Weekâ€2 Quiz Essay Example

Week–2 Quiz Essay Example Week–2 Quiz Essay Week–2 Quiz Essay Cardiovascular System: Peripheral Circulation and Regulation Systemic blood vessels transport blood From the left ventricle through the body to the left atrium. From the left ventricle through the body to the right atrium. From the right ventricle through the body to the left atrium. From the right ventricle through the body to the right atrium. From the left ventricle to the lungs. Which of the following functions is associated with vessels that carry blood directly from arterioles to veins without passing through capillaries? thermoregulation nutrient supply to tissues removal of metabolic waste products from tissues oxygen supply to tissues pH regulation In the pulmonary circulation, the _____ carry blood to the lungs. carotid sinuses pulmonary arteries coronary arteries superior vena cava and inferior vena cava aorta The abdominal aorta divides at L5 to form the two Inferior mesenteric arteries. Common iliac arteries. Superior mesenteric arteries. Femoral arteries. Renal arteries. Blood from the posterior abdominal wall drains into the Hepatic portal vein. Inferior vena cava. Ascending lumbar vein. Mesenteric vein. Hepatic vein. A blood pressure reading of 120/80 would Indicate a diastolic pressure of 120 mm Hg. Have Korotkoff sounds at pressures above 120 mm Hg. Be considered normal for a young adult male. Indicate a systolic pressure of 80 mm Hg. Would be considered hypertensive. In the aorta, The blood pressure and blood velocity are both high. The velocity of blood flow is high, but blood pressure is low. The resistance to blood flow is high, but velocity of blood flow is low. The resistance to blood flow and the blood pressure are both low. Velocity is diminished because the total cross-sectional area is small. In capillary exchange, which of the following statements is true? Most fluid that leaves the arterial end of a capillary reenters the venous end of a capillary. Interstitial fluid normally has a higher osmotic pressure than plasma. Constriction of the precapillary sphincter will increase blood pressure in the capillary. Interstitial protein concentration is normally higher than plasma protein concentration. Most fluid that leaves the arterial end of a capillary enters the lymphatic system. Baron von Quacko, famous tag-team wrestler, has a famous sleeper hold that he uses on his opponents. Using only a single digit on each hand, he presses on his opponents neck until his opponent passes out. What are the structures on which he is pressing and what is the effect? subclavian arteries; blood flow to brain is stopped carotid chemoreceptors; blood pressure increases baroreceptors in carotid sinus; peripheral vasodilation and decreased heart rate vertebral arteries; blood flow to brain is increased jugular vein; blood flow back to heart is decreased Atrial natriuretic factor Is released in response to elevated atrial pressure. Stimulates the release of ADH. Decreases urine production. Stimulates release of aldosterone. Increases blood volume.

