Input: [Auschwitz] Josef Mengele

Output: -was a SS officer and physician in Nazi concentration camps -he was known as the Angel of Death b/c he would help prisoners die from extreme agony and pain *showed that Nazi Germans working the concentration camps tried to help to some extent but it was very difficult and rare

Final Exam for History 1121 Deem Foreign Language Flashcards - Cram.com

-was an extermination center or death camp built to kill European Jews -this was the Nazi's plan after their Einsatzgruppen plan -Auschwitz was the largest of these death camps


Input: [Auschwitz] Nuremburg Trials

Output: -were trials of people that committed war crimes, especially Nazis -they were punished by jail time or hanging -Nuremburg was used b/c it was untouched by bombings *showed the pushed for international punishment of war crimes

Final Exam for History 1121 Deem Foreign Language Flashcards - Cram.com

-was an extermination center or death camp built to kill European Jews -this was the Nazi's plan after their Einsatzgruppen plan -Auschwitz was the largest of these death camps


Input: [Auschwitz] Leonid Brezhnev

Output: -the next real power after Khrushchev that was the leader of the Communist Party and the state -Brezhnev's economy polices would continue to decline the economy *showed the Soviet Union's real condition and sparked a group of small reformers to emerge

Final Exam for History 1121 Deem Foreign Language Flashcards - Cram.com

-was an extermination center or death camp built to kill European Jews -this was the Nazi's plan after their Einsatzgruppen plan -Auschwitz was the largest of these death camps


Input: [Auschwitz] Detente

Output: -was the easing relations between the USSR and U.S. -was possible after the policy of containment had somewhat succeeded and the end of the 2nd Vietnam War *showed that two opposing superpowers would eventually and gradually resolve their differences

Final Exam for History 1121 Deem Foreign Language Flashcards - Cram.com

-was an extermination center or death camp built to kill European Jews -this was the Nazi's plan after their Einsatzgruppen plan -Auschwitz was the largest of these death camps


Input: [Auschwitz] Containment

Output: -was a policy created to contain Communism -was sparked by the idea of the domino theory *significance was that it pushed the U.S. to support any anti-Communist related situations during the Cold War

Final Exam for History 1121 Deem Foreign Language Flashcards - Cram.com

-was an extermination center or death camp built to kill European Jews -this was the Nazi's plan after their Einsatzgruppen plan -Auschwitz was the largest of these death camps


Input: [Auschwitz] 17th Parallel

Output: -was the parallel that separated Vietnam into North and South during the Vietnam War *marked as the line to gain ground into the enemy's side

Final Exam for History 1121 Deem Foreign Language Flashcards - Cram.com

-was an extermination center or death camp built to kill European Jews -this was the Nazi's plan after their Einsatzgruppen plan -Auschwitz was the largest of these death camps


Input: [Auschwitz] 38th Parallel

Output: -is the line that separates North Korea and South Korea *the 38th Parallel still separates the countries to this day

Final Exam for History 1121 Deem Foreign Language Flashcards - Cram.com

-was an extermination center or death camp built to kill European Jews -this was the Nazi's plan after their Einsatzgruppen plan -Auschwitz was the largest of these death camps


Input: [Auschwitz] Berlin Wall

Output: -even though West Berlin was in a Soviet occupation zone, it still prospered and caused the fleeing of East Germans to it -was built by the Soviet Union to blockade West Berlin from food, supplies, and migration *the Berlin Wall showed that the West powers were creating better living conditions to the point that the Soviet Union had to stop the migration to the West part of Berlin and the destruction unified Germany and showed the end of the Cold War

Final Exam for History 1121 Deem Foreign Language Flashcards - Cram.com

-was an extermination center or death camp built to kill European Jews -this was the Nazi's plan after their Einsatzgruppen plan -Auschwitz was the largest of these death camps


Input: [Auschwitz] Pol Pot

Output: -Pol Pot was the eventual leader of Cambodia that killed 75% of his population -he destroyed his Khmer Rouge and became democratic which gained U.S. support during the Cold War *showed the U.S. didn't care about what the leader's intentions were, they got U.S. support as long as they were democratic

Final Exam for History 1121 Deem Foreign Language Flashcards - Cram.com

-was an extermination center or death camp built to kill European Jews -this was the Nazi's plan after their Einsatzgruppen plan -Auschwitz was the largest of these death camps


Input: [Auschwitz] Prague Spring

Output: -was a feeling of euphoria that erupted when Dubcek came to power -the movement wanted to become neutral and withdraw from the Soviet bloc *led to the Soviet's invasion of Czechoslovakia and the return of old order

Final Exam for History 1121 Deem Foreign Language Flashcards - Cram.com

-was an extermination center or death camp built to kill European Jews -this was the Nazi's plan after their Einsatzgruppen plan -Auschwitz was the largest of these death camps


Input: [Auschwitz] Willy Brandt

Output: -was West Germany's first chancellor of the Social Democrats party -received a Nobel Peace Prize for his "opening toward the east" *created good relations between East and West Germany through a treaty he worked out with Ulbricht

Final Exam for History 1121 Deem Foreign Language Flashcards - Cram.com

-was an extermination center or death camp built to kill European Jews -this was the Nazi's plan after their Einsatzgruppen plan -Auschwitz was the largest of these death camps


Input: [ADLs] activity tolerance

Output: kind and amount of activity client is able to perform

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] antagonistic muscles

Output: relax to allow movement initiated by "prime mover" muscle

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] antigravity muscles

Output: involved in joint stabilization and continuously oppose forces of gravity. In adult, these are extensors of leg, gluteus maximus, quadriceps femoris, soleus muscles, and back muscles

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] body mechanics

Output: All the ways in which the body moves and methods of using the body to increase efficiency and reduce strain. Coordinated by efforts of musculoskeletal and nervous sytems

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] cartilage

Output: nonvascular supporting connective tissue with the flexibility of a firm plastic material

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] cartilaginous joints

Output: little movement but flexible such as in rib cage

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] center of gravity

Output: the point from with the weight of a body system may be considered to act

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] crutch gait

Output: style/method of walking with crutches

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] exercise

Output: is physical activity for conditioning the body, improving health, maintaining fitness, or it may be used as a therapeutic measure.

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] fibrous joints

Output: fit closely together and are fixed

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] footboard

Output: a tool to allow patient to push against to move up in bed or flex ankle

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] friction

Output: forces opposing movement

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] gait

Output: is the manner or style of walking including rhythm, cadence, and speed

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] hemiparesis

Output: weakness on one side of the body

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] hemiplegia

Output: paralysis on one side of the body

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] isokinetic

Output: exercise using equipment that regulates movement to a set speed regardless of force exerted

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] isometric contraction

Output: "same length" contraction of muscles that does not result in movement - resistive isometric includes object to provide added resistance (eg - weight or wall)

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] isotonic contraction

Output: "same tension" a muscle contraction that results in movement

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] articulation

Output: (joint) - is a connection between bones

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] ligaments

Output: white, shiny, flexible bands of fibrous tissue that bind bone to cartilage

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] mobility

Output: ability to move - 3 components include range of motion, gait, and exercise

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] muscle tone

Output: tension in muscles (healthy muscles retain some tension even at rest)

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] posture

Output: pose or position of the body. Is regulated by nervous system and requires coordination of proprioception and balance

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] proprioception

Output: awareness of the position of the body and parts

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] ROM

Output: Range Of Motion - ability to move bones of a joint. Normal range of motion is based on joint mobility typical for age/sex/development

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] synergistic muscles

Output: "helper" muscles that support and enhance strength and movement but do not act as the "prime mover" of a joint.

