Input: Obtaining assets to operate business

Output: Investing activities

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Offer product, service

Output: Operating activities

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Accounting is “an information system that provides reports to stakeholders about the economic activities and condition of a business.”

Output: Whats the role of accounting

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Income, Retained Earnings, Balance sheet, Statement of Cash Flow. All report changes in a financial condition except balance sheet.

Output: Name 4 financial statements

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: The income statement uses the Matching Concept Expenses for period are Matched against Revenues for same period Revenue – Expenses = Net Income

Output: Income Statements

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Reports changes in financial condition due to changes in retained earnings during a period. Retained earnings is the portion of net income retained by the business.

Output: Retained Earnings

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Reports financial condition as of a point in time Accounting equation Assets = Liabilities + Stockholders’ Equity

Output: Balance Sheet

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Reports change in financial condition from changes in cash during a period that occur due to Cash flows from operating activities Cash flows from investing activities Cash flows from financing activities

Output: Statement of Cash Flows

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Statement of cash flows linked to cash on balance sheet Net income from income statement linked to retained earnings statement Retained earnings linked to balance sheet in stockholders’ equity

Output: INTEGRATED FINANCIAL STATEMENTS

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: 8 accounting concepts underlying financial reporting. GAAP determines the proper content of financial statements. They are necessary so stakeholders can compare the financial condition and operating results across companies and across time. Business Entity , Cost Concept, Going Concern Concept, Matching Concept, Objectivity Concept, Unit of Measure Concept, Adequate Disclosure Concept, Accounting Period Concept

Output: Generally accepted accounting principles (GAAP)

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Applies accounting to a specific entity Hershey For profit corporation Separate from accounting for other entities

Output: BUSINESS ENTITY CONCEPT

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Amount initially entered into accounting records for purchases Cost of Hershey’s land

Output: COST CONCEPT

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Business expects to continue in operations for an indefinite period of time Hershey plans to build on land in future

Output: GOING CONCERN CONCEPT

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Expenses for a period are matched with revenue they generate Hershey subtracts expenses from revenues on income statement

Output: MATCHING CONCEPT

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Entries into accounting records based on objective evidence Hershey’s bank statements support entries in cash account

Output: OBJECTIVITY CONCEPT

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: All economic data recorded in dollars Hershey presents financial statements in dollars

Output: UNIT OF MEASURE CONCEPT

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Financial statements include all relevant data needed to understand financial condition and performance Hershey provides other disclosures in footnotes

Output: ADEQUATE DISCLOSURE CONCEPT

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Economic data collected for a period of time in preparation of Hershey’s income statement Hershey’s retained earnings Hershey’s cash flow statement

Output: ACCOUNTING PERIOD CONCEPT

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Reliability of financial reporting important To economy For ability of business to raise money from investors Stockholders Creditors

Output: RESPONSIBLE REPORTING

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: the percent that a company adds to its cost of sales to determine the selling price (Sales - Cost of Sales) / Cost of sales = Markup %

Output: Markup

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Honesty, Fairness, and Opennes [Social Profit]

Output: 3 Virtues seein in COCs are

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: honest fairness openness responsibility respect citizenship [Social Profit]

Output: Ethical Values we advocate in marketing

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: A social movement that attempts to protect consumers from harmful business practices [Social Profit]

Output: Consumerism

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: The rights of consumers to be protected by the federal government 1 right to be safe 2 right to be informed 3 right to choose freely (privacy is NOT one) [Social Profit]

Output: Consumer Bill of Rights (3)

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: A fee paid by the manufacturer to a retailer in exchange for agreeing to place products on the retailers shelf [Social Profit]

Output: Slotting Allowance

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: Claims made in advertising of product superiority that cannot be proven true or untrue. [Social Profit]

Output: Puffery

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: A mgt practice in which orgs seek to engage in activities that have a positive effect on society and promote public good [Social Profit]

Output: Social Responsibility

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: 5.2 % and 31.5 % God help us All [Social Profit]

Output: US and CANADA, only ___ % of worlds population, is responsible for ___ % of worldwide consumer spending

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: A marketing strategy that supports environmental stewardship bu creating an environmentally founded differential benefit in the minds of consumers [Social Profit]

Output: Green Marketing

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: Marketing activities in which firms seek to have their corporate identity linked to a good cause through advertising, public service, and publicity (Jeans + Redcross) [Social Profit]

Output: Cause Marketing

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: A type of trade in which goods are paid for with other items instead of cash 25% of all world trade [Social Profit]

Output: Counter Trade

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: $708.5 Billion muhahaha [Social Profit]

Output: US Trade Deficit in 2007

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: It is illegal for US firms to attempt to make large payments of bribes to influence policy decisions of foreign governments [Social Profit]

Output: Foreign Corrupt Practices Act of 1977

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: a policy adopted by a government to give domestic companies an advantage [Social Profit]

Output: Protectionism

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: Limitations set by a government on the amount of a product allowed to enter or leave a country [Social Profit]

Output: Import Quotas

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: A quota completely prohibiting specified goods from entering or leaving a country [Social Profit]

Output: Embargo

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: Taxes on imported Goods [Social Profit]

Output: Tariffs

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: The system helps promote peace [Social Profit]

Output: The 10 benefits of the WTO (World Trade Organizations)

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: A trade block between Argentina, Brazil, Paraguay, and Uruguay [Social Profit]

Output: Mercosur

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: - eliminating all trade barriers with EU - Improve the economic efficiency of member nations - stimulate international economic growth (reducing the likelihood of war is NOT one) [Social Profit]

Output: Long Term Goals of EU (3)

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: A country a the lowest stage of economic development MANY countries in AFRICA [Social Profit]

Output: Less Developed Country

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: 1 expectations about future employment 2 income levels 3 prices 4 family size 5 general economic conditions [Social Profit]

Output: 5 Factors that can influence a consumers willingness to buy

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: A market situation in which many firms, each having slightly differential products, offer unique consumer benefits (athletic shoes) [Social Profit]

Output: Monopolistic Competition

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: The oldest act directed toward marketers [Social Profit]

Output: Sherman Anti Trust Act 1890

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: A domestic governments seizure of a foreign company's assets without any compensation [Social Profit]

Output: Expropriation

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: A form of protectionism stipulating that a certain proportion of a product must consist of components supplied by industries in the host country [Social Profit]

Output: Local content rules

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: Specific rules dictating what is right or wrong, acceptable or unacceptable [Social Profit]

Output: Norms

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: The tendency to prefer products or people of ones own culture [Social Profit]

Output: Ethnocentrism

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: The influences in a society and its culture(s) that change peoples attitudes, beliefs, norms, customers, and lifestyles [Social Profit]

Output: Social Culture Forces

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: Aging America More singles Another Baby Boom Increasingly multicultural society [Social Profit]

Output: Trends

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: $ 560 billion [Social Profit]

Output: Hispanics Generate ___ in buying power

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: 12 [Social Profit]

Output: The US African American community can be divided into _ Distinct consumer segments

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: 1 exporting 2 contractual arrangements 3 strategic alliances 4 direct investment [Social Profit]

Output: 4 Strategies representing increased levels of involvement in global marketing

