Input: [validity] inadequate definition of constructs (definition and example)

Output: "inadequate preoperations explication of constructs" ($10 word for a $1 idea) what is patient satisfaction?

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] experimenter expectancies (definition and example)

Output: can bias results of a study in countless ways, both consciously or unconsciously communicate a desired study outcome, encourage a participant in one trial

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] interaction of different treatments (definition and example)

Output: that are not part of research design drug-treatment interactions

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] interaction of testing and treatment (definition and example)

Output: measurement itself makes groups more sensitive or receptive to the treatment gait assessment over a force plate may change gait

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] restricted generalizability (definition and example)

Output: "unintended consequences" or negative consequences of the side effects of a treatment a drug reduces pain but promotes growth of facial hair (ok for men, not women)

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] criterion validity

Output: ability of a test/instrument/measure to predict results obtained using a gold standard or criterion measure already known to be valid

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [1] Nervous [2]

Output: a little afraid or worried


Input: [1] Chuckled [2]

Output: laughed quietly


Input: [1] Nonsense [2]

Output: a silly or untrue idea or thought


Input: [1] Fumbled [2]

Output: done in a clumsy or awkward way


Input: [1] Trudged [2]

Output: walking slowly or dragging one's feet


Input: [1] Clammy [2]

Output: cool, damp and sticky


Input: [1] Weakly [2]

Output: without strength


Input: [1] Slumped [2]

Output: fell against something because of a weak feeling


Input: [1] Gushed [2]

Output: talked with so much feeling that it seemed silly


Input: [1] Tunneled [2]

Output: dug farther, as if to make a deep hole


Input: [1] An _______ is infectious or communicable. It may pose a risk to the patient, but not to others. [2] infectious disease [3]

Output: Example: pneumonia, viral meningitis

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] If the pathogens do not cause physical signs and symptom, this is referred to as _______. [2] asymptomatic [3]

Output: Ex. Hepatitis C is a communicable disease that can be asymptomatic

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] These steps are the _______. 1. Infectious agent 2. Reservoir 3. Portal of exit 4. Mode of transmission 5. Portal of entry 6. Host [2] chain of infection [3]

Output: The presence of a pathogen does not mean an infection will occur. It requires a presence of all of the following elements.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The ability for a microorganism to survive in the host or outside the body is called ___. [2] virulence [3]

Output: Resident skin microorganisms are not virulent, but can cause serious infection when surgery allows them to enter deep tissues or when a patient is immunocompromised.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Most organisms prefer an environment with a PH range of ____. [2] PH range of 5-7 [3]

Output: Acid-reducing medications may cause an overgrowth of gastrointestinal organisms such as health care-associated pneumonia.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The ______ refers to the interval from onset of specific signs and symptoms to more specific symptoms. [2] prodromal stage [3]

Output: Ex. an onset of symptoms such as fever or malaise

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The _____ refers to the interval when a client manifests signs and symptoms specific to type of infection. [2] illness stage [3]

Output: Ex. strep throat is manifested by sore throat pain

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] _____ do not usually cause disease when residing in their usual area of the body but instead participate in maintaining health. [2] Normal flora [3]

Output: Ex. Normal flora maintains a balance with other microorganisms to prevent infection. The skins normal flora exerts a bactericidal action.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The use of ______ can disrupt the normal flora of the body, and lead to a suprainfection. [2] broad-spectrum antibiotics [3]

Output: Why? It kills microbes that aid in defense against those that grow at will.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] _____ is a protective vascular reaction that delivers fluid, blood products and nutrients to an area of injury. [2] inflammation [3]

Output: Serum proteins such as kinins, vasoactive amines, and prostaglandins serve to increase vasodilation. They play a key role in the inflammatory response.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Fluid and cells that are discharged from cells or blood vessels are called _____. [2] exudates [3]

Output: Ex. pus or serum

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The accumulation of fluid appears as localized swelling referred to as ____. [2] edema [3]

Output: Injury causes tissue damage, and as a result the body releases chemical mediators that increases the permeability of small blood vessels. As a result, fluid, protein, and cells enter interstitial spaces causing fluid buildup.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The cellular response of inflammation involves _____, which describes the destruction and absorption of bacteria [2] phagocytosis [3]

Output: Fever is caused by phagocytic release of pyrogens from bacterial cells that cause a rise in the hypothalmic set point.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] When it comes to tissue repair, tissue defects may fill with _____. [2] granulation tissue [3]

Output: GT is not as strong as collagen and assumes the form of scar tissue.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] _____ is a type of HAI from a diagnostic or therapeutic procedure. [2] Iatrogenic infection [3]

