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  • [Solved] Determinant of health

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  • [Solved] NUR 650

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    **files (1)** – ## NUR650SBIRTW2Instructions.pdf **## NUR650SBIRTW2Instructions.pdf** Screening – with Brief Intervention and Referral to Treatment (SBIRT): Presentation #1 Develop a PowerPoint presentation that includes the following criteria: • Slide 1: Title Page. • Slide 2: SBIRT overview – Desc…

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    **files (1)**

    – ## NUR650SBIRTW2Instructions.pdf

    **## NUR650SBIRTW2Instructions.pdf**

    Screening – with Brief Intervention and Referral to Treatment (SBIRT): Presentation #1

    Develop a PowerPoint presentation that includes the following criteria:

    • Slide 1: Title Page.
    • Slide 2: SBIRT overview – Describe the history of SBIRT, the SBIRT process and how it

    is used in clinical practice settings using US research articles.
    • Slide 3: Case Presentation – Do not include patient identifying information but include

    demographics i.e. age, gender, race/ethnicity, chief complaint, social history, family
    psychiatric history, psychiatric history, and risk factors.

    • Slide 4: Screening Tool used – Describe the screening tool, validity (sensitivity and
    specificity), scoring information, and citation. Your patient’s score and the interpretation
    of the patient’s score are required.

    • Slide 5: Brief Intervention – How was the Motivational Interviewing process applied and
    shared your client’s score and need for behavioral changes.

    • Slide 6: Referral for Treatment – Describe the referral for follow-up treatment plan.
    Include the name, address and telephone number of the local large organization. Be
    specific with the department where necessary.

    • Slide 7: Evaluation of the process – Share the patient’s outcome and your evaluation of
    the SBIRT process.

    • Slide 8: References –5 references. 7th Edition APA format. Include Screening Tool
    authors.

    Referral for Treatment (Miami Area)

    1. Jackson Behavioral Health Hospital
    ◦ Address: 1695 NW 9th Ave, Miami, FL
    ◦ Phone: (305) 355-7000
    ◦ Services: Detox, inpatient psychiatry

    2. Miami-Dade Community Services Behavioral Health
    ◦ Address: 1901 NW 20th St, Miami, FL
    ◦ Phone: (305) 634-3409
    ◦ Services: Outpatient substance use treatment

    3. Borinquen Behavioral Health Center
    ◦ Address: 3601 Federal Hwy, Miami, FL
    ◦ Phone: (305) 576-6611
    ◦ Services: Integrated behavioral health

    Submission Instructions:

    • The slides are to be clear and concise and students will lose points for improper grammar,
    punctuation, and misspelling.

    • The narration is to be fluid with clear enunciation and the volume of speech is
    appropriate, with no pauses or distracting fillers.

    • The PowerPoint presentation should be formatted per current APA guidelines and 8-10
    slides in length, including the title and references slides. Incorporate a minimum of 5
    current (published within the last five years) scholarly journal articles or primary legal
    sources (statutes, court opinions) within your work. For presentation clarification,
    students may include the presenter’s notes.

    • Record the project with whatever software works best for you, upload it to Studio, and
    submit the project using Canvas Studio.

    • Upload your PowerPoint without the narration for this assignment.

    Grading Rubric

    Your assignment will be graded according to the grading rubric.

    NUR 650 SBIRT Rubric
    NUR 650 SBIRT Rubric

    Criteri
    a Ratings

    Po
    int
    s

    SBIRT
    Overvie
    w

    view longer
    description

    Exemplary

    Describes the definition, history and current US evidence surround the use of
    the Screening, Brief Intervention and Referral to Treatment in the psychiatric
    mental health nurse practitioner role.

    10 to >7 pts

    Proficient

    Describes the definition, history and current US evidence surround the use of
    the Screening, Brief Intervention and Referral to Treatment in the psychiatric
    mental health nurse practitioner role.

    7 to >4 pts

    Developing

    Describes the definition, history and current US evidence surround the use of
    the Screening, Brief Intervention and Referral to Treatment in the psychiatric
    mental health nurse practitioner role.

    4 to >1 pts

    Novice

    Describes the definition, history and current US evidence surround the use of
    the Screening, Brief Intervention and Referral to Treatment in the psychiatric
    mental health nurse practitioner role.

    1 to >0 pts

    Non-Performance

    Nothing was submitted.

    0 pts

    /
    10
    pts

    HPI
    (History
    of
    Present
    Illness)

    Exemplary

    Includes the presenting problem and the 8 dimensions of the problem (OLD
    CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving
    factors, Timing and Severity)

    15 to >11 pts

    Proficient

    Includes the presenting problem and 6 of the 8 dimensions of the problem
    (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors,
    Relieving factors, Timing.

    11 to >7 pts

    Developing

    Includes the presenting problem and 4 of the 8 dimensions of the problem
    (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors,
    Relieving factors, Timing.

    7 to >3 pts

    Novice

    The presenting problem is not clearly stated and/or there are < 4 of the 8
    dimensions of the problem (OLD CARTS – Onset, Location, Duration,
    Character, Aggravating factors, Relieving factors, Timing.

    3 to >0 pts

    Non-Performance

    Nothing was submitted.

    0 pts

    /
    15
    pts

    Social
    History

    Exemplary

    Includes all 4 of the following: tobacco use, drug use, alcohol use, and
    pregnancy status. Specifically addresses substance abused in history of
    present illness. Substance use includes the name of substance, quantity and
    frequency of substances used. Includes onset of use and last date of
    substance use.

    15 to >11 pts

    Proficient

    Includes all 4 of the following: tobacco use, drug use, alcohol use, and
    pregnancy status. Specifically addresses substance abused in history of
    present illness. Substance use includes the name of substance, quantity and
    frequency of substances used. Includes onset of use or last date of substance
    use.

    11 to >7 pts

    Developing

    Includes all 3 of the following: tobacco use, drug use, alcohol use, pregnancy
    status. Specifically addresses substance abused in history of present illness.
    Substance use includes the name of substance, quantity and frequency of
    substances used. Omits the onset of use and/or last date of substance use.

    7 to >3 pts

    Novice

    Includes all 2 of the following: tobacco use, drug use, alcohol use, pregnancy
    status. Does not specifically address substance abused in history of present
    illness.

    3 to >0 pts

    Non-Performance

    Nothing was submitted.

    0 pts

    /
    15
    pts

    Screenin
    g Tool

    Exemplary

    The screening tool used was discussed in detail. A clear image of the tool used
    was highly specific and sensitive, based on current US evidence, to the
    population, ethnicity, age, and gender of the client. The raw score and its
    interpretation were discussed in detail and written on the tool.

    10 to >8 pts

    Proficient

    The screening tool used was mentioned. The tool was poorly specific and
    sensitive to the population, ethnicity, age, and gender of the client. The raw
    score and its interpretation were mentioned and written on the tool.

    8 to >4 pts

    Developing

    The screening tool used was mentioned. The tool used was not recommended
    for the population, ethnicity, age, and/or gender of the client. The raw score
    was mentioned but not interpreted or was not written on the tool.

    4 to >3 pts

    Novice

    The screening tool used was mentioned but a scored image was not provided.
    The tool used was not recommended for the population, ethnicity, age, and/or
    gender of the client. The raw score was not mentioned.

    3 to >0 pts

    Novice

    Nothing was submitted.

    0 pts

    /
    10
    pts

    Brief
    Intervent
    ion

    Exemplary

    Provides a summary of the four stages of the motivational interview: Engaging,
    Focusing, Evoking, and Planning with detailed descriptions for each area.
    Includes how the OARS technique was used during the session, roadblocks
    and the client's stage of change.

    40 to >30 pts

    Proficient

    Provides a summary of 3 of the four stages of the motivational interview:
    Engaging, Focusing, Evoking, and Planning with detailed descriptions for each
    area. Includes how the OARS technique was used during the session,
    roadblocks and the client's stage of change.

    30 to >20 pts

    Developing

    Provides a summary of two of the four stages of the motivational interview:
    Engaging, Focusing, Evoking, and Planning with detailed descriptions for each
    area. Includes how the OARS technique was used during the session, OR
    roadblocks OR the client's stage of change.

    20 to >10 pts

    Novice

    The stages of the motivational interview were mentioned without detailed
    descriptions: Engaging, Focusing, Evoking, and Planning.

    10 to >0 pts

    Novice

    Nothing was submitted.

