Understanding Human Sexuality 13Th Edition Hyde Solutions Manual Full Chapter PDF

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Understanding Human Sexuality 13th

Edition Hyde Solutions Manual
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Chapter 5
Sex Hormones, Sexual Differentiation, and the
Menstrual Cycle
Lecture Outline
Are You Curious?
Questions are posed regarding the regulation of sex hormones, effects of environmental
chemicals, and what an “intersex” person is.
I. Sex Hormones
• Hormones are powerful chemical substances manufactured by the endocrine glands and
secreted directly into the bloodstream. The most important sex hormones are testosterone,
estrogen, and progesterone.
• The hypothalamus regulates the pituitary gland, which regulates the other glands, in
particular the testes and ovaries. Because of its role, the pituitary has been called the master
gland of the endocrine system.
o The pituitary produces follicle-stimulating hormone (FSH) and luteinizing hormone
(LH). FSH controls sperm production, and LH controls testosterone production.
o Testosterone levels in males are relatively constant. The hypothalamus, pituitary, and
testes operate in a negative feedback loop that maintains these constant levels.
o The levels of LH and FSH are regulated by a substance called GnRH (gonadotropin-
releasing hormone), which is secreted by the hypothalamus.
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o The system comes full circle because the hypothalamus monitors the levels of
testosterone present, and in this way testosterone influences the output of GnRH. The
feedback loop is sometimes called the HPG (hypothalamus-pituitary-gonad) axis.
o Inhibin is another hormone produced in the testes (by cells called Sertoli cells). It
acts to regulate FSH levels in a negative feedback loop.
• In the sex hormone system of females, the ovaries produce two important hormones,
estrogen and progesterone.
o In adult women, the levels of estrogen and progesterone fluctuate according to the
phases of the menstrual cycle and during various other stages such as pregnancy and
menopause.
o The pituitary produces two other hormones, prolactin and oxytocin. Prolactin
stimulates secretion of milk by the mammary glands after a woman has given birth to
a child. Oxytocin stimulates ejection of that milk from the nipples. Oxytocin also
stimulates contractions of the uterus during childbirth. In addition, oxytocin has
gained a popular reputation as the “snuggle chemical,” because it seems to promote
affectionate bonding.
II. Prenatal Sexual Differentiation
• At the time of conception the future human being consists of only a single cell, the
fertilized egg. The specific sex chromosomes carried in that fertilized egg are the deciding
factor in whether it will become a male or a female. If there are two X chromosomes, the
result will typically be a female, but if there are one X and one Y, the result will typically
be a male.
• Occasionally, individuals receive at conception a sex chromosome combination other than
XX or XY.
• In the 7th week after conception, the sex chromosomes direct the gonads begin to
differentiation. In males, the undifferentiated gonad develops into a testis at about 7 weeks.
In females, the process occurs somewhat later, with the ovaries developing at around 13 or
14 weeks.
• An important gene that directs the differentiation of the gonads, located on the Y
chromosome, is called SRY, for sex-determining region, Y chromosome.
o The SRY gene causes the manufacture of a substance called testis-determining factor
(TDF), which makes the gonads differentiate into testes and male development
occurs.
• Once the ovaries and testes have differentiated, they begin to produce different sex
hormones, which then direct the differentiation of the rest of the internal and external
genital system.
o In the female the Wolffian ducts degenerate, and the Müllerian ducts turn into the
fallopian tubes, the uterus, and the upper part of the vagina.
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o The testes secrete Müllerian inhibiting substance (MIS). MIS causes the Müllerian
ducts to degenerate, while the Wolffian ducts, supported by testosterone, turn into the
epididymis, the vas deferens, and the ejaculatory duct.
• As these developmental changes are taking place, the ovaries and testes are changing in
shape and position. At first, the ovaries and testes lie near the top of the abdominal cavity.
By the 10th week they have grown and have moved down to the level of the upper edge of
the pelvis.
o The ovaries remain there until after birth, and later they shift to their adult position in
the pelvis. The testes must make a much longer journey, down into the scrotum via a
passageway called the inguinal canal.
o Two problems may occur in this process. First, one or both testes may fail to descend
into the scrotum by the time of birth, a condition known as undescended testes, or
cryptorchidism. The second possible problem occurs when the inguinal canal does
not close off completely. It may then reopen later in life, creating a passageway
through which loops of the intestine can enter the scrotum. This condition, called
inguinal hernia, can be remedied by simple surgery.
• The results of many experiments with animals indicate that in certain regions there are
differences between male and female brains.
o The primary sex-differentiated structure is the hypothalamus, in particular a region of
it called the preoptic area.
o One of the most important effects of this early sexual differentiation is the
determination of the estrogen sensitivity of certain cells in the hypothalamus, cells
that have estrogen receptors.
o A major new study in 2015 reported evidence of epigenetic changes during prenatal
sexual differentiation of the brain. Epigenetics refers to a functional change to DNA
that does not alter the genetic code itself, but leads to changes in gene expression.
• When an organ in males and an organ in females both develop from the same embryonic
tissue, the organs are said to be homologous. When the two organs have similar functions,
they are said to be analogous.
• We can distinguish among the following eight variables of gender: chromosomal gender,
gonadal gender, prenatal hormonal gender, prenatal and neonatal brain differentiation,
internal organs, external genital appearance, pubertal hormonal gender, assigned gender,
and gender identity. These variables might be subdivided into biological variables (the first
six) and psychological variables (the last two).
o As a result of any one of a number of factors during the course of prenatal sexual
development, the gender indicated by one or more of these variables may disagree
with the gender indicated by others. When the contradictions occur among several of
the biological variables (1 through 6), the person is said to have an intersex condition
or disorder of sex development (DSD).
o In congenital adrenal hyperplasia (CAH), a genetic female develops ovaries normally
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as a fetus, but later in the course of prenatal development, the adrenal gland begins to
function abnormally (as a result of a recessive genetic condition unconnected with
the sex chromosomes) and produces an excess amount of androgens. The reverse
case occurs in androgen-insensitivity syndrome (AIS).
o A related phenomenon was first studied in a small community in the Dominican
Republic. Due to a genetic-endocrine problem, a large number of genetic males there
appeared to be females at birth. The syndrome is called 5-alpha reductase deficiency
syndrome.
III. Sexual Differentiation during Puberty
• Puberty can be scientifically defined as the time during which there is sudden enlargement
and maturation of the gonads, other genitalia, and secondary sex characteristics, leading to
reproductive capacity. It is the second important period during which sexual differentiation
takes place.
o Perhaps the most memorable single event in the process is the first ejaculation for
males and the first menstruation for females.
• The timing of the pubertal process differs considerably for males and females. Girls begin
the change around 8 to 12 years of age, while boys do so about 2 years later.
• There are large individual differences (differences from one person to the next) in the age
at which the processes of puberty take place.
o The first sign of puberty in girls is the beginning of breast development, on average
around 8 to 9 years of age. The ducts in the nipple area swell, and there is growth of
fatty and connective tissue, causing the small, conical buds to increase in size.
Another visible sign of puberty is the growth of pubic hair, which occurs shortly after
breast development begins. About two years later, axillary (underarm) hair appears.
At about 12 years of age, the menarche (first menstruation) occurs.
o Leptin, a hormone, is related to the onset of puberty in both girls and boys. The hot