Output: Ex. Following a gastrointestinal endoscopy the client developed a P. aeruginosa infection.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] A HAI that is present outside the client. [2] exogenous infection [3]

Output: Ex. A postoperative infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] True/False It is not uncommon to find that an older adult has an advanced infection before it is identified. [2] TRUE [3]

Output: Why? This is because older adults may have a reduced inflammatory and immune response. Older adults have increased fatigue and diminished pain sensitivity

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] This transmission based precaution requires a private room, positive-pressure room with 12 or more air exchanges/hr, and a HEPA filtration for incoming air. It also requires the caregiver and visitors to wear respirator mask, gloves, and gown. [2] protective environment precaution [3]

Output: This type of precaution protects the patient from us and outside visitors

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: Coordination of respiration and speech. [Define ataxic dysarthria]

Output: Describe the role of the cerebellum in motor control.


Input: Cerebellar damage occurs when the cerebellum has been distorted and stretched by the FORCE OF HEAD TRAUMA. [Define ataxic dysarthria]

Output: Which etiology distorts and stretches the cerebellar?


Input: Lead or Mercury Poisoning Chronic and/or Acute Alcohol poisoning Exposure to cyanide [Define ataxic dysarthria]

Output: Name three toxic conditions that can cause ataxic dysarthria


Input: Prolonged vitamin E or B12 deficiency Wilson's disease: Accumulation of Copper Severe cases of hyperthyroidism [Define ataxic dysarthria]

Output: Name three metabolic conditions that can cause ataxic dysarthria.


Input: Autosomal dominant cerebellar ataxia of late-onset: Progressive, cerebellar ataxia Retinal degeneration Sensorinueral deafness Balance deficits Dementia [Define ataxic dysarthria]

Output: Name one of two degenerative disorders that occur in middle age and causes progressive cerebellar ataxia.


Input: Low grade astrocytomas [Define ataxic dysarthria]

Output: Which type of cerebellar tumor occurs especially in children?


Input: 1. Slow and controlled respiration 2. Speaking immediately on exhalation 3. stopping phonation early to avoid shallow breathing 4. Using optimal breath group [Define ataxic dysarthria]

Output: Describe a treatment for controlling airflow.


Input: Prosody/rate control: 1. reciting syllables to a metronome 2. Finger or hand tapping 3. Cued reading material. [Define ataxic dysarthria]

Output: Describe a treatment for rate control.


Input: market in which tere are a large number of sellers and buyers of a factor production, such as labor or raw materials. [factor markets]

Output: competitive factor market

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com


Input: demand for an input that depends on, and is derived from, both the firm's level of output and the cost of inputs. (e.g. the demand of the Microsoft corporation for computer programmers is a derived demand that depends not only on the current salaries of programmers, but also on how much software Microsoft expectss to sell) [factor markets]

Output: derived demand

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com


Input: additional revenue resulting from the sale of output created by the use of one additional unit of an input [factor markets]

Output: marginal revenue product

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com


Input: supply curve representing the price per unit that a firm pays for a good [factor markets]

Output: average expenditure curve

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com


Input: curve describing the additional cost of purchasing one additional unit of a good. [factor markets]

Output: Marginal expenditure curve

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com


Input: in a perfectly competitive market, efficiency is achieved because the sum of aggregate consumer and producer surplus is maximized. [factor markets]

Output: efficiency in a perfectly competitive market

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com


Input: For a factor market, economic rent is the difference betweent he payments made to a factor of production and the minimum amount that must be spent to obtain the use of that factor. In a labor market, rent is measured by the area below the wage level and above the marginal expenditure curve. [factor markets]

Output: economic rent for a factor market

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com


Input: production is increased to the point at which marginal revenue is equal to marginal cost. [factor markets]

Output: profit maximizing output condition

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com


Input: -The controls functions, operations, and safeties - The function and operation of stabilizing power. - Limitations of the apparatus - Proper spotting angles - Maximum load limits - Safe operating practices

Output: What must a driver/operator understand and be able to use on their aerial apparatus?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: - elevating - rotating - extending - Lowering the device to its objectives

Output: Raising the aerial device consists of a series of motions that include what?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: - The situation is critical - The operator is qualified to operate the apparatus in that manner - Your apparatus is equipped with a system that is designed for multi-use operations

Output: When operating and aerial device one motion is recommended at a time unless what?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: -Place the aparatus in proper position - Apply all parking brakes - Place apparatus transmission into the proper gear and operate the PTO - Fully deploy stabilizers - Switch selector valve from the stabilizer position to aerial device.

