Test Bank Answers Ch6 The Self In The Social World - Test Bank | Challenges of Life Psychology 14e by Spencer A. Rathus. DOCX document preview.
Package Title: Test Bank
Course Title: Nevid & Rathus, Adjustment Psychology 14th Edition
Chapter Number: Chapter 06
Question type: Multiple-Choice
1) As many as one in ______ deaths due to cancer is linked to poor nutrition.
a) two
b) three
c) four
d) five
Difficulty: Medium
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
Question type: Multiple-Choice
2) Links between healthy nutrition and chronic diseases such as cancer, and cardiovascular disease are most commonly found with a ______-fat, ______-calorie diet.
a) low, low
b) low, high
c) high, low
d) high, high
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
3) Protein, carbohydrates, fats, vitamins, and minerals are all examples of essential ______.
a) calories
b) fiber
c) nutrients
d) catalysts
Difficulty: Medium
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
4) ______ are amino acids that build muscles, blood, bones, hair, and fingernails.
a) Proteins
b) Carbohydrates
c) Fats
d) Vitamins
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
5) ______ serve as enzymes, hormones, and antibodies.
a) Proteins
b) Carbohydrates
c) Fats
d) Vitamins
Difficulty: Medium
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
6) Organic compounds from which the body manufactures proteins are called ______.
a) fats
b) amino acids
c) carbohydrates
d) hydrocarbons
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
7) Any excess protein we eat is converted into ______.
a) energy
b) vitamins
c) fat
d) starches
Difficulty: Medium
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
8) ______ are the major sources of energy in our diets.
a) Hydrocarbons
b) Proteins
c) Bicarbonates
d) Carbohydrates
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
9) ______ and dietary fibers are complex carbohydrates that provide vitamins, minerals, and a steady flow of energy.
a) Sugars
b) Salts
c) Starches
d) Proteins
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
10) Starches and dietary fiber are types of ______.
a) proteins
b) simple carbohydrates
c) complex carbohydrates
d) complex ketones
Difficulty: Medium
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Comprehension
Section Reference 1: Nutrition: The Stuff of Life
11) Organic compounds forming the structural parts of plants that are important sources of nutrition for plants and animals and humans are ______.
a) fats
b) amino acids
c) carbohydrates
d) hydrocarbons
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
12) Starches should account for ______ percent of one’s daily diet.
a) 10–20
b) 30–40
c) 50–60
d) 70–80
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
13) Foods rich in ______ include cereals, citrus fruits, crucifers, vegetables, legumes, and pasta.
a) complex carbohydrates
b) proteins
c) fats
d) amino acids
Difficulty: Medium
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Application
Section Reference 1: Nutrition: The Stuff of Life
14) Many health experts recommend that we consume ______ grams of dietary fiber a day.
a) 5–20
b) 20–35
c) 35–50
d) 50–65
Difficulty: Medium
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
15) ______ provide stamina, insulate us from extremes of temperature, nourish the skin, and store several important vitamins.
a) Carbohydrates
b) Proteins
c) Fats
d) Starches
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
16) Health officials recommend that adults limit their total fat intake to ______ percent of their daily calorie consumption.
a) 5–20
b) 20–35
c) 35–50
d) 50–65
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
17) ______ greatly increase levels of unhealthy blood cholesterol.
a) Neither saturated nor monounsaturated fats
b) Monounsaturated fats more so than saturated fats
c) Saturated fats more so than monounsaturated fats
d) Both saturated and monounsaturated fats
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Comprehension
Section Reference 1: Nutrition: The Stuff of Life
18) Most Americans should eat ______ fat and ______ protein.
a) less, less
b) more, less
c) less, more
d) more, more
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Comprehension
Section Reference 1: Nutrition: The Stuff of Life
19) ______ are organic substances needed by the body in small amounts to maintain essential bodily processes.
a) Vitamins
b) Minerals
c) Salts
d) Sugars
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
20) Orange produce, such as carrots, and sweet potatoes, and deep green vegetables are all good sources of vitamin ______.
a) A
b) B
c) C
d) D
Difficulty: Medium
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
21) Fortified dairy products are rich in vitamins ______.
a) A and D
b) B and C
c) C and A
d) E and B
Difficulty: Medium
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
22) Liver is rich in vitamin ______ but also high in _____________.