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: Starbucks, reached well outside of USA, made China Aghast [Social Profit]

Output: China + ________

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: 1 A straight extension strategy 2 A product adaption strategy 3 A product invention strategy (product differentiation is NOT 1) [Social Profit]

Output: Product Decisions (3)

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: a company tries to get a toe hold in a foreign market by pricing its product lower than they are offered at home [Social Profit]

Output: Dumping

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: 50 % wtf [Social Profit]

Output: How much do oversea companies distrust US

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: 1/5 wtf again [Social Profit]

Output: How many European and Canadian consumers avoid American brands

Marketing Test 1 Chapter 3 Flashcards - Cram.com


Input: The designation of an individual as patient or guarantor is made in the following field in the patient/guarantor dialog box [Other Information]

Output: Type

Practice Admin Final Flashcards - Cram.com


Input: The case number is located in the ??? tab of the case folder [Other Information]

Output: Personal

Practice Admin Final Flashcards - Cram.com


Input: If a patient is being treated for injuries related to an automobile accident, information about the accident must be entered in the ??? tab of the Case folder [Other Information]

Output: Condition

Practice Admin Final Flashcards - Cram.com


Input: If a patient's treatment is only authorized through a certain date, this date is entered in the ??? tab of the case folder [Other Information]

Output: Account

Practice Admin Final Flashcards - Cram.com


Input: New multilink codes can be created by selecting an option on the ??? menu [Other Information]

Output: Lists

Practice Admin Final Flashcards - Cram.com


Input: Which of the following is not a option in the claims status list in the list only claims that match dialog box? Challenge - Hold - Denied - Rejected [Other Information]

Output: Denied

Practice Admin Final Flashcards - Cram.com


Input: The report that can be displayed to check electronic claims before transmitting the is called [Other Information]

Output: Batch verification report

Practice Admin Final Flashcards - Cram.com


Input: If an electronic claim requires an attachment, where is this noted in Medisoft? [Other Information]

Output: Diagnosis

Practice Admin Final Flashcards - Cram.com


Input: A patient Day Sheet report can be filtered by all of the following except: Date - Attending Provider - Dollar Amount - Billing Code [Other Information]

Output: Dollar Amount

Practice Admin Final Flashcards - Cram.com


Input: In the Open Report dialog box, reports can be sorted by all styles except: List - Insurance Form - Day Sheet - Statement [Other Information]

Output: Day Sheet

Practice Admin Final Flashcards - Cram.com


Input: The ??? field in the Tickler tab specifies the action that will be taken on the overdue account [Other Information]

Output: Action Required

Practice Admin Final Flashcards - Cram.com


Input: A report used to keep track of accounts in collections [Other Information]

Output: Collection Tracer

Practice Admin Final Flashcards - Cram.com


Input: [2] Ethics [1]

Output: is concerned with studying human behavior particularly toward other human beings, and the principles that regulate it.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] mataethics [1]

Output: Ethical studies that explore the nature of moral judgements and the structure of moral concepts are called?

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Utilitarianism [1]

Output: Is a teleology theory concerned with attaining the greatest amount of utility, usefulness, or happiness; also known as the "greatest happiness theory" and "the ends justify the means".

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Virtue ethics [1]

Output: focus on character traits and excellence of character; "is this what a virtuous person would do?"

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Ethical principles [1]

Output: governing professional behavior

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Autonomy [1]

Output: to guarantee self-determination of the patient.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Confidentiality [1]

Output: to hold in confidence or secret information entrusted by the patient.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Social trust [1]

Output: to ensure the trust patients and society have in dental hygienists

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Nonmaleficence [1]

Output: to do no harm to the patient

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Beneficience [1]

Output: to benefit the patient; the principle of promoting what is good, kind, and charitable.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Veracity [1]

Output: to tell the truth; not to lie to the patient; the principle of truthfulness and honest.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Justice/Fairness [1]

Output: to be fair to the patient; Golden Rule: "do unto others as you would have others do unto you".

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Fidelity [1]

Output: ethical responsibility closely related to veracity, trust, and confidentiality; the principle of loyalty or faithfulness.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Paternalism/Parentalism [1]

Output: acting like a parent with the intent to protect or enhance the interests of a person at a time when that person is unable or unwilling to protect his/her own interest.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Utility [1]

Output: usefulness of an action

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Informed consent [1]

Output: requires that the DH provides the patient with all relevant information needed to make a decision and it allows the patient to make the decision based on valid, understandable information provided.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Prima facie [1]

Output: Duties can be described as duties that must be done at all times or duties that must be done before any other considerations enter the picture.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Ethical Dilemma [1]

Output: occurs when 2 or more ethical principles are in conflict.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Code of Ethics [1]

Output: Written standards to which health care professionals agree to adhere before society, which grants certain privileges to these groups.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Models of Professionalism Commercial Model [1]

Output: Describes a relationship in which dentistry is a commodity, a simple selling and buying of services.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Guild Model of Professionalism [1]

Output: Presents dentistry as an all-knowing profession.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Interactive model of professionalism [1]

Output: The patient and the dentist are equals and have roles of equal moral status in the process of dental care delivery.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Competency [1]

Output: having the knowledge skill, and ability to perform a prescribed set of tasks or duties independently and with confidence.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] The Commission on Dental Accreditation. [1]

Output: Authorized agency that accredits all dental hygiene education programs in the USA. - publishes standards for evaluation of new and existing programs. - all programs must meet these standards to be accredited. - has almost total control over defining each profession in terms of what skills are taught and what body of knowledge is contained within the curriculum.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Accreditation [1]

Output: the process of approving, certifying or endorsing. A nongovernmental process for ensuring that a predetermined set of standards has been met; used to assure the public that the graduates of a particular program are prepared to practice. External agency evaluates an institution of program of study according to predetermined, national standards.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Assessment [1]

Output: Collecting and analyzing subjective and objective data and arriving at a judgement about the patients needs.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] DH diagnoses [1]

Output: the natural conclusion to assessment and focuses on those human needs that can be fulfilled through dh care.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Planning [1]

Output: The act of determining the types of dh interventions that can be implemented to solve the pt's problem and assist the pt in meeting his or her human needs related to oral health.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Implementation [1]

Output: Act of carrying out the dh care plan that has been specifically designed to meet the assessed human needs of the client.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Evaluation [1]

Output: Comparing pt data at the completion of care with data collected during the intital assessment phase in order to determine the pt's progress or lack of progress toward the goal.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Assessment DH diagnosis Planning Implementation Evaluation Documentation [1]

Output: Established in 1985. A quality or specific level of performance. The six standards of practice are:

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] 1915 [1]

Output: Scope of practice of dental hygienist was first est by law in Connecticut in ____

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Licensure [1]

Output: The process by which a government agency(state) certifies that individuals have met predetermined standards and are minimally qualified and are permitted to practice in its jurisdiction and/or use a particular title.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Purpose of licensure [1]

Output: to ensure that the public health, safety and welfare are protected from incompetent practitioners.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] State Dental Practice Act (licensure) [1]

Output: Legislation enacted by the state that grants licensing power to an agency (state board of dental examiners) to protect the public from unqualified persons.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Morality [1]

