Input: [2] 1. Create learning communities to make larger schools mo manageable and promote teacher/student relationships 2. Identify the common core of knowledge-- making a connection between disciplines 3. Provide opportunities for all students to succeed through the use of cooperative learning techniques 4. Prepare teachers for better middle school instruction 5. Support academic instruction by providing programs to address health and fitness needs 6. Involve parents and families 7. Give teachers and principles the ability to make changes in the curriculum and to use innovative teaching techniques 8. Connect education more effectively with the community by providing full-ser ice schools [1]

Output: 8 principles of the Carnegie study


Input: [2] Goal is to help minority students develop competence I the culture of a majority group while maintains positive group identities that build original cultures [1]

Output: Multicultural education


Input: [2] An approach which the goal of education. Was to assimilate individual cultu identities into a unique American culture [1]

Output: Cultural assimilation model


Input: [2] American society is made up of diverse, coequal cultural groups that should presee their individual cultural features [1]

Output: Pluralistic society model


Input: [2] Gradually shift instruction into English [1]

Output: Ultimate goal of bilingual education


Input: [2] Lack of social interaction A parents the best equipped to tackle the sciences Parents lack the preparation [1]

Output: Drawback to homeschooling


Input: [2] 78% [1]

Output: What percentage of high schoolers graduate?


Input: [2] 40% [1]

Output: How many students who start college will finish with a degree?


Input: [2] The cycle of behavior in which a teacher transmits an expectation about a student and thereby actually brings about the expected behavior [1]

Output: Teacher expectancy effect


Input: [2] Women acceptance of society's stereotypes [1]

Output: Claude Steel -- stereotype threat


Input: [shaping] differential reinforcement

Output: Reinforcing only those responses within a response class that meet a specific criterion along some dimension(s) (i.e. frequency, topography, duration, latency, or magnitude) and placing all other responses in the class on extinction.

ABA whitebook ch. 19 Flashcards - Cram.com

using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior. Members of an existing response class are selected for differential reinforcement because they more closely resemble the terminal behavior.


Input: [shaping] clicker training

Output: a term popularized by Pryor (1999) for shaping behavior using conditioned reinforcement in the form of an auditory stimulus. A handheld device produces a click sound when pressed. The trainer pairs other forms of reinforcement (e.g. edible treats) with the click sound so that the sound becomes a conditioned reinforcer.

ABA whitebook ch. 19 Flashcards - Cram.com

using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior. Members of an existing response class are selected for differential reinforcement because they more closely resemble the terminal behavior.


Input: [shaping] response differentiation

Output: A behavior change produced by differential reinforcement: Reinforced members of the current response class occur with greater frequency, and unreinforced members occur less frequently (undergo extinction); the overall result is the emergence of a new response class

ABA whitebook ch. 19 Flashcards - Cram.com

using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior. Members of an existing response class are selected for differential reinforcement because they more closely resemble the terminal behavior.


Input: [shaping] successive approximation

Output: The sequence of new response classes that emerge during the shaping process as the result of differential reinforcement; each successive response class is closer in form to the terminal behavior than the response class it replaces

ABA whitebook ch. 19 Flashcards - Cram.com

using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior. Members of an existing response class are selected for differential reinforcement because they more closely resemble the terminal behavior.


Input: [shaping] fading

Output: A procedure for transferring stimulus control in which features of an antecedent stimulus (e.g., shape, size, position, color) controlling a behavior are gradually changed to a new stimulus while maintaining the current behavior; stimulus features can be faded in (enhanced) or faded out (reduced).

ABA whitebook ch. 19 Flashcards - Cram.com

using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior. Members of an existing response class are selected for differential reinforcement because they more closely resemble the terminal behavior.


Input: [shaping] terminal behavior

Output: the end product of shaping

ABA whitebook ch. 19 Flashcards - Cram.com

using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior. Members of an existing response class are selected for differential reinforcement because they more closely resemble the terminal behavior.


Input: [2] Moral values, principles of conduct, rules in healthcare. [1]

Output: Ethics

Ultrasound Physics Flashcards - Cram.com


Input: [2] Free will, choice, self directed. Basis for informed consent Respect for patient's wishes [1]

Output: Autonomy

Ultrasound Physics Flashcards - Cram.com


Input: [2] Avoid harm to the patient [1]

Output: Nonmaleficence

Ultrasound Physics Flashcards - Cram.com


Input: [2] Action for the benefit of the patient or general population. [1]

Output: Beneficence

Ultrasound Physics Flashcards - Cram.com


Input: [2] Fairness Equal treatment for all [1]

Output: Justice

Ultrasound Physics Flashcards - Cram.com


Input: [2] Process of communication between patient and physician that results in patient's authorization to undergo a specific medical intervention, -Patient must be competent -Layman's terms *Patient can refuse at ANY time [1]

Output: Informed Consent

Ultrasound Physics Flashcards - Cram.com


Input: [2] Hospital translator Family member can translate after signing HIPAA form [1]

Output: If patient does not speak English

Ultrasound Physics Flashcards - Cram.com


Input: [2] Guardian consent [1]

Output: If patient is under 18 yrs of age

Ultrasound Physics Flashcards - Cram.com


Input: [2] Guardian or surrogate decision maker [1]

Output: If patient is incapacitated

Ultrasound Physics Flashcards - Cram.com


Input: [2] Introduction Wrist band ID Verbal confirmation Maintain patient dignity [1]

Output: Patient - Sonographer Interaction

Ultrasound Physics Flashcards - Cram.com


Input: [2] Sonographers must recognize and execute a diagnostic exam. Scope of practice does not allow interpreting results and sharing with patient. [1]

Output: Interpretation of Exam

Ultrasound Physics Flashcards - Cram.com


Input: [2] Studies the interaction between people and their work environment. Optimize environment to prevent injury 3 out of 4 experience pain; 20% end careers OSHA and SDMS work to prevent injury [1]

Output: Ergonomics

Ultrasound Physics Flashcards - Cram.com


Input: [2] Keep patient close Minimum twisting, reaching, bending Use palmar grip Don't "break" wrist Adjust patient schedule [1]

Output: Prevent Injury

Ultrasound Physics Flashcards - Cram.com


Input: [2] Occupational Safety and Health Administration Ensure safe work practices and the use of protective equipment [1]

Output: OSHA

Ultrasound Physics Flashcards - Cram.com


Input: [2] Entire system: Electronics Transducers [1]

Output: Ultrasound System

Ultrasound Physics Flashcards - Cram.com


Input: [2] Information displayed in graphic form Graphs velocity of blood flow [1]

Output: Doppler

Ultrasound Physics Flashcards - Cram.com


Input: [2] Unrelated Directly Related Inversely Related [1]

Output: Relationships

Ultrasound Physics Flashcards - Cram.com


Input: [2] No association; no relationship EX: IQ & hair color [1]

Output: Unrelated

Ultrasound Physics Flashcards - Cram.com


Input: [2] One term is affected by the other -One increases, the other increases proportionately EX: calorie intake and weight [1]

Output: Directly Related

Ultrasound Physics Flashcards - Cram.com


Input: [2] May be reciprocals One increases, the other decreases EX: The more you spend, the less you save. [1]

Output: Inversely Related

Ultrasound Physics Flashcards - Cram.com


Input: [2] Used frequently in ultrasound Giga Mega kilo hecto deca deci centi milli micro nano [1]

Output: Metric System

Ultrasound Physics Flashcards - Cram.com


Input: [2] 1.54 mm/us 1,540 m/s 1.54 km/s [1]

Output: Average Propagation speed in soft tissue

Ultrasound Physics Flashcards - Cram.com


Input: [2] A substance regarded as the means of transmission of a force or effect Biological tissue for sound to travel through. Reflections are processed into images. [1]

Output: Media

Ultrasound Physics Flashcards - Cram.com


Input: [2] Carry energy from one location to another. Mechanical wave or vibration Particles in the medium move or vibrate Cannot travel through a vacuum (no particles) MUST travel through a medium Acoustic waves [1]

Output: Sound Waves

Ultrasound Physics Flashcards - Cram.com


Input: [2] Travels in a straight line Comprised of: Compressions = zones of high pressure Rarefactions = zones of low pressure Identified as the rhythmical cycling or oscillations of acoustic variables. [1]

Output: Sound

Ultrasound Physics Flashcards - Cram.com


Input: [2] Measureable quantities whose values change as a sound wave propagates or moves through a medium. In one of the 3 acoustic variables has a rhythmic fluctuation, the wave is a sound wave. [1]