a) A; cholesterol
b) B; free radicals
c) C; cholesterol
d) E; fat
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Comprehension
Section Reference 1: Nutrition: The Stuff of Life
23) Legumes, vegetables, nuts, and whole grain products are rich in vitamin ______.
a) A
b) B
c) C
d) D
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
24) Antioxidants are important because they _______.
a) create free radicals that scour the body to eliminate carcinogens
b) combine with lung tissue to protect it from the corrosive side effects of oxygen
c) deactivate free radicals that might otherwise contribute to the development of cancer
d) eliminate harmful toxins that form in the digestive tract and contribute to infections
Difficulty: Medium
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Comprehension
Section Reference 1: Nutrition: The Stuff of Life
25) Metabolic waste that may damage cell membranes and genetic material are ______.
a) antioxidants
b) antigens
c) pathogens
d) free radicals
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
26) ______ such as calcium, potassium, iron, and sodium are essential for good health when consumed in appropriate amounts.
a) Hydrocarbons
b) Proteins
c) Vitamins
d) Minerals
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Comprehension
Section Reference 1: Nutrition: The Stuff of Life
27) Calcium and vitamin ______ help maintain god bone health and reduce the risks of osteoporosis in later life.
a) A
b) B
c) C
d) D
Difficulty: Medium
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
28) A bone disorder that is particularly problematic for older adults that involves the bones becoming more porous and brittle and prone to fracture is called ________.
a) carpal tunnel syndrome
b) rheumatoid arthritis
c) osteoarthritis
d) osteoporosis
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
29) Each of the following appears to lower the risk of developing cancer EXCEPT ______.
a) free radicals
b) calcium
c) vitamins
d) fruits and vegetables
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Comprehension
Section Reference 1: Nutrition: The Stuff of Life
30) In the United States, approximately ___ percent of children are chronically malnourished
a) 1
b) 3
c) 5
d) 8
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
31) The prevalence of obese adults ________ as the level of education held by an individual increases.
a) increases
b) diverges
c) decreases
d) converges
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
32) Of the following states, which is most likely to have the lowest rate of obesity among its residents?
a) Alaska
b) Mississippi
c) Pennsylvania
d) Hawaii
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
33) About half of those Americans who are overweigh t also suffer from ________.
a) vitamin deficiency
b) protein deficiency
c) osteoporosis
d) obesity
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
34) About two out of every ______ adult Americans are overweight.
a) three
b) four
c) five
d) six
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
35) LDL, or low-density lipoproteins, are commonly referred to as ________.
a) complex carbohydrates
b) bad cholesterol
c) aminoproteins
d) good cholesterol
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
36) HDL, or high-density lipoproteins, are commonly referred to as ________.
a) complex carbohydrates
b) bad cholesterol
c) aminoproteins
d) good cholesterol
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
37) Obesity has been found to increase the risk of at least ____ different kinds of cancer, including cancers of the endometrium, breast, colon, and kidney.
a) 9
b) 13
c) 17
d) 22
Difficulty: Hard
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
38) Obesity reduces life expectancies by an average of ______ years.
a) one to two
b) four to five
c) six to seven
d) eight to nine
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Section Reference 1: Overweight and Obesity
39) Harry has a BMI of 22. According to the National Institutes of Health, he is ______.
a) underweight
b) normal weight
c) overweight
d) obese
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
40) Harry has a BMI of 28. According to the National Institutes of Health, he is ______.
a) underweight
b) normal weight
c) overweight
d) obese
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
41) Harry has a BMI of 31. According to the National Institutes of Health, he is ______.
a) underweight
b) normal weight
c) overweight
d) obese
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
42) Units of food energy, expressing the ability to raise temperature or give off body heat, are called ______.
a) nutrients
b) carbohydrates
c) calories
d) vitamins
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
43) Heredity plays _____ role in obesity.
a) no
b) only a minor
c) a moderate
d) a major
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Comprehension
Section Reference 1: Overweight and Obesity
44) Cells that store fat are called ______.
a) connective tissues
b) glial cells
c) adipose tissue
d) epidermal tissue
Difficulty: Hard
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
45) The structure that triggers the hunger drive when cells reach a critical level of fat deficiency is the ______.