Output: That which is right and good; the quality of an action with regard to right and wrong.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Moral reasoning [1]

Output: The formulation of morally ideal course of an action; the process of judging what one ought to do in a specific situation.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Ethical theory [1]

Output: A systematic examination of morals involving critical reflection and analysis about what is right and wrong.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [2] Character [1]

Output: Collectively, the qualities that define a person or group of persons; a person's moral nature.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: Notice based on a properly recorded documents [Title]

Output: Record Notice

Property: Title Assurance and Recording Flashcards - Cram.com


Input: Notice based on actual knowledge of facts which would prompt a reasonable person to inquire urther into a particular matter. [Title]

Output: Inquiry Notice: Definition

Property: Title Assurance and Recording Flashcards - Cram.com


Input: The knowledge or facts that a reasonably prudent investigation would discover. [Title]

Output: Inquiry Notice: Content of Imputed Knowledge

Property: Title Assurance and Recording Flashcards - Cram.com


Input: The knowledge that is imputed to the purchaser is limited to the facts that a reasonbly prudent investigation would discover. [Title]

Output: Inquiry Notice: Limit of Imputed Knowledge

Property: Title Assurance and Recording Flashcards - Cram.com


Input: The actual, record, or inquiry notice that a purrchaser's legal agent as will be imputed to the purchaser. [Title]

Output: Imputed Notice

Property: Title Assurance and Recording Flashcards - Cram.com


Input: If a subsequent purchaser has actual knowledge of a prior unrecorded interest, then the protections under a recording act are not available. [Title]

Output: Subsequent Purchaser with Actual Knowledge

Property: Title Assurance and Recording Flashcards - Cram.com


Input: An adequately recorded prior interest provides record notice to subsequent purchasers of a prior interest. [Title]

Output: Effect of Record Notice

Property: Title Assurance and Recording Flashcards - Cram.com


Input: An interest is adequately recorded if a reasonable title searcher would be able to discover the instrument or document. [Title]

Output: Adequate Recording of Prior Interest

Property: Title Assurance and Recording Flashcards - Cram.com


Input: Protects purchasers for value and lien creditors against prior unrecorded interests. Grantees are protected from a claim from subsequent purchasers claiming to be bona fide purchasers for value without notice. [Title]

Output: Purpose of Recording Acts

Property: Title Assurance and Recording Flashcards - Cram.com


Input: "Prior in time, prior in interest" Common law rule controls unless a purchaser qualifies for protection under a recording statute. [Title]

Output: Priority in Title: Common Law Rule

Property: Title Assurance and Recording Flashcards - Cram.com


Input: A person who purchases property without notice of any conflicting interests. [Title]

Output: Bona Fide Purchaser

Property: Title Assurance and Recording Flashcards - Cram.com


Input: A person who purchases land from an owner who did not have notice of any prior unrecorded interests will be sheltered by the recording act even if the purchaser had actual knowledge. [Title]

Output: Shelter Rule

Property: Title Assurance and Recording Flashcards - Cram.com


Input: Subsequent bona fide purchaser for value without notice of a prior unrecorded interest will prevail against any claims based on a prior unrecorded interest, which includes prior purchasers. [Title]

Output: Effect of a Properly Recorded Instrument

Property: Title Assurance and Recording Flashcards - Cram.com


Input: If a prior purchaser fails to record their interest, then their claim will not prevail against a subsequent purchaser. Failure to properly record an interest results in a defeated claim unless the prior purchaser can prove that the subsequent purchaser had actual knowledge. [Title]

Output: Effect of Failure to Record Interest by Prior Purchaser

Property: Title Assurance and Recording Flashcards - Cram.com


Input: One who gives value for an interest in land without notice of a 3rd party's conflicting interest in the same parcel takes free the conflicting interest. [Title]

Output: Notice Determines TItle

Property: Title Assurance and Recording Flashcards - Cram.com


Input: A person who receives title from a bona fide purchaser protected by a recording act has the same protections and rights as the grantor. [Title]

Output: Shelter Rule

Property: Title Assurance and Recording Flashcards - Cram.com


Input: A written intstrument used to transfer title between a grantor and grantee. A deed is valid and good against the grantor upon delivery without recording. [Title]

Output: Deed

Property: Title Assurance and Recording Flashcards - Cram.com


Input: Proper recording of an interest operates to provide notice to subsequent purchasers. [Title]

Output: Properly Recorded Interest

Property: Title Assurance and Recording Flashcards - Cram.com


Input: Refers to both the procedural and legal requirements for a recording, as well as the actual act of entering the interest into the records. [Title]

Output: Recording of Deed

Property: Title Assurance and Recording Flashcards - Cram.com


Input: The actual copying of the deed into the records. Does not amount to a proper/official recording effective for providing interest. [Title]

Output: Actual Entry

Property: Title Assurance and Recording Flashcards - Cram.com


Input: Deed is executed before a notary who acknoweldges the validity of the deed. The fact of acknowledgement is a condition precedent to a proper recording. [Title]

Output: Acknowledgement of Deed

Property: Title Assurance and Recording Flashcards - Cram.com


Input: A deed which qualifies for official recording because it has been acknowledged and notarized by the proper officials. [Title]

Output: Notorized Deed

Property: Title Assurance and Recording Flashcards - Cram.com


Input: Acknowledgment alone is not enough to establish that the grantor has acknowledged the deed in fact. [Title]

Output: Certification Alone is Insufficient

Property: Title Assurance and Recording Flashcards - Cram.com


Input: An attempted recording that failed to comply with statutory requirements for a proper recording that will provide notice. [Title]

Output: Defective Instrument

Property: Title Assurance and Recording Flashcards - Cram.com


Input: Patent defects usually refers to an instrument's formal deficiencies. Latent defects are those that become apparent later. Usually a techinical defect in the recording. [Title]

Output: Patent/Latent Defect

Property: Title Assurance and Recording Flashcards - Cram.com


Input: 1. Adequate description of the property which is the subject of the conveyance. 2. Identifies the grantor and grantee with sufficient accuracy. [Title]

Output: Formal Requirements of a Valid Deed

Property: Title Assurance and Recording Flashcards - Cram.com


Input: The event which renders a properly executed deed effective and valid. [Title]

Output: Delivery of Deed

Property: Title Assurance and Recording Flashcards - Cram.com


Input: The deed must contain an adequate description of the property subject to the conveyance. The property description must be sufficient to provide a subseqent purchaser notice. [Title]

Output: Adequate Description of Property

Property: Title Assurance and Recording Flashcards - Cram.com


Input: If the deed does not accurately identify the parties or is so imprecise that a party cannot be identified, then the deed is void. [Title]

Output: Accurately Identifies the Parties to Conveyance

Property: Title Assurance and Recording Flashcards - Cram.com


Input: The grantor's intent to make the deed a presently operative conveyance is the key fact. [Title]

Output: Operative Conveyance

Property: Title Assurance and Recording Flashcards - Cram.com


Input: The party who records their interest first prevails [Title]

Output: Race Statute

Property: Title Assurance and Recording Flashcards - Cram.com


Input: The [Title]

Output: Notice Statute

Property: Title Assurance and Recording Flashcards - Cram.com


Input: Bona fide purchaser for value is a party who records first and has no notice of a prior unrecorded interest. [Title]

Output: Race-Notice Statute.