    0 pts

    /
    40
    pts

    Referral Exemplary

    Provides a detailed list of three or more referrals to local, large organizations
    for allied health, psychologist, medical, and other interdisciplinary support.
    Includes a timeline for follow-up appointments.

    10 to >7 pts

    Proficient

    Provides a detailed list of two referrals to local, large organizations for allied
    health, psychologist, medical, and other interdisciplinary support. Includes a
    timeline for follow-up appointments.

    7 to >4 pts

    Developing

    Provides a detailed list of one referral to local, large organizations for allied
    health, psychologist, medical, and other interdisciplinary support. A timeline for
    follow-up appointments is not provided.

    4 to >2 pts

    Novice

    The referral provided was not a local, large organization. A timeline for follow-
    up appointments was not provided

    2 to >0 pts

    Non-Performance

    A referral was not provided during the session. Or nothing was submitted.

    0 pts

    /
    10
    pts

    **## NUR650SBIRTW2Instructions.pdf**

    Screening – with Brief Intervention and Referral to Treatment (SBIRT): Presentation #1

    Develop a PowerPoint presentation that includes the following criteria:

    • Slide 1: Title Page.
    • Slide 2: SBIRT overview – Describe the history of SBIRT, the SBIRT process and how it

    is used in clinical practice settings using US research articles.
    • Slide 3: Case Presentation – Do not include patient identifying information but include

    demographics i.e. age, gender, race/ethnicity, chief complaint, social history, family
    psychiatric history, psychiatric history, and risk factors.

    • Slide 4: Screening Tool used – Describe the screening tool, validity (sensitivity and
    specificity), scoring information, and citation. Your patient’s score and the interpretation
    of the patient’s score are required.

    • Slide 5: Brief Intervention – How was the Motivational Interviewing process applied and
    shared your client’s score and need for behavioral changes.

    • Slide 6: Referral for Treatment – Describe the referral for follow-up treatment plan.
    Include the name, address and telephone number of the local large organization. Be
    specific with the department where necessary.

    • Slide 7: Evaluation of the process – Share the patient’s outcome and your evaluation of
    the SBIRT process.

    • Slide 8: References –5 references. 7th Edition APA format. Include Screening Tool
    authors.

    Referral for Treatment (Miami Area)

    1. Jackson Behavioral Health Hospital
    ◦ Address: 1695 NW 9th Ave, Miami, FL
    ◦ Phone: (305) 355-7000
    ◦ Services: Detox, inpatient psychiatry

    2. Miami-Dade Community Services Behavioral Health
    ◦ Address: 1901 NW 20th St, Miami, FL
    ◦ Phone: (305) 634-3409
    ◦ Services: Outpatient substance use treatment

    3. Borinquen Behavioral Health Center
    ◦ Address: 3601 Federal Hwy, Miami, FL
    ◦ Phone: (305) 576-6611
    ◦ Services: Integrated behavioral health

    Submission Instructions:

    • The slides are to be clear and concise and students will lose points for improper grammar,
    punctuation, and misspelling.

    • The narration is to be fluid with clear enunciation and the volume of speech is
    appropriate, with no pauses or distracting fillers.

    • The PowerPoint presentation should be formatted per current APA guidelines and 8-10
    slides in length, including the title and references slides. Incorporate a minimum of 5
    current (published within the last five years) scholarly journal articles or primary legal
    sources (statutes, court opinions) within your work. For presentation clarification,
    students may include the presenter’s notes.

    • Record the project with whatever software works best for you, upload it to Studio, and
    submit the project using Canvas Studio.

    • Upload your PowerPoint without the narration for this assignment.

    Grading Rubric

    Your assignment will be graded according to the grading rubric.

    NUR 650 SBIRT Rubric
    NUR 650 SBIRT Rubric

    Criteri
    a Ratings

    Po
    int
    s

    SBIRT
    Overvie
    w

    view longer
    description

    Exemplary

    Describes the definition, history and current US evidence surround the use of
    the Screening, Brief Intervention and Referral to Treatment in the psychiatric
    mental health nurse practitioner role.

    10 to >7 pts

    Proficient

    Describes the definition, history and current US evidence surround the use of
    the Screening, Brief Intervention and Referral to Treatment in the psychiatric
    mental health nurse practitioner role.

    7 to >4 pts

    Developing

    Describes the definition, history and current US evidence surround the use of
    the Screening, Brief Intervention and Referral to Treatment in the psychiatric
    mental health nurse practitioner role.

    4 to >1 pts

    Novice

    Describes the definition, history and current US evidence surround the use of
    the Screening, Brief Intervention and Referral to Treatment in the psychiatric
    mental health nurse practitioner role.

    1 to >0 pts

    Non-Performance

    Nothing was submitted.

    0 pts

    /
    10
    pts

    HPI
    (History
    of
    Present
    Illness)

    Exemplary

    Includes the presenting problem and the 8 dimensions of the problem (OLD
    CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving
    factors, Timing and Severity)

    15 to >11 pts

    Proficient

    Includes the presenting problem and 6 of the 8 dimensions of the problem
    (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors,
    Relieving factors, Timing.

    11 to >7 pts

    Developing

    Includes the presenting problem and 4 of the 8 dimensions of the problem
    (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors,
    Relieving factors, Timing.

    7 to >3 pts

    Novice

    The presenting problem is not clearly stated and/or there are < 4 of the 8
    dimensions of the problem (OLD CARTS – Onset, Location, Duration,
    Character, Aggravating factors, Relieving factors, Timing.

    3 to >0 pts

    Non-Performance

    Nothing was submitted.

    0 pts

    /
    15
    pts

    Social
    History

    Exemplary

    Includes all 4 of the following: tobacco use, drug use, alcohol use, and
    pregnancy status. Specifically addresses substance abused in history of
    present illness. Substance use includes the name of substance, quantity and
    frequency of substances used. Includes onset of use and last date of
    substance use.

    15 to >11 pts

    Proficient

    Includes all 4 of the following: tobacco use, drug use, alcohol use, and
    pregnancy status. Specifically addresses substance abused in history of
    present illness. Substance use includes the name of substance, quantity and
    frequency of substances used. Includes onset of use or last date of substance
    use.

    11 to >7 pts

    Developing

    Includes all 3 of the following: tobacco use, drug use, alcohol use, pregnancy
    status. Specifically addresses substance abused in history of present illness.
    Substance use includes the name of substance, quantity and frequency of
    substances used. Omits the onset of use and/or last date of substance use.

    7 to >3 pts

    Novice

    Includes all 2 of the following: tobacco use, drug use, alcohol use, pregnancy
    status. Does not specifically address substance abused in history of present
    illness.

    3 to >0 pts

    Non-Performance

    Nothing was submitted.

    0 pts

    /
    15
    pts

    Screenin
    g Tool

    Exemplary

    The screening tool used was discussed in detail. A clear image of the tool used
    was highly specific and sensitive, based on current US evidence, to the
    population, ethnicity, age, and gender of the client. The raw score and its
    interpretation were discussed in detail and written on the tool.

    10 to >8 pts

    Proficient

    The screening tool used was mentioned. The tool was poorly specific and
    sensitive to the population, ethnicity, age, and gender of the client. The raw
    score and its interpretation were mentioned and written on the tool.

    8 to >4 pts

    Developing

    The screening tool used was mentioned. The tool used was not recommended
    for the population, ethnicity, age, and/or gender of the client. The raw score
    was mentioned but not interpreted or was not written on the tool.

    4 to >3 pts

    Novice

    The screening tool used was mentioned but a scored image was not provided.
    The tool used was not recommended for the population, ethnicity, age, and/or
    gender of the client. The raw score was not mentioned.

    3 to >0 pts

    Novice

    Nothing was submitted.

    0 pts

    /
    10
    pts

    Brief
    Intervent
    ion

    Exemplary

    Provides a summary of the four stages of the motivational interview: Engaging,
    Focusing, Evoking, and Planning with detailed descriptions for each area.
    Includes how the OARS technique was used during the session, roadblocks
    and the client's stage of change.

    40 to >30 pts

    Proficient

    Provides a summary of 3 of the four stages of the motivational interview:
    Engaging, Focusing, Evoking, and Planning with detailed descriptions for each
    area. Includes how the OARS technique was used during the session,
    roadblocks and the client's stage of change.

    30 to >20 pts

    Developing

    Provides a summary of two of the four stages of the motivational interview:
    Engaging, Focusing, Evoking, and Planning with detailed descriptions for each
    area. Includes how the OARS technique was used during the session, OR
    roadblocks OR the client's stage of change.