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] synovial joints

Output: true joints - freely moveable and most mobile, numerous and complex

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] tendons

Output: white, glistening, fibrous bands of tissue that connect muscle to bone

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] Steps to assess a patient's activity tolerance

Output: Problem? Signs and symptoms? Timing (onset and duration)? Severity? Other Barriers to exercise/activity? Effects these have had overall? PSTIBE mnemonic = Please State The Ills Barring Exercise

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] To assess posture in standing patient

Output: First put at ease to reduce rigid/unnatural posture. Head erect and midline, symetrical, spine vertical and normal curves, abdomen tucked, knees in straight line with hips and slightly flexed, feet forward, arms hanging at sides.

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] examples of nursing diagnoses related to activity/exercise

Output: activity intolerance ineffective coping impared gas exchange risk for injury impaired physical mobility imbalanced nutrition: more than body requirments acute or chronic pain

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] criteria used to evaluate effectiveness of interventions

Output: Did it meet the client's expected outcomes and goals? Make comparisons with baseline measures that include pulse, BP, strength, endurance, psychological well-being.

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] 5 functions of bone

Output: support, protect, allow movement, mineral storage, hematopoisis

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] balance controlled by

Output: cerebellum and inner ear

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] Effects of exercise on cardiovascular system (opposite effects caused by immobility).

Output: increased cardiac output improved myocardial contraction, strengthening cardiac muscle decreased heart rate improved venous return

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] Effects of exercise on pulmonary system (opposite effects caused by immobility).

Output: increased respiratory rate and depth followed by quicker return to resting state improved alveolar ventilation decreased work required for breathing improved diaphragmatic excursion

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] Effects of exercise on metabolic system (opposite effects caused by immobility).

Output: increased BMR increased use of glucose and fatty acids increased triglyceride breakdown increased gastric motility increased production of body heat

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] Effects of exercise on musculoskeletal system (opposite effects caused by immobility).

Output: improved muscle tone increased joint mobility (opposite of contracture) improved muscle tolerance to physical exercise possible increase in muscle mass reduced bone loss

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] Effects of exercise on activity tolerance (opposite effects caused by immobility).

Output: improved tolerance decreased fatigue

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] Effects of exercise on psychosocial factors (opposite effects caused by immobility).

Output: improved tolerance of stress reports of "feeling better" reports of decreased illness (colds, influenza)

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] Limited range of motion often indicates

Output: inflammation (eg arthritis), fluid in the joint, altered nerve supply, or contractures

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] increased mobility beyond the normal range of motion may indicate

Output: connective tissue disorders, ligament tears, or possible joint fractures

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] orthostatic hypotension

Output: a drop in blood pressure that occurs when a client changes from a horizontal to vertical position

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] Techniques to avoid injury when lifting/moving a patient

Output: Wide base of support lower center of gravity keep COG between base of support face direction of movement divide load between arms and legs leverage, rolling, turning are less work than lifting always reduce friction

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: [ADLs] purposes and techniques of 3 kinds of joint ROM exercises

Output: active, passive, combination. Flex and extend joint through full comfortable range of motion. Stop if there is any pain or resistance. If all is well complete 3-5 repetitions.

Exam 1 - Ch. 37 Activity and Exercise Fundamentals of Nursing Potter Perry Flashcards - Cram.com

Activities of daily living - dressing, eating, using the bathroom, doing laundry, etc.


Input: Lipid bilayer with proteins surrounding the protoplast. Acts as a boundary, controlling transport of compounds in and out [Totipotent]

Output: Membrane: Definition and Function

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Membrane is able to control what goes in and out and how fast it does [Totipotent]

Output: Selectively Permeable

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Around the nuclear envelope. Protein and lipid synthesis [Totipotent]

Output: Location and Function of Endoplasmic Reticulum

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Site of protein (mRNA are translated) Can be free or attached to E.R, [Totipotent]

Output: Ribosomes

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Long string of connected cell cytoplasma via plasmadesmata. Allows for easy flow of substances (once in, can go anywhere) [Totipotent]

Output: Symplast

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Large area outside of the cell membrane, including the cell wall. [Totipotent]

Output: Apoplast

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Outermost cell layer. Serves as a form of protection (waxy cuticle) and site of gas exchange [Totipotent]

Output: Epidermis

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Ground tissue that makes up most of the body of the plant. [Totipotent]

Output: Parenchyma

Plant Physiology Exam 1 Flashcards - Cram.com


Input: collenchyma (young tissue in primary wall) sklerenchyma (secondary wall [Totipotent]

Output: Supporting Tissues

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Involved in long distance transport Xylem and Phloem [Totipotent]

Output: Vascular Tissues

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Formed from dead cell walls (hallow structure with no membrane barriers). Used to transport water and minerals from roots to shoots. [Totipotent]

Output: Xylem

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Formed from living sieve cells. Transports sugars and other compounds from mature leaves to other plant parts where they are needed [Totipotent]

Output: Phloem

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Epidermis Mesophyll Vascular Tissues (xylem and phloem) [Totipotent]

Output: 3 layers of a leaf

Plant Physiology Exam 1 Flashcards - Cram.com


Input: A microbody used for detoxification [Totipotent]

Output: Peroxisome

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Microbody used to breakdown fats [Totipotent]

Output: Glyoxysome

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Network of protein fibers throughout the cell. Used for support and movement. [Totipotent]

Output: Cytoskeleton

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Epidermis Cortex Endodermis Phloem/Xylem [Totipotent]

Output: Sections of a root

Plant Physiology Exam 1 Flashcards - Cram.com


Input: 70-95% 5-30% H, O, N, C (96%) [Totipotent]

Output: How much of a plant is water? Dry matter? What is the majority of dry matter made of?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: 1. Source of H and O 2. Good solvent (transport and reactions) 3. Support [Totipotent]

Output: Why do plants need water?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Adhesion: binging to polar surfaces Cohesion: binging to each other (molecules) [Totipotent]

Output: Adhesion and Cohesion

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Osmosis (diffusion driven). Short distance movement over a membrane. Bulk Flow (pressure driven) Can be long-distance, usually with no membranes present [Totipotent]

Output: What are the two forms of water movement? When are each used?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Hypotonic: lower [ ] in solute; higher water potential; into cell Hypertonic: higher [ ] in solute; lower potential; out of cell Isotonic: [ ]s are equal [Totipotent]

Output: Hypotonic, Hypertonic, and Isotonic Which direction will water move?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Pressure needed to prevent a volume increase of a solution that tends to take up water via osmosis. >0, increases with [ ] [Totipotent]

Output: Osmotic Pressure

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Potential of a solution to attract water via osmosis, and this to exert pressure <0, becomes more negative with [ ] [Totipotent]

Output: Osmotic Potential

Plant Physiology Exam 1 Flashcards - Cram.com


Input: the vacuole, 80% of cell volume so holds most solutes. Usually btw -0.1 to -0.5 Mpa [Totipotent]

Output: The osmotic potential of a cell is mostly determined by...(organ)

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Concentration and Pressure [Totipotent]

Output: Osmosis is driven by

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Pressure exerted on container walls (cell wall) by expanding solution that is taking up water via osmosis. Turgor Pressure >0 [Totipotent]

Output: Pressure Potential

Plant Physiology Exam 1 Flashcards - Cram.com


Input: total driving force for water movement via osmosis. Ψ = Ψp + Ψs Water will always move from highest to lowest water potential until equilibrium [Totipotent]

Output: Water Potential

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Ψp = 0 Ψs = -0.9 Ψ = -0.9 Water moved out of cell [Totipotent]

Output: Limp cell w/ Ψs -0.7 in a solution open to the air with Ψs -0.9. What is new Ψp, Ψs, and Ψ of cell? What way did water move?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Ψp = 0.7 Ψs = -0.7 Ψ = 0 Water moved into cell [Totipotent]

Output: Limp cell w/ Ψs -0.7 in a distilled water open to the air. What is new Ψp, Ψs, and Ψ of cell? What way did water move?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: does not change changes does not change changes (due to osmosis) [Totipotent]

Output: At equilibrium Ψ(solution) ______ while Ψ(cell) ______. In the cell, Ψs _______, while Ψp ______. Changes/Does not change

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Water Potential [Totipotent]

Output: Pressure bomb, Psychrometer and "weight change" measure...

