Explanation: Effective curriculum design begins with clearly defined learning outcomes. Knowing the expected end results for the students (choice D), such as what students should know and be able to do, provides the foundation for selecting content, activities, and assessments. While the number of students (choice A) is important for practical planning, it doesn't define the curriculum's purpose. Concepts enjoyable to teach (choice B) can be considered, but student learning outcomes should take precedence over teacher preference. Keeping abreast of recent theories and information (choice C) is crucial for updating content, but it should align with the desired learning outcomes, not dictate them as the primary factor.

Explanation: The process of listing possible solutions and evaluating the consequences of behavior is a fundamental component of 'decision making' (choice C). This systematic approach helps individuals weigh options and choose the most appropriate course of action. Refusal skills (choice A) involve strategies to decline peer pressure. Goal setting (choice B) involves identifying objectives and planning steps to achieve them. Negotiation (choice D) involves finding mutually acceptable solutions in a conflict. While elements of these skills might involve some level of decision-making, choice C directly encompasses the specified steps.

Explanation: Health literacy involves the ability to obtain, process, and understand basic health information and services needed to make appropriate health decisions. 'Self-management' (choice A) represents the highest level because it involves applying health knowledge and skills to make personal decisions and take action to promote one's own health and well-being. Understanding core concepts (choice C) and accessing information (choice D) are foundational components of health literacy. Interpersonal communication (choice B) is a skill used to obtain or share information, but self-management integrates all these components into actionable behavior.

Explanation: Rohypnol, GHB, and ketamine are known as 'date rape drugs' because they can incapacitate victims, making them vulnerable to 'sexual assault' (choice A). Alcohol, while not a date rape drug, can also impair judgment and lower inhibitions, making individuals more susceptible to sexual assault. While these substances can also contribute to motor vehicle accidents (choice B), and alcohol abuse is linked to suicide (choice C) and gang violence (choice D), their common association as a group (especially the first three) is with facilitating sexual assault.

Explanation: The fight-or-flight response is primarily mediated by the 'autonomic nervous system' (choice C), specifically its sympathetic branch. When a stressor is perceived, the sympathetic nervous system rapidly activates, releasing hormones like adrenaline and noradrenaline, which prepare the body for immediate action (increased heart rate, breathing, blood flow to muscles). The integumentary system (choice A) relates to skin, hair, and nails. The lymphatic system (choice B) is part of the immune system. The muscular system (choice D) is directly involved in the physical actions of fight or flight, but its activation is controlled by the autonomic nervous system.