    20 to >10 pts

    Novice

    The stages of the motivational interview were mentioned without detailed
    descriptions: Engaging, Focusing, Evoking, and Planning.

    10 to >0 pts

    Novice

    Nothing was submitted.

    0 pts

    /
    40
    pts

    Referral Exemplary

    Provides a detailed list of three or more referrals to local, large organizations
    for allied health, psychologist, medical, and other interdisciplinary support.
    Includes a timeline for follow-up appointments.

    10 to >7 pts

    Proficient

    Provides a detailed list of two referrals to local, large organizations for allied
    health, psychologist, medical, and other interdisciplinary support. Includes a
    timeline for follow-up appointments.

    7 to >4 pts

    Developing

    Provides a detailed list of one referral to local, large organizations for allied
    health, psychologist, medical, and other interdisciplinary support. A timeline for
    follow-up appointments is not provided.

    4 to >2 pts

    Novice

    The referral provided was not a local, large organization. A timeline for follow-
    up appointments was not provided

    2 to >0 pts

    Non-Performance

    A referral was not provided during the session. Or nothing was submitted.

    0 pts

    /
    10
    pts

  • [Solved] Cultural Authobiography

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    Write a cultural Autobiography that represent who you are and what made you who you are today. This should reflect how you see yourself. This assignment may be in narrative or pictorial form., you can link music etc. If this is a narrative do not exceed 2 pages. You may prepare your cultural autobio…

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    Assignment Prompt & Instructions

    Write a cultural Autobiography that represent who you are and what made you who you are today. This should reflect how you see yourself. This assignment may be in narrative or pictorial form., you can link music etc. If this is a narrative do not exceed 2 pages.

    You may prepare your cultural autobiography by making a collage of pictures that represent your heritage, sharing music, telling a story that represents your culture i.e. folkways, more; You may Share a challenge that you faced. This autobiography should be something that you can replicate at the appropriate developmental level of your students in the fall. Keep in mind the guiding question. Who Am I? Your cultural autobiography, addressing the question “How did I come to be who I am? And who am I becoming?” Consider the influence of broad factors such as race, ethnicity, social class, gender, sexual orientation, religion, geographic location, as well as personal factors. How have your experiences of diversity influenced your identity? To what extent have you experienced privileges of the dominant culture or marginalization based on some aspect of your identity? How has your cultural identity and experiences with differences such as race, culture, class, gender, and sexual orientation influenced your learning and teaching? Finally, create a visual image of yourself culturally/your cultural identity. This can be representational or not; feel free to use media of your choice. Please do not exceed 2 pages or 6 PowerPoint slides

  • [Solved] management

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    About leadership and its impact

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    About leadership and its impact

  • [Solved] CSM 535

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    APA FORMAT WITH REFERENCES Prepare a one page paper on the following topic. What is a work breakdown structure (WBS) and why is it important?

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    APA FORMAT WITH REFERENCES

    Prepare a one page paper on the following topic.

    What is a work breakdown structure (WBS) and why is it important?

  • [Solved] CM DS

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy) **files (2)** – ## Chapter_016.rtf – 20260327_142824.jpg **## Chapter_016.rtf** 16-6 Audio Chapter Summaries Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, an…

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    [>Anatomy homework help](https://www.sweetstudy.com/fields/biology-anatomy)

    **files (2)**

    – ## Chapter_016.rtf

    – 20260327_142824.jpg

    **## Chapter_016.rtf**

    16-6

    Audio Chapter Summaries

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    **Patton: Structure & Function of the Body, 17th Edition**

    **Chapter 16: Digestive System**

    ****Audio Chapter Summaries****

    ****Welcome to the audio review for Chapter 16: Digestive System****

    **The principal structure of the digestive system is an irregular tube, open at both ends, called the alimentary canal. Accessory organs of digestion comprise the rest of the system. The term gastrointestinal (or GI) tract technically refers only to the portion that includes the stomach and intestines but is often used to designate the entire**
    **_digestive tract_.**

    **The digestive system uses many mechanisms:**

    **Ingestion is the taking in of complex foods into the GI tract.**

    **Digestion is a group of processes that break complex nutrients into simpler ones. These include mechanical digestion, the breakup of large chunks of food into smaller bits; and chemical digestion, which breaks large molecules into smaller ones.**

    **Motility refers to gastrointestinal movements resulting from muscular contraction.**

    **Secretion is the release of digestive juices and hormones that facilitate digestion.**

    **Absorption is movement of digested nutrients into the internal environment of the body.**

    **Elimination is the movement of residues of digestion out of the alimentary canal.**

    **Regulation includes neural, hormonal, and other mechanisms that regulate digestive activity.**

    **Now we’ll review the anatomy of the digestive system, beginning with the wall of the digestive tract.**

    **The digestive tract is described as a tube that extends from the mouth to the anus; the inner hollow space is called the**
    **_lumen._**

    **The wall is formed by four layers: mucosa, submucosa, muscularis, and serosa.**

    **The mucosa is the innermost layer. The type of mucosa varies depending on the GI location (tough and stratified or delicate and simple epithelium). Mucosa produces mucus.**

    **The submucosa, a connective tissue layer, is the next layer.**

    **The muscularis are circular and longitudinal layers of muscle important in motility. There is also an oblique layer in the stomach.**

    **The muscularis produces peristalsis and segmentation motions.**

    **o Peristalsis is the “wavelike” movement that pushes food down the tract.**

    **o Segmentation is the “back-and-forth” mixing movement.**

    **The outermost layer is the serosa, a serous membrane that covers the outside of abdominal organs; it attaches the digestive tract to the wall of the abdominopelvic cavity by forming folds called**
    **_mesenteries._**

    **To follow the sequence that food takes through the alimentary canal, we will next review the structures and functions of the mouth.**

    **The oral cavity has a roof and a floor.**

    **The roof is formed by the hard palate (parts of the maxillary and palatine bones) and the soft palate, an arch-shaped muscle separating the mouth from the pharynx; as well as the uvula, a downward projection of the soft palate that helps in speech and swallowing. The medical term for swallowing is deglutition.**

    **The floor of the oral cavity is formed by the tongue and its muscles, and the lingual frenulum, the fold of mucosa that helps anchor the tongue.**

    **Even though teeth are made of bone, they are considered part of the digestive system.**

    **Teeth have three main parts: a crown, neck, and root.**

    **Enamel, which covers the crown, is the hardest tissue in the body.**

    **Be sure you know the names of the types of teeth—incisors, canines (or cuspids), premolars (or bicuspids), and molars (or tricuspids).**

    **There are twenty teeth in the deciduous or baby set. The average age for cutting a first tooth is about 6 months; the set is complete at about 30 months of age.**

    **There are thirty-two teeth in the permanent set; 6 years is about the average age for starting to cut the first permanent tooth; the set is complete usually between ages of 17 and 24 years.**

    **Salivary glands are exocrine glands that secrete saliva into ducts.**

    **They are typical of the accessory glands associated with the digestive system. They are located outside of the digestive tube itself and must convey their exocrine secretions by way of ducts into the tract.**

    **There are three sets of salivary glands: the parotid, submandibular, and sublingual.**

    **The parotid glands are the largest salivary glands. The parotid gland secretes sodium bicarbonate which helps neutralize bacterial acids.**

    **The submandibular glands open into the mouth on either side of the lingual frenulum.**

    **The sublingual glands open into the floor of the mouth.**

    **- In addition to the three major salivary glands, there are hundreds of minor salivary glands located within the oral cavity.**

    **Saliva contains mucus and a digestive enzyme called salivary amylase, which begins the process of carbohydrate digestion. Water and mucus moisten and lubricate the chewed food, allowing it to pass with less friction through the esophagus and on into the stomach.**

    **The pharynx has three divisions: the nasopharynx, oropharynx, and laryngopharynx.**

    **Tonsils form a lymphoid ring in the pharynx that prevents digestive tract infection.**

    **The pharynx functions in deglutition.**

    **The oropharynx is the most involved pharyngeal segment in deglutition.**

    **Regulation of deglutition movements occurs via the motor cortex of the cerebrum (voluntary) and the “deglutition center” of the brainstem, which is involuntary.**

    **The esophagus connects the pharynx to the stomach.**

    **It is a dynamic passageway for food.**

    **Sphincters at each end of the esophagus (the upper esophageal and lower esophageal sphincters) help keep ingested material moving in one direction down the tube:**