Plant Physiology Exam 1 Flashcards - Cram.com


Input: xylem [Totipotent]

Output: Root to shoot transport

Plant Physiology Exam 1 Flashcards - Cram.com


Input: phloem [Totipotent]

Output: Shoot to root transport

Plant Physiology Exam 1 Flashcards - Cram.com


Input: The leaf The stem [Totipotent]

Output: Phloem sap should be collected ______ while xylem sap should be collected from ______.

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Apoplast Symplast [Totipotent]

Output: Xylem is part of the ______ and phloem is part of the _______.

Plant Physiology Exam 1 Flashcards - Cram.com


Input: 1. to bring water to shoot 2. to bring mineral to shoot 3. cools the leaves 4. necessary evil for CO2 intake [Totipotent]

Output: Why do plants transpire?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Transpiration [Totipotent]

Output: Lysimeter and Potometer measure

Plant Physiology Exam 1 Flashcards - Cram.com


Input: 1. Uptake into root syplast. Passes membrane #1 in solute-driven osmosis. 2. Export into root xylem apoplast. Passes membrane #2 in pressure-driven osmosis 3. Bulk flow to shoot. Adhesion and cohesion (no membrane or osmosis). 4. Uptake in shoot symplast. Passes membrane #3 in solute-driven osmosis 5. Evaporation into air. Passes membrane #4 in pressure-driven osmosis. If starts off by entering into apoplast rather than symplast, it needs to go through one more membrane in the endodermis before entering the xylem. [Totipotent]

Output: What step are taken in transpiration?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Into a cell=solute Out a cell=pressure [Totipotent]

Output: Solute or Pressure driven Osmosis?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Air bubble in xylem form from dissolved gas under tension or low temp. Blocks transport in vessel, causing lateral movement of water around the air bubble via pits (old plasmadesmota) [Totipotent]

Output: Cavitation

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Acclimation: metabolic/morphlogic changes in an individual (short-term response) Adaptation: long-term genetic response [Totipotent]

Output: Acclimation vs Adaptation

Plant Physiology Exam 1 Flashcards - Cram.com


Input: 1. Humidity (lower humidity, the higher the water potential, the more transpiration) 2. Temperature (higher temp, more transpiration) 3. Wind (more wind reduces the boundary layer, reduces diffusion path for water molecules, increases transpiration) [Totipotent]

Output: What aspects of the environment affect transpiration?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Soil structure. Affects porosity, water retention and aeration [Totipotent]

Output: What aspect of soil influences water availability?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: When soil Ψ is so low that plants are not able to take up water [Totipotent]

Output: Permanent Wilting Point

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Pressure since [ ] is relatively low [Totipotent]

Output: Soil Ψ is base on...

Plant Physiology Exam 1 Flashcards - Cram.com


Input: soils with moisture left in capillary pores after drainage [Totipotent]

Output: Field Capacity

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Field capacity - permanent wilting % [Totipotent]

Output: Available water =

Plant Physiology Exam 1 Flashcards - Cram.com


Input: outgrowths of epidermal cells that increase root surface. Able to reach capillary pores in soil. [Totipotent]

Output: Root hairs

Plant Physiology Exam 1 Flashcards - Cram.com


Input: P, K, Ca, Mg, S Structural [Totipotent]

Output: Macronutrients

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Fe, Zn, Mn, Cu, B, Cl, Ni, Mo Catalytic/regulatory role [Totipotent]

Output: Micronutrients

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Plant Nutrition [Totipotent]

Output: Hydroponics and Film Technique are used to study

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Chlorosis Necrosis Stunted Growth Deformity [Totipotent]

Output: Symptoms of Deficiency

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Plant tissue concentration of an element just below the level that gives max growth [Totipotent]

Output: Critical Concentration

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Tissue concentration below the critical concentration (growth is limited by element) [Totipotent]

Output: Deficient Concentration

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Tissue concentration above the critical concentration (growth doesn't increase with [ ] increase) [Totipotent]

Output: Adequate Concentration

Plant Physiology Exam 1 Flashcards - Cram.com


Input: symptoms will appear in older leaves first. Phloem, symplast [Totipotent]

Output: If an element is mobile ______. Where does remobilization take place?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Tissue concentration that gives a 10% reduction in dry matter [Totipotent]

Output: Critical Toxicity Level

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Na: C4, CAM plants Si: Grasses Se: Hyperaccumulators Co: Legumes [Totipotent]

Output: Na, Si, Se, Co

Plant Physiology Exam 1 Flashcards - Cram.com


Input: 1. Provides nutrients through weathering 2. Binds minerals reversibly (CEC) [Totipotent]

Output: How does soil affect nutrient availability?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Particles that remain in suspension b/c negative changes attract polar water molecules (clay and humus) [Totipotent]

Output: Colloids

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Bind Leach More acidic soils (lower pH) mean more H+ are available to engage in CEC and replace cations on soil surface [Totipotent]

Output: Cations usually _____ to soil while anions ______ soil. How does acidity affect bioavability?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: May be passive or active (protein). 1. Diffuses through root apoplast btw epidermis and endodermis (active or passive) 2. Pass membrane and enter endodermis symplast (active) 3. Exported into xylem apoplast (active) [Totipotent]

Output: Mineral uptake by roots

Plant Physiology Exam 1 Flashcards - Cram.com


Input: 1. Secret H+ 2. Secret chelators 3. Symbiosis with soil microbes [Totipotent]

Output: How can plants make a mineral more bioavailable?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Phenolic compund secreted by root chelates ion and brings it to root surface. Enzyme in root membrane reduces ion, which is then release by phenol and taken in by membrane carrier [Totipotent]

Output: Chelator Strategy I

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Phytosiderophores secreted by root chelate ion and brings it to root surface where entire complex it taken up. Ion is the reduced inside and released. [Totipotent]

Output: Chelator Strategy II

Plant Physiology Exam 1 Flashcards - Cram.com


Input: ~1mm area around roots [Totipotent]

Output: Rhizosphere

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Symbiotic fungi that live in roots of 90% of plant species [Totipotent]

Output: Mycorrhizae

Plant Physiology Exam 1 Flashcards - Cram.com


Input: 1. Export to root xylem apoplast (membrane, active transport) 2. Bulk flow to shoot (driven by transpiration) 3. Uptake in shoot symplast (membrane, active import) [Totipotent]

Output: What happens to a mineral once it enters the plant?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: 1. Through bilayer (not specific) 2. Through channel (not specific) 3. Via carrier (specific) [Totipotent]

Output: What are the types of passive protein transport? (3)

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Direction of ion in relation to cotransport Symport: same direction of H+ Antiport: opposite direction of H+ [Totipotent]

Output: Symport vs. Antiport

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Cytosol = - Apoplast/outside and vacoule = + [Totipotent]

Output: Which areas of a cell have a more negative membrane potential? A more positive?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: After a proton pump push H+ out, H+ wants to come back in (con. grad.). As it does so, it acts as a cotransport and brings in another ion. Although this step requires NO ATP, it would not happen without the primary pump's action [Totipotent]

Output: Secondary Transport

Plant Physiology Exam 1 Flashcards - Cram.com


Input: N2 in air ------ NH4 --- NO2 -----NO3 N-fixing bact. nitrifying b. plants [Totipotent]

Output: N Assimilation

Plant Physiology Exam 1 Flashcards - Cram.com


Input: 1. Plant exudes signal molecules 2. Bacterium responds with signal molecules 3. Plant responds with altered root growth 4. Bacterium grows into plant tissue, between cells 5. Plant form nodule around bacteria [Totipotent]

Output: How does a plant create a nodule?