Output: Acoustic Variables

Ultrasound Physics Flashcards - Cram.com


Input: [2] Concentration of force within an area Force/Area Units: Pascals or Pa, lbs/in^2, Atmospheres or Atm, mmHg [1]

Output: Pressure

Ultrasound Physics Flashcards - Cram.com


Input: [2] Concentration of mass within a volume Units: kg/cm^3 [1]

Output: Density

Ultrasound Physics Flashcards - Cram.com


Input: [2] Measure of particle motion How far the particles move in response to sound Units: cm, mm [1]

Output: Distance

Ultrasound Physics Flashcards - Cram.com


Input: [2] The effects the medium has on the sound wave [1]

Output: Propagation Properties

Ultrasound Physics Flashcards - Cram.com


Input: [2] The effects of sound waves on biological tissue [1]

Output: Biological Effects (bioeffects)

Ultrasound Physics Flashcards - Cram.com


Input: [2] Period Frequency Propagation Speed Amplitude Power Intensity Wavelength [1]

Output: Parameters that describe sound

Ultrasound Physics Flashcards - Cram.com


Input: [1] Pathology [2]

Output: the study of disease processes or of any deviation from a normal, healthy condition

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Physiology [2]

Output: the study of the normal functions of the organism or any part of the orgamism

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Pharmacology [2]

Output: the science of the preparation, usage, and effects of medications

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Anatomy [2]

Output: the study of the structures of plants and animals

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Endangerment sites [2]

Output: particular areas of the body that contain superficial or unprotected organs, nerves and blood vessels and require caution to prevent injury

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Indication [2]

Output: a condition or symptom that points to massage as a potentionally beneficial treatment

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Contraindication [2]

Output: a condition or symptom for which a massage should be avoided because it presents a risk for the clients health

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Anatomical position [2]

Output: describes a person standing up, feet shoulder-width apart, arms at the sides, and palms facing up

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Anterior (ventral) [2]

Output: frontside of body -refers to something on or toward someone's front side, or on the naval side

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Distal [2]

Output: something that is farther away from torso, toward fingers and toes

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Inferior (caudad) [2]

Output: more towards the feet -refers to something being more towards the feet, or below

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Posterior (dorsal) [2]

Output: backside of body - refers to something on or toward someone's back

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Prone [2]

Output: lying face down -lying on stomach or face down

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Proximal [2]

Output: closer to torso -describes something toward the attachment point of the limb to the body

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Sidelying (laterally recumbent) [2]

Output: lying on side -refers to a person lying on his or her side

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Superficial [2]

Output: toward surface of skin -refers to something closer to the surface of the skin

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Superior (cephalad) [2]

Output: toward the head -refers to something being more toward the head, or above

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Supine [2]

Output: lying on spine -refers to a person lying on his or her back or spine

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Deep [2]

Output: more inside body -refers to something farther from the surface of the skin, or more toward the inside of the body

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Medial [2]

Output: toward midline of the body

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Lateral [2]

Output: Farther from midline of body

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Sagittal plane [2]

Output: plane that runs vertically down the body, lengthwise, dividing the body into left and right parts. -can occur anywhere along body.

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Midsagittal plane [2]

Output: plane that runs exactly down the midline of the body, creating equal left and right halves

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Frontal plane(coronal plane) [2]

Output: runs vertically dividing the body into front and back

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [1] Transverse plane [2]

Output: runs horizontally through the body, dividing it into top and bottom parts.

Massage fundamentals,chapter 3: medical terminolgy Foreign Language Flashcards - Cram.com


Input: [FAULT] ACTIVE FAULT

Output: fault that has moved in the last 10,000 years

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] SLIP RATE

Output: the ratio of slip (displacement) to the time interval over which that slip occurred

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] TECTONIC CREEP

Output: gradual displacement not accompanied by felt earthquakes.

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] FOCUS

Output: the point or area within the earth where the earthquake rupture starts

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] EPICENTER

Output: point on the earth's surface directly above the focus

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] P WAVE

Output: Also called compressional waves. The fastest set of earthquake vibrations. They move through the Earth in compression and expansion motions.Primary waves are able to travel through both solids and liquids.

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] S WAVE

Output: also called shear waves can travel only through solid material

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] SURFACE WAVE

Output: A type of seismic wave that travels along Earth's surface. Love Waves (horizontal ground movement), Rayleigh Waves (rolling motion)

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] MATERIAL AMPLIFICATION

Output: the intensity of shaking also depends on the tupe of geologic material.the amplitude of the shaking can be increased

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] DIRECTIVITY

Output: results when the amplitude of seismic waves increases in the direction of fault rupture

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] RICHTER MAGNITUDE

Output: measure of the amount of energy released.

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] MOMENT MAGNITUDE

Output: has a more sound physical base and is applicable over a wider range of ground motions that is the Richter magnitude, so it has been encouraged in reporting earthquake statistics

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] MODIFIED MERCALLI SCALE

Output: has 12 divisions of intensity based on observations concerning the severity of shaking during an earthquake

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] EARTHQUAKE CYCLE

Output: related to a drop in elastic strain following an earthquake and re accumulation of strain prior to the next event

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] DILANTANCY-DIFFUSION MODEL

Output: assumes that the first stage in earthquake development is an increase of elastic strain in rocks that causes them to dilate after stress on the rock reaches one-half the rocks breaking strength.

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] LIQUEFACTION

Output: transformation of water-saturated granular material from a solid to a liquid state.

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] TSUNAMIS

Output: A large sea wave normally produced by sudden movement of the ocean floor caused by an earthquake or volcanic eruption. These waves can travel at high speeds across an ocean basin and cause great destruction when they reach land.

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] SEISMIC GAP

Output: areas along active fault zones that are capable of producing large earthquakes but have not produced one recently

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] CAPABLE FAULT

Output: fault that has exibited movement at least once in the last 50,000 years or multiple movements in the last 500,000 years

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] MAXIMUM CREDIBLE EARTHQUAKE

Output: believable event based on the tectonic environment historic earthquakes and paleoseismicity

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] SEISMIC HAZARD MAP

Output: earthquake risk associated with a particular area is shown on a seismic hazard map

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] MAGMA

Output: molten rocks that includes a small component of dissolved gases

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] SHIELD VOLCANO

Output: formed by fluid lava flow (rather than explosive eruptions). flow after flow pours out in all directions from a central summit vent, or group of vents, building a broad, gently sloping dome shape, with a profile mush like that of a warriors shield.

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] BASALT

Output: composed mostly of feldspar and ferromagnesian minerals

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] TEPHRA

Output: all types of volcanic debris ejected from a volcano

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] PYROCLASTIC

Output: broken fire

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] LAVA TUBE

Output: very close to the surface, but they insulate the magma, keeping it hot and fluid

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] COMPOSITE VOLCANO

Output: associated with a magma of intermediate silica content (about 60%) which is more viscous than the lower silicate magma of shield volcanos

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] ANDESITE

Output: composed mostly of soda- and lime- rich feldspar and ferromagnesian minerals with small amounts of quartz.

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] VOLCANIC DOME

Output: characterized by viscous magma with a relatively high silica content (about 70%)

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] RHYOLITE

Output: composed of potassium and soda-rich feldspar, quartz, and minor ferromagnesian minerals

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] CALDERA

Output: gigantic, often circular depressions resulting from explosive ejection of magma and subsequent collapse

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] HOT SPRINGS AND GEYSERS

Output: groundwater that comes into contact with hot rock becomes heated, and in some cases the heated discharges at the surface

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] CALDERA ERUPTIONS

Output: a collapse following very rare but extremely violent eruptions

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] LAVA FLOW

Output: basaltic, andesitic, rhyolitic

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] ASH FLOW

Output: a tremendous quantity of rock fragments, natural glass fragments, and gas are blown high into the air by explosions from the volcano

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] LATERAL BLASTS

Output: explosions of gas and ash from the side of a volcano

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] PYROCLASTIC FLOW

Output: one of the most lethal aspects of volcanic eruptions.

fracture or a fracture system along which rocks have been displaced


Input: [FAULT] DERIS FLOW/MUDFLOW

Output: produced when a large volume of loose volcanic ash and other ejecta becomes saturated and unstable and moves suddenly downslope.

fracture or a fracture system along which rocks have been displaced


Input: [1] Gases move from the blood to the alveoli and alveoli to the blood through which process? [2]

Output: Diffusion


Input: [1] Harsh crowing sound made on inspiration related to airway obstruction. [2]

Output: Stridor


Input: [1] Promote frequest rest periods during the day for the patient who has... [2]

Output: Exercise Intolerance


Input: [1] How can you tell if an exercise program is increasing cardiovascular health? [2]

Output: A decrease in heart rate during exertion.