Property: Title Assurance and Recording Flashcards - Cram.com


Input: [Social Profit] 3 Virtues seein in COCs are

Output: Honesty, Fairness, and Opennes

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Ethical Values we advocate in marketing

Output: honest fairness openness responsibility respect citizenship

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Consumerism

Output: A social movement that attempts to protect consumers from harmful business practices

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Consumer Bill of Rights (3)

Output: The rights of consumers to be protected by the federal government 1 right to be safe 2 right to be informed 3 right to choose freely (privacy is NOT one)

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Slotting Allowance

Output: A fee paid by the manufacturer to a retailer in exchange for agreeing to place products on the retailers shelf

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Puffery

Output: Claims made in advertising of product superiority that cannot be proven true or untrue.

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Social Responsibility

Output: A mgt practice in which orgs seek to engage in activities that have a positive effect on society and promote public good

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] US and CANADA, only ___ % of worlds population, is responsible for ___ % of worldwide consumer spending

Output: 5.2 % and 31.5 % God help us All

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Green Marketing

Output: A marketing strategy that supports environmental stewardship bu creating an environmentally founded differential benefit in the minds of consumers

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Cause Marketing

Output: Marketing activities in which firms seek to have their corporate identity linked to a good cause through advertising, public service, and publicity (Jeans + Redcross)

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Counter Trade

Output: A type of trade in which goods are paid for with other items instead of cash 25% of all world trade

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] US Trade Deficit in 2007

Output: $708.5 Billion muhahaha

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Foreign Corrupt Practices Act of 1977

Output: It is illegal for US firms to attempt to make large payments of bribes to influence policy decisions of foreign governments

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Protectionism

Output: a policy adopted by a government to give domestic companies an advantage

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Import Quotas

Output: Limitations set by a government on the amount of a product allowed to enter or leave a country

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Embargo

Output: A quota completely prohibiting specified goods from entering or leaving a country

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Tariffs

Output: Taxes on imported Goods

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] The 10 benefits of the WTO (World Trade Organizations)

Output: The system helps promote peace

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Mercosur

Output: A trade block between Argentina, Brazil, Paraguay, and Uruguay

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Long Term Goals of EU (3)

Output: - eliminating all trade barriers with EU - Improve the economic efficiency of member nations - stimulate international economic growth (reducing the likelihood of war is NOT one)

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Less Developed Country

Output: A country a the lowest stage of economic development MANY countries in AFRICA

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] 5 Factors that can influence a consumers willingness to buy

Output: 1 expectations about future employment 2 income levels 3 prices 4 family size 5 general economic conditions

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Monopolistic Competition

Output: A market situation in which many firms, each having slightly differential products, offer unique consumer benefits (athletic shoes)

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Sherman Anti Trust Act 1890

Output: The oldest act directed toward marketers

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Expropriation

Output: A domestic governments seizure of a foreign company's assets without any compensation

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Local content rules

Output: A form of protectionism stipulating that a certain proportion of a product must consist of components supplied by industries in the host country

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Norms

Output: Specific rules dictating what is right or wrong, acceptable or unacceptable

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Ethnocentrism

Output: The tendency to prefer products or people of ones own culture

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Social Culture Forces

Output: The influences in a society and its culture(s) that change peoples attitudes, beliefs, norms, customers, and lifestyles

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Trends

Output: Aging America More singles Another Baby Boom Increasingly multicultural society

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Hispanics Generate ___ in buying power

Output: $ 560 billion

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] The US African American community can be divided into _ Distinct consumer segments

Output: 12

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] 4 Strategies representing increased levels of involvement in global marketing

Output: 1 exporting 2 contractual arrangements 3 strategic alliances 4 direct investment

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] China + ________

Output: Starbucks, reached well outside of USA, made China Aghast

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Product Decisions (3)

Output: 1 A straight extension strategy 2 A product adaption strategy 3 A product invention strategy (product differentiation is NOT 1)

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] Dumping

Output: a company tries to get a toe hold in a foreign market by pricing its product lower than they are offered at home

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] How much do oversea companies distrust US

Output: 50 % wtf

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: [Social Profit] How many European and Canadian consumers avoid American brands

Output: 1/5 wtf again

Marketing Test 1 Chapter 3 Flashcards - Cram.com

The benefit an organization and society receive from: -the organizations ethical practices, -community service, efforts to promote cultural diversity, -and concern for the natural environment.


Input: A structured community of people bound together by similar traditions and customs [Define Ethics]

Output: Define Society


Input: A set of personal principles formalized into a code of behavior [Define Ethics]

Output: Define Value System


Input: Where a value is a good thing in itself and is pursued for its own sake, whether anything comes from the pursit of not [Define Ethics]

Output: Define Intrinsic Value


Input: Where the pursuit of that value is a good way to reach another value [Define Ethics]

Output: Define Instrumental Value


Input: A concept of living your life according to a commitment to the achievement of a clear ideal [Define Ethics]

Output: Define Virture Ethics


Input: Ethical choices that offer the greatest good for the greatest number of people [Define Ethics]

Output: Define Utilitarianism


Input: Actions are taken out of duty and obligation to a purely moral ideal rather than based on the needs of the situation, since the universal principles are seen to apply to everyone, everywhere, all of the time [Define Ethics]

Output: Define Universal Ethics


Input: Where the traditions of your society, your personal opinions, and the circumstances of the present moment define your ethical principles [Define Ethics]

Output: Define Ethical Relativism


Input: The study of how ethical theories are put into practice [Define Ethics]

Output: Define Applied Ethics


Input: A situation in which there is no obvious right of wrong decision, but rather a right of right answer [Define Ethics]

Output: Define Ethical Dilemmas


Input: Looking at the information available to us in resolving an ethical dilemma, and drawing conclusions based on the information in relation to our own eithcal standards [Define Ethics]

Output: Define Ethical Reasoning


Input: A particular set of attitudes, beliefs, and practices that characterize a group of individuals [Define Ethics]

Output: Define Culture


Input: Are standard principles based on religious, cultural, or philosophical beliefs by which judgements are made about good or bad behavior [Define Ethics]

Output: Define Morals


Input: Personal set of morals that represent a collection of influences as they are built up over your lifetime [Define Ethics]

Output: Define Morality


Input: A sense of personal direction to guide you in the choices you make in your life [Define Ethics]

Output: Define Moral Compass


Input: The application of ethical standards to busniess behavior [Define Ethics]

Output: Define Business Ethics


Input: Someone with a share or interest in a business enterprise [Define Ethics]

Output: Define Stakeholder


Input: The system by which business corporations are directed and controlled [Define Ethics]

Output: Define Corporate Governance


Input: The combination of two contradictory terms such as " deafening silence" or "jumbo shrimp" [Define Ethics]

Output: Define Oxymoron


Input: A company's written standards of ethical behavior that are designed to guide managers and employees in the decisions and choices they face everyday [Define Ethics]

Output: Define Code of Ethics


Input: The values, beliefs, and norms that all the employees of that organization share [Define Ethics]

Output: Define Organization Culture


Input: The key functional inputs that an organization provide in the transformation of raw materials into a delivered product or service [Define Ethics]