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Bacterial response to plant's signal to form a nodule [Totipotent]

Output: Nod factors

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Protein that controls O2 levels in plant (affects dinitrogenase) [Totipotent]

Output: Leghemoglobin

Plant Physiology Exam 1 Flashcards - Cram.com


Input: SO4 --- SO3 ---- S ---- cysteine [Totipotent]

Output: S Assimilation

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Reactant that an enzyme uses. Binds to active site on an enzyme [Totipotent]

Output: Substrate

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Proteins that act as biological catalysts [Totipotent]

Output: Enzyme

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Location where substrate binds to enzyme [Totipotent]

Output: Active Site

Plant Physiology Exam 1 Flashcards - Cram.com


Input: 1. Cofactors 2. Inhibitors 3. Activators [Totipotent]

Output: Enzyme reaction rate in influenced by

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Non-protein molecule required for enzyme activity [Totipotent]

Output: Cofactors

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Competitive: binds to active site Non-competitive: binds in allosteric site, which changes shape thus not allowing substrate to bind [Totipotent]

Output: Inhibitors

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Activates enzyme through binding at allosteric site [Totipotent]

Output: Activators

Plant Physiology Exam 1 Flashcards - Cram.com


Input: Determines whether or not an enzyme is coded for during transcription in protein synthesis [Totipotent]

Output: Transcription Factors

Plant Physiology Exam 1 Flashcards - Cram.com


Input: [critical elections] party realignment

Output: displacement of a majority party by a minority party, usually during a critical election period

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] PAC

Output: political action committee- political funding vehicles created by 1974 campaign finance reforms

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] primaries (3 types)

Output: open- voters can decide on election day which party to vote for closed- voters have to register in advance to vote for a certain party blanket- voters are given a list of all candidates from all parties

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] party dealignment

Output: more people do not identify themselves as part of a certain party

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] linkage instutions

Output: channels through which people's concerns become part of the policy agenda (interest groups, media, parties, elections)

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] liberal v. conservative beliefs

Output: LIBERAL- spend less on military, tax rich more, govt. regulates economy CONSERVATIVE- military, oppose affirmative action, take severe action against criminals

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] political socialization

Output: the process through which an individual acquires his particular political orientations (through media, parents, school)

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] types of interest groups (4)

Output: economic, environmental, equality, public interest

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] public interest group

Output: seek a collective good that does not solely benefit the members of that group

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] straight v. split ticket voting

Output: straight- voting for the same party split- voting for candidates of different parties on the same ticket

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] party eras

Output: 1796-1824: first party system (feds v. dem-reps) 1828-1856: Jackson + dems v. whigs 1860-1928: Repub. eras (Lincoln, McKinley) 1932-1964: New Deal Coalition (societal programs) 1968-present: divided party government

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] Polling pros v. cons

Output: PRO- policymakers can keep in touch with changing opinions on issues CONS- makes politicians more concerned with following, not leading; can distort election process through bandwagon effect

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] winner-take-all system

Output: legislative seats are awarded only to candidates who come in first in their constituencies; winner of pop. vote in state gets all electoral votes

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] census

Output: tool for understanding demographic changes; reapportionment and minority majority

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: [critical elections] difference between parties and interest groups

Output: policy generalists v. policy specialists!

Ch. 6,8,11 Government Flashcards - Cram.com

electoral "earthquake" where new issues emerge, new coalitions form; marked by a national crisis


Input: displacement of a majority party by a minority party, usually during a critical election period [critical elections]

Output: party realignment

Ch. 6,8,11 Government Flashcards - Cram.com


Input: political action committee- political funding vehicles created by 1974 campaign finance reforms [critical elections]

Output: PAC

Ch. 6,8,11 Government Flashcards - Cram.com


Input: open- voters can decide on election day which party to vote for closed- voters have to register in advance to vote for a certain party blanket- voters are given a list of all candidates from all parties [critical elections]

Output: primaries (3 types)

Ch. 6,8,11 Government Flashcards - Cram.com


Input: more people do not identify themselves as part of a certain party [critical elections]

Output: party dealignment

Ch. 6,8,11 Government Flashcards - Cram.com


Input: channels through which people's concerns become part of the policy agenda (interest groups, media, parties, elections) [critical elections]

Output: linkage instutions

Ch. 6,8,11 Government Flashcards - Cram.com


Input: LIBERAL- spend less on military, tax rich more, govt. regulates economy CONSERVATIVE- military, oppose affirmative action, take severe action against criminals [critical elections]

Output: liberal v. conservative beliefs

Ch. 6,8,11 Government Flashcards - Cram.com


Input: the process through which an individual acquires his particular political orientations (through media, parents, school) [critical elections]

Output: political socialization

Ch. 6,8,11 Government Flashcards - Cram.com


Input: economic, environmental, equality, public interest [critical elections]

Output: types of interest groups (4)

Ch. 6,8,11 Government Flashcards - Cram.com


Input: seek a collective good that does not solely benefit the members of that group [critical elections]

Output: public interest group

Ch. 6,8,11 Government Flashcards - Cram.com


Input: straight- voting for the same party split- voting for candidates of different parties on the same ticket [critical elections]

Output: straight v. split ticket voting

Ch. 6,8,11 Government Flashcards - Cram.com


Input: 1796-1824: first party system (feds v. dem-reps) 1828-1856: Jackson + dems v. whigs 1860-1928: Repub. eras (Lincoln, McKinley) 1932-1964: New Deal Coalition (societal programs) 1968-present: divided party government [critical elections]

Output: party eras

Ch. 6,8,11 Government Flashcards - Cram.com


Input: PRO- policymakers can keep in touch with changing opinions on issues CONS- makes politicians more concerned with following, not leading; can distort election process through bandwagon effect [critical elections]

Output: Polling pros v. cons

Ch. 6,8,11 Government Flashcards - Cram.com


Input: legislative seats are awarded only to candidates who come in first in their constituencies; winner of pop. vote in state gets all electoral votes [critical elections]

Output: winner-take-all system

Ch. 6,8,11 Government Flashcards - Cram.com


Input: tool for understanding demographic changes; reapportionment and minority majority [critical elections]

Output: census

Ch. 6,8,11 Government Flashcards - Cram.com


Input: policy generalists v. policy specialists! [critical elections]

Output: difference between parties and interest groups

Ch. 6,8,11 Government Flashcards - Cram.com


Input: Why are chemotherapeutic agents that work on the peptidoglycan cell wall of bacteria a good choice of drug?

Output: Humans and other animal hosts lack peptidoglycan cell walls.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Why is polymyxin only used on the skin?

Output: It can also damage living human cell membranes, but the drug is safely used on the skin, where the outer layers of cells are dead.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Quinolones and fluoroquinolones act against what bacterial target?

Output: DNA gyrase

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Why is it difficult to find good chemotherapeutic agents against viruses?

Output: Viruses depend on the host cell's machinery, so it is hard to find a viral target that would leave the host cell unaffected.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: f penicillin G is chosen as the best treatment for a given infection, what microorganisms are most likely the cause?

Output: gram-positive bacteria

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Why is methicillin-resistant Staphylococcus aureus (MRSA) methicillin resistant?

Output: It produces a modified version of the molecule that is targeted by the drug.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Why is it more difficult to treat viral infections than it is to treat bacterial infections?

Output: Viruses use the host cell's processes to carry out their own reproduction. Viruses have cell walls.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Certain cancer cells have ABC transport molecules at the cell surface. These transporters use energy from ATP to move chemotherapeutic agents out of the cell. Which of the following do you think these transporters are most closely related to?

Output: membrane pumps

Chemotherapeutic agents should act against the pathogen and not the host.