Input: [1] What is the best position for a person with difficulty breathing? [2]

Output: Fowler's Position


Input: [1] What kind of food is good for a low residue diet? [2]

Output: Poached egg


Input: [1] What is the best indicator of protein status? [2]

Output: Serum Albumin


Input: [1] Low of high potassium can cause what? [2]

Output: Dysrhythmias


Input: [1] Aluminum containing antacids and opiates can cause.. [2]

Output: Constipation


Input: [1] BUN assess what? [2]

Output: Renal Function


Input: [1] Dark, amber urine is a sign of? [2]

Output: Fluid volume deficit


Input: [1] What should be avoided in a sodium-restricted diet? [2]

Output: Cann soups


Input: [1] Creamed soups can be added when? [2]

Output: When going from a clear liquid diet to a full liquid diet.


Input: [1] What is a sign of urinary retention? [2]

Output: Bladder distension after voiding


Input: when are facility studies required? [facility layout]

Output: a new facility is constructed, there is a significant change in demand or throughput volume, a new good or service is introduced to the customer benefit package, or different processes, equipment, and/or technology are installed.

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: minimize delays in materials handling and customer movement maintain flexibility use labor and space effectively promote high employee morale and customer satisfaction provide for good housekeeping and maintenance enhance sales as appropriate in manufacturing and service facilities [facility layout]

Output: Purposes of layout studies

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: is an arrangement based on the sequence of operations that are performed during the manufacturing of a good or delivery of a service. [facility layout]

Output: A product layout

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: what are the advantages of product layout? [facility layout]

Output: include lower work-in-process inventories, shorter processing times, less material handling, lower labor skills, and simple planning and control systems.

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: what are the disadvantages of product layout? [facility layout]

Output: include that a breakdown at one workstation can cause the entire process to shut down; a change in product design or the introduction of new products may require major changes in the layout, limiting flexibility.

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: consists of a functional grouping of equipment or activities that do similar work. [facility layout]

Output: process layout

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: what are the advantages of a process layout? [facility layout]

Output: of process layouts include a lower investment in equipment, and the diversity of jobs inherent in a process layout can lead to increased worker satisfaction.

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: what are the disadvantages of a process layout? [facility layout]

Output: include high movement and transportation costs, more complicated planning and control systems, longer total processing time, higher in-process inventory or waiting time, and higher worker-skill requirements.

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: uses small product layouts (called “cells”) for producing families of goods and services. [facility layout]

Output: cellular layout

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: classifies parts into families so that cells can be designed for the families of goods or services. [facility layout]

Output: group technology

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: consolidates the resources necessary to manufacture a good or deliver a service, such as people, materials, and equipment, in one physical location. [facility layout]

Output: A fixed-position layout

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: Service organizations that provide highly standardized services tend to use [facility layout]

Output: product layouts

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: is a type of product layout dedicated to combining the components of a good or service that has been created previously. [facility layout]

Output: assembly line

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: is a technique to group tasks among workstations so that each workstation has—in the ideal case—the same amount of work. Imbalances lead to inequity in workloads and delays in processing [facility layout]

Output: assembly line balancing

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: occurs when a work center completes a unit but cannot release it because the in-process storage at the next stage is full. The worker must remain idle until storage space becomes available. [facility layout]

Output: flow blocking delay

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: occurs when one stage completes work and no units from the previous stage are awaiting processing. [facility layout]

Output: lack of work delay

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: 1. the set of tasks to be performed and the time required to perform each task, 2. the precedence relations among the tasks—that is, the sequence in which tasks must be performed, and 3. the desired output rate or forecast of demand for the assembly line. [facility layout]

Output: three types of information to balance an assembly line:

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: is the interval between successive outputs coming off the assembly line. [facility layout]

Output: cycle time

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: Standard goal of process layouts is to [facility layout]

Output: minimize travel cost - travel of goods; travel of customers Place departments that have a lot of traffic close together

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: regarding retail store layout what are two decisions? [facility layout]

Output: Flow Pattern – How customers move through the store Allocation of (shelf or floor) space to particular products

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: Maximize customer exposure to products Make them walk by (or at least see) everything [facility layout]

Output: flow pattern

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: Goal is to maximize profit per square foot of display space (either shelf or floor) [facility layout]

Output: space allocation

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: is concerned with improving productivity and safety by designing workplaces, equipment, instruments, computers, workstations, and so on that take into account the physical capabilities of people. [facility layout]

Output: ergonomics

man3504 quiz 2 set 1 Flashcards - Cram.com


Input: [atom] law of constant composition

Output: natural law describing the fact that a given compound always contains the same element in the same proportions

smallest particle of an element that retains the chemical identity of the element


Input: [atom] atomic theory of matter

Output: theory proposed by john dalton stating that elements are composed of atoms, all atoms of a given element are identical but different from atoms of other elements, atoms are neither created nor destroyed in a chemical reaction, and a given compound always has the same relative numbers and kinds of atoms

smallest particle of an element that retains the chemical identity of the element


Input: [atom] cathode ray

Output: stream of electrons emitted by a negatively charged electrode and attracted by a positively charged electrode

smallest particle of an element that retains the chemical identity of the element


Input: [atom] cathode ray tube

Output: evacuated glass tube in which a stream of electrons emitted by a cathode strikes a fluorescent material, causing it to glow

smallest particle of an element that retains the chemical identity of the element


Input: [atom] electron

Output: negatively charged particle within an atom

smallest particle of an element that retains the chemical identity of the element


Input: [atom] radioactivity

Output: spontaneous emission of radiation from an atom

smallest particle of an element that retains the chemical identity of the element


Input: [atom] nucleus

Output: concentrated core of an atom, which contains protons and neutrons

smallest particle of an element that retains the chemical identity of the element


Input: [atom] proton

Output: positively charged particle within the nucleus of an aton

smallest particle of an element that retains the chemical identity of the element


Input: [atom] neutron

Output: neutral particle within the nucleus of an atom

smallest particle of an element that retains the chemical identity of the element


Input: [atom] atomic mass unit

Output: unit by which the mass of an atom or atomic particle is expressed

smallest particle of an element that retains the chemical identity of the element


Input: [atom] atomic number

Output: number of protons in the nucleus of an atom

smallest particle of an element that retains the chemical identity of the element


Input: [atom] ion

Output: atom or group of atoms that has a positive or negative charge because it has gained or lost electrons

smallest particle of an element that retains the chemical identity of the element


Input: [atom] isotope

Output: atom that has the same of protons as another atom, but has a different number of neutrons

smallest particle of an element that retains the chemical identity of the element


Input: [atom] mass number

Output: sum of the number of protons and neutrons in the nucleus of a given atom

smallest particle of an element that retains the chemical identity of the element


Input: [atom] atomic mass

Output: weighed average of the masses of the existing isotopes of an element

smallest particle of an element that retains the chemical identity of the element


Input: [atom] nuclear reaction

Output: the process that changed the composition of an atom

smallest particle of an element that retains the chemical identity of the element


Input: [atom] strong nuclear force

Output: attractive force among the particles in the nucleus of an atom

smallest particle of an element that retains the chemical identity of the element


Input: [atom] radioactive decay

Output: spontaneous breakdown of an unstable atomic nucleus, durin which alpha particles, beta particles, and gamma rays may be entered

smallest particle of an element that retains the chemical identity of the element


Input: Fixed coronary obstruction acute plaque change - platelet aggregation coronary thrombus vasospasm

Output: What are some of the causes of the ischemia?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: 90% of patients beginning of LAD and LCX entire length of RCA secondary epicardial branches rare in intramural branches

Output: Fixed coronary obstruction

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: rupturing or fissuring erosion or ulceration can be triggered by adrenergic stimulation moderately stenotic are most dangerous

Output: Acute plaque change

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: can cause partial to total occlusion vessel mural thrombus can embolize - cause partial occluusion and can embolism activate smooth muscle growth related signals

Output: Coronary thrombus

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: adrenergic agonists platelet contetnts impaired secretion of NO mast cells causing inflamation

