solving and interdisciplinary teamwork.

In this Discussion, you examine how you can use emotional intelligence and appreciative inquiry to facilitate positive changes that lead to improved quality and safety.

To prepare:

  • Review the information on emotional intelligence and appreciative inquiry presented in this week’s Learning Resources.
  • If you have not already done so, follow the instructions in the course text, Emotional Intelligence 2.0 to complete the online assessment.
  • Consider the results of the assessment. Review your strengths and opportunities for growth related to self-awareness, self-management, social awareness, and relationship management. What insights, questions, or concerns arise as you think about these results?
  • Think about how your identified emotional intelligence strengths and opportunities for growth relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality. How and why is emotional intelligence valuable for promoting optimal patient outcomes and creating systems-level change?
  • As indicated on pages 53–55 of the Bradberry and Greaves text, develop a plan for improving your skills in one area of emotional intelligence. Evaluate strategies for applying your strengths in the workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety.
  • Also review the information on appreciative inquiry in this week’s Learning Resources. Have you used appreciative inquiry before? If so, how? How does the application of appreciative inquiry relate to your role as nurse leader-manager and/or to efforts to promote health care quality?
  • Reflect on your experiences working in health care and identify an issue or problem that required, or requires, a change. Consider how you could apply emotional intelligence and appreciative inquiry strategies to this situation to facilitate positive results that lead to improved quality.

By Day 3

Post a brief description of an issue or problem in a health care setting that required, or requires, a change. Explain how you, as a nurse leader-manager, could apply both emotional intelligence and appreciative inquiry strategies to address this issue and facilitate positive results that lead to improved quality.

Resources:

Ingram, J., & Cangemi, J. (2012). Emotions, emotional intelligence and leadership: A brief, pragmatic perspective. Education, 132(4), 771–778.

Nel, H., & Pretorius, E. (2012). Applying appreciative inquiry in building capacity in a nongovernmental organization for youths: An example from Soweto, Gauteng, South Africa. Social Development Issues, 34(1), 37–55.

Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41(3), 535–548.

http://appreciativeinquiry.case.edu/intro/comment.cfm

Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0. San Diego, CA: TalentSmart.

  • Chapter 1, “The Journey” (pp. 1–12)
  • Chapter 2, “The Big Picture” (pp. 13–22)
  • Chapter 3, “What Emotional Intelligence Looks Like: Understanding the Four Skills” (pp. 23–50Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers.
  • Chapter 1, “Understanding the U.S. Healthcare System” (pp. 1–30