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Let QQ be the solid bounded by the paraboloid z=x2+y2z=x^2+y^2 and z=16z=16 with SS as its boundary surface oriented outward as usual. And let F→=\vec{F}=.a) Set up and simplify, with bounds, but do not evaluate, the integrals ∫S∫F→∙N→ dS\int_S\int{\vec{F}\bullet\vec{N}\ dS}Hint: the flat top of the solid is its own function and requires its own integralb) Use the divergence theorem to set up and evaluate the integral ∫∫Q∫∇∙F→ dV\int\int\limits_Q\int{\nabla\bullet\vec{F}\ dV}

Type your answers in as best you can. Avoid decimals: leave your answers with square roots and/or fractions if applicable. There is a math editor if you click the ⊕\oplus button. Don’t forget to upload your work through the provided link in blackboard or via email, even if you show it here to your recording, because that’s how I will be grading your exams.

Evaluate 45∫033 ∫x33x1+y3 dydx45\int_0^{\sqrt[3]{3}}\ \int_x^{\sqrt[3]{3}}{x\sqrt{1+y^3}\ dydx} by switching the order of integration.

Module 11 – ADH A patient has a condition that prevents their collecting ducts from responding to antidiuretic hormone (ADH). As a result, the permeability of the collecting duct to water does not change. Under normal conditions, how does ADH affect water permeability in the collecting duct? (4 points) If the collecting duct is always impermeable to water, what effect would this have on urine volume and concentration? (2 points) What might happen if the collecting duct were always permeable to water, regardless of the body’s hydration status? (2 points)

A drug blocks ATP production in renal tubule cells. What effect would this most likely have on reabsorption in the proximal tubule?

Short answer questions  You will respond to all of the questions and subquestions (A, B, C, etc.) below. Make your responses are as complete as possible, providing explanation when requested. Pay attention for key words/phases like “explain” and “why or why not?”.  Questions will be graded based on the accuracy and comprehensiveness of the responses. I will be looking to see that you applied all relevant information from class into your responses including concepts and terms listed in the Brain Matter on the Module pages. 

Module 12 – RAAS A patient arrives at the clinic with low blood pressure, dizziness, and signs of dehydration. Blood tests show low sodium levels and elevated potassium. The physician suspects activation of the renin–angiotensin–aldosterone system (RAAS) is necessary to restore balance. Explain the steps of the renin–angiotensin–aldosterone system (RAAS) and how this system would help regulate the patient’s blood pressure, blood volume, and electrolyte levels through hormonal control of kidney function. What triggers the release of renin from the kidneys? (3 points) What is the function of renin in the RAAS pathway? (3 points) How is angiotensin I converted to angiotensin II, and where does this occur? (4 points) How do the actions of angiotensin II and aldosterone work together to increase blood pressure and blood volume? (5 points)

A nurse is providing discharge teaching to a patient who has undergone AAA surgical repair. Which statement by the patient indicates further education is needed? 

While admitting your patient and asking about herbal remedies used at home, the patient shares with you that they eats several fresh cloves of garlic every day. Based on your knowledge of garlic as an herbal supplement, which of the following questions would be the most appropriate for the nurse to ask as a follow-up?

The patient with CKD asks why she is receiving nifedipine (ProCardia) and furosemide (Lasix). The nurse understands that these drugs are being used to treat the patient’s