Output: Vasoconstriction

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: Stable - decreased perfusion on exertment Unstable - increasing in frequency, often at rest, due to distruption of atherosclerotic plaque with superimposed occluding thrombus harbinger of acute MI

Output: What is the cause of stable angina? Unstable?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: due to coronary artery spasm episodic, at rest treat with Ca channel blocker and nitroglycerin

Output: What is Prinzmetal angina?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: Male, age, females - after menopause blacks same risk as whites

Output: What are some common risk factors with MI?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: Active plaque disruption (hemorrhage, erosion, rupture) platlets adehere to plaque site and release aggregators vasospasm extrinsic coagulation pathway

Output: What is the pathogenesis of MI?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: cesssation of glycolysis accumulation of breakdown products loss of contractility injury and arrhythmias

Output: What is the myocardial response to ischemia?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: Most MI's are transumural transmural - associated with coronary athersclerosis acute plaque change causes ST elevation on EKG Subendocardial inner walls difuse stenosing coronary atherosclerosis NO plaque disruption NO superimpsed thrombus from early lysed thrombus from severe prolonged hypotension Non ST elevated MI

Output: Transmural vs. subendocardial infarction

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: 12-24 hrs red-blue from trapped blood (necrosis and neutrophil infiltrate) 10 days - soft yellow 2 weeks - yellow zone inside red zone past 8 weeks - scarring past this - can't tell

Output: What is the morphology process after an infarct?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: Thrombolysis Angioplasty with possible stent placementCoronary bypass graft

Output: What are some treatments for MI?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: reestablishes flow through the occluded coronary artery salvages ischemic myocytes PTCA + stent improves stenosis CABG helps perfuse tissue past plaque

Output: What is thrombolytic therapy and PTCA?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: hemorrhagic microscopic contraction bands (eosinophillic bands in sync with sarcomere's) can have free radical damage myocardium may be "stunned" - take several days to regain strength

Output: What is the morphology of a reperfused myocardium?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: CK: MM - muscle; BB - brain lungs; MB - myocardium starts 2-4 hrs/ peaks at 24/ returns by 72 (CK-MB not myocardium specific, could be skeletal) Troponins - cardiac specific rise similar to CK-MB, but may remain elevated for a week

Output: What are some Lab tests done to diagnose MI?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: ECHO Radionucleotide angiography

Output: What are some imaging studies done to dianose MI?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: hypotension pulmonary congestion cardiogenic shock

Output: What might post MI contractile dysfunction lead to?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: sinus brady asystole tachy V-vib premature Ventr. V-tach heart block

Output: What arrhythmias or dysrhythmia are common post MI?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: 3-7 days after MI rip in necrotic/inflamed tissue Ventricular wall - most common IV septum - causes shunting papillary musce - causes mitral regurg

Output: Consequences and Complications: Myocardial rupture

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: 2-3 days fibrous/hermorrhagic tissue overlying the myocardium

Output: Consequences and Complications: Pericarditis

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: Right ventricular infarcts infarct extension infarct expansion Mural thrombus ventricular aneurysm

Output: What are some infarct related complications post MI?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: cardiogenic shock arrhythmias late CHF

Output: What complications arise from large transmural infacts?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: free wall rupture, mural thrombi, aneurysm More severe clinical course

Output: What complications arise from anterior transmural infarcts?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: conduction blocks, right ventricular involvement

Output: What are the complications of inferior transmural infarcts?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: necrotic area thins - can aneurysm non-infarcted area hypertrophys - seems good, but may lead to impairment Goal is to minimize remodeling with medication

Output: What is ventricular remodeling?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: quality of LV function area necrosed

Output: WHat are the most important factors in determining prognosis post MI?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: aggressive risk factor modification prevent reinfarction

Output: What are the preventative measures for MI?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: often elderly progressive heart failure history of MI or bypass surgery cardiac decompensation of hypertrophied myocardium severe obstruction of coronary artery

Output: Chronic Ischemic Heart Disease

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: heart is enlarged and heavy coronary arteries severly stenosed healed infarcts usually present

Output: What is the morphology of chronic ischemic heart disease?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: previous MI Angina CHF some patients are previously silent - only present with CHF accounts for 1/2 of transplants

Output: What is the clinical picture of someone with chronic ischemic heart disease?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: IHD Congenital abnormalities valvular problems myocarditis cardiomyopathy

Output: What are some causes of sudden cardiac death?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: formation of a lethal arrhythmia (v-fib) #3 coronary syndrome (#1 - unstable angina, #2 MI)

Output: What is the MOA of suden cardiac death?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: most have high great stenosis (>75%) some have previous MI prognosis improved with implantation of defibrilator

Output: What is the morphology of sudden cardiac death?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: atherosclerotic plaque disruption with thrombus formation

Output: What is the common pathophysiology of the acute coronary syndromes?

Ischcemic Heart Disease Flashcards - Cram.com

What are some of the clinical manifestations of ischemic heart disease?


Input: inference;guesswork [坦白直率的] 推測,猜測 [Candid]

Output: conJecture

sat vocabs hit parade1 Foreign Language Flashcards - Cram.com


Input: instructive [坦白直率的] 教訓的 [Candid]

Output: diDactic

sat vocabs hit parade1 Foreign Language Flashcards - Cram.com


Input: a mild, indirect, or vague term substituting for a harsh, blunt, or offensive term [坦白直率的] 婉轉說法 [Candid]

Output: Euphemism

sat vocabs hit parade1 Foreign Language Flashcards - Cram.com


Input: to infer or estimate by extending or projecting known information [坦白直率的] 推斷 [Candid]

Output: exTrapolate

sat vocabs hit parade1 Foreign Language Flashcards - Cram.com


Input: lacking cohesion or connection [坦白直率的] 無條理的 [Candid]

Output: incoHerent

sat vocabs hit parade1 Foreign Language Flashcards - Cram.com


Input: to introduce or communicate stealthily [坦白直率的] 暗示 [Candid]

Output: inSinuate

sat vocabs hit parade1 Foreign Language Flashcards - Cram.com


Input: easily understood;clear [坦白直率的] 清楚的 [Candid]

Output: lucid

sat vocabs hit parade1 Foreign Language Flashcards - Cram.com


Input: the art of using language effectively and persuasively [坦白直率的] 修辭 [Candid]

Output: rhetoric

sat vocabs hit parade1 Foreign Language Flashcards - Cram.com


Input: [goals of a theory] waht is a theory?

Output: explanation or representation of a phenomenon (littlejohn) set of constructs, definitions, propositions based on systematic observation to represent, explain...

describe explain/understand predict control


Input: [goals of a theory] theory vs hypothesis

Output: theory broad/general explanation or representation of a phenomenon applies to variety of situations hypothesis guided by a theory tests specific relationships between specific variables

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Input: [goals of a theory] Induction

Output: way to construct a theory make observations generalize from observations create theory

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Input: [goals of a theory] deduction

Output: way to construct a theory examine existing theory derive testable hypotheses make observations

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Input: [goals of a theory] paradigm

Output: world view ways of knowing framework for and application of theory and meta-theoretical concepts guides us through applying theories

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Input: [goals of a theory] social scientific/objective/nomothetic/positivistic paradigm

Output: reality exists outside individual attempt to discover (this reality) objectively and quantitatively Deterministic: Actions determined by probable cause and Effect Relationship - expect certain reactions from certain actions Reductionism -focusing on only certain aspects -distilling down to essence

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Input: [goals of a theory] interpretive/humanistic/practical Subjective Paradigm

Output: reality is created by individual known depends upon knower subjective interpretation valued goal is rich understanding of individual experience actions determined by choice

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Input: [goals of a theory] interpretive

Output: practical (unique) qualitative

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Input: [goals of a theory] social scientific

Output: nomothetic (Patterns) quantitative

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Input: [goals of a theory] Meta-theory

Output: a theoretical approach to theorizing

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Input: [goals of a theory] Ontology

Output: nature of reality - truth out there or within the individual? is it real?

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Input: [goals of a theory] Epistemology

Output: Nature of Knowledge how do we know?