    **The lower esophageal sphincter, also called the cardiac sphincter, normally prevents backflow of acidic stomach contents.**

    **The stomach is divided into the fundus (an outpouched base), the body (its main part), and the pylorus (or apex, which is the lower part of the stomach).**

    **The stomach expands after a large meal; it is about the size of a large sausage when empty.**

    **There are many smooth muscle fibers in the three muscularis layers of the stomach; contractions produce churning movements.**

    **The stomach’s mucosa contains many microscopic gastric glands that secrete gastric juice containing enzymes, hydrochloric acid, and intrinsic factor into the stomach.**

    **Its mucous membrane lies in folds (called rugae) when the stomach is empty.**

    **The pyloric sphincter muscle closes the opening between the pylorus and the beginning of the small intestine, the duodenum.**

    **Food enters the stomach through the lower esophageal sphincter and the digestive process continues. Partial digestion of proteins occurs after chyme is held in the stomach for some time by the muscle.**

    **A hiatal hernia occurs when the stomach is pushed through an opening in the diaphragm, which may cause gastroesophageal reflux disease.**

    **The small intestine is about 7 m (20 feet) long but only 2 cm or so in diameter. Many coiled loops accommodate a long tube within the short abdominal cavity. Divisions of the small intestine are the duodenum, jejunum, and ileum.**

    **The duodenum is a site of much chemical digestion. Ducts from the pancreas and liver enter the tract here, so the duodenum receives pancreatic and liver secretions. The major and minor duodenal papillae are the two bumps where the secretions enter. Most chemical digestion occurs in the duodenum.**

    **The main functions of the small intestine are digestion and absorption; it performs most of these functions for the digestive system.**

    **The small intestine contains many microscopic glands that secrete intestinal juice containing water, enzymes, and ions.**

    **The small intestine has a huge absorptive surface area, which includes circular folds called plicae. These folds are themselves covered with thousands of tiny microscopic finger-shaped projections called villi, further increasing the surface area.**

    **Blood capillaries absorb carbohydrate and protein products. Lymph capillaries called lacteals absorb fats.**

    **Smooth muscle fibers of the small intestine contract to produce movements; peristalsis pushes chyme along, toward the large intestine, and segmentation mixes digestive juices with chyme and helps with absorption.**

    **The liver and gallbladder are accessory organs of digestion.**

    **The liver is the largest exocrine gland. It fills the upper right section of the abdominal cavity and extends over into the left side.**

    **The liver secretes bile, a mixture of substances, and removes yellowish bile pigments from blood that were created from the breakdown of old red blood cells. It has many other metabolic functions.**

    **The gallbladder is located on the undersurface of the liver; it is a sac with a folded interior.**

    **The gall bladder concentrates and stores the bile produced in the liver.**

    **Three ducts are associated with the liver and gall bladder.**

    **o The hepatic duct drains bile from the liver; bile enters and leaves the gallbladder via the cystic duct; and the**

    **o common bile duct is formed by the union of the hepatic and cystic ducts; it drains bile from the hepatic or cystic ducts into the duodenum.**

    **Bile contains bile salts that emulsify the fats in chyme; it also contains cholesterol that can be eliminated from the body.**

    **Cholecystokinin is a hormone triggered by the fat in chyme; it causes the gallbladder to contract and push stored bile into ducts leading to the duodenum. Gallstones can block ducts and possibly cause discolored stool and accumulation of yellow bile pigments in the blood and throughout the body—a condition called jaundice.**

    **The pancreas is both an exocrine**
    **_and_ an endocrine gland. It lies behind the stomach.**

    **Pancreatic cells secrete pancreatic juice, the most important digestive juice. Pancreatic juice contains enzymes to digest carbohydrates, proteins, and lipids; and sodium bicarbonate that neutralizes stomach acid.**

    **Pancreatic juice is secreted into the pancreatic ducts; the main duct empties into the duodenum.**

    **Pancreatic islets of Langerhans are the endocrine cells not connected with pancreatic ducts; they secrete the hormones glucagon and insulin into the blood.**

    **The large intestine is divided into subdivisions: the cecum, colon, rectum, and anal canal.**

    **The cecum is a blind-end pouch at the beginning of the large intestine; chyme enters the cecum through the ileocecal valve.**

    **The colon has four segments: the ascending, transverse, descending, and sigmoid colon. The rectum empties feces through the anal canal and the external opening called the anus.**

    **Microbiome (or flora) of the large intestine helps digest nutrients, produce vitamins, and support immune protection; it also produce gases, called flatulence or flatus.**

    **The large intestine absorbs water, salts, and vitamins.**

    **Increased motility of the large intestine may produce diarrhea and decreased motility may result in constipation.**

    **Defecation is the elimination of feces; it is regulated by voluntary and involuntary anal sphincters.**

    **The appendix is a blind, worm-shaped tube off the cecum.**

    **It functions as an incubator for bacteria of the intestinal microbiome.**

    **Appendicitis is inflammation of the appendix.**

    **The peritoneum is a continuous serous membrane lining the abdominal cavity and covering abdominal organs.**

    **The parietal layer of the peritoneum lines the abdominal cavity while the visceral layer of the peritoneum covers abdominal organs.**

    **The peritoneal space lies between the parietal and visceral layers; it produces lubricating peritoneal serous fluid.**

    **The term “retroperitoneal” describes structures outside the parietal peritoneum.**

    **The largest extensions of the peritoneum are the mesentery and greater omentum. The mesentery attaches most of the small intestine to the posterior abdominal wall. The greater omentum, or “lace apron,” hangs down from the lower edge of the stomach and transverse colon over the intestines.**

    **The last section in this chapter reviews digestion. Digestion transforms foods into nutrient substances that can be absorbed and used by cells.**

    **In mechanical digestion mastication, deglutition, and peristalsis break food into tiny particles, mix them well with digestive juices, and move them along the digestive tract.**

    **Chemical digestion breaks up large nutrient molecules into compounds that have smaller molecules; it is brought about by digestive enzymes.**

    **Enzymes are protein molecules that act as catalysts. The breakdown process they promote is called hydrolysis. Note that enzyme names often end in**
    **_-ase._**

    **Carbohydrate digestion occurs mainly in the small intestine. Pancreatic amylase breaks polysaccharides down to disaccharides. Three intestinal juice enzymes break sugars into glucose:**

    **Maltase changes maltose to glucose;**

    **Sucrase changes sucrose to glucose and fructose; and**

    **Lactase changes lactose to glucose and galactose.**

    **Protein digestion starts in the stomach and is completed in the small intestine,**

    **_Hydrochloric acid_ in gastric juice unfolds large proteins and converts pepsinogen to active pepsin. The gastric juice enzyme**
    **_pepsin_ partially digests proteins.**

    **The pancreatic enzyme,**
    **_trypsin_, continues digestion of proteins.**

    **Intestinal enzymes,**
    **_peptidases_, complete digestion of partially digested proteins and convert them to amino acids.**

    **Fat digestion occurs mainly in the small intestine.**

    **Bile contains no enzymes, but emulsifies fats, meaning that it breaks fat droplets into very small droplets.**

    **Pancreatic lipase changes emulsified fats to fatty acids and glycerol in the small intestine.**

    **The end product of digestion of carbohydrates is the sugar glucose. The end products of digestion of protein are amino acids. Fatty acid and glycerol are the end products of fat digestion.**

    **Absorption is the process by which digested nutrients move from the intestine into the blood or lymph.**

    **Mechanisms of absorption include diffusion, osmosis, and active transport.**

    **Nutrients and most water, minerals, and vitamins are absorbed from the small intestine; some water and vitamin K are also absorbed from the large intestine.**

    **Structural adaptations in the intestines increase the absorptive surface area.**

    **Fractal geometry is the study of irregular “fragmented” geometric shapes, such as those in the lining of intestine that have an almost unlimited surface area.**

    **This concludes the audio review of Chapter 16.**

    **20260327_142824.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20260327-142824-jpg)

    **20260327_142824.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20260327-142824-jpg)

    **## Chapter_016.rtf**

    16-6

    Audio Chapter Summaries

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    **Patton: Structure & Function of the Body, 17th Edition**