new hormone that has been discovered to be involved in the initiation of puberty is
kisspeptin.
o Also involved in puberty are the paired adrenal glands, which are located just above
the kidneys.
o Adrenarche—the time of increasing secretion of adrenal androgens—generally
begins slightly before age 8.
• Puberty begins at about 10 or 11 years of age in boys, a year or two later than it does in
girls. The physical causes of puberty in boys parallel those in girls.
o The first noticeable pubertal change in boys is the growth of the testes and scrotal
sac, which begins on average at around 9 to 10 years of age as a result of testosterone
stimulation. The growth of pubic hair begins at about the same time. About a year
later the penis begins to enlarge, first thickening and then lengthening.
5
o The growth of facial and axillary hair begins about two years after the beginning of
pubic hair growth. These changes also result from testosterone stimulation, which
continues to produce growth of facial and chest hair beyond 20 years of age.
o Erections increase in frequency. The organs that produce the fluid of semen,
particularly the prostate, enlarge considerably at about the same time the other organs
are growing.
• Puberty brings not only changes in the body, but changes in behavior as well. Pubertal
development results in changes in the brain and genitals (organizing effects) and also
activates certain behaviors. Puberty also reorients social behavior, so that adolescents are
motivated to seek social experiences with their peers and with potential romantic partners.
IV. The Menstrual Cycle
• The menstrual cycle is regulated by fluctuating levels of sex hormones, which produce
certain changes in the ovaries and uterus. Humans are nearly unique among species in
having a menstrual cycle.
• The menstrual cycle has four phases:
o The first phase of the menstrual cycle is called the follicular phase. At the beginning
of this phase, the pituitary secretes relatively high levels of FSH, causing one follicle
to begin to bring an egg to the final stage of maturity.
o The second phase of the cycle is ovulation, during which the follicle ruptures open,
releasing the mature egg. By this time, estrogen has risen to a high level, which
inhibts FSH production. The high levels of estrogen also stimulate the hypothalamus
to produce GnRH, which causes the pituitary to begin production of LH.
o The third phase of the cycle is called the luteal phase. After releasing an egg, the
follicle turns into a glandular mass of cells called the corpus luteum. The corpus
luteum manufactures progesterone, so progesterone levels rise during the luteal
phase.
o The fourth and final phase of the cycle is menstruation. Physiologically,
menstruation is a shedding of the inner lining of the uterus (the endometrium), which
then passes out through the cervix and the vagina.
• During the first, or follicular, phase, the high levels of estrogen stimulate the endometrium
of the uterus to grow, thicken, and form glands that will later secrete substances to nourish
the embryo. Then, during the luteal phase, the progesterone secreted by the corpus luteum
stimulates the glands of the endometrium to start secreting the nourishing substances.
o The corpus luteum continues to produce estrogen and progesterone for about 10 to 12
days. If pregnancy has not occurred, its hormone output declines sharply at the end of
this period. The uterine lining cannot be maintained and is shed, resulting in
menstruation.
o The menstrual fluid itself is a combination of blood (from the endometrium),
6
degenerated cells, and mucus from the cervix and vagina. The average length of a
normal menstrual cycle is about 28 days.
o Two other biological processes fluctuate with the menstrual cycle: the cervical
mucus cycle and the basal body temperature cycle.
• The most common menstrual problem is painful menstruation called dysmenorrhea.
Dysmenorrhea is caused by prostaglandins, hormonelike substances produced by many
tissues of the body, including the lining of the uterus.
o A problem that may be mistaken for dysmenorrhea is endometriosis.
• Another menstrual problem is amenorrhea, or the absence of menstruation. It is called
primary amenorrhea in girls who have not yet menstruated by about age 18. It is called
secondary amenorrhea in girls who have had at least one period.
• The term premenstrual syndrome (PMS) refers to cases in which the woman has a
particularly severe combination of physical and psychological symptoms that occur
premenstrually. These symptoms may include depression, irritability, breast pain, and
water retention. Of the numerous studies that have been conducted, many offer
contradicting results, and many have used weak methods.
o The American Psychiatric Association has formalized PMS with the diagnosis
premenstrual dysphoric disorder (PMDD) in the DSM-5.
• Research on performance—such as intellectual or athletic performance—generally shows
no fluctuations over the cycle.
• The results of a study indicate that maximum sexual arousability does occur at the time of
peak fertility. Interestingly, testosterone levels also peak at ovulation, according to this
study.
• There is an argument that the belief in PMS is because of a long tradition of many cultural
forces, such as menstrual taboos that create negative attitudes toward menstruation.
• One study found no differences between men and women in day-to-day mood changes.
Men were neither more nor less changeable than women.
o Another study found that men’s testosterone levels displayed weekly fluctuations,
peaking on weekends.
Discussion Questions
DQ1: Hormones – What are hormones, and how do they function?
DQ2: Signaling masculinity – How does a developing fetus know to begin masculinizing?
What chromosome is critical? What genetic material in that chromosome initiates
masculinization? Is it possible for that material to be missing or defective? What happens in that
case?
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DQ3: Gender differences – The textbook mentions that differences exist between human male
and female brains, although these differences may develop after birth rather than prenatally.
What can we conclude from this research? Does it matter if the differences develop prenatally or
after birth? How might differences that develop after birth be interpreted as biological,
sociological, or both?
DQ4: Puberty and weight gain – How does puberty affect the body weight of young girls?
What is the typical pattern of weight gain at puberty? What is the typical response of a young girl
in this situation? What are the consequences of the societal emphasis on thinness for girls and the
normal pattern of weight gain with puberty? Does this affect boys at all? What sort of weight
gain patterns can they expect to go through? What other sort of changes might they experience
with discomfort?
DQ5: Dream orgasms – Nocturnal emissions (wet dreams) are often discussed in sex education
for boys. Do girls have orgasms in their sleep? Is there a word to describe this experience for
women? Why might such experiences for women have been overlooked? Think of at least one
biological and one sociological reason.
DQ6: What is gender? – What visual clues do you use to determine whether a person is a male
or female? How do you know for sure that a person walking down the street is male or female?
Is there any marker that assures you that you can correctly guess the gender of another person?
The textbook describes eight variables of gender. Does one of these variables determine gender?
Are any of them sufficient? Why do people feel it so important for us to know a person’s gender?
DQ7: The sex drive – What is the relationship between a woman’s sex drive and her adrenal
gland? How do the thresholds for testosterone and effects on sex drive differ in women and men?
DQ8: The hormonal systems – What are the important structures in the hormonal systems of
men and women? What hormone(s) does each structure contribute? How do the hormones relate
to each other? Which structures and hormones do men and women have in common? For
example, both men and women have follicle-stimulating hormone. What does it do in men and
what does it do in women? How are these functions similar?
Note to the instructor: Make sure to include the hypothalamus, the pituitary gland, the ovaries,
the testes, progesterone, estrogen, androgens, testosterone, gonadotropin-releasing hormone,
follicle-stimulating hormone, and leutenizing hormone.
DQ9: Rethinking AIS – What is AIS? Read the poem at the beginning of the chapter. Is this
person with AIS devastated about her condition? How has she interpreted it? Are there things
about AIS that she values? What are they?
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DQ10: Endocrine disrupters – The box on page 95 discusses the topic of endocrine disrupters.
List some examples of the problems occurring in non-human species. Give several examples of
