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Which exercise curve shows an increase in stroke volume due primarily to increased contractility?

The following graph shows left ventricular pressure-volume curves in one individual. Curve A is the person sitting at rest. Curve B shows the person’s cardiac response to mild exercise on a stationary bicycle. Curve C shows the cardiac response during maximum intensity cycling.

a. Calculate the stroke volume for each of the curves.

b. Given the following cardiac outputs (CO), calculate the heart rates for each condition. COA = 6 L/min, COB = 10.5 L/min, COC = 19 L/min

 

 

 

c. Which exercise curve shows an increase in stroke volume due primarily to increased contractility? Which exercise curve shows an increase in stroke volume due primarily to increased venous return?

d. Mechanistically, why did the end-diastolic volume in curve C fall back toward the resting value?

List and give a specific example of the various methods of contraception.

Trace the anatomical routes to the external environment followed by a newly formed sperm and by an ovulated egg. Name all structures the gametes pass through on their journey.

1. Decide whether each of the following statements is true or false, and defend your answer.

(a) All testosterone is produced in the testes.

(b) Only males make androgens and only females make estrogens.

(c) Anabolic steroid use appears to be addictive, and withdrawal symptoms include psychological disturbances.

(d) High levels of estrogen in the late follicular phase help prepare the uterus for menstruation.

(e) Progesterone is the dominant hormone of the luteal phase of the ovarian cycle.

2. What is semen? What are its main components, and where are they produced?

3. List and give a specific example….

Why did testosterone level increase beginning at point A?

The following graph shows the results of an experiment in which normal men were given testosterone over a period of months (indicated by the bar from A to E). Control values of hormones were measured prior to the start of the experiment. From time B to time C, the men were also given FSH. From time D to time E, they were also given LH. Based on the information given, answer the following questions.

(a) Why did testosterone level increase beginning at point A?

(b) Why did LH and FSH levels decrease beginning at point A?

(c) Predict what happened to the men’s sperm production in the A–B interval, the B–C interval, and the D–E interval

 

What lessons might you translate from this to the process of learning about leadership?

When you think about the metaphor of taking a pill, what “pills” have you taken that shape who you are? How might social location have influenced this along with your worldview and what you see as normative?

1. Eboo shares how he focused so much on deconstruction that he lost sight of the process of reconstruction and the agency it cultivates. Are there times in your life where you’ve done the same? What helped move you into the process of reconstruction? What lessons might you translate from this to the process of learning about leadership?

In what ways does Cindi’s narrative challenge the “story most often told” in leadership theory?

In what ways does Cindi’s narrative challenge the “story most often told” in leadership theory? How might these insights aid in the critical learning process?

1. Cindi articulates the powerful pressures associated with dominant leader prototypes that she faced along with an evolving set of approaches she used to survive, thrive, and disrupt these dynamics. How have you negotiated leader prototypes in your life and to what extent do the disruption techniques that Cindi shared resonate? What other techniques might you use?

2. Cindi’s narrative speaks to the agency she accrued from internally deciding when to intervene within an inequitable system. How might you contribute to the creation of spaces that cultivate agency in leadership processes as well as diminish the negative impacts of implicit prototypes?

Give a flannel board presentation.

Give a flannel board presentation.

1. Set up area with board.

2. Check pieces.

3. Practice.

4. Place pieces in order of appearance.

5. Gather children.

6. Place pieces out of sight.

7. Discuss what happened during the activity with children (optional).

8. Store set by keeping pieces flat instead of folded.

9. Introduce the set with a motivational statement if you wish.

F. What color flannel (or felt) would you use to cover your own board? Why?

G. Finish the following statements.

What is a dramatic play kit?

Answer the following questions related to speaking goals.

1. How can the goals of a program be met?

2. When children are interested in an object or event, what should the teacher do to help the children learn while they are motivated?

C. Define dramatic play.

D. Answer the following questions.

1. What is a dramatic play kit?

2. Name some of the things a teacher does not want to happen during show-and-tell time (for example, one child talking too long).

Write down teacher questions that could lead a child to a discovery and promote the child’s verbal expression of the discovery in the following situations.

1. A bird’s nest is found in the yard.

2. The wheel on a bike squeaks.

3. A flashlight is taken apart.

I. Formulate appropriate teacher comments in the following situations (1–3).

1. The child is complaining that easel paint drips and does not stay where he wants it.

2. It is cleanup time, and Sharie (child) says, “Scott and Keith never put anything away!”

3. Carter is talking about the way water is disappearing in the sun. For 4, 5, and 6, formulate a possible convergent-type teacher question.

Write a short paragraph that finishes the following

Megan noticed a bug on the floor.

1. Christa says, “Dana has new shoes!”

2. Ryan brings a toy truck to share at group time. In 7, 8, and 9, plan evaluation questions that a teacher might use.

3. “I don’t like peanut butter,” Romana says.

4. “This is my favorite book,” Linsey declares.

5. Teacher is introducing a new toy containing plastic boats.

J. List three of Costa’s characteristics of intelligent behavior.

K. Write a short paragraph that finishes the following: The reasons some teachers do not actively plan programs with children leading activities in front of the child group.

 

Why are finger plays so popular with young children?

A. Finish the following:

1. A transitional statement at the end of group time is necessary because.

2. History shows that chants and choruses were used for.

3. A successful circle time for young children can be described by the following terms:

B. Why are finger plays so popular with young children?

C. Rearrange and place the following statements in the best order or sequence.

1. Child knows words and actions of a finger play.

2. Teacher knows words and actions of a finger play.

3. Teacher practices finger play.

4. Child participates with actions only.

5. Child watches.

6. Teacher presents finger play to children.

7. Teacher evaluates the results of the finger play.