    **Chapter 16: Digestive System**

    ****Audio Chapter Summaries****

    ****Welcome to the audio review for Chapter 16: Digestive System****

    **The principal structure of the digestive system is an irregular tube, open at both ends, called the alimentary canal. Accessory organs of digestion comprise the rest of the system. The term gastrointestinal (or GI) tract technically refers only to the portion that includes the stomach and intestines but is often used to designate the entire**
    **_digestive tract_.**

    **The digestive system uses many mechanisms:**

    **Ingestion is the taking in of complex foods into the GI tract.**

    **Digestion is a group of processes that break complex nutrients into simpler ones. These include mechanical digestion, the breakup of large chunks of food into smaller bits; and chemical digestion, which breaks large molecules into smaller ones.**

    **Motility refers to gastrointestinal movements resulting from muscular contraction.**

    **Secretion is the release of digestive juices and hormones that facilitate digestion.**

    **Absorption is movement of digested nutrients into the internal environment of the body.**

    **Elimination is the movement of residues of digestion out of the alimentary canal.**

    **Regulation includes neural, hormonal, and other mechanisms that regulate digestive activity.**

    **Now we’ll review the anatomy of the digestive system, beginning with the wall of the digestive tract.**

    **The digestive tract is described as a tube that extends from the mouth to the anus; the inner hollow space is called the**
    **_lumen._**

    **The wall is formed by four layers: mucosa, submucosa, muscularis, and serosa.**

    **The mucosa is the innermost layer. The type of mucosa varies depending on the GI location (tough and stratified or delicate and simple epithelium). Mucosa produces mucus.**

    **The submucosa, a connective tissue layer, is the next layer.**

    **The muscularis are circular and longitudinal layers of muscle important in motility. There is also an oblique layer in the stomach.**

    **The muscularis produces peristalsis and segmentation motions.**

    **o Peristalsis is the “wavelike” movement that pushes food down the tract.**

    **o Segmentation is the “back-and-forth” mixing movement.**

    **The outermost layer is the serosa, a serous membrane that covers the outside of abdominal organs; it attaches the digestive tract to the wall of the abdominopelvic cavity by forming folds called**
    **_mesenteries._**

    **To follow the sequence that food takes through the alimentary canal, we will next review the structures and functions of the mouth.**

    **The oral cavity has a roof and a floor.**

    **The roof is formed by the hard palate (parts of the maxillary and palatine bones) and the soft palate, an arch-shaped muscle separating the mouth from the pharynx; as well as the uvula, a downward projection of the soft palate that helps in speech and swallowing. The medical term for swallowing is deglutition.**

    **The floor of the oral cavity is formed by the tongue and its muscles, and the lingual frenulum, the fold of mucosa that helps anchor the tongue.**

    **Even though teeth are made of bone, they are considered part of the digestive system.**

    **Teeth have three main parts: a crown, neck, and root.**

    **Enamel, which covers the crown, is the hardest tissue in the body.**

    **Be sure you know the names of the types of teeth—incisors, canines (or cuspids), premolars (or bicuspids), and molars (or tricuspids).**

    **There are twenty teeth in the deciduous or baby set. The average age for cutting a first tooth is about 6 months; the set is complete at about 30 months of age.**

    **There are thirty-two teeth in the permanent set; 6 years is about the average age for starting to cut the first permanent tooth; the set is complete usually between ages of 17 and 24 years.**

    **Salivary glands are exocrine glands that secrete saliva into ducts.**

    **They are typical of the accessory glands associated with the digestive system. They are located outside of the digestive tube itself and must convey their exocrine secretions by way of ducts into the tract.**

    **There are three sets of salivary glands: the parotid, submandibular, and sublingual.**

    **The parotid glands are the largest salivary glands. The parotid gland secretes sodium bicarbonate which helps neutralize bacterial acids.**

    **The submandibular glands open into the mouth on either side of the lingual frenulum.**

    **The sublingual glands open into the floor of the mouth.**

    **- In addition to the three major salivary glands, there are hundreds of minor salivary glands located within the oral cavity.**

    **Saliva contains mucus and a digestive enzyme called salivary amylase, which begins the process of carbohydrate digestion. Water and mucus moisten and lubricate the chewed food, allowing it to pass with less friction through the esophagus and on into the stomach.**

    **The pharynx has three divisions: the nasopharynx, oropharynx, and laryngopharynx.**

    **Tonsils form a lymphoid ring in the pharynx that prevents digestive tract infection.**

    **The pharynx functions in deglutition.**

    **The oropharynx is the most involved pharyngeal segment in deglutition.**

    **Regulation of deglutition movements occurs via the motor cortex of the cerebrum (voluntary) and the “deglutition center” of the brainstem, which is involuntary.**

    **The esophagus connects the pharynx to the stomach.**

    **It is a dynamic passageway for food.**

    **Sphincters at each end of the esophagus (the upper esophageal and lower esophageal sphincters) help keep ingested material moving in one direction down the tube:**

    **The lower esophageal sphincter, also called the cardiac sphincter, normally prevents backflow of acidic stomach contents.**

    **The stomach is divided into the fundus (an outpouched base), the body (its main part), and the pylorus (or apex, which is the lower part of the stomach).**

    **The stomach expands after a large meal; it is about the size of a large sausage when empty.**

    **There are many smooth muscle fibers in the three muscularis layers of the stomach; contractions produce churning movements.**

    **The stomach’s mucosa contains many microscopic gastric glands that secrete gastric juice containing enzymes, hydrochloric acid, and intrinsic factor into the stomach.**

    **Its mucous membrane lies in folds (called rugae) when the stomach is empty.**

    **The pyloric sphincter muscle closes the opening between the pylorus and the beginning of the small intestine, the duodenum.**

    **Food enters the stomach through the lower esophageal sphincter and the digestive process continues. Partial digestion of proteins occurs after chyme is held in the stomach for some time by the muscle.**

    **A hiatal hernia occurs when the stomach is pushed through an opening in the diaphragm, which may cause gastroesophageal reflux disease.**

    **The small intestine is about 7 m (20 feet) long but only 2 cm or so in diameter. Many coiled loops accommodate a long tube within the short abdominal cavity. Divisions of the small intestine are the duodenum, jejunum, and ileum.**

    **The duodenum is a site of much chemical digestion. Ducts from the pancreas and liver enter the tract here, so the duodenum receives pancreatic and liver secretions. The major and minor duodenal papillae are the two bumps where the secretions enter. Most chemical digestion occurs in the duodenum.**

    **The main functions of the small intestine are digestion and absorption; it performs most of these functions for the digestive system.**

    **The small intestine contains many microscopic glands that secrete intestinal juice containing water, enzymes, and ions.**

    **The small intestine has a huge absorptive surface area, which includes circular folds called plicae. These folds are themselves covered with thousands of tiny microscopic finger-shaped projections called villi, further increasing the surface area.**

    **Blood capillaries absorb carbohydrate and protein products. Lymph capillaries called lacteals absorb fats.**

    **Smooth muscle fibers of the small intestine contract to produce movements; peristalsis pushes chyme along, toward the large intestine, and segmentation mixes digestive juices with chyme and helps with absorption.**

    **The liver and gallbladder are accessory organs of digestion.**

    **The liver is the largest exocrine gland. It fills the upper right section of the abdominal cavity and extends over into the left side.**

    **The liver secretes bile, a mixture of substances, and removes yellowish bile pigments from blood that were created from the breakdown of old red blood cells. It has many other metabolic functions.**

    **The gallbladder is located on the undersurface of the liver; it is a sac with a folded interior.**

    **The gall bladder concentrates and stores the bile produced in the liver.**

    **Three ducts are associated with the liver and gall bladder.**

    **o The hepatic duct drains bile from the liver; bile enters and leaves the gallbladder via the cystic duct; and the**

    **o common bile duct is formed by the union of the hepatic and cystic ducts; it drains bile from the hepatic or cystic ducts into the duodenum.**

    **Bile contains bile salts that emulsify the fats in chyme; it also contains cholesterol that can be eliminated from the body.**

    **Cholecystokinin is a hormone triggered by the fat in chyme; it causes the gallbladder to contract and push stored bile into ducts leading to the duodenum. Gallstones can block ducts and possibly cause discolored stool and accumulation of yellow bile pigments in the blood and throughout the body—a condition called jaundice.**

    **The pancreas is both an exocrine**
    **_and_ an endocrine gland. It lies behind the stomach.**

    **Pancreatic cells secrete pancreatic juice, the most important digestive juice. Pancreatic juice contains enzymes to digest carbohydrates, proteins, and lipids; and sodium bicarbonate that neutralizes stomach acid.**