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Input: [goals of a theory] Axiology

Output: roles of values to what degree should researchers attempt to be objective or allow their own values to influence their research

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Input: [goals of a theory] attribution theory

Output: we act in accordance with explanations that we create about people and behavior

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Input: [goals of a theory] context of attribution theory

Output: interpersonal applies to multiple levels and functions

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Input: [goals of a theory] major premise of attribution theory

Output: peple attempt ot determine causes of behavior people assign causes based on own perceptions people assign causes systematically based upon 3 dimensions

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Input: [goals of a theory] 3 dimensions people assign cause through attribution theory

Output: location of cause -internal -external stability of cause -consistent -unique Controllability ( to what degree is a person able to control what they do) -person can affect case -person cannot affect cause

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Input: [goals of a theory] What guides feelings and behaviors?

Output: attribution theory AND new information can change attributions

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Input: [goals of a theory] Two Biases in Attribution Process

Output: Fundamental Attribution Error - tend to exlain negative outcomes by applying internal attributions to others, external attributions to ourselves self-serving bias -we associate our own success w/internal attribution -failure w/external attribution

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Input: [goals of a theory] Research Studies on Attribution Theory

Output: Motivation -students Advertising -attributions about product/claims and/or seller influence buying behavior -internal cause = product creates result -stability= long term reliability -control=consumer choice whether to buy and use

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Input: [goals of a theory] strengths of attribution theory

Output: heuristic practical applications

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Input: [goals of a theory] weaknesses of attribution theory

Output: falsifiability - its all in your head, cant prove what the people disclose as false

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Input: [goals of a theory] cognitive dissonance

Output: people seek consonance among cognitive elements

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Input: [goals of a theory] context of cognitive dissonance

Output: general theory crosses contexts persuasive function

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Input: [goals of a theory] relationships among cognitive elements

Output: consonant - in harmony with one another null/irrelevant dissonance new information can cause dissonance dissonance produces pressure to reduce it

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Input: [goals of a theory] magnitude of dissonance increases with:

Output: important issues attractive alternative if mutually exclusive two good things, but can only do one

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Input: [goals of a theory] magnitude of dissonance decreases with:

Output: satisfaction of choice similarity among alternatives

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Input: [goals of a theory] strategies to minimize dissonance

Output: selective exposure: reduce conflicting stimuli selective attention: focus on chosen stimuli selective interpreatation- distort facts to make them a little more like you would like them to be selective retention- i am just not going to think about it

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Input: [goals of a theory] strengths of cognitive dissonance

Output: internal consistency - logical, doesnt contradict itself external consistency- gather datea in ther eal world they theory sitll gets supported consistently practical utility

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Input: [goals of a theory] weaknesses of cognitive dissonance

Output: low falsifiability

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Input: [goals of a theory] Social Judgment Theory

Output: attitudes remain stable until challenged --attitude changes depend upon initial orientaiton (anchor point)

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Input: [goals of a theory] context of social judgment theory

Output: interpersonal, group, organizational

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Input: [goals of a theory] function of social judgment theory

Output: persuasion

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Input: [goals of a theory] key concepts of social judgment theory

Output: three latitudes/ranges of attitudes 1. acceptance 2. rejection 3. non-commitment

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Input: [goals of a theory] ego-involvement in social judgment theory

Output: reduces latitude of acceptance enlarges latitude of rejection receiver distorts source's position

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Input: [goals of a theory] contrast effect in social judgment

Output: less like own attitudes, beliefs

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Input: [goals of a theory] assimilation effect in social judgment

Output: more like own attitude, beliefs

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Input: [goals of a theory] strengths of social judgment theory

Output: internal consistency external consistency support fom data

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Input: [goals of a theory] weaknesses of social judgment theory

Output: limited scope - doesnt explain much can only look at one issue at a time low predictive power without pre-test

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Input: [goals of a theory] Theory of Lingustic Relativity (Sapir-Whorf Hypothesis)

Output: language shapes perceptions of reality old riddle regarding mother being a surgeon - back in the day it was a tough riddle because surgeons were always thought of as males - hard to grasp - shaped their reality

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Input: [goals of a theory] constructivism theory is based on Kelly's Personal Construct Theory...

Output: we create cognitive opposites to help understand the world -right/wrong -good/bad they are like continuums with extremes more experience we have, the more constructs we have

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Input: [goals of a theory] Major Premises of Constructivism

Output: We build a personal knowledge base from our experiences by transforming them into mental structures (constructs) that we use to interpret social objects and events greater cognitive complexity leads to greater ability to communicate strategically/rhetorically with others

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Input: [goals of a theory] context of constructivism

Output: interpersonal, message creation

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Input: [goals of a theory] personal construct system (constructivism)

Output: constructs are organized within interpretive schemes that develop over time - start simple & general - work up to complex and specific based upon culture, socialization w/others, cognitive development, & cognitive ability - children have less complexity than adults

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Input: [goals of a theory] perspective-taking

Output: the key to creation of strategic/person-centered messages must be able to put self into their shoes - havethe same constructs as them - helps us to understnad others constructions of reality

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Input: [goals of a theory] 3 stage process of message creation (constructivism)

Output: goal identificaiton - multiple planning - from records in memory action - implementation

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Input: [goals of a theory] Expressive Design Logic (constructivism)

Output: emote and verbalize own thoughts, feelings no planning, no goal, just get it out - mind dump

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Input: [goals of a theory] conventional design logic (constructivism)

Output: abide by the social rules, gain social approval please, thank you, ask at appropriate time

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Input: [goals of a theory] rhetorical (strategic/person-centered) design logic (constructivism)

Output: structure reality and meet multiple goals

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Input: [goals of a theory] Strength of Constructivism

Output: practical utility - compliance gaiing -comfort messages -orgaizational effectiveness -relationship maintenance internally consistent externally consistent heuristic

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Input: [goals of a theory] weaknesses of constructivism

Output: reliance on Role Category Questionnaire

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Input: [goals of a theory] Symbolic Interactionism

Output: personal identity is shaped by and guides interaction with others through the use of symbols (language and gestures)

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Input: [goals of a theory] Main Premises of Symbolic Interactionism Meaning:

Output: symbolized by language dynamic effect of langauge

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Input: [goals of a theory] Main Premises of Symbolic Interactionism Meanings, including self-concept, formed by:

Output: interacting symbolically (langauge and gestures) with others interpreting interactions

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Input: [goals of a theory] Main Premise of SI: Thought Modifies Meaning

Output: example: Linkdin example

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Input: [goals of a theory] Three part communicative force: mind (SI)

Output: intellect, symbolizes, perceives, thinks, anticipates, plans college students do this a lot

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Input: [goals of a theory] Three part communicative force: self

Output: dual self process the "I" -the active part of the self the"beahves" -impulsive, unorganized, unpredictable the "me" -the "looking-glass self" reflects what you imagine others see -requires taking the rold of then "generalized other" ----waht do these people think of me ----interacted with and the feedback they give -aware of conventions, rules -self-fulfilling prophecy (what I say to self) -pygmalion effect (what I hear others say to me)

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Input: [goals of a theory] Three part communicative force: society

Output: web of social realitonships individuals adjust themselves to each other particular others = "significant others" generalized other viewpoint of large group or culture

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Input: [goals of a theory] research that demonstrates utility of SI

Output: creation of institutions that are meaningful to group, society, as a whole -religions -beauty -military & politics self-concept research

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Input: [goals of a theory] strengths of SI

Output: heuristic broad scope utility

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Input: [goals of a theory] weaknesses of SI

Output: utility questions regarding internal consistency

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Input: [goals of a theory] scope

Output: a criterion for evaluating theories; refers to the breadth of cx behaviors covered in the theory

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Input: [goals of a theory] logical consistency

Output: criteria for evaluating theories; refers to the internal loginc in the theoretical statements

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Input: [goals of a theory] parsimony

Output: the simplicity of the explanation provided by the teory

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Input: [goals of a theory] utility

Output: the thoery's usefulness of practicalness

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Input: [goals of a theory] testability (falsifiability)

Output: refers to our ability to test the accuracy of a theory's claims

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Input: [goals of a theory] heurism

Output: the amount of research and new thinking stimulated by the theory

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Input: [goals of a theory] test of time

Output: durability over time

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Input: [goals of a theory] Coordinated Management of Meaning

Output: communication is the process of creating and maintaing social reality through shared meaning mulitple realites - together create a new reality

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Input: [goals of a theory] personal meaning - CMM

Output: the meanings that a person brings to the conversaiton - unique experience

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Input: [goals of a theory] interpersonal meaning - CMM

Output: the meaning that results when the communicators agree on each other's interpretations of an interaction a result of the conversation

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Input: [goals of a theory] Rules of CMM

Output: rules of meaning (constitutive) -what does this speech act mean in this context? rules of action (regulatory) -based upon my interpretation, what should Ido next?