Output: Define Value Chair


Input: Keeps tract of all the company's financial transactions by documenting the money going out and balancing the accounts at the end of the period (daily,weekly) [Define Ethics]

Output: Define Accounting Function


Input: The certification of an organizations financial statement or "books" as being accurate by an impartial third party professional. [Define Ethics]

Output: Define Auditing Function


Input: The generally accepted accounting principles that govern the accounting profession-not a set of laws but rather a set of standard operating procedures within a profession [Define Ethics]

Output: Define GAAP


Input: A situation where ones relationship or obligation places you in direct conflict with an exisiting relationship or obligation [Define Ethics]

Output: Define Conflict of Interest


Input: 1. Research and Development 2. Manufacturing 3. Marketing 4. Sales 5. Customer Service [Define Ethics]

Output: Key Functions (5)


Input: 1. Human Resource Mgmt 2. Finance 3. Information Systems 4. Management [Define Ethics]

Output: Line Functions (4)


Input: Descriptive=Documenting what is happening Normative (Prescriptive)= Recommending what should be happening [Define Ethics]

Output: What are the two distinct perspectives of business?


Input: 1. Analyze the consequences= who will be helped, who will be harmed? 2. Analyze the actions= consider all options for a different point of view without thinking about the consequences. 3. Make a decision= take both parts of you analysis and make a decision [Define Ethics]

Output: What are the three steps for solving an ethical problem?


Input: 1. Preconventional 2. Conventional 3. Post-Conventional [Define Ethics]

Output: What are Kohlbergs Stages for Ethical Reasoning?


Input: A persons response is related to the expectation of punishment or reward -Stage 1= Obedience & Punishment -Stage 2= Individualism, Instrumentalism, and exchange [Define Ethics]

Output: What is Preconventional


Input: A person continues to become aware of broader influences outside the family -Stage 3=Good Boy/Nice Girl -Stage 4=Law and Order [Define Ethics]

Output: What is Conventional


Input: Make a clear effort to define principles and moral values that reflect individual value system -Stage 5= Social Contract -Stage 6= Universal Ethical Principles [Define Ethics]

Output: What is Post-Conventional


Input: Customers=Fair exchange, safe and reliable products Supplies/Vendor partners=prompt payment and regular orders will an acceptable profit margin Retailers/Wholesalers=accurate deliveries,safe products Federal Government=tax revenue compliance with all relevant legislation Creditors=Principal and interest payment, repayment of debt Community=employment, economic growth, protection of the local governement [Define Ethics]

Output: Stakeholders Interest


Input: Stockholders/Shareholders=fales info. for investment options, loss of stock value, cancellation of dividends Employees=loss of employment, no severance Customers=poor service Suppliers/Vendor Partners=Delayed payment, unpaid invoices Federal Government=Loss of taxes, failure to comply with all relevant legislation Creditor=Loss of principle/interest payment, failure to repay debt Community=Unemployment, economic decline [Define Ethics]

Output: Stakeholders Impact from Unethical Behavior


Input: -Do we use the best material or second best to save money? -Do we run all the test? [Define Ethics]

Output: Research and Development Ethics


Input: -You want to finish the project but there is a supply problem, do we use and alternative and less reliable supplier? -Can we be sure of the quality from that supplier? [Define Ethics]

Output: Manufacturing Ethics


Input: -Do we false advertise? -Can we make the fine print any smaller so the consumer won't see it? [Define Ethics]

Output: Marketing Ethics


Input: -Creation of the job description. -The orientation of a new employee. -Documentation of disciplinary behavior. [Define Ethics]

Output: Human Resouce Ethics


Input: -Have the books been balanced? -Can we take a little off the top? -Do we show false information to get more people to invest? [Define Ethics]

Output: Finance Ethics


Input: Stockholders/Shareholders=Growth of stock, dividend income Employees-Stable, safe, and comfortable employment [Define Ethics]

Output: Stockholder Interest


Input: [Define Ethics] Define Society

Output: A structured community of people bound together by similar traditions and customs

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Value System

Output: A set of personal principles formalized into a code of behavior

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Intrinsic Value

Output: Where a value is a good thing in itself and is pursued for its own sake, whether anything comes from the pursit of not

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Instrumental Value

Output: Where the pursuit of that value is a good way to reach another value

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Virture Ethics

Output: A concept of living your life according to a commitment to the achievement of a clear ideal

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Utilitarianism

Output: Ethical choices that offer the greatest good for the greatest number of people

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Universal Ethics

Output: Actions are taken out of duty and obligation to a purely moral ideal rather than based on the needs of the situation, since the universal principles are seen to apply to everyone, everywhere, all of the time

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Ethical Relativism

Output: Where the traditions of your society, your personal opinions, and the circumstances of the present moment define your ethical principles

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Applied Ethics

Output: The study of how ethical theories are put into practice

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Ethical Dilemmas

Output: A situation in which there is no obvious right of wrong decision, but rather a right of right answer

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Ethical Reasoning

Output: Looking at the information available to us in resolving an ethical dilemma, and drawing conclusions based on the information in relation to our own eithcal standards

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Culture

Output: A particular set of attitudes, beliefs, and practices that characterize a group of individuals

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Morals

Output: Are standard principles based on religious, cultural, or philosophical beliefs by which judgements are made about good or bad behavior

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Morality

Output: Personal set of morals that represent a collection of influences as they are built up over your lifetime

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Moral Compass

Output: A sense of personal direction to guide you in the choices you make in your life

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Business Ethics

Output: The application of ethical standards to busniess behavior

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Stakeholder

Output: Someone with a share or interest in a business enterprise

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Corporate Governance

Output: The system by which business corporations are directed and controlled

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Oxymoron

Output: The combination of two contradictory terms such as " deafening silence" or "jumbo shrimp"

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Code of Ethics

Output: A company's written standards of ethical behavior that are designed to guide managers and employees in the decisions and choices they face everyday

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Organization Culture

Output: The values, beliefs, and norms that all the employees of that organization share

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Value Chair

Output: The key functional inputs that an organization provide in the transformation of raw materials into a delivered product or service

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Accounting Function

Output: Keeps tract of all the company's financial transactions by documenting the money going out and balancing the accounts at the end of the period (daily,weekly)

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Auditing Function

Output: The certification of an organizations financial statement or "books" as being accurate by an impartial third party professional.

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define GAAP

Output: The generally accepted accounting principles that govern the accounting profession-not a set of laws but rather a set of standard operating procedures within a profession

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Define Conflict of Interest

Output: A situation where ones relationship or obligation places you in direct conflict with an exisiting relationship or obligation

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Key Functions (5)

Output: 1. Research and Development 2. Manufacturing 3. Marketing 4. Sales 5. Customer Service

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Line Functions (4)

Output: 1. Human Resource Mgmt 2. Finance 3. Information Systems 4. Management

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] What are the two distinct perspectives of business?

Output: Descriptive=Documenting what is happening Normative (Prescriptive)= Recommending what should be happening

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] What are the three steps for solving an ethical problem?