Output: What tasks should the driver operator complete before deploying the aerial device?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: Large amounts of dynamic stress placed upon the aerial device when the motion is halted.

Output: Why should full-speed operation of the aerial be minimized, regardless of the skill of the operator?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: -The PTO s engaged - The stabilizers are fully deployed - The selector valve is switched from the stabilizers to the aerial device.

Output: On most aerial apparatus the hold-down locks release automatically when what happens?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: 4-6 inches

Output: In accordance with aerial device manufacturers recommendations, the aerial device should be positioned approximately _-_inches above the surface of the target.

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: Overloading or over-extension of the ladder at low angles of elevation.

Output: Most aerial ladder failures or apparatus overturning accidents involve a combination of what?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: So that if one pumper loses water, there is not an immediate loss of water to the aerial master stream reducing the chance of damage created by the sudden shut off of water.

Output: Why do some departments supply aerial master stream appliances from two different pumpers?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: - Optimum positioning - Proper stabilization of the apparatus - Knowing load restrictions for the given grade

Output: What are the keys to operating on a grade?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: 35-40 mph

Output: Though limitations will vary among manufacturers, most allow full operation in winds up to how fast?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: 75ft or more

Output: Manufacturers of several older light duty ladders recommend the use of guy ropes when it is necessary to extend the ladder to how many feet or more?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: Shock load (dynamic load)

Output: Loads that involve motion. The include the forces arising from wind, moving vehicles, earthquakes, vibration, falling objects, as well as the addition of a moving load force to an aerial device or structure.

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: - discoloration - disfiguration - deformed weld - improper mechanical response of any working portion of the aerial device

Output: Heat damage to the aerial device may or may not be visible. What are obvious signs of damage?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: - Leaking fuel - Leaking hydraulic fluid - Leaking coolant - Leaking motor oil - Overheating of any component - Unusual noises of vibrations - Odor of burning fluids - Drifting of aerial device when raised - Overloading of electric system - Gauges indicating abnormality

Output: The driver/operator must be continually on the lookout for what signs off mechanical trouble or impending failure?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: At least once a week or at the beginning of every work cycle

Output: How often should a driver/operator practice with their aerila apparatus?

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

Regular practice, classroom study, and organized drills with the aerial appratus shoul include what?


Input: [affirmative action] civil rights

Output: the rights of all citizens to legal, social, and economic equality

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] poll taxes

Output: fees required for casting a ballot

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] literacy tests

Output: a requirement that citizens demonstrate their fitness to vote by passing a reading or comprehension test

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] grandfather clause

Output: a clause that exempted people whose ancestors were entitled to vote in 1886 from the literacy test

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] separate but equal

Output: accommodations for blacks and whites in public facilities such as public transportation

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] Plessy vs. Ferguson

Output: ruled that separate public facilities for people of different races satisfied the Fourteenth Amendment's equal protection clause, provided they were "equal"

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] Brown vs. Board of Education

Output: one of the most important civil rights decisions; Supreme Court overturned the separate but equal (facilities) are unequal

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] civil disobedience

Output: deliberately disobeying laws viewed as morally repugnant

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] passive resistance

Output: a technique of civil disobedience where individuals peacefully submit to arrest for refusing to obey laws they consider immoral

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] Civil Rights Act of 1964

Output: a landmark law that outlawed racial segregation in schools and public places, and barred discrimination in employment based on sex

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] Jim Crow Laws

Output: used mainly by southern states to establish racial segregation in all public facilities and to disenfranchise African Americans by requiring them to pass prerequisites to voting

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] Voting Rights Act of 1965

Output: authorized the federal government to ensure that eligible voters were not denied access to the ballot

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] de jure discrimination

Output: discrimination by law

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] de facto discrimination

Output: by fact discrimination

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] genocide

Output: the deliberate destruction of a population

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] suffrage

Output: the right to vote

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: [affirmative action] Americans with Disabilities Act

Output: which specifically extended to disabled citizens the civil right and protections that were the cornerstone of the 1964 Civil Rights Act

Political Science Chapter 5 Flashcards - Cram.com

governmental actions designed to help minorities overcome the effects of past discrimination and compete on an equal basis with the majority


Input: Give two theories of autoregulation. [Local Control]

Output: Myogenic theory and metabolic theory

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: What theory? Autoregulation is an intrinsic property of a blood vessel. When the vessel is stretched by pressure it tends to contract and compensate for the increased pressure. [Local Control]

Output: Myogenic theory

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: What theory? There are vasodilator metabolites produced by the tissue that regulate vascular resistance to assure blood flow is adequate for metabolic demand. [Local Control]

Output: Metabolic theory

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: What are the two hypotheses of the myogenic theory? [Local Control]

Output: Ionic hypothesis and endothelium hypothesis

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: What does the ionic hypothesis of the Myogenic theory of autoregulation state? [Local Control]

Output: Stretch on a vessel alters ion channels changing the flux across the membrane and ultimately calcium flux to constrict when the pressure is high and dilate when the pressure is low.