Input: A researcher creates an antibiotic that binds to a protein present only on B. anthracis (the causative agent of anthrax), lysing the cell from the outside. After a couple of years using this antibiotic, some resistant organisms are found. Which of the following best outlines the mechanism for development of this resistance?

Output: mutation in B. anthracis → altered target → resistant bacterium

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Which antibiotic is overcome by beta-lactamases?

Output: Penicillin

Chemotherapeutic agents should act against the pathogen and not the host.


Input: How might efflux pumps increase antibiotic resistance in bacteria?

Output: Resistant bacteria can have more efflux pumps, and can have less specific efflux pumps.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Bacteria that are resistant to sulfonamide have enzymes that have a greater affinity for what?

Output: PABA

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Why would an efflux pump for penicillin located on a bacterial cell membrane not be effective at providing resistance to the drug?

Output: Penicillin disrupts the cell wall, which is located outside of the cell membrane.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Membrane transport proteins are required for which mode(s) of antibiotic resistance?

Output: Efflux pumps, beta-lactamases, and modification of porins all utilize membrane transport proteins.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: What is meant when a bacterium is said to become "resistant" to an antibiotic?

Output: The bacterium is neither killed nor inhibited by the antibiotic.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: When a patient is treated with antibiotics, __________.

Output: the drug will kill or inhibit the growth of all of the sensitive bacterial cells

Chemotherapeutic agents should act against the pathogen and not the host.


Input: The process of acquiring antibiotic resistance by means of bacteriophage activity is called

Output: transduction.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Which of the following mutations would not result in antibiotic resistance?

Output: Silent mutation

Chemotherapeutic agents should act against the pathogen and not the host.


Input: R-plasmids can be acquired via

Output: bacterial conjugation and horizontal gene transfer

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Consider a Kirby-Bauer disk-diffusion assay. If you put penicillin and streptomycin disks adjacent to one another, the zone of inhibition is greater than that obtained by either disk alone. This is an example of __________.

Output: synergism

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Which of the following would be selective against the tubercle bacillus?

Output: ethambutol – inhibits mycolic acid synthesis

Chemotherapeutic agents should act against the pathogen and not the host.


Input: In the table, which antibiotic would be most useful for treating a Salmonella infection?

Output: can't tell

Chemotherapeutic agents should act against the pathogen and not the host.


Input: In the table, the antibiotic that exhibited bactericidal action was

Output: can't tell

Chemotherapeutic agents should act against the pathogen and not the host.


Input: In the table, the most effective antibiotic tested was

Output: 10mm

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Drug resistance occurs

Output: when antibiotics are used indiscriminately.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Which of the following statements about drug resistance is FALSE?

Output: It is found only in gram-negative bacteria.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Which of the following organisms would MOST likely be sensitive to natural penicillin

Output: Streptococcus pyogenes

Chemotherapeutic agents should act against the pathogen and not the host.


Input: The antimicrobial drugs with the broadest spectrum of activity are

Output: tetracyclines

Chemotherapeutic agents should act against the pathogen and not the host.


Input: To date, most of our natural antibiotics have been found to be produced by members of what genus?

Output: Streptomyces

Chemotherapeutic agents should act against the pathogen and not the host.


Input: More than half of our antibiotics are

Output: produced by bacteria.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Which of the following antibiotics is recommended for use against gram-negative bacteria?

Output: polymyxin

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Which of the following antimicrobial agents has the fewest side effects?

Output: penicillin

Chemotherapeutic agents should act against the pathogen and not the host.


Input: In what way are semisynthetic penicillins and natural penicillins alike?

Output: Both are based on β-lactam

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Penicillin was considered a "miracle drug" for all of the following reasons EXCEPT

Output: it was the first antibiotic.

Chemotherapeutic agents should act against the pathogen and not the host.


Input: Which statement regarding tests for microbial susceptibility to chemotherapeutic agents is FALSE?

Output: The Kirby-Bauer test is useful because it can differentiate bacteriostatic effects from bactericidal effects

Chemotherapeutic agents should act against the pathogen and not the host.


Input: That portion of the tooth that is visible in the oral cavity. [Calculus]

Output: Clinical crown


Input: A technique used to remove plaque and stains from the coronal surfaces of the teeth. [Calculus]

Output: Coronal polishing


Input: Stains developed from within the structure of the tooth. [Calculus]

Output: Endogenous stains


Input: Stains developed from external sources. [Calculus]

Output: Exogenous stains


Input: Stains that occur on the external surfaces of the teeth that may be removed by polishing. [Calculus]

Output: Extrinsic stains


Input: Finger rest used when an instrument or handpiece is held for a specified time. [Calculus]

Output: Fulcrum


Input: Stains that occur within the tooth structure that may be removed by polishing. [Calculus]

Output: Intrinsic stains


Input: The complete removal of calculus, debris, stain, and plaque from the teeth. [Calculus]

Output: Oral prophylaxis


Input: Commercial premixed abrasive paste used for polishing teeth and restorations. [Calculus]

Output: Prophy paste


Input: A technique that is used to remove plaque and stains from the coronal surfaces of the teeth. [Calculus]

Output: Rubber cup polishing


Input: A salt or ester of acrylic acid. [Calculus]

Output: Acrylate


Input: Coating that covers the occlusal pits and fissures of teeth. [Calculus]

Output: Dental sealant


Input: Sealant material that contains filler particles. [Calculus]

Output: Filled resin


Input: Type of material that is polymerized by a curing light. [Calculus]

Output: Light-cured


Input: Microscopic leakage at the interface of the tooth strudure and the sealant or restoration. [Calculus]

Output: Microleakage


Input: Process of changing a simple chemical into another substance that contains the same elements. [Calculus]

Output: Polymerization


Input: Sealant firmly adhering to the tooth surface. Self-cured Type of material that is polymerized by chemical readions. Unfilled resin (REI-in) Sealant materiaithat does not contain filler particles. [Calculus]

Output: Sealant retention


Input: The course of sounds that are conducted to the inner ear by way of the outer ear and middle ear. [Air-bon gap (ABG)]

Output: Air conduction

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: A graphic representation of audiometric findings showing hearing thresholds as a function of frequency. [Air-bon gap (ABG)]

Output: Audiogram

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: A device for determining the thresholds of hearing. Pure tones at various frequencies are generated, and their levels are increased and decreased until thresholds are found. Outputs may include earphones for air-conduction testing, a bone-conduction vibrator for bone-conduction testing, and one or more loudspeakers for sound-field testing. [Air-bon gap (ABG)]

Output: Audiometer (pure tone)

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: An extension of the tuning-fork Weber test. The bone-conduction vibrator of the audiometer is applied to the forehead of a patient, and tones are presented above threshold. The patient is directed to respond by stating whether the tone was heard in the right ear, the left ear, or the midline. [Air-bon gap (ABG)]

Output: Audiometric Weber test

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Automatic audiometry wherein patients track their own auditory thresholds for both pulsed and continuous pure tones by depressing a switch when the tone becomes audible and releasing it when the tone is inaudible. Results are traced on a special audiogram blank. This test is no longer popular. [Air-bon gap (ABG)]

Output: Bekesy audiometry

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The course of sounds that are conducted to the inner ear by way of the bones of the skull. [Air-bon gap (ABG)]

Output: Bone conduction

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The electroacoustic or psychoacoustic determination that an audiometer is performing properly in terms of its acoustic output, attenuator linearity, frequency accuracy, harmonic distortion, and so on. [Air-bon gap (ABG)]

Output: Calibration

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The shift in the auditory threshold of a tone produced by a noise in the opposite ear when the level of the noise is not sufficient to cause peripheral masking by cross-conduction. [Air-bon gap (ABG)]

Output: Central masking

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The process of testing human hearing sensitivity by having computers programmed to present the stimuli and interpret the threshold results. [Air-bon gap (ABG)]