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Input: [goals of a theory] Coordination of Meaning

Output: Try to make sense of the sequence of messages in their conversation a process of attempting to make sense of interaction by using rules to navigate the hierarchy of contexts --complete/perfect coordination: shared meaning --partial coordination: some shared meaning --no coordination: different meanings

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Input: [goals of a theory] 6 levels of meaning

Output: CMM all levels happen simultaneously content speech acts contract episodes life scripts cultural patterns

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Input: [goals of a theory] Content (most specifc) CMM

Output: raw data - un-interpreted stimuli first step of converting data into meaning

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Input: [goals of a theory] speech acts CMM

Output: questioning complimenting threatening communication of the speakers intention

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Input: [goals of a theory] contract (relationship) CMM

Output: the relationship or understnaidng between people help set guidleines and prescribe behavior suggest a future communicate relational boundaries especially important when discussing difficult issues

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Input: [goals of a theory] episodes CMM

Output: cx routines that have recognized beginnings, middles, and endings individuals may differ in how they punctuate or emphasize an episode people bring many cultural expectations for how an episode should be executed

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Input: [goals of a theory] life scripts (self) CMM

Output: clusters of past or present episodes that create a system of manageable meanings with others a life script is an individuals sense of self that both shapes and is shaped by cx

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Input: [goals of a theory] influences of the coordination process of CMM

Output: resources available to an individual -stories -symbols -images that people use to make sense of their world the rules

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Input: [goals of a theory] applications of CMM

Output: meditation facilitaion marriage and family counseling

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Input: [goals of a theory] strengths of CMM

Output: internal consistency high explanatory power/broad scope utility

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Input: [goals of a theory] weaknesses of cmm

Output: heurism

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Input: [goals of a theory] uncertainty reduction theory

Output: people seek information in order to understand and predict others' behaviors

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Input: [goals of a theory] 3 phases in intial interaction

Output: URT entry - small talk personal - interst with person, exchanging more info exit - good bye, leave convo

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Input: [goals of a theory] Motivations for info seeking URT

Output: reward/incentive value anticipation of future interaction deviance ---intrigued by them

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Input: [goals of a theory] Two Types of Uncertainty

Output: cognitive: beliefs and attitudes behavioral: predictability of actions

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Input: [goals of a theory] Strategies for Reducing Uncertainty

Output: passive: observing active:asking about person interactive: speaking directly to the person

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Input: [goals of a theory] Axioms and Theorems

Output: 7 axioms 21 theorems

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Input: [goals of a theory] two additional axioms

Output: makes 9!!

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Input: [goals of a theory] strength of URT

Output: heurism external consistency falsifiability parsimony utility

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Input: [goals of a theory] weaknesses of URT

Output: internal consistency parsimony - deeper in the theory

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Input: [1] arriver __________________________ [3] Verbes [2]

Output: to arrive

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir _________________________ [3] Verbes [2]

Output: to have

French 3 Foreign Language Flashcards - Cram.com


Input: [1] jouer _________________________ [3] Verbes [2]

Output: to play

French 3 Foreign Language Flashcards - Cram.com


Input: [1] jouer à _________________________ [3] Verbes [2]

Output: to play (a sport or game)

French 3 Foreign Language Flashcards - Cram.com


Input: [1] jouer de _________________________ [3] Verbes [2]

Output: to play (a musical instrument)

French 3 Foreign Language Flashcards - Cram.com


Input: [1] montrer _________________________ [3] Verbes [2]

Output: to show

French 3 Foreign Language Flashcards - Cram.com


Input: [1] porter _________________________ [3] Verbes [2]

Output: to wear; to carry

French 3 Foreign Language Flashcards - Cram.com


Input: [1] téléphoner à ________________________ [3] Verbes [2]

Output: to telephone

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir (20) ans __________________________ [3] Expressions avec avoir [2]

Output: to be (20) years old

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir besoin de _________________________ [3] Expressions avec avoir [2]

Output: to need (to)

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir chaud _________________________ [3] Expressions avec avoir [2]

Output: to be warm

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir de la chance _________________________ [3] Expressions avec avoir [2]

Output: to be lucky

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir envie de _________________________ [3] Expressions avec avoir [2]

Output: to want (to), feel like (doing s.th.)

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir faim _________________________ [3] Expressions avec avoir [2]

Output: to be hungry

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir froid _________________________ [3] Expressions avec avoir [2]

Output: to be cold

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir honte _________________________ [3] Expressions avec avoir [2]

Output: to be ashamed

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir l'air (+adj.); avoir l'air de (+ inf.) (+ noun) _________________________ [3] Expressions avec avoir [2]

Output: to seem, look, appear

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir peur (de) _________________________ [3] Expressions avec avoir [2]

Output: to be afraid (of, to)

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir raison _________________________ [3] Expressions avec avoir [2]

Output: to be right

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir rendez-vous avec ________________________ [3] Expressions avec avoir [2]

Output: to have a meeting (date) with

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir soif ________________________ [3] Expressions avec avoir [2]

Output: to be thirsty

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir sommeil _________________________ [3] Expressions avec avoir [2]

Output: to be sleepy

French 3 Foreign Language Flashcards - Cram.com


Input: [1] avoir tort _________________________ [3] Expressions avec avoir [2]

Output: to be wrong

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le/la camarade de chambre ______________________ [3] Substantifs [2]

Output: roommate

French 3 Foreign Language Flashcards - Cram.com


Input: [1] les cartes (f.) _____________________ [3] Substantifs [2]

Output: cards

French 3 Foreign Language Flashcards - Cram.com


Input: [1] les cheveux (m. pl.) _____________________ [3] Substantifs [2]

Output: hair

French 3 Foreign Language Flashcards - Cram.com


Input: [1] les échecs (m. pl.) _____________________ [3] Substantifs [2]

Output: chess

French 3 Foreign Language Flashcards - Cram.com


Input: [1] la jeune femme _____________________ [3] Substantifs [2]

Output: young women

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le jeune homme _____________________ [3] Substantifs [2]

Output: young men

French 3 Foreign Language Flashcards - Cram.com


Input: [1] la personne _____________________ [3] Substantifs [2]

Output: person

French 3 Foreign Language Flashcards - Cram.com


Input: [1] la soirée [3] Substantifs [2]

Output: party

French 3 Foreign Language Flashcards - Cram.com


Input: [1] les yeux (m.) [3] Substantifs [2]

Output: eyes

French 3 Foreign Language Flashcards - Cram.com


Input: [1] antipathique _____________________ [3] Adjectifs [2]

Output: unpleasant

French 3 Foreign Language Flashcards - Cram.com


Input: [1] beau / belle ____________________ [3] Adjectifs [2]

Output: beautiful

French 3 Foreign Language Flashcards - Cram.com


Input: [1] blond(e) ____________________ [3] Adjectifs [2]

Output: blond

French 3 Foreign Language Flashcards - Cram.com


Input: [1] châtain (inv. in gender) _____________________ [3] Adjectifs [2]

Output: chestnut brown

French 3 Foreign Language Flashcards - Cram.com


Input: [1] cher / chére ____________________ [3] Adjectifs [2]

Output: expensive

French 3 Foreign Language Flashcards - Cram.com


Input: [1] chic ____________________ [3] Adjectifs [2]

Output: stylish

French 3 Foreign Language Flashcards - Cram.com


Input: [1] drôle ____________________ [3] Adjectifs [2]

Output: funny, odd

French 3 Foreign Language Flashcards - Cram.com


Input: [1] égoïste ____________________ [3] Adjectifs [2]

Output: selfish

French 3 Foreign Language Flashcards - Cram.com


Input: [1] facile ___________________ [3] Adjectifs [2]

Output: easy

French 3 Foreign Language Flashcards - Cram.com


Input: [1] fatigué(e) ____________________ [3] Adjectifs [2]

Output: tired

French 3 Foreign Language Flashcards - Cram.com


Input: [1] fier / fiére ____________________ [3] Adjectifs [2]

Output: proud

French 3 Foreign Language Flashcards - Cram.com


Input: [1] gentil(le) ___________________ [3] Adjectifs [2]

Output: nice, pleasant

French 3 Foreign Language Flashcards - Cram.com


Input: [1] grand(e) ___________________ [3] Adjectifs [2]