a) pineal gland
b) thalamus
c) hypothalamus
d) thyroid gland
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
46) Obese people have ______ adipose cells than nonobese people.
a) more
b) fewer
c) fatter
d) thinner
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
47) A person with a high-fat-to-muscle ratio will metabolize ______ than a person of the same weight with a lower fat-to-muscle ratio.
a) food more slowly than
b) protein more rapidly but fats and starches more slowly
c) fats and starches more rapidly but protein more slowly
d) food more rapidly
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Analysis
Section Reference 1: Overweight and Obesity
48) People on diets and those who have lost substantial amounts of weight burn ______ calories and their metabolic rates ______ due to thermogenesis.
a) fewer, slow down
b) more, slow down
c) fewer, increase
d) more, increase
Difficulty: Hard
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Comprehension
Section Reference 1: Overweight and Obesity
49) Adaptive ________ refers to a multifactor process by which the body attempts to maintain energy stores at a consistent “ideal” level.
a) thermogenesis
b) metabolism
c) body mass index
d) glycolysis
Difficulty: Hard
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
50) Shama has been having a lot of success on his diet for the last few months, and has lost 20 of the 25 pounds he wanted to lose. The last 5, however, are taking a long time to lose and he doesn’t seem to be able to get them off. What process may explain why it is harder to lose weight after some has already been lost?
a) the Krebs cycles
b) adaptive thermogenesis
c) ketoacidosis
d) metabolic adaptation
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
51) The average 64-ounce soft drink served in fast-food restaurants can pack as many as ________ calories.
a) 400
b) 600
c) 800
d) 1,000
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
52) Controlling internal and external stimuli, avoiding powerful triggers, response prevention, using competing responses, and chain breaking are all listed in your text as ways to ______.
a) cope with insomnia
b) control drug abuse
c) lose weight
d) increase self-efficacy
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
53) Experts recommend that healthy weight loss would result in a reduction of about ________ pound(s) per week.
a) ½ to 1
b) 1 to 2
c) 2 to 4
d) 4 or more
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
54) Jamella wants to lose one pound today, and has decided to do so by “out-exercising” her intake. If she is to be successful at this rather lofty goal, she must burn approximately ________ more calories than she consumes.
a) 1,500
b) 2,750
c) 3,500
d) 4,200
Difficulty: Hard
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
55) In her efforts to lower her calorie intake, Sharon eats only in the dining area of her house and refuses to let herself eat while studying or watching television. These efforts are examples of ______.
a) controlling external stimuli
b) controlling internal stimuli
c) competing responses
d) chain breaking
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
56) In her efforts to lower her calorie intake, Yvette now uses smaller plates, stays out of the kitchen as much as possible, shops from a list (and sticks to it), and pays attention only to her own plate while eating. These efforts are examples of ______.
a) controlling internal stimuli
b) controlling external stimuli
c) competing responses
d) chain breaking
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
57) In his efforts to lower his calorie intake, Dan keeps fattening foods out of the house and prepares only enough food to remain within the restrictions of his diet. These efforts are examples of ______.
a) controlling internal stimuli
b) controlling external stimuli
c) competing responses
d) chain breaking
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
58) In his efforts to lower his calorie intake, Julius practices meditation when feeling tense rather than turning to food, and refuses to bury disturbing feelings in a box of cookies or a carton of ice cream. His efforts are examples of ______.
a) controlling internal stimuli
b) controlling external stimuli
c) competing responses
d) chain breaking
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
59) In her efforts to lower her calorie intake, Alisha puts down her utensils between bites, takes smaller bites, chews thoroughly, savors each bite, and takes a break during the meal. Her efforts are examples of ______.
a) chain breaking
b) competing responses
c) slowing down the pace of eating behavior
d) controlling external stimuli
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
60) In his efforts to lower his calorie intake, Ed shops from a list, shops quickly and doesn’t browse, doesn’t shop when hungry, and treats the supermarket like enemy territory. His efforts are examples of ______.
a) competing responses
b) modifying shopping behavior
c) controlling internal stimuli
d) chain breaking
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
61) In his efforts to lower his calorie intake, Shaun, when hungry, stuffs his mouth with celery rather than ice cream, eats premade low-calorie snacks instead eating peanuts or candy, or tries jogging instead of eating a snack. His efforts are examples of ______.