Output: Computerized audiometry

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: A portion of a continuous band of noise surrounding a pure tone. When the sound-pressure level of this narrow band is the same as the sound-pressure level of the tone, the tone is barely perceptible. [Air-bon gap (ABG)]

Output: Critical band

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The reception of a sound signal during a hearing test (either by air conduction or bone conduction) at the ear opposite the ear under test. [Air-bon gap (ABG)]

Output: Cross-hearing

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The response to a sound stimulus evoked when the skull is deformed by a bone-conduction vibrator, distorting the cochlea and giving rise to electorchemical activity within the cochlea. [Air-bon gap (ABG)]

Output: Distortional bone conduction

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The minimum amount of noise required just to mask out a signal (under the same earphone) at a given hearing level. For example, 40 dB EM will just mask out a 40 dB HL signal. [Air-bon gap (ABG)]

Output: Effective masking (EM)

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: A device for measuring differences in decibels and voltages. [Air-bon gap (ABG)]

Output: Electronic voltmeter

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Stimulation of the cochlea caused by lag of the chain of middle ear bones, or inner ear fluids, when the skull is deformed, resulting in movement of the stapes in and out of the oval window. [Air-bon gap (ABG)]

Output: Inertial bone conduction

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The lowest level of effective masking presented to the nontest ear. For air=conduction tests, this level is equal to the threshold of the masked ear; for bone-conduction tests the IM is equal to the air=conduction threshold of the masked ear plus the occlusion effect at each frequency. [Air-bon gap (ABG)]

Output: Initial masking (IM)

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The loss of energy of a sound presented by either air conduction or bone conduction as it travels from the test ear to the nontest ear; the number of decibels lost in cross hearing. [Air-bon gap (ABG)]

Output: Interaural attenuation (IA)

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The process by which the threshold of a sound is elevated by the simultaneous introduction of another sound. [Air-bon gap (ABG)]

Output: Masking

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The highest level of noise that can be presented to one ear through an earphone before the noise crosses the skull and shifts the threshold of the opposite ear. [Air-bon gap (ABG)]

Output: Maximum masking

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The impression of increased loudness of a bone-conducted tone when the outer ear is tightly covered or occluded. [Air-bon gap (ABG)]

Output: Occlusion effect (OE)

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The contribution to hearing by bone conduction created when the vibrating skull sets the air in the external ear canal into vibration, causing sound waves to pass down the canal, impinging on the eardrum membrane, and being conducted through the middle ear to the cochlea. [Air-bon gap (ABG)]

Output: Osseotympanic bone conduction

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Occurs when a masking noise presented to the nontest ear is of sufficient intensity to shift the threshold in the test ear beyond its true value. In overmasking, the masking noise crosses from the masked ear to the test ear by bone conduction. [Air-bon gap (ABG)]

Output: Overmasking (OM)

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The theoretical point in clinical masking at which the level of noise in the nontest ear may be raised or lowered about 15 dB without affecting the threshold of the signal in the test ear; the levels between undermasking and overmasking at which the true threshold of the test ear may be seen. [Air-bon gap (ABG)]

Output: Plateau

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The average of the hearing levels at frequencies 500, 1000, and 2000 Hz for each ear, as obtained on a pure-tone hearing test. Sometimes the pure-tone average is computed by averaging the two lowest thresholds obtained at 500, 1000, and 2000 Hz. [Air-bon gap (ABG)]

Output: Pure-tone average (PTA)

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The response obtained during bone-conduction (and occasionally air-conduction) audiometry that signals have been felt, rather than heard, by the patient. [Air-bon gap (ABG)]

Output: Tactile response

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: In audiometry, the level at which a stimulus, such as a pure tone, is barely perceptible. Usual clinical criteria demand that the level be just high enough for the subject to be aware of the sound at least 50% of the times it is presented. [Air-bon gap (ABG)]

Output: Threshold

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Occurs when a masking noise presented to the nontest ear is of insufficient intensity to prevent the test signal from being heard in that ear [Air-bon gap (ABG)]

Output: Undermasking

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: A broadband noise with approximately equal energy per cycle. [Air-bon gap (ABG)]

Output: White noise

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: 1. the test equipment 2. the environment 3. the patient 4. the clinician 5. the test procedure [Air-bon gap (ABG)]

Output: What are the 5 factors to be aware of when performing audiometric testing?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: audiometer [Air-bon gap (ABG)]

Output: What is the name of the equipment used to test hearing?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: An audiometer that has the capability of delivering a number of audiometric tests for the examiner. [Air-bon gap (ABG)]

Output: What is a diagnostic audiometer?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The intensity limits (either lower or higher) that an audiometer can deliver. [Air-bon gap (ABG)]

Output: What are the output limits of the audiometer?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: 0 dB to -10 dB [Air-bon gap (ABG)]

Output: What are the lower intensity limits of an audiometer?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Depends on the frequency. Lower frequencies of 125 and 250 Hz have a lower intensity maximum, as well as 8000 Hz. 500, 1000, 2000, & 4000 maximum is usually 100 dB. [Air-bon gap (ABG)]

Output: What are the upper limits of an audiometer?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: More power is needed to drive a bone conduction oscillator than the diaphragm in the air conduction outputs. When bone conduction is driven at high intensity levels, harmonic distortion can result. [Air-bon gap (ABG)]

Output: Why are bone conduction intensity limits lower than air conduction?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: 1. earphone enclosures 2. receiver inserts 3. sound treated chambers. [Air-bon gap (ABG)]

Output: Name 3 ways that ambient noise in the room can be attenuated:

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: TRUE! [Air-bon gap (ABG)]

Output: T/F: every precaution should be taken to ensure that the test environment is as quiet as possible.

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: An environment that has been designed, manufacture, and available for audiometric testing. They can be single walled or double walled. There are also one room and two room audiometric suites. [Air-bon gap (ABG)]

Output: What are sound treated booths?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: 1. a window that provides visual communication between the two rooms. 2. electrical connections that pass through the two rooms. 3. a talkback device - microphone, amplifier and speaker, and/or earphone - that enables the examiner to hear the patient when they speak. [Air-bon gap (ABG)]

Output: What are some of the features of audiometric booths?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: All ages - very young to very old. [Air-bon gap (ABG)]

Output: What age are most patients?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: An indication of the reliability of the audiogram. Indicated with good, fair, or poor. This indicates whether the patient was really performing adequately or whether there was doubt as to the validity of the test result. [Air-bon gap (ABG)]

Output: What is exam reliability?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: 1. raise hand 2. raise a finger 3. push a signal button 4. verbally answer [Air-bon gap (ABG)]

Output: Name four ways a patient can indicate if they've heard the auditory stimulus?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Usually an audiologist. At least someone who has been properly trained, understands all of the factors that come into play on a successful audiometric test result - the patient, the equipment, the test procedure - and other factors that may come to bear. [Air-bon gap (ABG)]

Output: Who gives hearing examinations and what are their qualifications?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: A complete case history needs to be obtained and an otoscopy performed. [Air-bon gap (ABG)]

Output: What should an examiner obtain before conducting threshold testing?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: visual examination of the auditory canal and the eardrum with an otoscope. [Air-bon gap (ABG)]

Output: Otoscopy

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: to rule out active pathological conditions and the potential for ear canal collapse caused by audiometric earphones. [Air-bon gap (ABG)]

Output: Why is an otoscopy performed?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The patient should sit facing slightly away from the clinician and the audiometer. The patient should not be able to observe visual cues from the clinician while they are being tested. A right angle to the clinician is best. [Air-bon gap (ABG)]

Output: What is the correct position for the patient to be sitting during an examination?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Depending on the instructions given, the patient's audiogram can differ by as much as 10 dB. [Air-bon gap (ABG)]