Output: 1. Analyze the consequences= who will be helped, who will be harmed? 2. Analyze the actions= consider all options for a different point of view without thinking about the consequences. 3. Make a decision= take both parts of you analysis and make a decision

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] What are Kohlbergs Stages for Ethical Reasoning?

Output: 1. Preconventional 2. Conventional 3. Post-Conventional

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] What is Preconventional

Output: A persons response is related to the expectation of punishment or reward -Stage 1= Obedience & Punishment -Stage 2= Individualism, Instrumentalism, and exchange

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] What is Conventional

Output: A person continues to become aware of broader influences outside the family -Stage 3=Good Boy/Nice Girl -Stage 4=Law and Order

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] What is Post-Conventional

Output: Make a clear effort to define principles and moral values that reflect individual value system -Stage 5= Social Contract -Stage 6= Universal Ethical Principles

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Stakeholders Interest

Output: Customers=Fair exchange, safe and reliable products Supplies/Vendor partners=prompt payment and regular orders will an acceptable profit margin Retailers/Wholesalers=accurate deliveries,safe products Federal Government=tax revenue compliance with all relevant legislation Creditors=Principal and interest payment, repayment of debt Community=employment, economic growth, protection of the local governement

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Stakeholders Impact from Unethical Behavior

Output: Stockholders/Shareholders=fales info. for investment options, loss of stock value, cancellation of dividends Employees=loss of employment, no severance Customers=poor service Suppliers/Vendor Partners=Delayed payment, unpaid invoices Federal Government=Loss of taxes, failure to comply with all relevant legislation Creditor=Loss of principle/interest payment, failure to repay debt Community=Unemployment, economic decline

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Research and Development Ethics

Output: -Do we use the best material or second best to save money? -Do we run all the test?

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Manufacturing Ethics

Output: -You want to finish the project but there is a supply problem, do we use and alternative and less reliable supplier? -Can we be sure of the quality from that supplier?

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Marketing Ethics

Output: -Do we false advertise? -Can we make the fine print any smaller so the consumer won't see it?

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Human Resouce Ethics

Output: -Creation of the job description. -The orientation of a new employee. -Documentation of disciplinary behavior.

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Finance Ethics

Output: -Have the books been balanced? -Can we take a little off the top? -Do we show false information to get more people to invest?

How people live their lives according to a standard of "right' or "wrong" behavior


Input: [Define Ethics] Stockholder Interest

Output: Stockholders/Shareholders=Growth of stock, dividend income Employees-Stable, safe, and comfortable employment

How people live their lives according to a standard of "right' or "wrong" behavior


Input: how do cells differentiate [stem cells]

Output: by turning some genes on and off in different cells and different proteins are made

Ch 3 development cells Flashcards - Cram.com


Input: cell specialization leads to ..... variation [stem cells]

Output: structural

Ch 3 development cells Flashcards - Cram.com


Input: the development of specific and distinctive features in cells is called [stem cells]

Output: cell differentiation

Ch 3 development cells Flashcards - Cram.com


Input: programmed cell death [stem cells]

Output: apoptosis

Ch 3 development cells Flashcards - Cram.com


Input: why commit cellular suicide [stem cells]

Output: got stressed out cells, uneeded, excessive or aged

Ch 3 development cells Flashcards - Cram.com


Input: when cells undergo death, do they leak their content to other cells [stem cells]

Output: no

Ch 3 development cells Flashcards - Cram.com


Input: during young adulthood cell numbers vary often [stem cells]

Output: F, remain fairly consistent

Ch 3 development cells Flashcards - Cram.com


Input: accelerated growth [stem cells]

Output: hyperplasia

Ch 3 development cells Flashcards - Cram.com


Input: most problems associated with old age is caused by [stem cells]

Output: cell aging

Ch 3 development cells Flashcards - Cram.com


Input: a sure way to kill a cell is by depriving it of [stem cells]

Output: oxygen

Ch 3 development cells Flashcards - Cram.com


Input: what is the wear and tear theory [stem cells]

Output: aging is caused by less oxygen getting to our cells and therefore dying, also toxins and free radical damage

Ch 3 development cells Flashcards - Cram.com


Input: what are the other theories of aging [stem cells]

Output: autoimmune system gets bad and therefore cant destroy what can destroy cells, and the genetic theory, whole idea with the telomeres

Ch 3 development cells Flashcards - Cram.com


Input: strings of nucleoties that cap the end of chromosmoes [stem cells]

Output: telomeres

Ch 3 development cells Flashcards - Cram.com


Input: everytime the cell divide what gets shorter [stem cells]

Output: the telomere

Ch 3 development cells Flashcards - Cram.com


Input: [Adulterated] “Advance Preparation”

Output: is defined as food that is prepared for future service beyond a specific meal. Advance preparation foods must be immediately cooled after cooking to 41°F or below within 4 hours.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “aw”

Output: means water activity which is a measure of the free moisture in a food, is the quotient of the water vapor pressure of the substance divided by the vapor pressure of pure water at the same temperature, and is indicated by the symbol aW.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “Certification number”

Output: is a unique combination of letters and numbers assigned to a shellfish control authority to a molluscan shellfish dealer according to the provisions of the National Shellfish Sanitation Program.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “CIP”

Output: means cleaned in place by the circulation or flowing by mechanical means through a piping system of a detergent solution, potable water rinse, and sanitizing solution onto or over equipment surfaces that require cleaning, such as the method used, in part, to clean and sanitize a frozen desert machine.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “Code of Federal Regulations”

Output: means the compilation of the general and permanent rules published in the Federal Register by the executive departments and agencies of the federal government which:Is published annually by the U.S. Government Printing Office;Contains FDA rules in 21 CFR, USDA rules in 7 CFR, and EPA rules in 40 CFR.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “Comminuted”

Output: means reduced in size by methods including chopping, flaking, grinding, or mincing.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “Confirmed disease outbreak”

Output: is a foodborne disease outbreak in which laboratory analysis of appropriate specimens identifies a causative organism and epidemiological analysis implicated the food as the source of the illness.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “Corrosion-resistant material”

Output: means a material that maintains acceptable surface cleanability characteristics under prolonged influence of the food to be contacted, the normal use of cleaning compounds and sanitizing solutions, and other conditions of the use environment.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “Critical control point”

Output: is a point or procedure in a specific food system where loss of control may result in an unacceptable health risk.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “Critical item”

Output: is a provision of HACCP that, if in noncompliance, is more likely than other violations to contribute to food contamination, illness, or environmental degradation.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “Critical limit”

Output: is the maximum or minimum value to which a physical, biological, or chemical parameter must be controlled at a critical control point to minimize the risk that the identified food safety hazard may occur.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “Cross-connection”

Output: is any physical connection or arrangement between two otherwise separate piping systems, one of which contains potable water, and the other, water of unknown or questionable safety, steam, other gases or liquids, whereby there may be a flow from one system to the other; any actual or potential connection between a public water supply and a source of contamination or pollution.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “Drinking Water”

Output: means water that meets 40 CFR Part 141, National Primary Drinking Water Regulations.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: [Adulterated] “Dry storage area”

Output: is a room or area designated for the storage of packaged or containerized bulk food that is not potentially hazardous and dry goods such as single-service items.