a) restricting the stimulus field
b) avoiding powerful triggers for eating
c) response prevention
d) using competing responses
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
62) In her efforts to lower her calorie intake, Janice takes small bites, and chews slowly, puts down her utensils between bites, and takes a five-minute break during the meal. Her efforts are examples of ______.
a) chain breaking
b) building desired habits through successive approximations
c) making rewards contingent on desired behavior
d) response cost
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
63) In her efforts to lower her calorie intake, Diana does not eat dinner unless she has exercised during the day and will not go out to a movie, etc., unless she has met her weekly calorie-intake goal. Her efforts are examples of ______.
a) chain breaking
b) building desired habits through successive approximations
c) self-reward for the desired behavior
d) response cost
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Application
Section Reference 1: Overweight and Obesity
64) In the ABC model of weight reduction, the A’s stand for ________.
a) affects
b) acquisitions
c) aerobic/anaerobic
d) antecedents
Difficulty: Hard
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
65) In the ABC model of weight reduction, the b’s stand for ________.
a) backtracking
b) bidirectional choices
c) problem behaviors
d) barriers
Difficulty: Hard
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
66) In the ABC model of weight reduction, the C’s stand for ________.
a) consequences
b) cognitions
c) co-dependency
d) calories
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
67) An eating disorder that is marked by an abnormally low body weight, intense fear of gaining weight, distortions in one’s perception of their own body, and a lack of menstruation (for women) is called _________.
a) pica
b) anorexia nervosa
c) bulimia nervosa
d) binge-eating disorder
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
68) Micah regularly engages in binge-eating episodes during which he consumes a large number of calories. He then purges the food through self-induced vomiting, and spends hours over-concerned about his body image. Micah may be suffering from ________.
a) anorexia nervosa
b) binge-eating disorder
c) rumination disorder
d) bulimia nervosa
Difficulty: Medium
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Application
Section Reference 1: Eating Disorders
69) In a typical pattern of anorexia nervosa, a girl notices some weight gain after ________ and goes to get lengths to lose that weight. This can spiral into dangerous dieting habits.
a) she enters high school
b) menarche
c) going to college
d) pregnancy
Difficulty: Medium
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Comprehension
Section Reference 1: Eating Disorders
70) Eating disorders most commonly develop in women during ______.
a) middle and late childhood
b) late childhood and adolescence
c) adolescence and young adulthood
d) young and middle adulthood
Difficulty: Medium
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
71) Recent estimates peg the prevalence of anorexia nervosa in men at less than ______ percent.
a) 1
b) 6
c) 11
d) 16
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
72) Despite mixed research reports, the takeaway from the available data is that the prevalence of anorexia nervosa in women is about ________ percent.
a) 1 to 2
b) 3 to 4
c) 6 to 8
d) 10
Difficulty: Medium
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
73) ______ percent of women will develop bulimia in their lifetime.
a) Less than 1
b) About 1 to 2
c) About 5 to 7
d) About 8 to 10
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
74) Nicole's day is dominated by cycles of binge eating of foods rich in carbohydrates, then purging the food she has eaten to avoid getting fat. Her behavior is typical of someone with ______.
a) anorexia nervosa
b) Turner's syndrome
c) Huntington's chorea
d) bulimia nervosa
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Medium
Standard 1: Bloom's || Application
Section Reference 1: Eating Disorders
75) Which option is a primary difference between anorexia nervosa and bulimia nervosa?
a) Those with anorexia nervosa have a medical diagnosis, while those with bulimia nervosa have a psychiatric diagnosis.
b) Those with anorexia nervosa are very underweight, while those with bulimia nervosa typically are at a normal weight level.
c) Those with bulimia nervosa have a medical diagnosis, while those with anorexia nervosa have a psychiatric diagnosis.
d) Those with bulimia nervosa are very underweight, while those with anorexia nervosa typically are at a normal weight level.