suspected endocrine disrupters. Are you at risk for endocrine disrupters? If you answered yes,
give some examples of how you might reduce your risks.
DQ12: The myth of two genders – Are there some societies in which more than two genders
are recognized? What are those societies like? Is America in the process of recognizing more
than two genders? Do you think that is a good trend or a bad trend?
DQ13: Sexual activity during menstruation – Research indicates that females’ rates of
masturbation increase during menstruation, but their interpersonal sexual activity decreases. Why
do you think people tend not to want to engage in intercourse during menstruation? Is there any
biological reason not to? Can you think of any social reason why many people are reluctant?
DQ14: Anticipating PMS – Your 10-year-old daughter tells you that she has heard about PMS
and wonders whether she will get it when she begins her periods. What would you tell her?
DQ15: Interpreting correlation – Researchers have conducted studies to determine the extent
of correlations between cycles in emotional state and sex hormone cycles in both men and
women. The studies have found cycles of diverse lengths in emotional states of both men and
women, but researchers have had a difficult time tying the cycles to sex hormones. Are sex
hormones the only thing that could cause such a cycle? What other events, biological or not,
might influence a person cyclically? Is it possible that a socialized expectation for cycling
emotions might layer onto a biological cycle? Give an example.
DQ16: The impact of the menstrual cycle – The textbook defines the difference between the
estrous cycle and the menstrual cycle. Presumably humans evolved from an estrous cycle to the
menstrual cycle we now have. What might humans have been like if we still had an estrous
cycle? What sort of advantages might the menstrual cycle have brought for humans and for
families?
Classroom Activities
CA1: Personal reflections. Have students anonymously answer the questions in Personal
Reflections on Puberty (Handout 5A). Ask them to disclose their answers and discuss them with
the class.
CA2: Quiz. Pass out Sex Hormones and Differentiation (Handout 5B). Put students into groups
and have them answer the questions together. Discuss the correct answers (found on the third
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page of the handout).
CA3: Guest speaker. One of the most powerful experiences in a classroom can be when the
students have the opportunity to listen and talk with a person who embodies the facts and issues
at hand. Contact a local (perhaps university-affiliated) intersex organization and arrange a
speaker or panel of speakers. Such organizations often have excellent programs designed to
provide just this kind of service.
CA4: Forced choice—intersexual baby. Have students work in groups to respond to the
following scenario: Congratulations, new parent! You have just given birth to a healthy baby.
You baby does, however, appear to be intersexed. What are some of both the immediate and
long-term issues you and your child must face? What additional information do you need before
making these decisions? Will you choose to have surgery to “normalize” the appearance of the
child’s genitalia? If so, what are the possible repercussions of this choice? If not, what challenges
await your new family?
CA5: The eight variables of gender. Arrange your students into groups and ask them to discuss
the eight variables of gender, listed in the textbook. After they have discussed each variable,
assign each group one of the following: congenital adrenal hyperplasia, androgen insensitivity
syndrome, progestin-induced pseudohermaphrotism, and 5-Alpha reductase syndrome. Have
each group look up their syndrome and analyze it in terms of the eight variables of gender. At
which point did typical development because interrupted? What happened at each stage after the
initial interruption? What can we infer about an individual with the syndrome, based on what we
know about development?
CA6: Gates of departure. As a group, look over the Gates of Development (Handout 5C) and
Departures from Typical Sexual Development (Handout 5D). For each problem, at which gate is
the departure from typical sexual development made? How do you know? Is it sometimes
difficult to tell? (Also see Classroom Activity 7.)
CA7: Determining gender. Brainstorm a list of how to tell what gender a person is. Split the list
up into clues that a person uses in his or her day-to-day life (e.g., clothes, hair, makeup, vague
body shape), clues that a person uses with an intimate other or child (such as whether the person
has a penis and scrotum, vulva, or breasts), and clues that can only be used with the help of
technology (such as hormone levels and genetic makeup). Which of these clues are most often
used to determine a person’s gender? Are any of the clues on the first list foolproof? The second
list? The third? How, then, does a person tell what gender another person is? By asking? And
why is it so important for people to know the gender of another person?
Note to the instructor: With a quick look at the Gates of Development (Handout 5C) and
Departures from Typical Sexual Development (Handout 5D), you should be able to show that
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none of these methods is foolproof. (Also see Classroom Activity 6.)
CA8: Have students fill out Handout 5E about their experiences with PMS. Discuss the results in
class.
CA9: Quiz. Pass out Menstrual Cycle Details (Handout 5F). Ask students to fill it out,
individually or in groups. Discuss the answers (found on the second page of the handout) with
the class.
CA10: Talking about periods. Brainstorm a list of words and phrases that are often used to
refer to menstruation. What types of words are used? What sort of connotations do they carry?
What do they imply about women?
CA11: Menstruation. Have students make a list of things they have heard about menstruation.
Identify the myths versus facts.
CA12: Menstruation reality. Divide students into groups where some groups have only males,
some groups have only females, and some are mixed. Have them write out what women
experience during menstruation (from beginning to end) and how women use tampons. Have
them read their answers aloud and talk about what it was like to write it out. How accurate were
the men’s writing? For the mixed group, was it helpful to have women involved? How active
were the men in participating and what questions did they have?
NOTE: Before doing any exercise that involves splitting into all-male or all-female groups, you
should determine whether you have trans or genderqueer students in your class. If you do, such
an exercise can be insensitive. Try to organize it in a different way. One way to determine
whether you have trans students in the class is, on the first day of class, to distribute 3 x 5 cards
(or do the same thing electronically) and have each student write on the card (1) their name and
the name they want to be called in class, (2) their year in school, (3) their major, (4) the pronoun
they want you to use for them (from among he, she, they, ze, or others), and (5) one reason why
they wanted to take this class. All of these questions give you useful information, and the
information on pronouns will tell you whether you have students who identify as something
other than male or female.
CA13: Capitalizing on menstruation. Historical and cross-cultural examples are often used to
demonstrate a history of menstrual blood as impure. Do such beliefs still operate in
contemporary American society? Ask your students to bring in magazine advertisements or
transcribe television commercials for menstrual products. Analyze them together for messages
about the impurity of menstruation and women who are menstruating.
CA14: Critical thinking. The critical thinking skill for this chapter involves understanding how
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scientific research can be applied to making policy decisions. Suppose that your local school
district is in the process of deciding whether to institute single-sex classrooms in the middle
school, because of the “raging hormones” of puberty, which lead to disruptive behavior by boys
and girls when they are in the same classroom. Have students generate a list of scientific
information that the school district should obtain and use in making their decision.
Outside Activities
OA1: In-depth intersex – Assign your students a short research paper on one of the
interruptions in sexual development discussed in the textbook. In their paper, ask them to
synthesize the material in the textbook with their own research on both the biology and
physiology of the syndrome and the sociological and psychological concerns, including
stigmatization and surgical treatment.
OA2: Remembering puberty – This exercise is designed to encourage students to think