Preventive Medicine Chapter 1: Food Safety Flashcards - Cram.com

Bears or contains any poisonous or deleterious substance in a quantity which may render it injurious to health;


Input: Proprietorship

Output: Is owned by one individual Ease of formation-Simple Legal liability-No Limit Taxation-NonTaxable Limited life-Y Capital access-Limited

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Partnership

Output: Is owned by two or more individuals Ease of formation-Simple Legal liability-No Limit Taxation-NonTaxable Limited life-Y Capital access-Average

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Corporation

Output: Is organized under federal statues as a separate legal entity. The ownership of a corporation is divided into shares of stock. A corporation issues the stock to individuals or other businesses, who then become owners or stockholders of the corporation Ease of formation-Complex Legal liability-Limited Taxation-Taxable Limited life-N Capital access-Exstensive


Input: Limited Liability Co.

Output: Combines the attributes of a partnership and a corporation in that it is organized as a corporation, but it can elect to be taxed as a partnership. Its owners' liability is limited to their investment in business. Ease of formation-Moderate Legal liability-Moderate Taxation-NonTaxble Limited life-Y Capital access-Average

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: HOW DO BUSINESSES MAKE MONEY?

Output: -Businesses- Provide goods and services -Businesses maximize profits- Must gain advantage over competitors to maximize profits

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: How do you make a profit

Output: Revenues-Costs=Profits

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Who are stakeholders and how are they related to the corporation?

Output: A business stakeholder is a person or entity that has an interest in the economic performance and well-being of a business.

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: What are some type of stakeholders

Output: Employees/Managers Customers Suppliers Bank, owners Government

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Capital markets stakeholder

Output: Provides financing ex:Banks, owners, stockholders

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Product/service market stakeholders

Output: Buyers of products, services and vendors ex:Customers, suppliers

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Government stakeholders

Output: Collects taxes, fees from business, employees ex:Federal, state, city government

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Internal stakeholders

Output: People employed by business ex: Employees, managers

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: What are the 3 business activities?

Output: Financing activities, Operating activities,and Investing activities.

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Financing activities

Output: Borrowing creates a liability Issuing ownership shares creates capital stock

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Investing activities

Output: Obtaining assets to operate business

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Operating activities

Output: Offer product, service

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Whats the role of accounting

Output: Accounting is “an information system that provides reports to stakeholders about the economic activities and condition of a business.”

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Input: Name 4 financial statements

Output: Income, Retained Earnings, Balance sheet, Statement of Cash Flow. All report changes in a financial condition except balance sheet.

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Income Statements

Output: The income statement uses the Matching Concept Expenses for period are Matched against Revenues for same period Revenue – Expenses = Net Income

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Retained Earnings

Output: Reports changes in financial condition due to changes in retained earnings during a period. Retained earnings is the portion of net income retained by the business.

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Balance Sheet

Output: Reports financial condition as of a point in time Accounting equation Assets = Liabilities + Stockholders’ Equity

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Statement of Cash Flows

Output: Reports change in financial condition from changes in cash during a period that occur due to Cash flows from operating activities Cash flows from investing activities Cash flows from financing activities

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: INTEGRATED FINANCIAL STATEMENTS

Output: Statement of cash flows linked to cash on balance sheet Net income from income statement linked to retained earnings statement Retained earnings linked to balance sheet in stockholders’ equity

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: Generally accepted accounting principles (GAAP)

Output: 8 accounting concepts underlying financial reporting. GAAP determines the proper content of financial statements. They are necessary so stakeholders can compare the financial condition and operating results across companies and across time. Business Entity , Cost Concept, Going Concern Concept, Matching Concept, Objectivity Concept, Unit of Measure Concept, Adequate Disclosure Concept, Accounting Period Concept

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: BUSINESS ENTITY CONCEPT

Output: Applies accounting to a specific entity Hershey For profit corporation Separate from accounting for other entities

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: COST CONCEPT

Output: Amount initially entered into accounting records for purchases Cost of Hershey’s land

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: GOING CONCERN CONCEPT

Output: Business expects to continue in operations for an indefinite period of time Hershey plans to build on land in future

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: MATCHING CONCEPT

Output: Expenses for a period are matched with revenue they generate Hershey subtracts expenses from revenues on income statement

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Input: OBJECTIVITY CONCEPT

Output: Entries into accounting records based on objective evidence Hershey’s bank statements support entries in cash account

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: UNIT OF MEASURE CONCEPT

Output: All economic data recorded in dollars Hershey presents financial statements in dollars

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: ADEQUATE DISCLOSURE CONCEPT

Output: Financial statements include all relevant data needed to understand financial condition and performance Hershey provides other disclosures in footnotes

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: ACCOUNTING PERIOD CONCEPT

Output: Economic data collected for a period of time in preparation of Hershey’s income statement Hershey’s retained earnings Hershey’s cash flow statement

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Sole proprietor Partnership Corporation Limited liability corporation They differ by Ease of formation Legal liability Taxation Limited life Capital access


Input: RESPONSIBLE REPORTING

Output: Reliability of financial reporting important To economy For ability of business to raise money from investors Stockholders Creditors

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Input: Markup

Output: the percent that a company adds to its cost of sales to determine the selling price (Sales - Cost of Sales) / Cost of sales = Markup %


Input: Asking for clarification, rephrasing, and confirming what you think you have understood are all strategies for the negotiation of meaning.

Output: Provide an example of negotiating meaning.


Input: Information gap activities such as jigsaw readings or listenings, group story building, spot the difference and communicative crosswords are examples of activities that give learners the opportunity to develop their communicative competence through negotiation of meaning as they share information. *If the student doesn’t speak the language at all, then obviously visuals and acting/gesturing would be effective ways to negotiate meaning.

Output: How do you negotiate meaning when your students do not speak the language?


Input: • ELLs need 5-10 years to develop academic language thoroughly enough to perform at the same level as native English speaking peers in science and math. • An adequate diagnosis of ELL math and science ability requires that the teacher know their L1 language. • ELLs have diverse backgrounds, and may have a broad range of prior schooling and experiences with math and science before arriving in the ESL classroom. • New math and science knowledge and skills is best learned in L1. If the teacher doesn’t know it, the student may not learn as successfully. • Although language development may be a goal of a particular math/science activity, error correction of language can hinder student participation. It’s better to focus on the content knowledge demonstrated by the student.

Output: Explain some of the barriers that ESL students encounter in math/science that would impede their full participation in these areas? (a)


Input: • Teachers and textbooks frequently present information in a way that is developmentally inappropriate for all children, and this problem is compounded for ELLs, who may be processing the info in L2 AND dealing with developmentally inappropriate input. • Culturally diverse students approach learning in different ways • Learners under various cultural and environmental conditions come to grips with knowledge about their worlds in different ways • The way they perceive the environment, classify it, and think about it is influenced by culture

Output: Explain some of the barriers that ESL students encounter in math/science that would impede their full participation in these areas? (b)


Input: • Ethnoscience refers to “theories and procedures for learning about the physical world that have evolved informally within cultures to explain and predict natural phenomena.” • Ethnomathematics is defined as “Mathematical knowledge expressed in the language code of a given social group.” Includes mathematical ideas of people (sometimes oral) that have been ignored or otherwise distorted by conventional histories of math.