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: What does the endothelium hypothesis of the myogenic theory of autoregulation state? [Local Control]

Output: Endothelium senss changes in pressure or wall stress and releases substances to elicit the appropriate response (both dilator and constrictor substances)

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: Define: An organ or tissue's ability to maintain constant blood flow in the face of a change in perfusion pressure. [Local Control]

Output: Autoregulation (of blood flow)

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: What are the two assumptions inherent in the definition of autoregulation? [Local Control]

Output: 1. metabolic demand is constant 2. No neural influence occurs

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: Define: Higher blood flow is seen when the functional activity (metabolic work) of a tissue or organ is increased. [Local Control]

Output: Active hyperemia (or functional hyperemia or increased blood flow)

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: What assumption is required per the definition of active hyperemi (blood flow increase when metabolic work increase)? [Local Control]

Output: Blood pressure is constant

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: Define: Blood flow increases after a period of blood flow restriction to "pay back" the Oxygen deficit. [Local Control]

Output: Reactive hyperemia

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: List six major vasoactive metabolites (vasodilator). [Local Control]

Output: Adenosine, Oxygen (lack of causes vasodilation), Potassium (Initially, inhibits smooth muscle contraction), Hydrogen ion, Carbon Dioxide, Osmolarity (increased osmolarity can cause limited dilation in some tissues.

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: How negative feedback works to facilitate local blood control in terms of metabolites? [Local Control]

Output: The presence of metabolites increases vasodilation; and vasodilation increases blood flow to the tissues which washes out the metabolites.

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com


Input: [2] cousin [1]

Output: child of one's uncle or aunt

Paul Goes to the Ball Flashcards - Cram.com


Input: [2] able [1]

Output: to have power to do something

Paul Goes to the Ball Flashcards - Cram.com


Input: [2] early [1]

Output: near the beginning; before the usual time

Paul Goes to the Ball Flashcards - Cram.com


Input: [2] own [1]

Output: belonging to you

Paul Goes to the Ball Flashcards - Cram.com


Input: [2] story [1]

Output: words put together that tell about people and places and what happens to them

Paul Goes to the Ball Flashcards - Cram.com


Input: [2] thought [1]

Output: believed

Paul Goes to the Ball Flashcards - Cram.com


Input: [Define ataxic dysarthria] Describe the role of the cerebellum in motor control.

Output: Coordination of respiration and speech.

A motor speech disorder resulting from damage to the cerebellar system and its pathways. This disorder is characterized by errors in timing, stress, and articulation, harsh vocal quality, and monotonous pitch and volume.


Input: [Define ataxic dysarthria] Which etiology distorts and stretches the cerebellar?

Output: Cerebellar damage occurs when the cerebellum has been distorted and stretched by the FORCE OF HEAD TRAUMA.

A motor speech disorder resulting from damage to the cerebellar system and its pathways. This disorder is characterized by errors in timing, stress, and articulation, harsh vocal quality, and monotonous pitch and volume.


Input: [Define ataxic dysarthria] Name three toxic conditions that can cause ataxic dysarthria

Output: Lead or Mercury Poisoning Chronic and/or Acute Alcohol poisoning Exposure to cyanide

A motor speech disorder resulting from damage to the cerebellar system and its pathways. This disorder is characterized by errors in timing, stress, and articulation, harsh vocal quality, and monotonous pitch and volume.


Input: [Define ataxic dysarthria] Name three metabolic conditions that can cause ataxic dysarthria.

Output: Prolonged vitamin E or B12 deficiency Wilson's disease: Accumulation of Copper Severe cases of hyperthyroidism

A motor speech disorder resulting from damage to the cerebellar system and its pathways. This disorder is characterized by errors in timing, stress, and articulation, harsh vocal quality, and monotonous pitch and volume.


Input: [Define ataxic dysarthria] Name one of two degenerative disorders that occur in middle age and causes progressive cerebellar ataxia.