Output: tall, big

French 3 Foreign Language Flashcards - Cram.com


Input: [1] heureux / heureuse ____________________ [3] Adjectifs [2]

Output: happy; fortunate

French 3 Foreign Language Flashcards - Cram.com


Input: [1] hypocrite ____________________ [3] Adjectifs [2]

Output: hypocritical

French 3 Foreign Language Flashcards - Cram.com


Input: [1] nouveau / nouvelle ___________________ [3] Adjectifs [2]

Output: new

French 3 Foreign Language Flashcards - Cram.com


Input: [1] paresseux / paresseuse ____________________ [3] Adjectifs [2]

Output: lazy

French 3 Foreign Language Flashcards - Cram.com


Input: [1] pauvre ____________________ [3] Adjectifs [2]

Output: poor

French 3 Foreign Language Flashcards - Cram.com


Input: [1] petit(e) ____________________ [3] Adjectifs [2]

Output: small, short

French 3 Foreign Language Flashcards - Cram.com


Input: [1] prêt(e) ____________________ [3] Adjectifs [2]

Output: ready

French 3 Foreign Language Flashcards - Cram.com


Input: [1] raide ____________________ [3] Adjectifs [2]

Output: straight

French 3 Foreign Language Flashcards - Cram.com


Input: [1] roux / rousse ___________________ [3] Adjectifs [2]

Output: redheaded

French 3 Foreign Language Flashcards - Cram.com


Input: [1] sensible ____________________ [3] Adjectifs [2]

Output: sensitive

French 3 Foreign Language Flashcards - Cram.com


Input: [1] sportif / sportive ____________________ [3] Adjectifs [2]

Output: describes someone who likes physical exercise and sports

French 3 Foreign Language Flashcards - Cram.com


Input: [1] sympa(thique) ____________________ [3] Adjectifs [2]

Output: nice, likeable

French 3 Foreign Language Flashcards - Cram.com


Input: [1] travailleur / travailleuse ___________________ [3] Adjectifs [2]

Output: hardworking

French 3 Foreign Language Flashcards - Cram.com


Input: [1] triste ____________________ [3] Adjectifs [2]

Output: sad

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le béret _____________________ [3] Les vêtement [2]

Output: beret

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le blouson _____________________ [3] Les vêtement [2]

Output: windbreaker

French 3 Foreign Language Flashcards - Cram.com


Input: [1] les bottes (f.) _____________________ [3] Les vêtement [2]

Output: boots

French 3 Foreign Language Flashcards - Cram.com


Input: [1] la casquette _____________________ [3] Les vêtement [2]

Output: baseball cap

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le chapeau _____________________ [3] Les vêtement [2]

Output: hat

French 3 Foreign Language Flashcards - Cram.com


Input: [1] les chaussures (f.) ____________________ [3] Les vêtement [2]

Output: shoes

French 3 Foreign Language Flashcards - Cram.com


Input: [1] la chemise ____________________ [3] Les vêtement [2]

Output: shirt

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le chemisier ____________________ [3] Les vêtement [2]

Output: blouse

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le costume ____________________ [3] Les vêtement [2]

Output: (man's) suit

French 3 Foreign Language Flashcards - Cram.com


Input: [1] la cravate ____________________ [3] Les vêtement [2]

Output: tie

French 3 Foreign Language Flashcards - Cram.com


Input: [1] l' imperméable (m.) _____________________ [3] Les vêtement [2]

Output: raincoat

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le jean _____________________ [3] Les vêtement [2]

Output: jeans

French 3 Foreign Language Flashcards - Cram.com


Input: [1] la jupe _____________________ [3] Les vêtement [2]

Output: skirt

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le maillot de bain ____________________ [3] Les vêtement [2]

Output: swimsuit

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le manteau ____________________ [3] Les vêtement [2]

Output: coat

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le pantalon ____________________ [3] Les vêtement [2]

Output: pants

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le pull-over ___________________ [3] Les vêtement [2]

Output: sweater

French 3 Foreign Language Flashcards - Cram.com


Input: [1] la robe ____________________ [3] Les vêtement [2]

Output: dress

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le sac à dos ____________________ [3] Les vêtement [2]

Output: backpack

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le sac à main ____________________ [3] Les vêtement [2]

Output: handbag

French 3 Foreign Language Flashcards - Cram.com


Input: [1] les sandales (f.) [3] Les vêtement [2]

Output: sandals

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le short [3] Les vêtement [2]

Output: shorts

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le tailleur [3] Les vêtement [2]

Output: woman's suit

French 3 Foreign Language Flashcards - Cram.com


Input: [1] le tee-shirt [3] Les vêtement [2]

Output: T-shirt

French 3 Foreign Language Flashcards - Cram.com


Input: [1] les tennis (m.) [3] Les vêtement [2]

Output: tennis shoes

French 3 Foreign Language Flashcards - Cram.com


Input: [1] la veste [3] Les vêtement [2]

Output: sports coat, blazer

French 3 Foreign Language Flashcards - Cram.com


Input: [1] la veston [3] Les vêtement [2]

Output: suit jacket

French 3 Foreign Language Flashcards - Cram.com


Input: [1] blanc / blanche [3] les couleurs [2]

Output: white

French 3 Foreign Language Flashcards - Cram.com


Input: [1] bleu(e) [3] les couleurs [2]

Output: blue

French 3 Foreign Language Flashcards - Cram.com


Input: [1] gris(e) [3] les couleurs [2]

Output: gray

French 3 Foreign Language Flashcards - Cram.com


Input: [1] jaune [3] les couleurs [2]

Output: yellow

French 3 Foreign Language Flashcards - Cram.com


Input: [1] marron (inv.) [3] les couleurs [2]

Output: brown

French 3 Foreign Language Flashcards - Cram.com


Input: [1] noir(e) [3] les couleurs [2]

Output: black

French 3 Foreign Language Flashcards - Cram.com


Input: [1] orange (inv.) [3] les couleurs [2]

Output: orange

French 3 Foreign Language Flashcards - Cram.com


Input: [1] rose [3] les couleurs [2]

Output: pink

French 3 Foreign Language Flashcards - Cram.com


Input: [1] rouge [3] les couleurs [2]

Output: red

French 3 Foreign Language Flashcards - Cram.com


Input: [1] vert(e) [3] les couleurs [2]

Output: green

French 3 Foreign Language Flashcards - Cram.com


Input: [1] violet(te) [3] les couleurs [2]

Output: violet

French 3 Foreign Language Flashcards - Cram.com


Input: [1] assez _____________________ [3] Mots et expressions divers [2]

Output: somewhat

French 3 Foreign Language Flashcards - Cram.com


Input: [1] de taille moyenne ____________________ [3] Mots et expressions divers [2]

Output: of medium height

French 3 Foreign Language Flashcards - Cram.com


Input: [1] moi aussi ____________________ [3] Mots et expressions divers [2]

Output: me too

French 3 Foreign Language Flashcards - Cram.com


Input: [1] moi non plus ____________________ [3] Mots et expressions divers [2]

Output: me neither

French 3 Foreign Language Flashcards - Cram.com


Input: [1] n'est-ce pas? ____________________ [3] Mots et expressions divers [2]

Output: isn't it so?

French 3 Foreign Language Flashcards - Cram.com


Input: [1] peu ___________________ [3] Mots et expressions divers [2]

Output: not very; hardly

French 3 Foreign Language Flashcards - Cram.com


Input: [1] un peu ____________________ [3] Mots et expressions divers [2]

Output: a little

French 3 Foreign Language Flashcards - Cram.com


Input: [1] Quel âge avez-vous (as-tu)? [3] Mots et expressions divers [2]

Output: How old are you?

French 3 Foreign Language Flashcards - Cram.com


Input: [Procedural Due Processar] Substantive due process

Output: is concerned not with procedures used to make a rule or adjudicate an individual case, but with the substance of a rule or an adjudication. It is possible for constitional procedures to be used to implement a ruel but for the rule itself to violate the Constition. Substantive due process protects peoople from aribitrary laws

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] Fifth Amendment

Output: provides that no person shall be deprived of life, liberty, or property without due process of law.

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] Due process is to protect people from what

Output: arbitrary laws

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] Due process mandates what

Output: that state and federal goverment treat all persons with a minimum amount of fairness when taking life, liberty,or property.

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] Due process has 2 aspectgs what are they?