    **Pancreatic juice is secreted into the pancreatic ducts; the main duct empties into the duodenum.**

    **Pancreatic islets of Langerhans are the endocrine cells not connected with pancreatic ducts; they secrete the hormones glucagon and insulin into the blood.**

    **The large intestine is divided into subdivisions: the cecum, colon, rectum, and anal canal.**

    **The cecum is a blind-end pouch at the beginning of the large intestine; chyme enters the cecum through the ileocecal valve.**

    **The colon has four segments: the ascending, transverse, descending, and sigmoid colon. The rectum empties feces through the anal canal and the external opening called the anus.**

    **Microbiome (or flora) of the large intestine helps digest nutrients, produce vitamins, and support immune protection; it also produce gases, called flatulence or flatus.**

    **The large intestine absorbs water, salts, and vitamins.**

    **Increased motility of the large intestine may produce diarrhea and decreased motility may result in constipation.**

    **Defecation is the elimination of feces; it is regulated by voluntary and involuntary anal sphincters.**

    **The appendix is a blind, worm-shaped tube off the cecum.**

    **It functions as an incubator for bacteria of the intestinal microbiome.**

    **Appendicitis is inflammation of the appendix.**

    **The peritoneum is a continuous serous membrane lining the abdominal cavity and covering abdominal organs.**

    **The parietal layer of the peritoneum lines the abdominal cavity while the visceral layer of the peritoneum covers abdominal organs.**

    **The peritoneal space lies between the parietal and visceral layers; it produces lubricating peritoneal serous fluid.**

    **The term “retroperitoneal” describes structures outside the parietal peritoneum.**

    **The largest extensions of the peritoneum are the mesentery and greater omentum. The mesentery attaches most of the small intestine to the posterior abdominal wall. The greater omentum, or “lace apron,” hangs down from the lower edge of the stomach and transverse colon over the intestines.**

    **The last section in this chapter reviews digestion. Digestion transforms foods into nutrient substances that can be absorbed and used by cells.**

    **In mechanical digestion mastication, deglutition, and peristalsis break food into tiny particles, mix them well with digestive juices, and move them along the digestive tract.**

    **Chemical digestion breaks up large nutrient molecules into compounds that have smaller molecules; it is brought about by digestive enzymes.**

    **Enzymes are protein molecules that act as catalysts. The breakdown process they promote is called hydrolysis. Note that enzyme names often end in**
    **_-ase._**

    **Carbohydrate digestion occurs mainly in the small intestine. Pancreatic amylase breaks polysaccharides down to disaccharides. Three intestinal juice enzymes break sugars into glucose:**

    **Maltase changes maltose to glucose;**

    **Sucrase changes sucrose to glucose and fructose; and**

    **Lactase changes lactose to glucose and galactose.**

    **Protein digestion starts in the stomach and is completed in the small intestine,**

    **_Hydrochloric acid_ in gastric juice unfolds large proteins and converts pepsinogen to active pepsin. The gastric juice enzyme**
    **_pepsin_ partially digests proteins.**

    **The pancreatic enzyme,**
    **_trypsin_, continues digestion of proteins.**

    **Intestinal enzymes,**
    **_peptidases_, complete digestion of partially digested proteins and convert them to amino acids.**

    **Fat digestion occurs mainly in the small intestine.**

    **Bile contains no enzymes, but emulsifies fats, meaning that it breaks fat droplets into very small droplets.**

    **Pancreatic lipase changes emulsified fats to fatty acids and glycerol in the small intestine.**

    **The end product of digestion of carbohydrates is the sugar glucose. The end products of digestion of protein are amino acids. Fatty acid and glycerol are the end products of fat digestion.**

    **Absorption is the process by which digested nutrients move from the intestine into the blood or lymph.**

    **Mechanisms of absorption include diffusion, osmosis, and active transport.**

    **Nutrients and most water, minerals, and vitamins are absorbed from the small intestine; some water and vitamin K are also absorbed from the large intestine.**

    **Structural adaptations in the intestines increase the absorptive surface area.**

    **Fractal geometry is the study of irregular “fragmented” geometric shapes, such as those in the lining of intestine that have an almost unlimited surface area.**

    **This concludes the audio review of Chapter 16.**

    **20260327_142824.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20260327-142824-jpg)

    **## Chapter_016.rtf**

    16-6

    Audio Chapter Summaries

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

    **Patton: Structure & Function of the Body, 17th Edition**

    **Chapter 16: Digestive System**

    ****Audio Chapter Summaries****

    ****Welcome to the audio review for Chapter 16: Digestive System****

    **The principal structure of the digestive system is an irregular tube, open at both ends, called the alimentary canal. Accessory organs of digestion comprise the rest of the system. The term gastrointestinal (or GI) tract technically refers only to the portion that includes the stomach and intestines but is often used to designate the entire**
    **_digestive tract_.**

    **The digestive system uses many mechanisms:**

    **Ingestion is the taking in of complex foods into the GI tract.**

    **Digestion is a group of processes that break complex nutrients into simpler ones. These include mechanical digestion, the breakup of large chunks of food into smaller bits; and chemical digestion, which breaks large molecules into smaller ones.**

    **Motility refers to gastrointestinal movements resulting from muscular contraction.**

    **Secretion is the release of digestive juices and hormones that facilitate digestion.**

    **Absorption is movement of digested nutrients into the internal environment of the body.**

    **Elimination is the movement of residues of digestion out of the alimentary canal.**

    **Regulation includes neural, hormonal, and other mechanisms that regulate digestive activity.**

    **Now we’ll review the anatomy of the digestive system, beginning with the wall of the digestive tract.**

    **The digestive tract is described as a tube that extends from the mouth to the anus; the inner hollow space is called the**
    **_lumen._**

    **The wall is formed by four layers: mucosa, submucosa, muscularis, and serosa.**

    **The mucosa is the innermost layer. The type of mucosa varies depending on the GI location (tough and stratified or delicate and simple epithelium). Mucosa produces mucus.**

    **The submucosa, a connective tissue layer, is the next layer.**

    **The muscularis are circular and longitudinal layers of muscle important in motility. There is also an oblique layer in the stomach.**

    **The muscularis produces peristalsis and segmentation motions.**

    **o Peristalsis is the “wavelike” movement that pushes food down the tract.**

    **o Segmentation is the “back-and-forth” mixing movement.**

    **The outermost layer is the serosa, a serous membrane that covers the outside of abdominal organs; it attaches the digestive tract to the wall of the abdominopelvic cavity by forming folds called**
    **_mesenteries._**

    **To follow the sequence that food takes through the alimentary canal, we will next review the structures and functions of the mouth.**

    **The oral cavity has a roof and a floor.**

    **The roof is formed by the hard palate (parts of the maxillary and palatine bones) and the soft palate, an arch-shaped muscle separating the mouth from the pharynx; as well as the uvula, a downward projection of the soft palate that helps in speech and swallowing. The medical term for swallowing is deglutition.**

    **The floor of the oral cavity is formed by the tongue and its muscles, and the lingual frenulum, the fold of mucosa that helps anchor the tongue.**

    **Even though teeth are made of bone, they are considered part of the digestive system.**

    **Teeth have three main parts: a crown, neck, and root.**

    **Enamel, which covers the crown, is the hardest tissue in the body.**

    **Be sure you know the names of the types of teeth—incisors, canines (or cuspids), premolars (or bicuspids), and molars (or tricuspids).**

    **There are twenty teeth in the deciduous or baby set. The average age for cutting a first tooth is about 6 months; the set is complete at about 30 months of age.**

    **There are thirty-two teeth in the permanent set; 6 years is about the average age for starting to cut the first permanent tooth; the set is complete usually between ages of 17 and 24 years.**

    **Salivary glands are exocrine glands that secrete saliva into ducts.**

    **They are typical of the accessory glands associated with the digestive system. They are located outside of the digestive tube itself and must convey their exocrine secretions by way of ducts into the tract.**

    **There are three sets of salivary glands: the parotid, submandibular, and sublingual.**

    **The parotid glands are the largest salivary glands. The parotid gland secretes sodium bicarbonate which helps neutralize bacterial acids.**

    **The submandibular glands open into the mouth on either side of the lingual frenulum.**

    **The sublingual glands open into the floor of the mouth.**

    **- In addition to the three major salivary glands, there are hundreds of minor salivary glands located within the oral cavity.**