Output: Autosomal dominant cerebellar ataxia of late-onset: Progressive, cerebellar ataxia Retinal degeneration Sensorinueral deafness Balance deficits Dementia

A motor speech disorder resulting from damage to the cerebellar system and its pathways. This disorder is characterized by errors in timing, stress, and articulation, harsh vocal quality, and monotonous pitch and volume.


Input: [Define ataxic dysarthria] Which type of cerebellar tumor occurs especially in children?

Output: Low grade astrocytomas

A motor speech disorder resulting from damage to the cerebellar system and its pathways. This disorder is characterized by errors in timing, stress, and articulation, harsh vocal quality, and monotonous pitch and volume.


Input: [Define ataxic dysarthria] Describe a treatment for controlling airflow.

Output: 1. Slow and controlled respiration 2. Speaking immediately on exhalation 3. stopping phonation early to avoid shallow breathing 4. Using optimal breath group

A motor speech disorder resulting from damage to the cerebellar system and its pathways. This disorder is characterized by errors in timing, stress, and articulation, harsh vocal quality, and monotonous pitch and volume.


Input: [Define ataxic dysarthria] Describe a treatment for rate control.

Output: Prosody/rate control: 1. reciting syllables to a metronome 2. Finger or hand tapping 3. Cued reading material.

A motor speech disorder resulting from damage to the cerebellar system and its pathways. This disorder is characterized by errors in timing, stress, and articulation, harsh vocal quality, and monotonous pitch and volume.


Input: [Air Pressure] Atmosphere

Output: the layer of gases which surround the Earth

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Density

Output: how much matter is inside a given space.

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Troposphere

Output: the layer of our atmosphere closest to the surface of the Earth; where weather occurs & where we live

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Stratosphere

Output: the second layer of our atmosphere; where ozone is located

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Mesosphere

Output: – the third layer of our atmosphere

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Thermosphere

Output: – the outer layer of our atmoshere; coldest layer

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Altitude

Output: height of an object above Earth’s surface

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Elevation

Output: height of an object above sea level

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Ozone

Output: a gas which blocks most of the radiation from the sun; found in the stratosphere

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Weight

Output: how strongly gravity pulls on an object

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Wind

Output: air movement from an area of high pressure to low pressure

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Microscope

Output: a tool used to view objects that are too small to be seen with the naked eye

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Air Pressure] Organism

Output: any living thing

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [1] child of one's uncle or aunt [2]

Output: cousin

Paul Goes to the Ball Flashcards - Cram.com


Input: [1] to have power to do something [2]

Output: able

Paul Goes to the Ball Flashcards - Cram.com


Input: [1] near the beginning; before the usual time [2]

Output: early

Paul Goes to the Ball Flashcards - Cram.com


Input: [1] belonging to you [2]

Output: own

Paul Goes to the Ball Flashcards - Cram.com


Input: [1] words put together that tell about people and places and what happens to them [2]

Output: story

Paul Goes to the Ball Flashcards - Cram.com


Input: [1] believed [2]

Output: thought

Paul Goes to the Ball Flashcards - Cram.com


Input: [Within Subjects Design] Testing same group in which the group experiences all conditions including the control group.

Output: Repeated Measure Design

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] -Lower number of subjects meaning easier to test on vulnerable populations and rare conditions -More efficient -Higher sensitivity

Output: Why use Repeated Measure over Independent Group?

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] -Ability to detect effect -Ideally: participants respond similarly to manipulation -Realistically: Error Variance (variance in both subject and procedure)

Output: Sensitivity

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] Increases, Decreases

Output: As sensitivity ________ Variance ________

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] -Could be an outlier in the group -Goal is to obtain generalizable results

Output: Why run more than one participant in Repeated Measures?

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] -Repeated Measures has a control condition that surveys do not -Longitudinal surveys desire to see change over time

Output: Longitudinal Survey vs Repeated Measures

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] Practice Effect: the more times a subject is told to take the measures results may change Interference Effect: Cognitive fatigue / boredom Carry-Over Effect: Analysis of first stimuli may effect how one analyzes the second or following tests Order Effect: what is presented first may change the results of the next (Dating and Quality of life study) An increased likelihood participants may catch on to the hypothesis

Output: Validity and Repeated Measures

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] Vary the order in which participants complete each condition

Output: Counter Balancing

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] Complete: All participants encounter all the conditions multiple times Incomplete: Participants experience each condition once

Output: Complete vs Incomplete Design

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] Block Randomization: used to order conditions for participants where size of block is equal to number of conditions. Reduces practice effect

Output: Complete Design Counter Balance

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] Present conditions in one sequence (A->B) then present in opposite sequence (B->A) in order to see if practice effect is linear. MAY CREATE ANTICIPATION EFFECT