analytically and critically about their experience of puberty. Beginning with the questions in
Personal Reflections (Handout 5A), ask them to write an autobiography of their experience of
puberty, focusing on their education about puberty, the most memorable events, their feelings
and beliefs about what they were going through, and the reactions of others around them. This
can be assigned as a semester-long paper, or it can be completed in a brief format and used as
material for group discussion.
OA3: Interviews – Assign your students the task of interviewing one or more adults about their
experience with hormonal changes. This assignment will include designing an open-ended
interview instrument, administering the interview, and writing or presenting their conclusions.
OA4: Understanding the menstrual cycle – The menstrual cycle is a complex process to
understand. To help students grasp it, ask them to do group projects in which they use the
information from the textbook to creatively build, draw, or chart the menstrual cycle, including
the workings of the brain, the ovaries, the endometrium, and the cervix. Ask them to also address
fertility and the negative feedback loop.
OA5: Field trip – Direct your students to go to a grocery or drug store and take notes on the
variety of products marketed to women for their menstrual cycle. Ask them to write a paper
answering the following questions: How many brands were there? How many products and
variations on each product did each brand offer? How does each brand differentiate its products
from each other? How do brands distinguish themselves from other brands? What benefits do
they claim result from using their products? What risks do they imply come from not using
them?
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OA6: Menstruation cross-culturally – Ask your students to find research documenting the
approach to understanding menstruation, PMS, menopause, or the climacteric in countries other
than the United States. In a short paper, ask them to compare their knowledge about the U.S.
understanding of what they learned.
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Handout 5A: Personal Reflections on Puberty
Please write an answer to each question. Do not write your name on the survey.
1. Did you look forward to puberty with positive or negative expectation? What were you
most excited/worried about?
2. List your most memorable physical change of adolescence. Why was it memorable?
3. What do you remember about your first period/ejaculation? Did you know what it was?
How was it a positive or negative experience? Could it have been a better experience?
How?
4. If you are a woman: What did you know about erection, ejaculation, or wet dreams? How
did you learn it? If you are a man: What did you know about menstruation? How did you
learn it?
5. Remember back to when you were a teenager. How did you deal with pressures to fit in?
What are some things you did to be popular? How far would you have gone?
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Handout 5B: Sex Hormones and Differentiation
1. This is the general term for chemical substances manufactured by the endocrine glands and
secreted directly into the bloodstream.
2. Beard growth, maintenance of the genitals and their sperm-producing capability, and
stimulation of growth of bone and muscle are controlled by this hormone.
3. This hormone controls sperm production.
4. This hormone, secreted by the pituitary gland, regulates estrogen and ovulation.
5. The pituitary gland produces this hormone, which plays a role in stimulating secretion of
milk by the mammary glands.
6. This substance is produced by the Sertoli cells and regulates FSH levels.
7. A fertilized egg carrying these chromosomes will typically develop into a female.
8. This sex chromosome is the smaller of the two and carries less information.
9. In this syndrome, a genetic male has an extra X chromosome. As a result, the testes are
abnormal and no sperm are produced.
10. This sex chromosome can be contributed only by the male parent.
11. Guevodoces have these sex chromosomes.
12. The sex chromosomes direct the gonads to begin sexual differentiation during this week of
gestation.
13. The testes travel down this passageway around the seventh month after conception.
14. In this condition, one or both testes may have failed to descend by the time of birth.
15. In this condition, the passageway through which the testes pass before birth does not close
off completely, and part of the intestine may enter the scrotum.
16. This gene, located on the Y chromosome, directs the gonads to differentiate into testes.
17. This is the term for testes and ovaries before the time of sexual differentiation.
18. How many weeks after conception do the gonads develop into a testes in males and ovaries
in females?
19. These ducts develop into the fallopian tubes and the uterus.
20. These ducts develop into the epididymis and the ejaculatory duct.
21. The gender of the fetus is clear from the appearance of the external genitals by this period
of gestation.
22. This substance causes the Müllerian ducts to degenerate in males.
23. This portion of the brain differentiates prenatally based on the presence or absence of
testosterone and directs a cyclic or an acyclic production of sex hormones at puberty.
24. At 28 days of age, male and female embryos are identical except for their chromosomes,
indicating that they are in this state.
25. These organs are both analogous and homologous to the testes.
26. The glans clitoris is homologous to this highly sensitive part of the penis.
27. The scrotum is homologous to this portion of the vulva.
28. The fallopian tubes have no homologous structure in the male because of the degeneration
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of these ducts.
29. The seminal vesicles have no homologous structure in the female because of the
degeneration of these ducts.
30. The Skene’s glands and Bartholin’s glands are homologous to these glands in the male,
respectively.
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BO BERGMAN (1869—1967)
Kuunpaiste virralla.
Kuin synkät varjokuvat on vuoret etelän. Kivilaiturin ohitse