    **Saliva contains mucus and a digestive enzyme called salivary amylase, which begins the process of carbohydrate digestion. Water and mucus moisten and lubricate the chewed food, allowing it to pass with less friction through the esophagus and on into the stomach.**

    **The pharynx has three divisions: the nasopharynx, oropharynx, and laryngopharynx.**

    **Tonsils form a lymphoid ring in the pharynx that prevents digestive tract infection.**

    **The pharynx functions in deglutition.**

    **The oropharynx is the most involved pharyngeal segment in deglutition.**

    **Regulation of deglutition movements occurs via the motor cortex of the cerebrum (voluntary) and the “deglutition center” of the brainstem, which is involuntary.**

    **The esophagus connects the pharynx to the stomach.**

    **It is a dynamic passageway for food.**

    **Sphincters at each end of the esophagus (the upper esophageal and lower esophageal sphincters) help keep ingested material moving in one direction down the tube:**

    **The lower esophageal sphincter, also called the cardiac sphincter, normally prevents backflow of acidic stomach contents.**

    **The stomach is divided into the fundus (an outpouched base), the body (its main part), and the pylorus (or apex, which is the lower part of the stomach).**

    **The stomach expands after a large meal; it is about the size of a large sausage when empty.**

    **There are many smooth muscle fibers in the three muscularis layers of the stomach; contractions produce churning movements.**

    **The stomach’s mucosa contains many microscopic gastric glands that secrete gastric juice containing enzymes, hydrochloric acid, and intrinsic factor into the stomach.**

    **Its mucous membrane lies in folds (called rugae) when the stomach is empty.**

    **The pyloric sphincter muscle closes the opening between the pylorus and the beginning of the small intestine, the duodenum.**

    **Food enters the stomach through the lower esophageal sphincter and the digestive process continues. Partial digestion of proteins occurs after chyme is held in the stomach for some time by the muscle.**

    **A hiatal hernia occurs when the stomach is pushed through an opening in the diaphragm, which may cause gastroesophageal reflux disease.**

    **The small intestine is about 7 m (20 feet) long but only 2 cm or so in diameter. Many coiled loops accommodate a long tube within the short abdominal cavity. Divisions of the small intestine are the duodenum, jejunum, and ileum.**

    **The duodenum is a site of much chemical digestion. Ducts from the pancreas and liver enter the tract here, so the duodenum receives pancreatic and liver secretions. The major and minor duodenal papillae are the two bumps where the secretions enter. Most chemical digestion occurs in the duodenum.**

    **The main functions of the small intestine are digestion and absorption; it performs most of these functions for the digestive system.**

    **The small intestine contains many microscopic glands that secrete intestinal juice containing water, enzymes, and ions.**

    **The small intestine has a huge absorptive surface area, which includes circular folds called plicae. These folds are themselves covered with thousands of tiny microscopic finger-shaped projections called villi, further increasing the surface area.**

    **Blood capillaries absorb carbohydrate and protein products. Lymph capillaries called lacteals absorb fats.**

    **Smooth muscle fibers of the small intestine contract to produce movements; peristalsis pushes chyme along, toward the large intestine, and segmentation mixes digestive juices with chyme and helps with absorption.**

    **The liver and gallbladder are accessory organs of digestion.**

    **The liver is the largest exocrine gland. It fills the upper right section of the abdominal cavity and extends over into the left side.**

    **The liver secretes bile, a mixture of substances, and removes yellowish bile pigments from blood that were created from the breakdown of old red blood cells. It has many other metabolic functions.**

    **The gallbladder is located on the undersurface of the liver; it is a sac with a folded interior.**

    **The gall bladder concentrates and stores the bile produced in the liver.**

    **Three ducts are associated with the liver and gall bladder.**

    **o The hepatic duct drains bile from the liver; bile enters and leaves the gallbladder via the cystic duct; and the**

    **o common bile duct is formed by the union of the hepatic and cystic ducts; it drains bile from the hepatic or cystic ducts into the duodenum.**

    **Bile contains bile salts that emulsify the fats in chyme; it also contains cholesterol that can be eliminated from the body.**

    **Cholecystokinin is a hormone triggered by the fat in chyme; it causes the gallbladder to contract and push stored bile into ducts leading to the duodenum. Gallstones can block ducts and possibly cause discolored stool and accumulation of yellow bile pigments in the blood and throughout the body—a condition called jaundice.**

    **The pancreas is both an exocrine**
    **_and_ an endocrine gland. It lies behind the stomach.**

    **Pancreatic cells secrete pancreatic juice, the most important digestive juice. Pancreatic juice contains enzymes to digest carbohydrates, proteins, and lipids; and sodium bicarbonate that neutralizes stomach acid.**

    **Pancreatic juice is secreted into the pancreatic ducts; the main duct empties into the duodenum.**

    **Pancreatic islets of Langerhans are the endocrine cells not connected with pancreatic ducts; they secrete the hormones glucagon and insulin into the blood.**

    **The large intestine is divided into subdivisions: the cecum, colon, rectum, and anal canal.**

    **The cecum is a blind-end pouch at the beginning of the large intestine; chyme enters the cecum through the ileocecal valve.**

    **The colon has four segments: the ascending, transverse, descending, and sigmoid colon. The rectum empties feces through the anal canal and the external opening called the anus.**

    **Microbiome (or flora) of the large intestine helps digest nutrients, produce vitamins, and support immune protection; it also produce gases, called flatulence or flatus.**

    **The large intestine absorbs water, salts, and vitamins.**

    **Increased motility of the large intestine may produce diarrhea and decreased motility may result in constipation.**

    **Defecation is the elimination of feces; it is regulated by voluntary and involuntary anal sphincters.**

    **The appendix is a blind, worm-shaped tube off the cecum.**

    **It functions as an incubator for bacteria of the intestinal microbiome.**

    **Appendicitis is inflammation of the appendix.**

    **The peritoneum is a continuous serous membrane lining the abdominal cavity and covering abdominal organs.**

    **The parietal layer of the peritoneum lines the abdominal cavity while the visceral layer of the peritoneum covers abdominal organs.**

    **The peritoneal space lies between the parietal and visceral layers; it produces lubricating peritoneal serous fluid.**

    **The term “retroperitoneal” describes structures outside the parietal peritoneum.**

    **The largest extensions of the peritoneum are the mesentery and greater omentum. The mesentery attaches most of the small intestine to the posterior abdominal wall. The greater omentum, or “lace apron,” hangs down from the lower edge of the stomach and transverse colon over the intestines.**

    **The last section in this chapter reviews digestion. Digestion transforms foods into nutrient substances that can be absorbed and used by cells.**

    **In mechanical digestion mastication, deglutition, and peristalsis break food into tiny particles, mix them well with digestive juices, and move them along the digestive tract.**

    **Chemical digestion breaks up large nutrient molecules into compounds that have smaller molecules; it is brought about by digestive enzymes.**

    **Enzymes are protein molecules that act as catalysts. The breakdown process they promote is called hydrolysis. Note that enzyme names often end in**
    **_-ase._**

    **Carbohydrate digestion occurs mainly in the small intestine. Pancreatic amylase breaks polysaccharides down to disaccharides. Three intestinal juice enzymes break sugars into glucose:**

    **Maltase changes maltose to glucose;**

    **Sucrase changes sucrose to glucose and fructose; and**

    **Lactase changes lactose to glucose and galactose.**

    **Protein digestion starts in the stomach and is completed in the small intestine,**

    **_Hydrochloric acid_ in gastric juice unfolds large proteins and converts pepsinogen to active pepsin. The gastric juice enzyme**
    **_pepsin_ partially digests proteins.**

    **The pancreatic enzyme,**
    **_trypsin_, continues digestion of proteins.**

    **Intestinal enzymes,**
    **_peptidases_, complete digestion of partially digested proteins and convert them to amino acids.**

    **Fat digestion occurs mainly in the small intestine.**

    **Bile contains no enzymes, but emulsifies fats, meaning that it breaks fat droplets into very small droplets.**

    **Pancreatic lipase changes emulsified fats to fatty acids and glycerol in the small intestine.**

    **The end product of digestion of carbohydrates is the sugar glucose. The end products of digestion of protein are amino acids. Fatty acid and glycerol are the end products of fat digestion.**

    **Absorption is the process by which digested nutrients move from the intestine into the blood or lymph.**

    **Mechanisms of absorption include diffusion, osmosis, and active transport.**

    **Nutrients and most water, minerals, and vitamins are absorbed from the small intestine; some water and vitamin K are also absorbed from the large intestine.**

    **Structural adaptations in the intestines increase the absorptive surface area.**

    **Fractal geometry is the study of irregular “fragmented” geometric shapes, such as those in the lining of intestine that have an almost unlimited surface area.**

    **This concludes the audio review of Chapter 16.**

    **20260327_142824.jpg**

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  • [Solved] Capítulo 2- Speaking exercise #2 ¿Qué le pasa?