Output: ABBA Counter Balancing

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] Selected Orders: use SOME of the practical orders Latin Square:Each condition appears at ordinal position only once (constructed by taking # of conditions and using number as rows and columns)

Output: Incomplete Design Counter Balance

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [Within Subjects Design] 2 conditions: use paired sample t test 2+ conditions: One way repeated measures ANOVA

Output: Data Analysis of Repeated Measures

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [1] Abdomen [2]

Output: - The region of the body that conatinsmuch of the diegestive tract and sometimes part of the reproductive system; in insects, the region behind the thorax

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Albumen [2]

Output: - Protein rich portion of the amniotes egg - When broken down creates large amount of metabolic water - Nutrient and water supply for embryo

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Allantois [2]

Output: - The place for waste products from the embryo inside the egg - Nitrogenous wastes: urea, uric acid

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Amnion [2]

Output: - Fluid filled sack inside the amniote egg - Where the embryo is located

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Amniotes [2]

Output: - Amniote egg, which allows them to lay eggs on land instead of returning to the marine environment - Embryo develops in fluid filled sack the amnion

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Amphibia [2]

Output: - Anura, Urodela, Gynophonia - Skin is the major site of gas exchange, most have moist skin restricting them to aquatic or humid terrestrial habitats - Many include larval and adult life stages

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Antheridia [2]

Output: - Gametangia that sperm is formed in

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Arbuscular mycorrhizal fungi [2]

Output: - Fungi with symbiotic associations with plant roots - Colonize the roots of plants and proliferate in the soil around the plants, hyphae penetrate through cell walls and branch repeatedly to form arbuscles (little trees) - Fungus obtains sugars from the plant and in return provides the plant with a steady suppy of dissolved minerals that it has obtained from the surrounding soil - Leaven bread and produce ethanol in alcoholic beverages - Form mycorrhizas in lichens

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Archegonium [2]

Output: - Gametangia that bryophyte eggs are formed in - Flask shaped structure that shelters eggs

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Ascocarp [2]

Output: - A reproductive body of an ascomycota that contains asci

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Ascomycota [2]

Output: - Hyphal body type fungi - Sexual spores produced in sacs called asci - Very numerous more than 30 000 identified species - Have a dikaryotic life cycle

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Ascus [2]

Output: - Saclike structures in which spores are formed in sexual reproduction, gives the name to the phylum Ascomycota - Often enclosed in a fruiting body

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Background extinction [2]

Output: - One of two types of extinctions that occur, the type of extinction where most types of extinctions occur - Based on a rate of extinction for species for most species the average is about 10 million years

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Basidium [2]

Output: - Basidium is a small club shaped structure in which sexual spores of the basidiomycetes arise

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Basidyomycota [2]

Output: - 24 000 species of fungi in this phylum, common name is club fungi - Hyphal body type - Sexual spores form in basidia of a prominent fruiting body e.g. mushrooms - Some degrade woody plant debris, some of the same species are carnivorous - Form mycorrhizas with roots of forest trees - Some produce very deadly toxins - Can be dikaryotic

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Carboniferous period [2]

Output: - Dominated by large vascular seedless plants which were abundant in lignin - Buried remains of these plants became compressed and fossilized forming much of the worlds coal reserves

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Chorion [2]

Output: - In an amniote egg, an extraembyronic membrane that surrounds the embryo and yolk sac completely and exchanges oxygen and carbon dioxide with the environment; becomes part of the placenta in mammals.

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Clitellum [2]

Output: - Used in annelid reproduction - Modification of a section of body wall consisting of glandular thickening near the gonopores - During copulation secretes mucus that keeps worms paired while sperm are being exchanged - Secretes a viscid sac in which the eggs are deposited

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Coal forests [2]

Output: - Name used for large wetland carboniferous and Permian forests that later accumulated large deposits of peat and later changed into coal

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Complete metamorphosis [2]

Output: - Most insects undergo this type of metamorphosis the larva that hatches from the egg differs greatly from the adult - Larva and adults occupy different habitats and consume different food - Larvae are often worm shaped with chewing mouthparts - Larvae will grow and moult several times before transforming into the sexually mature morphology

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Cuticle [2]

Output: - An outer waxy layer that prevents water loss from plant tissues - Or the exoskeleton of insects that give strength stability and waterproofing

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Dikaryotic [2]

Output: - The life stage in certain fungi in which a cell contains two genetically distinct haploid nuclei

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Ectomycorrhiyzal fungi [2]