Output: Why is it so important to give proper instructions to a patient?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Prior to putting on the headphones or through the microphone. [Air-bon gap (ABG)]

Output: When should the patient be instructed?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Understandable language! Avoid professional language that the client may not have knowledge of. Use words like "pitch" rather than "frequency" and "loudness" rather than "intensity". [Air-bon gap (ABG)]

Output: What language should be used during instructions?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Usually the better ear, if it is known. If not, begin with the right ear. [Air-bon gap (ABG)]

Output: What ear is tested first?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: When a patient fails to respond to a stimulus. [Air-bon gap (ABG)]

Output: What is a negative response?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: True negative - the signal is actually not heard. False negative - the patient hears the signal but does not respond. Can be caused by a variety of factors. [Air-bon gap (ABG)]

Output: What is the difference between a true negative and a false negative response?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Over the external auditory meatus or ear canal. Make sure the ear canal is not pressed up against a portion of the pinna or another part of the head. Also, make sure the tragus is not pushed inward blocking the sound. [Air-bon gap (ABG)]

Output: Where should the center of the earphone be placed on the patient?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Adherence to universal precautions and appropriate infection control procedures should be in place. Instrumentation coming into physical contact with the patient must be cleaned and disinfected after each use. The use of disposable acoustically transparent earphone covers or disposable insert earphone tips is recommended. Hand washing should be routine for the audiologist between patients. [Air-bon gap (ABG)]

Output: Infection control

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: To determine the threshold of the patient at every test frequency. [Air-bon gap (ABG)]

Output: What is the purpose of audiometric testing?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Two responses out of three presentations at a single level. [Air-bon gap (ABG)]

Output: What is the minimum number of responses needed to determine the threshold of hearing?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: An audiogram. [Air-bon gap (ABG)]

Output: What is used to chart a threshold?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: the abscissa. [Air-bon gap (ABG)]

Output: The x-axis is also called..

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: the ordinate. [Air-bon gap (ABG)]

Output: The y-axis is also called...

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Information about the clinic - name, address, telephone number. Information about the patient - name, address, phone number, date of birth, date of examination, test results. [Air-bon gap (ABG)]

Output: What basic information is included on an audiogram?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: the key to symbols used on an audiogram. [Air-bon gap (ABG)]

Output: What is a symbol legend?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: A circle "O" in red for the right ear. An "X" in blue for the left ear. 3 Rs - red, right, round [Air-bon gap (ABG)]

Output: How are thresholds marked on an audiogram?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Right: O Left: X [Air-bon gap (ABG)]

Output: Air unmasked symbols

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Right: triangle Left: square [Air-bon gap (ABG)]

Output: Air masked symbols

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Right: < Left: > [Air-bon gap (ABG)]

Output: Bone unmasked symbols

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Right: [ Left: ] [Air-bon gap (ABG)]

Output: Bone masked symbols

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: S [Air-bon gap (ABG)]

Output: Sound field symbol

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: A [Air-bon gap (ABG)]

Output: Symbol for "Aided" (patient is wearing hearing aides).

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: An arrow pointing down to the left or the right attached to the audiogram symbols indicting that you've reached the limit of the audiometer for that frequency and you have not been able to obtain a response from the patient. [Air-bon gap (ABG)]

Output: What are "no response" symbols

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: The threshold is recorded on the frequency line where the frequency and the intensity in dB HL intersect. [Air-bon gap (ABG)]

Output: Where do you record the symbols on the audiogram?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: between 500 to 2000 Hz [Air-bon gap (ABG)]

Output: What are the speech frequencies?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: For predicting the threshold for speech as well as establishing the degree of communication impact imposed by a hearing loss. [Air-bon gap (ABG)]

Output: Why is the Pure Tone Average (PTA) useful?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: To help define the degree of hearing loss. [Air-bon gap (ABG)]

Output: What is one of the ways we us the Pure Tone Average?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: How we quantify the degree of a patient's hearing loss in terms of the level of the stimulus needed for them to respond to it. [Air-bon gap (ABG)]

Output: What is the classification of loss?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Used for reporting the degree of hearing loss to the patient and also in the diagnostic reports that are written. [Air-bon gap (ABG)]

Output: What is the classification of loss used for?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: Normal hearing: 0-15 dB Slight Loss: 16-25 dB Mild Hearing Loss: 26-40 dB Moderate Loss: 41-55 dB Moderately Severe Loss: 56-70 dB Sever Hearing Loss: 71-90 dB Profound Hearing Loss: >90 dB [Air-bon gap (ABG)]

Output: How do we classify the degree of hearing loss?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: A person with hearing loss usually has a different amount of loss at each frequency across the range of hearing. For example: a person may have normal hearing in the lower frequencies, a moderate loss in the mid-frequencies and a severe hearing loss in the higher frequencies. [Air-bon gap (ABG)]

Output: What is a sloping loss?

USU COMD 3700 Lesson 5 Flashcards - Cram.com


Input: [What is word-painting?] What is Vivace?

Output: quick, lively tempo

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What is Verse-Chorus form?

Output: two part-form with text changing in the verse section and repeated text in the chorus section

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What type of music is twelve-bar blues?

Output: form of African-American poplar music

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What is a triad chord?

Output: basic chord combining a begining note and the third and fifth notes above it

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What is the treble clef?

Output: symbol that indicates that the second line from the bottom of a staff repesents the pitch of G above middle C; also caled G clef

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What is the tonic?

Output: main note of major or minor key

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What is the timbre or tone color?

Output: characteristic of instrumental and vocal sounds that make them distinguishable to the ear

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What is tonality?

Output: feeling of pull toward a particular tone, which is determined by the key of hte music

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What is the time signature?

Output: figures on the staff at the beginning of a piece that indicate its meter

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What does it mean when a form is through-composed?

Output: musical form in which each stanza or verse is set to different music so that there is no repeating section

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What is theme and variation form?

Output: musical form in which one melodic idea is repeated with variations that may be rhythmic, melodic, harmonic, or any combinaton thereof

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What is texture in music?

Output: manner in which linear musical parts are blend

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What is the ternary form?

Output: form comprised of three sections, with the third being a repetition of the first (ABA)

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: [What is word-painting?] What is tempo?

Output: speed of a musical piece

LHHS OCAD Music Basic Flashcards - Cram.com

techinique wereby the written text of a song is illustatd musically


Input: A set of goals for spending, saving, and investing the money you earn [Disposable Income]

Output: Financial Plan

Chapter 8: Budgets And Financial Records Flashcards - Cram.com


Input: A spending and saving plan based on your expected income and expenses [Disposable Income]

Output: Budget

Chapter 8: Budgets And Financial Records Flashcards - Cram.com


Input: Costs you are obligated to pay at specific times, regardless of other events [Disposable Income]

Output: Fixed Expenses

Chapter 8: Budgets And Financial Records Flashcards - Cram.com


Input: Costs that vary in amount and type, depending on events and the choices you make [Disposable Income]

Output: Variable Expenses

Chapter 8: Budgets And Financial Records Flashcards - Cram.com


Input: Items of value that a person owns [Disposable Income]

Output: Assets

Chapter 8: Budgets And Financial Records Flashcards - Cram.com


Input: Amounts of money owed to others [Disposable Income]

Output: Liabilities

Chapter 8: Budgets And Financial Records Flashcards - Cram.com


Input: [Electrolyte] Nonelectrolyte

Output: a substance such as C12H22O11 that does not form ions in solution

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] water is a...

Output: very effective solvent for ionic compounds

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] when a molecular compound dissolves in water what happens?

Output: the solution usually consists of intact molecules dispersed throughout the solution.

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] what does this result in?

Output: most molecular compounds are nonelectrolytes.

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] Strong electrolytes

Output: are those solutes that exist in solutions completely or nearly completely as ions.