Difficulty: Hard
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Analysis
Section Reference 1: Eating Disorders
76) Eating disorders are often linked to the later development of anxiety as well as ______.
a) depression
b) schizophrenia
c) conversion disorder
d) dissociative identity disorder
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Medium
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
77) ______ generally maintain a relatively normal body weight.
a) Women with both anorexia and bulimia
b) Women with anorexia but not women with bulimia
c) Women with bulimia but not women with anorexia
d) Women with bulimia and women with anorexia
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Hard
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
78) Psychodynamic theorists suggest that anorexia represents ______.
a) an effort by the girl to grow up sooner than is realistically possible
b) an effort by the girl to remain prepubescent
c) a biological side effect of puberty
d) a latent genetic disorder that triggers menarche and anorexia at the same time
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Hard
Standard 1: Bloom's || Comprehension
Section Reference 1: Eating Disorders
79) The years just prior to puberty are referred to as ________.
a) emerging adulthood
b) menarche
c) infancy
d) prepubescence
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
80) Compared to the first “Miss America” winners from the 1920s, today’s winners are ______.
a) shorter
b) heavier
c) slimmer
d) less educated
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Medium
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
81) A body mass index of ______ is considered to be in the normal range.
a) 10–15
b) 20–25
c) 30–35
d) 40–45
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Easy
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
82) According to the World Health Organization, people are considered to be undernourished when they have a body mass index of under ______
a) 25
b) 18.5
c) 11
d) 4.5
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Hard
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
83) Tasha has a BMI of 21. According to the World Health Organization, she is ______.
a) undernourished
b) normal weight
c) overweight
d) obese
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Medium
Standard 1: Bloom's || Application
Section Reference 1: Eating Disorders
84) ______ to control their weight through intense exercise.
a) Neither men nor women are likely
b) Men are more likely than women
c) Women are more likely than men
d) Men and women are equally likely
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Medium
Standard 1: Bloom's || Analysis
Section Reference 1: Eating Disorders
85) Gay males ______.
a) do not develop eating disorders
b) are less likely than heterosexual males to develop eating disorders
c) are just as likely as heterosexual males to develop eating disorders
d) are more likely than heterosexual males to develop eating disorders
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Medium
Standard 1: Bloom's || Analysis
Section Reference 1: Eating Disorders
86) Binge eating associated with bulimia has been linked to irregularities in how the brain utilizes the neurotransmitter ______.
a) dopamine
b) serotonin
c) ACTH
d) thyroxin
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Easy
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
87) The ability to engage in moderate to vigorous levels of physical activity without undue fatigue is called ______.
a) preparedness
b) fitness
c) health
d) athleticism
Difficulty: Easy
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Knowledge
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
88) About ______ percent of young adults 18 to 24 years of age are physically active.
a) 20
b) 40
c) 60
d) 80
Difficulty: Hard
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Knowledge
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
89) Any kind of exercise that requires a sustained increase in the consumption of oxygen is ______ exercise.
a) aerobic
b) anaerobic
c) anabolic
d) isometric
Difficulty: Easy
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Knowledge
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
90) Jill enjoys jogging, bicycle riding, and cross-country skiing. All of these activities are ______.
a) aerobic
b) anaerobic
c) anabolic
d) isometric
Difficulty: Medium
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Application
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
91) ______ exercises involve short bursts of muscle activity, an example of which is weightlifting.
a) Aerobic
b) Anaerobic
c) Anabolic
d) Rhythmic
Difficulty: Easy
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Knowledge
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
92) Jill enjoys baseball, bowling, and weight training. All of these activities are ______.
a) aerobic
b) anaerobic
c) anabolic
d) isometric
Difficulty: Medium
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Application
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
93) The major physiological effect of aerobic exercise is ______.
a) strength
b) endurance
c) fitness
d) flexibility
Difficulty: Easy
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Comprehension
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
94) Muscle strengthening and flexibility will be most improved through ______ exercise.
a) aerobic
b) anaerobic
c) anabolic
d) isometric
Difficulty: Medium
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Comprehension
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
95) Muscle ______ is promoted by contracting muscles, against resistance, and then returning them gradually to their starting position.
a) strength
b) endurance
c) looseness
d) flexibility
Difficulty: Easy
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Comprehension
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
96) Compared to nonfit individuals, well-conditioned athletes have a ______ heartbeat and a ______ metabolic rate.
a) slower, lower
b) faster, lower
c) slower, higher
d) faster, higher
Difficulty: Easy
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Comprehension
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
97) Most people need between ______ hours of sleep to feel fully rested and function at their best.