Output: - A mycorrhiza that grows between and around the young roots of trees and shrubs but does not enter the root cells

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Epicuticle [2]

Output: - Water proofing portion of the insect exoskeleton - Made out of waxes (lipids) - Lack insect

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Exoskeleton [2]

Output: - A hard external covering of an animal’s body that blocks the passage of water and provides support and protection - Made from a epi and procuticle - Chitin and glycoproteins form procuticle and waxes form epicuticle

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Flood basalts [2]

Output: - When continental plates drift over mantle plumes and the earth melts and basalt lava floods out - E.g. Iceland lava flows out of the mantle and floods across the ocean floor or on land - Lava floods can be the size of continents and result in dust and debris that enter the atmosphere and cloud the sun - Causes a loss in primary productivity and an increase in carbon dioxide and sulphur dioxide

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Gametophyte [2]

Output: - An individual of the haploid generation produced when a spore germinates and grows directly by mitotic divisions in organisms that undergo alternation of generations.

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Gas hydrates [2]

Output: - Methane gas that is solidified due to water pressure and temperature return to a gas state and are released into the atmosphere - Decreased pressure or falling ocean levels or increased water temperature could cause this release of methane - Causes mass extinction

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Gymnosperm [2]

Output: - A seed plant that produces naked seeds not enclosed in an ovary (fruit) - First seen in the Devonian period

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Head [2]

Output: - Anterior most part of the body containing the brain, sensory structures, and feeding aparatus

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Hermaphrodite [2]

Output: - Organism that contains the mechanism in which both mature egg-producing and mature sperm-producing tissue are present in the same individual.

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Heterosporous [2]

Output: - Organisms that produce two types of spores - Male microspores and female megaspores

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Homosporous [2]

Output: - Producing only one type of spore

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Hydrostatic skeleton [2]

Output: - A structure consisting of muscles and fluid that, by themselves, provide support for the animal or part of the animal; no rigid support, such as a bone, is involved.

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Hyphae [2]

Output: - The threadlike filaments that form the mycelium of a fungus - These fine filaments spread through whatever substrate the fungus is growing in forming a network (mycelium) - Tubes of cytoplasm surrounded by cell walls of chitin - Grow and exert mechanical force which allows them to push through their substrate, release enzymes and absorb nutrients as they go

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Karyogamy [2]

Output: - Nuclear fusion of recently combined haploid cells that are sexually compatible

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Larva [2]

Output: - A sexually immature stage in the life cycle of many animals that is morphologically distinct from the adult

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Lichen [2]

Output: - A compound organism formed by an association between a fungus (ascomycete or basidiomycete called a mycobiont) and a green alga or cyanobacterium (photobiont). - Secrete acids that eat away at rock breaking it down and converting it to soil - 13500 different speices many reproduce asexually by fragmentations called soredia

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Lignin [2]

Output: - A tough intert polymer that strengthens the secondary walls of various plant cells and thus helps vascular plants grow taller and stay erect on land

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [1] Lignase [2]

Output: - Enzyme produced by some bacidiomycetes fungi to decompose woody plant debris

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [ultraviolet catastrophe] To avoid the ultraviolet catastrophe, Planck proposed that the electromagnetic field could take up energy only in discrete amounts.

Output: To avoid the ultraviolet catastrophe, Planck proposed that _______.

Physical Chemistry (Group 3) Flashcards - Cram.com

The classical approach to the description of black-body radiation results in the _________


Input: [ultraviolet catastrophe] The thermal properties of solids, specifically their heat capacities, also provide evidence that the vibrations of atoms can take up energy only in discrete amounts.

Output: The thermal properties of solids, specifically their heat capacities, also provide evidence that the vibrations of atoms ________.

Physical Chemistry (Group 3) Flashcards - Cram.com

The classical approach to the description of black-body radiation results in the _________


Input: [ultraviolet catastrophe] True

Output: True or False: Atomic and molecular spectra show that atoms and molecules can take up energy only in discrete amounts.

Physical Chemistry (Group 3) Flashcards - Cram.com

The classical approach to the description of black-body radiation results in the _________


Input: [ultraviolet catastrophe] False: Atomic and molecular spectra show that atoms and molecules can take up energy only in discrete amounts.

Output: True or False: Atomic and molecular spectra show that atoms take up energy in discrete amounts, but molecules do not.

Physical Chemistry (Group 3) Flashcards - Cram.com

The classical approach to the description of black-body radiation results in the _________


Input: [ultraviolet catastrophe] photoelectric effect

Output: The __________ establishes the view that electromagnetic radiation, regarded in classical physics as wave-like, consists of particles called photons.