100 years of army history Essays - Reserve Officers Training Corps

100 years of army history Essays - Reserve Officers Training Corps Making the best military officers in the world; motivating young people to be better citizens. The Army Reserve Officers' Training Corps (ROTC), as it exists today, began with President Wilson signing the National Defense Act of 1916. Although military training had been taking place in civilian colleges and universities as early as 1819, the signing of the National Defense Act brought this training under single, federally-controlled entity: The Reserve Officers' Training Corps. Army ROTC is the largest officer-producing organization with the American military, having commissioned more than half a million second lieutenants since its inception. The United States Army Junior Reserve Officers' Training Corps (JROTC) came into being with the passage of the National Defense Act of 1916. Under the provisions of the Act, high schools were authorized the loan of federal military equipment and the assignment of active duty military personnel as instructors. In 1964, the Vitalization Act opened JROTC up to the other services and replaced most of the active duty instructors with retirees who worked for and were cost shared by the schools. Title 10 of the U.S. Code declares that "the purpose of Junior Reserve Officers' Training Corps is to instill in students in United States secondary educational institutions the value of citizenship, service to the United States, personal responsibility, and a sense of accomplishment." History of Army ROTC The JROTC Program has changed greatly over the years. Once looked upon primarily as a source of enlisted recruits and officer candidates, it became a citizenship program devoted to the moral, physical and educational uplift of American youth. Although the program retained its military structure and the resultant ability to infuse in its student cadets a sense of discipline and order, it shed most of its early military content. The study of ethics, citizenship, communications, leadership, life skills and other subjects designed to prepare young men and woman to take their place in adult society, evolved as the core of the program. More recently, an improved student centered curriculum focusing on character building and civic responsibility is being presented in every JROTC classroom. JROTC is a continuing success story. From a modest beginning of 6 units in 1916, JROTC has expanded to 1645 schools today and to every state in the nation and American schools overseas. Cadet enrollment has grown to 281,000 cadets with 4,000 professional instructors in the classrooms. Comprised solely of active duty Army retirees, the JROTC instructors serve as mentors developing the outstanding young citizens of our country. Most Americans don't know there's an Army Reserve, and even many of those who do couldn't explain the difference between it and the active-duty Army. They're even more confused when it comes to distinguishing between the Army Reserve and the National Guard. So, here's all you really need to know about the Army Reserve: The Pentagon could not be fighting the wars in Afghanistan and Iraq without it. As the Army Reserve turns 100 years old April 23, it's worth noting just how much its mission has changed, and what that says about the way the nation is waging war. The Army Reserve is made up of part-time soldiers, who for generations have undergone a period of full-time basic training, and then spent a weekend each month training and a week or two each year on extended exercises. (The National Guard is also a part-time force, whose members report to the governors of their states, but who can be "federalized" and sent off to war just like reservists). During its first 80 years, the Army Reserve was deployed six times, a number it has eclipsed in the 20 years since. Nearly half of the Army's supporting units everything from military police to civil-affairs units now resides in the Army Reserve. Currently 26,000 of the Army's 190,000 Reservists are on active duty, including 6,600 in Iraq and 5,700 in Afghanistan. After the Cold War, the Pentagon made dramatic cuts to its available ground forces, slicing the 770,000-strong active-duty Army to a complement of 479,000 on the eve of 9/11 (it's at 524,000 now). Dreams of waging future wars with $350 million F-22 fighters and $2 billion Virginia-class attack subs quickly evaporated as the mud-and-blood campaigns in Afghanistan and Iraq showed that the U.S. would need plenty of boots on

Reflective analysis Essay Example | Topics and Well Written Essays - 500 words

Reflective analysis - Essay Example I believe that this ability to identify one’s mistakes, learning perfection and the ability to rectify them rather than ignoring the fact of being imperfect, makes me a better person and professional having the ability to improve with every step and instance. The learning outcome I really wanted to pursue is the development of â€Å"understanding that grammatical and mechanical errors detract from achieving their communication purposes†. The grammatical mistakes I made in my earlier writings made the content I wrote awkward and confusing for the reader. For instance, the use of punctuation could make this sentence taken from my January 18 submission, better by replacing â€Å"These celebrities all have thousands if not millions of followers on their social media profiles† with â€Å"These celebrities all have thousands, if not millions, of followers on their social media profiles†. Similarly, a sentence in my January 15 submission read â€Å"I think Toulmin model is the most effective for the evaluative rhetorical analysis I am composing, because my theis is "drug free"†; here the word ‘theis’ makes the reader confused and perplexed as to the meaning of it. The correction needed here was with the spelling of ‘thesis’ and it makes the entire message clear for the reader with proper sense. At times, wrong use of writing structures and mechanics make the work incomprehensible for the reader. I have learnt it from a review of my submissions during the course. For instance, my January 21 submission includes that â€Å"Everyone has one partner, then we read draft each other to find somewhere need to improve, like grammar, etc. ,I think this is a great method for revise draft.† The sentence could make more sense and deliver better meanings by an amendment in the structure and formation of it. It could have been better to say â€Å"Everyone has a partner to work with. After writing the draft, we read each other’s work to identify areas for improvement