virran näen mustana vyöryvän.
Mut ylitse pyörteiden heittää

kuu juovansa loistavan,
ja keskellä sädesiltaa
vene keinuu kalastajan.
Hän verkkonsa vedestä nostaa.

Mitä soikaan ilta tää?
Kuin suomusten paljoudesta
joka silmukka kimmeltää.
Mut on vettä se ainoastaan,

jok' ei verkossa pysyä vois.
Kuunpaistetta kalastaa hän
ja laulaen soutaa pois.
Tänä iltana virralta tuolta
mik' on saalis runoilijan?
Sai kuutamon paistetta kuplan,
pois vierivän unelman.
(Suom. Elina Vaara)
Sydän.
Sydän unelmista itää. Sydän muuten köyhäks jää. Siks

sateiden langeta pitää ja poudan lämmittää. Niin tähkään
ennättäymme ja mielin kiitollisin päin korjuun aikoja käymme,
alakuloista talveakin.
(Suom. Elina Vaara)
Viole d'Amour. (EV)
Soi hämyssä himmeä kieli, se vainajan muistoa soi

kevätiltana, jolloin mieli kuin nälkään hiutua voi… Sydän, tuttu
on tuskasi mulle. Nyt, lapsi rauhaton, levon päivä on saapunut
sulle. Hyvä unhoon nukkua on.
Oi hiljaisuutta maiden, joiss' ei asu elävää! Kädet henkien

autuaiden nyt viulua virittää. Ken luonani? Sydän palaa ja
vilusta värisee. Näen varjon. Otsaani salaa joku siivellä
hipaisee.
(Suom. Elina Vaara)
VILHELM EKELUND (1880—1949)
Leukadia.
Oi Eros, on sieluni tähti, mi vuodattaa verensä kuiviin

keskellä yön.
Oi Eros, on sieluni
säihkyvä kipinä
palosta sun tähtesi
kauhistavan.
Oi Eros, sun tähtes

epätoivoinen tytär,
halki avaruuden halaa
syöksyä hän
ja pysähtyä vasta, kun saavuttaa sun — vain tulessas hän

kuolla ja menehtyä voi!
Oi ota minut, Eros, ja säteihis sammuta minut! Oi,

suudelmiisi kuolla, kuolla mun suo!
(Suom. Elina Vaara)

Palvonta.
Kuin meri tuulinen heinäkuun auringossa,

on ruumiisi viileä, hurmaavan raikas.
Lunta ja ruusuja.
Kaste metsässä toukokuun, tuomet lähteen luona eivät niin

suloisesti tuoksu kuin sun tuoksuva suusi.
Ihmisen häikäisevä kauneus — oi katso: tomua, missä

kuljet, suutelee palvoen hämmentynyt orja.
(Suom. Elina Vaara)
Mentyäsi, armas.
Äkkiä niin — syvyydestä hämärähän valoon — kesken

pimeintä vuoden aikaa… Eros, Eros! Aistini oot hämmentänyt,
tuskaisesti harhaannutit sielun, joka häilyy pohjaa vailla…
Niinkuin kohtan salaiseen ois kosketettu, kauhunäky sieluun
nousi. Tuskani mun kumea ja mykistynyt tarunkaameana alkoi
elää…
Eros, Eros! minkä laulun huulilleni painoit barbaarisen,

hämärän? Sentään: eikö loista sielussani templi juhlallisna
niinkuin valo kevätaamun; eikö laula huoneessa mun
sydämeni liekki, joka täyttäis tasaisella huminallaan sonetin ja
oodin stroofit ikuiset?
(Suom. Elina Vaara)

ANDERS ÖSTERLING (1884—1981)
Fantasia etelän meren rannalla.
Minä riippuvan paviljongin meren äärelle rakensin. Siell'

aaltoin kuoroja vastaan soi lauluni aamuisin. Minä istutin
hedelmäpuita, ja kukkansa valkeat kevätvalossa
vaahtometsään ne sirottivat.
Kuin neidon jäsenet, hoikat tein pilarit loggiain, oli kevyet

kaaret, kuin niitä ois kantanut ilma vain. Kävi alhaalla autuas
läike, ja marmori väräjöi. Hymys karyatiidit, kun seinään vesi
hyrskyten löi.
Ja aamujen nousten ja soiden veden sinisen musiikin, minä

pylväskuistilta merta kuin veljeä tervehdin. Meren aavalta
lupauksen minä jumalten ilosta sain, kun veljeni jumalaista
join viiniä vain.
Yli vuorien, hiuksissansa lemu kasteen ja rypäleen, tuli