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    [>Spanish homework help](https://www.sweetstudy.com/fields/foreign-languages-spanish) you will discuss a patient with a disability. For each question, write one to two sentences as your answers. #### Be sure to write in bold or underline, any new vocabulary or words learned in class. #### you will d…

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    [>Spanish homework help](https://www.sweetstudy.com/fields/foreign-languages-spanish)

    you will discuss a patient with a disability. For each question, write one to two sentences as your answers.

    #### Be sure to write in bold or underline, any new vocabulary or words learned in class.

    #### you will discuss a patient with a disability. For each question, write one to two sentences as your answers.

    #### Be sure to write in bold or underline, any new vocabulary or words learned in class.

  • [Solved] Business Finance – Operations Management Can someone do my Week 6 Assignment in MHA 628 Managed Care & Contractual Services?

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Prior to beginning work on this assignment, read the following: – [Improving Medication Adherence in an ACO Primary Care Office with a Pharmacist Led Clinic: A Report from the ACORN SEED]…

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    Prior to beginning work on this assignment, read the following:

    – [Improving Medication Adherence in an ACO Primary Care Office with a Pharmacist Led Clinic: A Report from the ACORN SEED](https://uagc.instructure.com/courses/157187/files/24325501?wrap=1) [Download Improving Medication Adherence in an ACO Primary Care Office with a Pharmacist Led Clinic: A Report from the ACORN SEED](https://uagc.instructure.com/courses/157187/files/24325501/download?download_frd=1)
    – [Explaining Racial-Ethnic Differences in Hypertension and Diabetes Control Among Veterans Before and After Patient-Centered Medical Home ImplementationLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=146389762&site=eds-live&scope=site&custid=s8856897)

    The Patient Protection and Affordable Care Act (PPACA) of 2010 brought many changes to the types of provider organizations available. Accountable care organizations (ACOs) and patient-centered medical homes (PCMHs) are two organizations formed under the PPACA. Both ACOs and PCMHs are models that are established to promote coordinated high-quality care at lower costs and improve patient outcomes. You must select either ACOs or PCMHs for this final paper.

    For your Managed Health Care Delivery Models final paper, you must complete an eight- to 12-page paper.

    In your paper,

    – Discuss the origin and structure of your selected managed health care delivery model.
    – Describe how your selected model has striven to contain the costs or improve the quality of care.
    – Summarize health care providers’ contracts and payment methods in your selected model.
    – Assess the impacts of your selected model on either Medicare or Medicaid.
    – Examine one specific public policy or regulation (e.g., PPACA) in relation to your selected model.
    – Evaluate the challenges or opportunities facing payers and providers in your selected model.
    – Create a plan of action to overcome identified challenges or take advantage of identified opportunities in the context of access, quality, and cost.

    The Managed Health Care Delivery Models final paper,

    – must be eight to 12 double-spaced pages in length (not including title and references pages and formatted according to [_APA Style_Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s [_APA Formatting for Microsoft Word_Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.
    – must include a separate title page with the following in title case:
    – title of paper in bold font
    – Space should appear between the title and the rest of the information on the title page.
    – student’s name
    – name of institution (The University of Arizona Global Campus)
    – course name and number
    – instructor’s name
    – due date
    – must utilize academic voice.
    – See the [_Academic Voice_Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.
    – must include an introduction and conclusion paragraph.
    – Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
    – For assistance on writing [Introductions & ConclusionsLinks to an external site.](https://writingcenter.uagc.edu/introductions-conclusions) and [Writing a Thesis StatementLinks to an external site.](https://writingcenter.uagc.edu/writing-a-thesis), refer to the Writing Center resources.
    – must use at least five scholarly or peer-reviewed sources published in the last 5 years in addition to the course text.
    – The [_Scholarly, Peer-Reviewed, and Other Credible Sources_Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
    – To assist you in completing the research required for this assignment, view the [_Quick and Easy Library Research_Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
    – must document any information used from sources in APA Style as outlined in the Writing Center’s [_APA: Citing Within Your Paper_Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) **Case Study: “The Cascadia Quake—A Public Health Preparedness Challenge”** **Ch. 3: Preparedness & Public Health Response** **Scenario** A magnitude 8.9 earthquake hits the Pacific Northwest, causing major st…

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    **Case Study: “The Cascadia Quake—A Public Health Preparedness Challenge”**

    **Ch. 3: Preparedness & Public Health Response**

    **Scenario**

    A magnitude 8.9 earthquake hits the Pacific Northwest, causing major structural damage across Washington and Oregon. Bridges collapse, water treatment systems fail, multiple hospitals lose power, and two counties report chemical leaks from damaged industrial sites. Public health agencies must coordinate with emergency management, healthcare coalitions, and community partners to contain secondary health threats.

    Within 72 hours the following issues emerge:

    – **1,250 displaced residents** living in temporary shelters
    – Severe **drinking water contamination** in two counties
    – Emergency departments operating on backup power
    – **Increase in gastrointestinal illness** among shelter residents
    – **Medication access disruptions** for people with chronic diseases
    – Reports of **poor coordination** between public health, EMS, and hospitals
    – Confusion in communication: inconsistent emergency messages reaching the public

    Your regional health department director has asked you—an operations and population health specialist—to provide an assessment and short-term plan.

    **Student Tasks (3–4 pages)**

    1. **Identify the key public health functions** that should activate immediately (assessment, policy development, assurance).
    2. **Map the preparedness gaps** using the capabilities from Chapter 3 (surveillance, communication, incident command, environmental health response, etc.).
    3. **Describe the populations most at risk** and the social determinants affecting recovery.
    4. **Develop a prioritized 72-hour public health action plan**, including:

    – Disease surveillance
    – Risk communication strategy
    – Emergency shelter health operations
    – Coordination with healthcare systems
    5. **Identify short-term and long-term preventive measures** to reduce morbidity and restore essential services.

  • [Solved] 545-Supporting Colleagues

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    As part of a collaborative team, other teachers will likely reach out to you for ideas, support, and guidance when they have struggling or at-risk students. It is helpful to provide them with guiding questions to gain the necessary information, identify evidence-based research, and provide targeted …

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    As part of a collaborative team, other teachers will likely reach out to you for ideas, support, and guidance when they have struggling or at-risk students. It is helpful to provide them with guiding questions to gain the necessary information, identify evidence-based research, and provide targeted strategies for specific needs all while communicating in a professional and respectful manner.

    Imagine you are part of a K-3 PLC team and your colleagues come to you seeking instructional advice. Some of your colleagues are asking for your input on how to support students' struggling with specific literacy skills. Write a 150 word response to each scenario that includes the following information:

    – Describe at least two effective instructional practices based on the Science of Reading.
    – Provide ideas for one short-term and one long-term literacy goal for each student.
    – Create at least one follow-up question you could ask the teacher while providing advice.
    – Identify any other professionals the teacher could collaborate with in the school or community to support the students who are struggling with reading.

    **Scenario 1**: One of the second-grade teachers has a student who has been receiving small group instruction in phonics. When progress was monitored last week, the student’s accuracy score dropped 7 points. In reviewing the errors, the teachers noticed he is missing vowel teams, which has been the focus of the small group instruction. What additional ideas and strategies can you provide the teacher to support this individual student?

    **Scenario 2**: As the end of the year approaches, one of the kindergarten teachers has a small group of students that has not mastered the skill of recognizing rhyming words. The students can produce word families, but when given two words they are not able to recognize if they rhyme or not. What strategies can you provide the teacher to help this small group of students master the skill?

    **Scenario 3**: A third-grade teacher has a student who is a fast and accurate reader. She can answer multiple-choice questions but cannot retell them on her own. When asked to retell, she stares at the teacher with a blank face. How can the teacher support her in further developing her comprehension skills?

    **Scenario 4:** A first-grade teacher has a student who has been identified as having dyslexia. She reads very slowly, often making many mistakes. How can the teacher support her in further developing her fluency?

    Support this assignment with a minimum of three scholarly resources.