Output: What is ethno-science/math?


Input: • Using these approaches in math and science instruction is a way to affirm diversity and develop multicultural literacy. Also provide opportunities for interdisciplinary study because social science and literature can be integrated. • Ways to integrate: Compare systems of measurement used by different cultures, study spider webs in science and discuss how American Indians have traditionally used spider webs as protection against bad medicine (see Ovando p. 255-257 for more examples).

Output: How can you incorporate ethno-science/math into a lesson?


Input: -Social studies taught as citizenship transmission (transmission approach) -Social studies taught as social science -Social studies taught as critical (or reflective) thinking a.k.a. transformative approach

Output: Ovando’s three traditions when teaching social studies:


Input: - Nurturing a good citizen tends to mean transmitting predetermined knowledge and values - Use of textbooks, lecturing, and a pattern of vertical pedagogical authority are used in this method - This transmission curriculum tends to be the rise of democracy with a belief in “fairly continuous progress” and a focus on the political and economic systems

Output: Social studies taught as citizenship transmission (transmission approach)


Input: - Suggest that effective citizenship comes from an understanding of the various social sciences such as history, geography, political science, economics, sociology, anthropology, and psychology - This approach is most commonly found in secondary schools - Students learn to observe, analyze events and issues in ways similar to those of social scientists, for example doing historical research or engaging in simulated archeology dig

Output: Social studies taught as social science


Input: - Also known as the transformative approach - Citizenship preparation is based on the reasoning powers of the individual rather than on a particular set of values transmitted from the top down or a body of social science knowledge - This approach stresses reasoning skills as a student interacts with teachers and with each other - General characteristics of this approach: “Connecting students’ experiences and the curriculum, providing opportunity for students to construct meaning themselves, allowing for the possibility that different students will take away different understandings from a lesson, questioning students’ taken for granted views of the world.”

Output: Social studies taught as critical (or reflective) thinking


Input: 1. Identify high priority objectives 2. Assess students for prior knowledge 3. Provide academic language activities 4. Teach learning strategies, social skills, and thinking skills 5. Follow the five phases of CALLA

Output: What are the elements of a powerful social studies unit for ELLs? (1-5)


Input: 1. Identify high priority objectives from national and or state standards as well as the school districts history and social studies curriculum that are appropriate for students grade level

Output: Elements of a powerful social studies unit for ELLs: Identify high priority objectives.


Input: 2. Asses students prior knowledge about the history\social studies topic

Output: Elements of a powerful social studies unit for ELLs: Assess students for prior knowledge.


Input: 3. Provide academic language activities integrated with instruction so that students listen to, discuss read and write about, and present history\social studies information. -Reading and listening-historical narratives, geographical descriptions, newspaper articles about current or past events, biographies, letters, diaries, conduct web searches. -Discussing and describing-current and past events, making individual and group presentations about historical or geographical topics; play games to learn and practice recall of history and information; roll play important events; debating political and economic issues; use data to think about future outcomes; investigate the impact on peoples lives of events in history -Writing-taking notes, writing outlines, developing summates, writing opinions about events, researching and writing reports, keeping journals, writing persuasive texts

Output: Elements of a powerful social studies unit for ELLs: Provide academic language activities.


Input: 4. Teach the learning strategies, social skills, and critical thinking skills that help students understand and apply social studies information and processes. a. Meta cognitive strategies i. Student’s plan- What is my purpose of reading, listening to, speaking and or writing about history\social studies? How do I organize my report? ii. Monitor\identify-Am I understanding? Does it make sense? Am I achieving my purpose? If not what do I need to do differently? Do I need help? iii. Evaluate their learning-Did I understand the info? What is the big idea? Have I edited my writing correctly? b. Task-based Strategies . Make inferences i. Make predictions ii. Transfer\use cognates L1to L2 iii. Use images-graphs, artifacts, illustrations, maps iv. Find\apply patterns v. Classify sequence vi. Take notes vii. Use graphic organizers viii. Summarize

Output: Elements of a powerful social studies unit for ELLs: Teach learning strategies, social skills, and thinking skills.


Input: 5. Follow the five phases of CALLA instruction to provide rich and varied experiences with social studies 1. Preparation 2. Presentation 3. Practice 4. Self-evaluation 5. Expansion

Output: Elements of a powerful social studies unit for ELLs: Follow the five phases of CALLA instruction.


Input: Knowledge in the traditional transmission model is defined as a set of information waiting to be acquired. In transformative learning, knowledge does not exist as a given truth before the process of learning. Students develop knowledge as a result of their inquiry, action or experimentation. Successful teaching involves much more than the transmission of content and skills. Our ultimate goal is to create independent, self-directed, self-motivated learners who are capable of critiquing and directing their own work; who are open to alternative viewpoints; and who have strongly developed higher order thinking skills.

Output: Transmission vs. transformative social studies


Input: • Research by Luis C. Moll. • The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. • the knowledge students gain from their family and cultural backgrounds, to make their classrooms more inclusive • “to refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being” (p. 133).

Output: What are the funds of knowledge? (Bullets)


Input: When teachers shed their role of teacher and expert and, instead, take on a new role as learner, they can come to know their students and the families of their students in new and distinct ways. With this new knowledge, they can begin to see that the households of their students contain rich cultural and cognitive resources and that these resources can and should be used in their classroom in order to provide culturally responsive and meaningful lessons that tap students’ prior knowledge. Information that teachers learn about their students in this process is considered the student’s funds of knowledge. Culturally sensitive projects will engage students and help them learn.

Output: What are the funds of knowledge? (Paragraph)


Input: Example 1: Students’ parents in your classroom work in construction. Design a thematic lesson around construction and use families as resources for knowledge. Example 2: Some of your students have Mayan background. Make a thematic unit on Mayan culture and have your students interview their family members to conduct research.

Output: How can the funds of knowledge be used to help design thematic instruction?


Input: An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated. Authentic assessment aims to evaluate students' abilities in 'real-world' contexts. In other words, students learn how to apply their skills to authentic tasks and projects. Authentic assessment does not encourage rote learning and passive test-taking. Instead, it focuses on students' analytical skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression skills. It values the learning process as much as the finished product.

Output: What is informal/authentic assessment?


Input: • Perform a task vs. selecting a response: ask students to demonstrate understanding by performing a more complex task usually representative of more meaningful application • Real life: demonstrate proficiency by doing something that relates to real life and not a contrived test • Construction/Application of Knowledge: Authentic assessments often ask students to analyze synthesize and apply what they have learned in a substantial manner, and students create new meaning in the process as well. • Student Centered: If assessment is not chosen by the student then it is designed by the teacher with the student in mind • Direct Evidence: Assessments offer more direct evidence of application and construction of knowledge. Can they correctly justify an answer?

Output: Characteristics of informal/authentic assessment:


Input: Some examples to use in your classroom might include using rubrics, portfolios, projects, role play, performances, make a video, write a song, make a powerpoint, etc.

Output: Examples of informal/authentic assessment:


Input: • do science experiments • conduct social-science research • write stories and reports • read and interpret literature • solve math problems that have real-world application

Output: How can informal/authentic assessments be used in different content areas?