nainen haavaisin jaloin, pyys yöksi hän huoneeseen. Maan
syksystä saapuin hän raukes kuin joutsen väsynyt, mut
purppura pilvisen illan ties myrskyä nyt.
Hänen viipyä soin ma, vieraan, tuon nymfin nimettömän.
Kuin salainen kohtalo, vaiti avas hymyillen sylinsä hän. Me
vaivuimme rakkauteemme, ja alhaalla varoittaen löi paisuvin
iskuin meren viha yöllinen.
Mut hurjasti kallio aamuun kuin särkyvä harppu soi, meren

titaanipuristus tieltään kun pohjan ja liitokset loi. Ja syleillen
kauhistuneina me kuljimme erilleen — hajos marmori
syvyyksihin meren raivostuneen.
Jäi kauas se. Raskaasti aika käy ylitse merien. Nyt laulan,
harmennut orja, ma kahleissa airojen. Mun kotini, nuoruuteni
lipas marmorinen tuo ikihiljaisuuteen vaipui Poseidonin luo.
Minä kevyen marmorihaaveen meren äärelle rakensin,

meren ylistykseksi loin ma ajan aamussa temppelin. Öin
palossa tähtien laulan nyt merelle pettymystäin, ja verkkaan
kaleeri keinuu mait' outoja päin.
(Suom. Elina Vaara)
Aamuhartaus.
Lokit valkeat kohoo aamun avaruutehen kuultavaan, kuin

syleillen, hiljaisesti meren sulaa ne hopeaan. Sadat siivet
valohon kimpoo kuin säkenet valkeat ja valkeiden lehtien lailla
alas jälleen vaipuvat.
Kuin soittoa kuulumatonta, joka etäältä hymisee, nyt

kuuliaisin rytmein lokit lennossa seurailee. Ja kevyet ruumiit
leijaa kuin johtaissa salaisen lain, kuin aaltojen näkymätönten
lumivaahtona kimmaltain.
Veden peilissä neitseellisessä viri hiljainen väräjää, nyt

aamun tuloa hienot sävelvihmat tervehtää. Ei vasten
ruusuista rantaa lyö maininki ainutkaan, pian humisten
vaikenevat myös simpukat laulustaan.
Pyhä äiti pilvien, tuulten, meren avaruus rannaton, sun

rinnallas marmori valkein kuin usva talvinen on. Sinä
mahtava, simpukankuoriin joka virität musiikin, myös salli mun
korvani kuulla sävel tuulesi koraalin!
Päämäärättä, maailma, vastaan ota kauneuttasi en, joka

päivän lahjan ma korvaan öin verolla laulujen. Lokin lailla mun
hymnini kohoo avaruutehen kuultavaan, kuin syleillen,
hiljaisesti meren sulaa se hopeaan.
(Suom. Elina Vaara)
Odotus meren rannalla.
Meren rannalle tieni mun johtaa,

kun mainingit keinuen lyö.
Tulet virvojen silmiini hohtaa,
pian kietoo mun hiuksiinsa yö —
meren kostea yö.
Ah, miss' yhä viipyvät askeles sun?
Tule! Kun kätes lämpimän saan,
heti löytää uupunut sieluni mun
taas maan —
taas maan.
Jalanääniä etäältä kuulen ja kahinaa musliinin, kuvas

valkean hohtavan luulen nyt aaltoihin Kattegatin, siniaaltoihin.
Tule! Untuvaposkesi painua jo mun rintaani vasten suo
lepertääksesi, kunnes aurinko valon tuo — valon tuo.
Yhä suhisten rannalta ääni

soi taipuissa ruohikon,
mut epäillen painan ma pääni,
tuta saan: vain tuuli se on —
vain tuuli se on.
Yö kohta on poissa ja punertaa koi
yli harmaiden tiheikköjen.
Koko maailma valosta riemuita voi —
minä en —
minä en.
Meren rannalle tieni mun johtaa,

kun mainingit keinuen lyö.
Tulet virvojen silmiini hohtaa,
pian kietoo mun hiuksiinsa yö —
meren kostea yö.
Mut odotus turha yön keskellä näin
kidutusta on rakkauden:
veden pohjall' on kuolema, edessäin
syli sen —
syli sen.
On horrosta odotukseni,
se on tuskaa hämärtyvää.
Ah, ääni mun rakkauteni
meren myrskynä nyyhkyttää —
se nyyhkyttää!
läks kuolee, jos niitä nyt ripitä en,
sanat kätketyt rintaani mun.
Joko askelet halki maininkien
soi sun?
— Sun!
(Suom. Elina Vaara)
Aamun sydän
Lähelle ikuista aamua tulla määränä vaelluksen oli mulla.

Kaiken, minkä elämä soi, kestin ma, siintävä aamunkoi aina
mun eelläni loisti. Lähemmäs aamun sydäntä sain, kasteesta
nummien kukkivain kimposi kiuru — ja yön jo poisti.
(Suom. Lauri Viljanen)

BERTIL MAMLBERG (1889—1958)
Neitsyt.
Ilta painuu. Pursi ohi rantain

liukuu, ruumiis aphrodiisisen
verhotonta kauneutta kantain.
Virran nousten, virran vaipuin retki
nautinnollinen!
Aalto rannan piilipuita
kuvastelee hiljaa vierien.
Suljetuita
polviasi vasten lepää käden kukka valkoinen.
Kohti yön ja pyyteen juhlaa kulkee

ruusuin seppelöity alukses;
nuorukainen syliinsä sun sulkee,
hunnuttaen silmäis valon täyttyy pian haavehes
Liu'u, minne mieles halaa,
ohitsemme, syliin kaivatun;
ilta palaa,
pilvet kulkee, kedot tuoksuu, »Eros», kuiskaa
huules sun.
Keinut ohi rantain pehmeästi,

oksat jäseniäs hyväilee;
valo kultaa hiukses himmeästi,
yli arkaadisen seudun kaukaa huilut helisee.
Tuuletonna virta päilyy,
otsas yllä ilma tuuleton;
joskus häilyy
silkkipurjeet purren keinuin, kyyhkyspesä
kannell' on.