a) 3 to 5
b) 5 to 7
c) 7 to 9
d) 9 to 11
Difficulty: Easy
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
98) College students in the United States typically get a bit less than ______ hours of sleep per night.
a) 6
b) 7
c) 8
d) 9
Difficulty: Hard
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
99) More than 1 in _______ Americans admits to falling asleep at the wheel at some point within the past year.
a) 3
b) 5
c) 7
d) 9
Difficulty: Medium
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
100) About ______ out of high school students get the sleep that they need.
a) 1
b) 2
c) 3
d) 4
Difficulty: Medium
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
101) About ______ in ten Americans do not get the recommended amount of sleep every night.
a) two
b) four
c) six
d) eight
Difficulty: Hard
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
102) Research shows that sleep deprivation has the highest effect on ______.
a) attention
b) language
c) mood
d) impulsivity
Difficulty: Easy
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Comprehension
Section Reference 1: Sleep: A Time for Renewal
103) The most common sleep disorder is ______.
a) sleep apnea
b) insomnia
c) narcolepsy
d) cataplexy
Difficulty: Easy
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
104) A little more than one in ______ Americans suffer from persistent or chronic insomnia.
a) four
b) six
c) eight
d) ten
Difficulty: Hard
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
105) To eat right on campus, your text suggests eating ______ for lunch or dinner.
a) burgers and fries
b) white rice
c) rich pasta sauces
d) hummus
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
106) Successful dieting involves each of the following EXCEPT ______.
a) eliminating carbohydrates
b) tracking progress
c) improving nutritional knowledge
d) setting reasonable goals
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Comprehension
Section Reference 1: Nutrition: The Stuff of Life
107) One pound of body weight roughly equals ______ calories.
a) 500
b) 1,500
c) 2,500
d) 3,500
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
108) If Juanita eats 7,000 calories more than her body needs to maintain its proper weight, she will gain approximately ______.
a) 1 pound
b) 2 pounds
c) 7 pounds
d) 14 pounds
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Application
Section Reference 1: Nutrition: The Stuff of Life
109) The most common medical method for fighting insomnia in the United States is ______.
a) progressive relaxation
b) drinking warm milk before bedtime
c) taking sleeping pills
d) using fantasy to escape from stressful worries
Difficulty: Easy
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
110) Sleep preparations, such as sleeping pills, work by ______.
a) enhancing REM sleep
b) increasing central nervous system arousal
c) increasing the production of neurotransmitters associated with sleep
d) reducing arousal
Difficulty: Medium
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Comprehension
Section Reference 1: Sleep: A Time for Renewal
111) Releasing muscle tension has been shown to ______ the incidence of waking up during the night.
a) have little or no effect on the time needed to fall asleep or
b) reduce the time needed to fall asleep and reduce
c) reduce the time needed to fall asleep but increase
d) increase the time needed to fall asleep but reduce
Difficulty: Easy
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Comprehension
Section Reference 1: Sleep: A Time for Renewal
112) According to your text, fantasies ______.
a) increase physiological arousal, making it more difficult to fall asleep
b) help non-insomniacs go to sleep faster, but do not seem to help insomniacs go to sleep faster
c) have little measurable effect on sleep-onset latency
d) allow you to ease your way to sleep
Difficulty: Medium
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Comprehension
Section Reference 1: Sleep: A Time for Renewal
113) Which of the following is the MOST effective method for coping with insomnia?
a) Take afternoon naps.
b) Oversleep in the morning to catch up on sleep you lost the night before.
c) Establish a regular sleep routine of going to bed at the same time each evening and getting out of bed at the same time each morning.
d) Stay up until you are tired and sleep until you feel rested.
Difficulty: Easy
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Application
Section Reference 1: Sleep: A Time for Renewal
Question type: True-False
114) Proteins are amino acids that build muscles, blood, bones, fingernails, and hair.
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
115) Olive oil is a healthful saturated fat.
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
116) Most of us should eat more protein and less fat.
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Knowledge
Section Reference 1: Nutrition: The Stuff of Life
117) More than half of Americans are overweight.
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
118) Obesity tends to run in families.
Difficulty: Easy
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
119) Fat cells are also called adipose tissue.
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
120) When we lose weight, we lose fat cells.
Difficulty: Hard
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
121) Dieting has become the normative pattern for young women today.