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] weak electrolytes

Output: are those solutes that exist in solution mostly in the form of molecules with only a small fraction in the form of ions.

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] what does a double arrow represent

Output: the ionization of weak electrolytes

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] what does a single arrow represent

Output: the ionization of strong electolytes

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] HCl(aq)-->H+(aq)+Cl-(aq) what does the single arrow indicate

Output: that the H+ and Cl- ions have no tendency to recombine in water to form HCl molecules

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] soluble ionic compounds are what?

Output: strong electrolytes

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] How do we identify ionic compounds?

Output: as being composed of metals and nonmetals

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] How else do we identify ionic compounds?

Output: compounds containing the ammonium ion NH4+ such as NH4Brand (NH4)2CO3

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] when do precipitation reactions occur

Output: when certain pairs of oppositely charged ions attract each other so strongly that they form an insoluble ionic solid

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] precipitation reaction

Output: reactions that result in the formation of an insoluble product

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [Electrolyte] precipitate

Output: is an insoluble solid formed by a reaction in solution

a subsdtance such as NaCl whose aqueous solutions contain ions


Input: [judicial review] judiciary act of 1789

Output: established the basic three-tiered structure of the federal court system

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] Marbury vs Madison (1803)

Output: Case in which the Supreme Ct first asserted the power of judicial review in finding that the congressional statute extending the Ct's original jurisdiction was unconstitutional.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] trial courts

Output: Courts of original jurisdiction where cases begin

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] appellate courts

Output: courts that generally review only findings of law made by lower courts

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] jurisdiction

Output: authority vested in a particular court to hear and decide the issues in any particular case.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] original jurisdiction

Output: the jurisdiction of courts that hear a case first, usually in a trial. Courts determine the facts of a case under their original jurisdiction.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] appellate jurisdiction

Output: the power vested in an appellate court to review an/or revise the decision of a lower court.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] criminal law

Output: codes of behavior related to the protection of property and individual safety.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] civil law

Output: codes of behavior related to business and contractual relationships btwn groups and individuals.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] legislative courts

Output: courts established by Congress for specialized purposes, such as the Court of Military Appeals

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] brief

Output: A document containing the legal written arguments in a case filed w/a court by a party prior to a hearing or trial.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] precedent

Output: a prior judicial decision that serves as a rule for settling subsequent cases of a similar nature.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] stare decisis

Output: In court rulings, a reliance on past decisions or precedents to formulate decisions in new cases.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] senatorial courtesy

Output: Process by which presidents generally defer selectionof district court judges to the choice of senators of their own party who represent the state whre the vacancy occurs.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] writ of certiorari

Output: A request for the Court to order up the recors from a lower court to review the case

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] rule of four

Output: at least four justices of the supreme court must vote to consider a case before it can be heard.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] solicitor general

Output: the fourth-ranking member of the Department of Justice; responsible for handling all appeals on behalf of the U.S. gov'ts to the Supreme Ct.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] amicus curiae

Output: "Friends of the Court" amici, may file briefs or even appear to argue their interests orally before the court.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] judicial restraint

Output: A philospphy of judicial decision making that argues courts should allow the decisions of other branches of gov't to stand, even when they offend a judge's own sense of principles

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] judicial activism

Output: a philosophy of judicial decision making that argues judges should use their power broadly to further justice, especially in the ares of equality and personal liberty

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] strict constructionist

Output: An approach to constitutional interpretation that emphasizes the Framers' original intentions

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [judicial review] judicial implementation

Output: Refers to how and whether judicial decisions are translated into actual public policies affecting more than the immediate parties to a lawsuit.

gov't ch 10 vocab of American Government: Continuity and Change Flashcards - Cram.com

power of the courts to review acts of other branches of the gov't and the states


Input: [Accommodation] Actor-observer bias

Output: In casual attributions, the tendency for an observer to overestimate the effects of dispositional factors when making attributions about an actor's behavior but to overestimate the effects of situational factors when making self-attributions

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Adolescent "Storm and Stress"

Output: The theory that adolescence is a time of considerable emotional turmoil (e.g. Hall 1904). Now largely believed to be untrue: While many adolescents do expereince greeat emotional lability, they do not go through a period of profound emotional distress

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Amygdala

Output: Part of the limbic system of the brain involvedin the control of emotional activities, including the mediation of defensive-aggressive behavior

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Anacylitic depression

Output: Withdrawal, depression, and developmental delays resulting from the loss of an attachment figure during infancy (especially when the loss occurs during the second half of the first year).

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Androdogyny

Output: Having characteristicts of both sexes. Angrogynous people schore high on both the Masculine and Feminine scales of Bem's Sex Role Inventory and, in comparision to sex-type people, display greater gender flexibility, higher self-esteem, and high levels of achievement.

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Anomie

Output: A social condition in which there are no societal norms and individuals have few or no personal or social values. Anomie occurs when society experiences unusual stress and results in a lack of socil structure, indifference, and isolation.

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Assimilation

Output: According to Piaget, the process of incorporating new objects, information, and experiences into existing cognitive structores or schemes

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Attitude-behavior discrepency

Output: Refers to the finding that, contrary to popular belief, attitudes are often not accurate predictors of behavior. Some authorities have, however, identified specific situations in which attitudes can accurately predict behavior, Fishbein, for example, argues that attitudes are good predictors when they include a measurement of the person's behavioral intention.

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Authoritarian personality

Output: A personality type characterized by identification with and submission to authority, cynicism, prejudice, intolerance of ambiguity. and political conservatism. The F (Facism) Scale was designed to assess authoritarianism

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Autonomic nervous system (ANS)

Output: Devision of the perpheral nervous system involved in the control of visceral functions (e.g., heart rate, blood pressure, respiration, digestion, and sweating.) Consists of the sympathetic and parasympathetic devisions

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Bases of social power

Output: Methods used to induce compliance in another person. French and Raven and their colleagues have identified six bases of social power: coercive, reward, expert, legitimate, referent, and informational.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Basic Temperament

Output: Tendencies to act in certain perdictable ways. Some investigators argue that basic temperament (e.g., activity level, sociability, emotionality) is one of the characteristics that has a strong genetic component.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Behavioral Intention

Output: A predisposition to act in a particular way toward an attitude object. According to Fishbein, behavioral intentions consist of two components: a personal component (the person's attitude toward engaging in the behavior) and a social component (the person's beliefs about what other people think he or she should do).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Bilingualism

Output: Associated with some benefits o cognitive flexibiity and nonverbal skills. When language-minority childern participate in bilingual programs they do as well or as better than peers who participate in all-English programs in terms of academic English and Knowledge of subject matter.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Brain Lateralization

Output: The specialization of cerebral cortex's two hemispheres. In most people, language is governed primarily bh the left brain and spatial abilities by the right brain. It appears that a great deal of laterlization has already occured at or soon after birth.

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Brainstroming

Output: A method of generating creative ideas in which individuals or group members are encouraged to freely suggest any idea or thought without criticism, evaluatoin, or censorship

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Broca's area

Output: Motor speech area located in the frontal lobe (usually the left lobe) of the brain, just anterior to the motor cortex. Involved in the articulation of speech. Damage results in expressive apahasia (an inability to produce written or spoken laughage).

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Buffering hypothesis

Output: The hypothesisthat lower susceptibility to stress, great life satisfaction, and other positive outcomes are associated with a perception that one has adequte social support

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For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences


Input: [Accommodation] Bystandar Apathy

Output: The tendency of people to not intervene in emergency situations whenothers are present. Bystander apathy has been attibuted to three factors: social comparision, evaluation apprehension, and diffusion of responsiblity

LCSW EXAM-HBSE-VOCAB WORDS Flashcards - Cram.com

For Piaget, the changes made to existing cognitive structures or schemes in order to understand new information or experiences