DAN ANDERSSON (1888—1920)
Laulu.
Heräs lempeni aikahan keväimen

veden leikkivän rannoilla viheriöillä.
Ja villihunajaa nuoruuden
Join kasteraikkailta niityiltä öillä.
Heräs Paison rannoilla rakkautein

Lohet hyppeli, hauet polskutti siellä.
Ja ma villin, kuohuvan laulun tein
keväthurmasta, ruusuista soittajan tiellä.
Monin keväin laulu se uusiutui

ja mun vereeni tultansa valoi.
Koko maailma viinihurmassa ui,
ja maat ja taivahat paloi.
Mut enää en niin voi rakastaa

kuin Paison rannoilla viheriöillä.
On lempeni vanha ja harmaaks saa,
ei villihunajaa löydä se öillä.
(Suom. Elina Vaara)
Soittoniekan hautaus. (LV)
Yllä Himmelmoran harjan viel? ei aamurusko näy, kun

kylästä, kas, kuollut viedähän. Yli kumpareiden pienten
kukkain saatto hiljaa käy all' aamutaivaan pilven viileän. Käy
raskaat saappaat viljasarkaa ruusunkirjavaa, päät raskaat
niinkuin rukoukseen jää. Pois erämaasta uneksijaa viedään,
vainajaa, yli niityn, jolla kaste kimmeltää.
Hän kummallinen oli, sanoo miehet mustissaan, usein

leivättä ja yksin, koditon. Kas kuningasta, ruusut puhuu, joita
poljetaan, kuollut kuningas ja uneksija on. On tie kuin monta
peninkulmaa, miehet haastelee, ja päivemmäll' on jalka
väsynyt. — Vain hiljaa käykää, varovasti, raidat suhisee, jokin
kukka kenties kuollut on nyt.
Mut kun arkku musta keinuu halki metsän keväisen, niin

aamuvirkku laiho vaikenee, ja länsituuli seisahtuu kuin
kuunnellakseen, ken niin raskahasti ruusuiss' astelee. Se on
soittoniekka Olli vain, saa kohu kuusihin, hän on kodittomat
vuodet päättänyt. — Se on hauskaa, vastaa tuuli, jos myrsky
olisin, koko matkan hälle soittaisin nyt.
Yli keltaisien soiden keinuu kuolleen kovat luut, päivän

riutuessa lepoon kalpeaan. Mut kun hehkuu iltaan vilpoisehen
puolukat ja puut, taas Himmelmoran kankaall' astutaan. Käy
uuvuksissa, murheissaan nyt miehet kotihin, päät raskaat
niinkuin rukoukseen jää. Mut karkein jäljin polkevat he ruusut
haavoihin halki niityn, jolla kaste kimmeltää.
Hän on poissa, miehet virkkaa, nyt raskast' äidin on, joka

köyhäintaloon kulkea saa. Miks korot meitä murskaa, miks
kenkä tunnoton, näin haavoitetut ruusut vaikertaa. Yli
apiloiden pientareelta kuiskii ohdakkeet: kävi kankaalla nyt
tanssi Kuoleman. Sen vanhat kengät lokaan ovat teidät
tallanneet, kun se tanssi luilla uneksijan.
Yli ruohon, töllein harmajain yö lentää suhisten, tähdet

kalpeat pilveen hämärtäy. Yli nummen alas lampehen käy
valo läntisen, yli lummerikkaan liejun laulu käy. Ja laulain
puutteest' erämaan nyt myrsky, vaahtopää lyö ympärillä
saaren kallion. Yö rukouksen yllä vetten mustain virittää:
kuollut soittoniekka, uneksija on.

ERIK LINDORM (1889—1941):
Iltapäivä.
Tuli räiskyy, on ulkona sadesää, sumu lyhtyjä verhoo,

tuulee. Hänen vaimonsa vaatteita silittää, mies keittiöstä sen
kuulee.
Ovi lasten huoneen on raollaan —

miten siellä nyt temmelletään!
Kaikki he käyttävät keuhkojaan,
ei puutu heistä ketään.
Mut ilta kuluu jo loppuhun, ja hiillosta hämmennetään. Pian

on lyhyt hetki se poissa, kun ei puutu ketään.
(Suom. Elina Vaara)
Onnen hetki.
Käsivarteni lastako tuudittaa, ja sen silmissä kuvani on? Ja
ulapat välkkyy, ja lämmin on maa ja taivas hattaraton!
Mitä aikoja on, mitä vuosia nää,

ken oon, mikä nimeni mun?
Sa naurava käärö, sa vaalea pää,
miten sain ma syliini sun?
Ma elän, ma elän! Ah, ennemmin ma miss' olen ollutkaan?

Kai varroin ma vuosia miljoonin tätä hetkeä ainoastaan.
Isä ja poika.
Järvessä värähtelee pilvijuovainen kuu. Sirkkojen sirinä

niityn heinässä vaientuu. Hämärän tuhka lankee yli päivän
poltetun. Ma kuljen kivistä rantaa ja pieni poikani mun.
Hän puhuu, viittoo ja väliin kivihin liukahtaa. Ma puristan

kättänsä pientä ja hienoa, ruskeaa. Hänen raikas
ihmettelynsä ei kysyen uupua vois. Ma hajamielisnä vastaan,
ja ajatus kiitää pois.
Miten kauan saankaan pitää sun pientä nyrkkiäs näin, ja

suojata sinua, tiesi jos kulkee kunneka päin? On ihme, kuinka
kauan noin armaana mulle näyt. Sa kasvat ja kauemmas
luotain sa päivä päivältä käyt.
Pojankainona kätkeyt — uhma sun tahtoas karkaisee. Sun

sielusi salassa itää, ja katseemme erkanee. Hämärät,
polttavat tunteet sa hiljaisuutehen viet. Mun täytyy sivulla
seistä, on meillä eri tiet.
Sinä haaveeni tietäisitpä yli vuotees, poikani mun! Olen

kätkenyt kirjoituspöytään ens töppöses valkeat sun. Pian
keskeen maailman kengin käyt suurin, painavin. Ne omaa
tietään polkee — ja isää, äitiäkin.
Se kestää ja kärsiä täytyy, jos kuinka raskasta ois. Miten

lujasti puristankin, kätes pieni on liukuva pois. Pois luotani
kuitenkin kuljet, ken kasvua estäiskään? — Nyt, poikani,
kiiruhdamme, jo kotiin ehditään!
Arki-ilta.
Taas arki-iltaan ihmisten soi melu, haukku koirien, ja kotiin