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Easy
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
122) Those with anorexia nervosa have a distorted perception of their own body shape and size.
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Easy
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
123) Women are more likely than men to control their weight through intense exercise.
Difficulty: Easy
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Medium
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
124) People with bulimia nervosa tend to be very underweight, bordering on dangerous thinness.
Difficulty: Medium
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
125) The psychodynamic explanation of eating disorders suggests that these conditions are attempts to revert to a stage of prepubescence.
Difficulty: Hard
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Comprehension
Section Reference 1: Eating Disorders
126) Among college students, research finds that more men than women report being on a diet and attempting to lose weight.
Difficulty: Medium
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins
Standard 1: Bloom's || Knowledge
Section Reference 1: Eating Disorders
127) Fitness is entirely a matter of strength.
Difficulty: Easy
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Knowledge
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
128) The major physiological effect of aerobic exercise is increased muscle mass.
Difficulty: Medium
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Knowledge
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
129) Anaerobic exercise is particularly useful for helping one to develop stamina.
Difficulty: Medium
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Knowledge
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
130) For most people, all it takes to begin increasing fitness levels is 30 minutes of moderate activity a few days each week.
Difficulty: Hard
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Knowledge
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
131) Regular exercise can lead to an extended elevation of one’s overall metabolic rate.
Difficulty: Medium
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Knowledge
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
132) The average adult needs between 6 ½ and 8 hours of sleep in a day.
Difficulty: Easy
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
133) During times of high stress, the body actually requires less sleep than times of average or low stress.
Difficulty: Hard
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
134) Men complain of insomnia more frequently than women.
Difficulty: Medium
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
135) The most common medical method for fighting insomnia in the United States is relaxation training.
Difficulty: Easy
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Knowledge
Section Reference 1: Sleep: A Time for Renewal
Question type: Essay
136) Identify the essential food elements and discuss how nutritional patterns influence our health.
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Comprehension
Section Reference 1: Nutrition: The Stuff of Life
137) In what way do most people consume carbohydrates? What are the recommended amounts/percentages for such consumption?
Difficulty: Hard
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Comprehension
Section Reference 1: Nutrition: The Stuff of Life
138) List at least 6 different medical consequences of chronic obesity discussed in the textbook.
Difficulty: Medium
Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Knowledge
Section Reference 1: Overweight and Obesity
139) Describe the various factors that contribute to obesity.
Difficulty: Easy
Learning Objective 1: Learning Objective 1: Discuss the origins of overweight and obesity, and explain methods of weight control
Standard 1: Bloom's || Comprehension
Section Reference 1: Overweight and Obesity
140) Identify and describe the various psychological methods for controlling your weight.
Difficulty: Easy
Learning Objective 1: Define the essential nutrients and explain their roles in health
Standard 1: Bloom's || Comprehension
Section Reference 1: Nutrition: The Stuff of Life
141) Compare and contrast anorexia nervosa and bulimia nervosa in terms of their sufferers, symptoms, and effects.
Difficulty: Medium
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Medium
Standard 1: Bloom's || Analysis
Section Reference 1: Eating Disorders
142) Compare the various theoretical views regarding the causes of eating disorders such as anorexia nervosa.
Difficulty: Medium
Learning Objective 1: Define the eating disorders anorexia nervosa and bulimia nervosa and discuss their origins Difficulty: Medium
Standard 1: Bloom's || Analysis
Section Reference 1: Eating Disorders
143) Discuss the differences between aerobic and anaerobic exercise and explain the physical and psychological effects of exercise on health.
Difficulty: Easy
Learning Objective 1: Discuss the health benefits of exercise and explain how to get a move on—that is, how to develop a personal fitness program
Standard 1: Bloom's || Comprehension
Section Reference 1: Fitness: Run (At Least Walk) for Your Life
144) Discuss the functions of sleep and how sleeping patterns influence our health.
Difficulty: Easy
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Comprehension
Section Reference 1: Sleep: A Time for Renewal
145) Explain why psychologists are opposed to using sleeping pills to help people get to sleep, and describe various psychological methods for coping with insomnia.
Difficulty: Easy
Learning Objective 1: Discuss how much sleep college students usually obtain and how to cope with insomnia without popping pills
Standard 1: Bloom's || Comprehension
Section Reference 1: Sleep: A Time for Renewal