Output: Procedural and substative

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] What requires that the law be relatged to the prupose intended or that the govermenthave some substantial reason for theregulation

Output: Substantive due process

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] What is the rational relationship test

Output: when the laws are reflective of the laws objective

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] Fundamental Rights

Output: freedom of religious choice and practice, fredom of travel, the right to vote, and freedome of the process.

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] When must a lw law pass a stricter test than that of retional relationship?

Output: when that law regulated a fundamental right or suspect class

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] What is a suspect class

Output: grounds that have been historically discriminatged against . Race and national orgin are examples of suspect classes

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] What is the strict scrutiny test

Output: A of actoin valid only if it further compells a govements reasonable interest and there is no reasonable interest. This is applied when fundamental right is impinged or when law or act classifies by race, ethnicity, religion

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] What is the substantlal relationshkp

Output: law or action that is valid if it is substantially related to a lawful goverment objective. This is applied in limited cases such as classifications based upon gender of "legitimacy of birth"

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] What are the interest protected by the Due Process Class

Output: life,liberty, and property

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] If life is threatened what must be provided

Output: due process

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] What does liberty interests encompass?

Output: the right to move around as pone pleases without goverment interferance. Alsoone wants to consider a person's interst in their good name. Agencies must consider due process concerns before publically acussing an individual of sumething that is humiliating,stagmatizing,or damaging to one's reputation.

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] Property rights include

Output: real property, tangiable or intangiable property, entitlements, goverment employment, licenses, utilities, and education

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] Entitlements inc lude:

Output: goverment benefits or entitlements,

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] Rights-verses privilages doctrine was rejected in which case.

Output: Goldberg v. Kelly, where the Court stated "it may be realistic today to regard welfare entitlements as more like "property than a "gratuity.; Much of the existing wealth in this country takes the form of rights that do not fall iwthin traditional commom-law concepts of proeprty. The court stated that a person has protected property interst in a benefit if he or she has a "legitimate claim to that benefit"

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [Procedural Due Processar] What type of interest dues a nonprobatonary employee have

Output: property interest in h is or her employment. See Sidermann case. It shows that a goverment employee must have a ligitimate claim of entitlement to employment in order to be protectected by due process

Administrative Law Flashcards - Cram.com

describes the minimum steps that must be taken by a goverment before they can deprive an individual of life,liberty or property. It is not concerned with the substance of an agency's actions, it is concerned with the process by which the goverment pursues its pbjective. Wheather or not a person is entitled to notice or a hearing are procedural due process issues


Input: [1] mercy [2]

Output: having a compassionate heart for others' troubles

Christian Moral Life Flashcards - Cram.com


Input: [1] beneficence [2]

Output: having goodwill for all others

Christian Moral Life Flashcards - Cram.com


Input: [1] giving alms [2]

Output: giving in your poverty

Christian Moral Life Flashcards - Cram.com


Input: [1] fraternal correction [2]

Output: correcting others who are sinning

Christian Moral Life Flashcards - Cram.com


Input: [1] ingratitude [2]

Output: failing to give thanks to God

Christian Moral Life Flashcards - Cram.com


Input: [1] sloth [2]

Output: sadness at doing good

Christian Moral Life Flashcards - Cram.com


Input: [1] envy [2]

Output: sorrowing at another's good fortune

Christian Moral Life Flashcards - Cram.com


Input: [1] discord [2]

Output: destroys unity between people

Christian Moral Life Flashcards - Cram.com


Input: [1] schism [2]

Output: breaking up the unity of the Church

Christian Moral Life Flashcards - Cram.com


Input: [1] scandel [2]

Output: when one's actions cause another to thank an evil act is permitted

Christian Moral Life Flashcards - Cram.com


Input: [1] prudence [2]

Output: perfects the reason to make good decisions

Christian Moral Life Flashcards - Cram.com


Input: [1] docility [2]

Output: the ability to be taught

Christian Moral Life Flashcards - Cram.com


Input: [1] foresight [2]

Output: the right ordering of something in the present to obtain an end you "foresee" in the future

Christian Moral Life Flashcards - Cram.com


Input: [1] caution [2]

Output: being careful to avoid doing evil when determining the mean

Christian Moral Life Flashcards - Cram.com


Input: [1] rashness [2]

Output: rushing into an act without taking proper counsel

Christian Moral Life Flashcards - Cram.com


Input: [1] thoughtlessness [2]

Output: when one fails to make a right judgment

Christian Moral Life Flashcards - Cram.com


Input: [1] inconstancy [2]

Output: failure to command that which is chosen

Christian Moral Life Flashcards - Cram.com


Input: [1] negligence [2]

Output: lack of alertness

Christian Moral Life Flashcards - Cram.com


Input: [1] justice [2]

Output: constantly giving others that which pertains to their natural rights

Christian Moral Life Flashcards - Cram.com


Input: [1] piety [2]

Output: giving honor to those to whom we can never repay because of the greatness of the benefits they have given to us

Christian Moral Life Flashcards - Cram.com


Input: [1] Obedience [2]

Output: obeying authority figures immediately and joyfully

Christian Moral Life Flashcards - Cram.com


Input: [1] honesty [2]

Output: communicating with the truth

Christian Moral Life Flashcards - Cram.com


Input: [1] liberality [2]

Output: spending and acquiring money in the right ways and amounts

Christian Moral Life Flashcards - Cram.com


Input: [1] injustice [2]

Output: giving others more or less than their due

Christian Moral Life Flashcards - Cram.com


Input: [1] temperance [2]

Output: transforms the passion to seek pleasures that are in accord with reason

Christian Moral Life Flashcards - Cram.com


Input: [1] insensibility [2]

Output: not to take pleasure in acts that it is proper to take pleasure in

Christian Moral Life Flashcards - Cram.com


Input: [1] continence [2]

Output: in order to hit the mean, individuals aim for the defect

Christian Moral Life Flashcards - Cram.com


Input: [1] fortitude [2]

Output: perfects the emotions to overcome difficult obstacles in doing an act

Christian Moral Life Flashcards - Cram.com


Input: [1] courage [2]

Output: overcome fear while not falling into foolhardiness

Christian Moral Life Flashcards - Cram.com


Input: [1] perserverence [2]

Output: allows one to continue struggling to achieve the difficult good

Christian Moral Life Flashcards - Cram.com


Input: [1] patience [2]

Output: endures evil when he is unable to actively combat the evils

Christian Moral Life Flashcards - Cram.com


Input: [1] magnanimity [2]

Output: set high goals

Christian Moral Life Flashcards - Cram.com


Input: [1] meekness [2]

Output: control of anger

Christian Moral Life Flashcards - Cram.com


Input: [1] pride [2]

Output: an inordinate desire for glory

Christian Moral Life Flashcards - Cram.com


Input: [1] eubolia [2]

Output: deliberating well

Christian Moral Life Flashcards - Cram.com


Input: [1] synesis [2]

Output: judging well according to common

Christian Moral Life Flashcards - Cram.com


Input: [1] gnome [2]

Output: judging well according to higher law

Christian Moral Life Flashcards - Cram.com


Input: What is the microscopic difference between mold and yeast?

Output: Under the microscope yeast is always oval, while mold has various shapes, hyphae,etc.

Mold has a hairy, mossy look while yeast is white, creamy, and moist and smells like yeast.


Input: Why is Coccidiodes immitis considered to be a dimorphic fungus?

Output: Because it can only grow as yeast under certain environmental conditions.

Mold has a hairy, mossy look while yeast is white, creamy, and moist and smells like yeast.


Input: What are the growth differences between fungus and bacteria?

Output: Fungi grow as either yeasts or molds and are eukaryotic unlike bacteria which are prokaryotic.

Mold has a hairy, mossy look while yeast is white, creamy, and moist and smells like yeast.


Input: Define Blastospore

Output: A newly produced cell by yeast reproducing asexually by budding.

Mold has a hairy, mossy look while yeast is white, creamy, and moist and smells like yeast.


Input: Define Pseudohyphae

Output: Successive blastospores remaining attached to the original cell.

Mold has a hairy, mossy look while yeast is white, creamy, and moist and smells like yeast.


Input: Define Septate hyphae

Output: Fungal hyphal filaments that are separated by a crosswall.

Mold has a hairy, mossy look while yeast is white, creamy, and moist and smells like yeast.


Input: What is the difference between vegetative hyphae and aerial hyphae?

Output: Vegetative hyphae penetrates while aerial hyphae grow on the top of the agar's surface.

Mold has a hairy, mossy look while yeast is white, creamy, and moist and smells like yeast.