mustain joukkoin tie nyt päivän taiston jälkeen vie. Soi
raitioiden signaalit ja säihkyy valoreklaamit. Ja kaarilamppuin
tuikkeeseen käy pahe maalikasvoineen.
On taasen ilta arkinen, ja kimeät on äänet sen. Miks

ahdistusta tunnenkaan? Ma katson ihmisiä maan: sameina
syntyy, kuolee nuo ja kurjain kaivoin pyrkii luo, vaikk' yllä
kuonan, rihkaman nään linnunradan loistavan.
Oi ihmiskunta, iloton ties loan, melun halki on. Vaikk' kattos

yllä näetkin sa aurinkoja miljoonin, vuossatais-syvä paiste tuo
ei sieluus puhtautta luo. Oi, kuule laulu korkeuden! Maan
pääll' on ilta arkinen.
Laulu nuoruudessa. (LV)
Maan juhlihin
oon kutsuttu, ma vieras vähäisin.
Saan alla päivän kultakruunun elää.
Ma vaeltaa
saan jonkun vuoden kesken pauhinaa,
ja joku laulu huuliltani helää.
Käyn hymyillen
ma silmin raikkahin, ja hellien
mun käteni, ah, kaikkeen koskettavat.
Tie auringon
ja ilmain loisto ylläni mun on,
maat, meret kaipuulleni kangastavat.
Oon vieras vain, ma vähäks aikaa tänne jäädä sain. — Pian

lähdet, kuolo korvahani toistaa. Ma tiedän sen, tuon
salaisuuden suuren, iloisen, siks silmäni mun raikkahasti
loistaa.

GUSTAF JOHANSSON (1891—1925)
Ballaadi Johanssoneista.
Oli korppi, korkea iältään, joka puolukkamäellä eli. Tavall'

lintujen istui se männyssään ja niskaansa ojenteli ja käheästi
viisauttaan huus metsälle, maailmalle. Oli saanut ruutia
maistaessaan se haulin siipensä alle.
Tuli, hunnussa vihma kuutamon, Hämy-neitsyt tähtien

myötä — makas päissään metsämies Johansson, sepät
aivoissa tekivät työtä. Ja korppi se mietti: »Oi Johansson,
pian pois sinun suvesi joutaa. Miks kaukaa, miss' olet
tuntematon, et naista voi itselles noutaa?»
Punass' illan nainenpa kuitenkin tuli metsästä tanssivan

jalan: lasi lensi pirstoiksi Johanssonin, ja hän vannoi alttihin
valan. Näki korppi: nyt vuosi Johanssonin miten suloiseksi
saikaan. Lumi särki sen haavaa, kun vihdoinkin oli tultu
täytehen aikaan.
Yön jouluisen tuikkiessa, kun jänis metsän laitaan loikki,

valon kynttilä loi mökin ruutuhun ja hiljaisen pihan poikki. Ja

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1

Understanding Human Sexuality 13th

Solution Manual: https://testbankpack.com/

Are You Curious?

II. Prenatal Sexual Differentiation

III. Sexual Differentiation during Puberty

IV. The Menstrual Cycle

DQ1: Hormones – What are hormones, and how do they function?

page of the handout).

none of these methods is foolproof. (Also see Classroom Activity 6.)

OA2: Remembering puberty – This exercise is designed to encourage students to think

Handout 5A: Personal Reflections on Puberty

Handout 5B: Sex Hormones and Differentiation

Kuin synkät varjokuvat on vuoret etelän. Kivilaiturin ohitse

Mut ylitse pyörteiden heittää

Hän verkkonsa vedestä nostaa.

Mut on vettä se ainoastaan,

(Suom. Elina Vaara)

Sydän unelmista itää. Sydän muuten köyhäks jää. Siks

(Suom. Elina Vaara)

Viole d'Amour. (EV)

Soi hämyssä himmeä kieli, se vainajan muistoa soi

Oi hiljaisuutta maiden, joiss' ei asu elävää! Kädet henkien

Oi Eros, on sieluni tähti, mi vuodattaa verensä kuiviin

Oi Eros, sun tähtes

ja pysähtyä vasta, kun saavuttaa sun — vain tulessas hän

Oi ota minut, Eros, ja säteihis sammuta minut! Oi,

(Suom. Elina Vaara)

Kuin meri tuulinen heinäkuun auringossa,

Kaste metsässä toukokuun, tuomet lähteen luona eivät niin

Ihmisen häikäisevä kauneus — oi katso: tomua, missä

(Suom. Elina Vaara)

Äkkiä niin — syvyydestä hämärähän valoon — kesken

Eros, Eros! minkä laulun huulilleni painoit barbaarisen,

(Suom. Elina Vaara)

Fantasia etelän meren rannalla.

Minä riippuvan paviljongin meren äärelle rakensin. Siell'

Kuin neidon jäsenet, hoikat tein pilarit loggiain, oli kevyet

Ja aamujen nousten ja soiden veden sinisen musiikin, minä

Yli vuorien, hiuksissansa lemu kasteen ja rypäleen, tuli

Mut hurjasti kallio aamuun kuin särkyvä harppu soi, meren

Minä kevyen marmorihaaveen meren äärelle rakensin,

(Suom. Elina Vaara)

Lokit valkeat kohoo aamun avaruutehen kuultavaan, kuin

Kuin soittoa kuulumatonta, joka etäältä hymisee, nyt

Veden peilissä neitseellisessä viri hiljainen väräjää, nyt

Pyhä äiti pilvien, tuulten, meren avaruus rannaton, sun

Päämäärättä, maailma, vastaan ota kauneuttasi en, joka

(Suom. Elina Vaara)

Odotus meren rannalla.

Meren rannalle tieni mun johtaa,

Jalanääniä etäältä kuulen ja kahinaa musliinin, kuvas

Yhä suhisten rannalta ääni

Meren rannalle tieni mun johtaa,

(Suom. Elina Vaara)

Lähelle ikuista aamua tulla määränä vaelluksen oli mulla.

(Suom. Lauri Viljanen)

Ilta painuu. Pursi ohi rantain

Kohti yön ja pyyteen juhlaa kulkee

Keinut ohi rantain pehmeästi,

(Suom. Lauri Viljanen)

Heräs lempeni aikahan keväimen

Heräs Paison rannoilla rakkautein