Physical Chemistry (Group 3) Flashcards - Cram.com

The classical approach to the description of black-body radiation results in the _________


Input: [ultraviolet catastrophe] The photoelectric effect establishes the view that electromagnetic radiation, regarded in classical physics as wave-like, consists of particles called photons.

Output: What are the implications of the photoelectric effect?

Physical Chemistry (Group 3) Flashcards - Cram.com

The classical approach to the description of black-body radiation results in the _________


Input: [ultraviolet catastrophe] diffraction of electrons

Output: The __________ establishes the view that electrons, regarded in classical physics as particles, are wave-like with a wavelength given by the de Broglie relation.

Physical Chemistry (Group 3) Flashcards - Cram.com

The classical approach to the description of black-body radiation results in the _________


Input: [ultraviolet catastrophe] de Broglie relation

Output: The diffraction of electrons establishes the view that electrons, regarded in classical physics as particles, are wave-like with a wavelength given by the ____________.

Physical Chemistry (Group 3) Flashcards - Cram.com

The classical approach to the description of black-body radiation results in the _________


Input: [factor markets] competitive factor market

Output: market in which tere are a large number of sellers and buyers of a factor production, such as labor or raw materials.

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com

markets for labor, raw materials, and other inputs to production


Input: [factor markets] derived demand

Output: demand for an input that depends on, and is derived from, both the firm's level of output and the cost of inputs. (e.g. the demand of the Microsoft corporation for computer programmers is a derived demand that depends not only on the current salaries of programmers, but also on how much software Microsoft expectss to sell)

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com

markets for labor, raw materials, and other inputs to production


Input: [factor markets] marginal revenue product

Output: additional revenue resulting from the sale of output created by the use of one additional unit of an input

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com

markets for labor, raw materials, and other inputs to production


Input: [factor markets] average expenditure curve

Output: supply curve representing the price per unit that a firm pays for a good

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com

markets for labor, raw materials, and other inputs to production


Input: [factor markets] Marginal expenditure curve

Output: curve describing the additional cost of purchasing one additional unit of a good.

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com

markets for labor, raw materials, and other inputs to production


Input: [factor markets] efficiency in a perfectly competitive market

Output: in a perfectly competitive market, efficiency is achieved because the sum of aggregate consumer and producer surplus is maximized.

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com

markets for labor, raw materials, and other inputs to production


Input: [factor markets] economic rent for a factor market

Output: For a factor market, economic rent is the difference betweent he payments made to a factor of production and the minimum amount that must be spent to obtain the use of that factor. In a labor market, rent is measured by the area below the wage level and above the marginal expenditure curve.

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com

markets for labor, raw materials, and other inputs to production


Input: [factor markets] profit maximizing output condition

Output: production is increased to the point at which marginal revenue is equal to marginal cost.

Chapter 14: Markets for Factor Inputs, Microeconomics, sixth edition, Robert S. Pindyck, Daniel L. Rubinfield Flashcards - Cram.com

markets for labor, raw materials, and other inputs to production


Input: As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".

Output: I am proud of the Corps of Noncommissioned Officers and will at all times conduct myself so as to bring credit upon the Corps, the Military Service and my country regardless of the situation in which I find myself.


Input: I am proud of the Corps of Noncommissioned Officers and will at all times conduct myself so as to bring credit upon the Corps, the Military Service and my country regardless of the situation in which I find myself.

Output: I will not use my grade or position to attain pleasure, profit, or personal safety.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: I will not use my grade or position to attain pleasure, profit, or personal safety.

Output: Competence is my watchword.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: Competence is my watchword.

Output: My two basic responsibilities will always be uppermost in my mind -- accomplishment of my mission and the welfare of my soldiers.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: My two basic responsibilities will always be uppermost in my mind -- accomplishment of my mission and the welfare of my soldiers.

Output: I will strive to remain technically and tactically proficient.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: I will strive to remain technically and tactically proficient.

Output: I am aware of my role as a Noncommissioned Officer.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: I am aware of my role as a Noncommissioned Officer.

Output: I will fulfill my responsibilities inherent in that role.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: I will fulfill my responsibilities inherent in that role.

Output: All soldiers are entitled to outstanding leadership; I will provide that leadership.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: All soldiers are entitled to outstanding leadership; I will provide that leadership.

Output: I know my soldiers and I will always place their needs above my own.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: I know my soldiers and I will always place their needs above my own.

Output: I will communicate consistently with my soldiers and never leave them uninformed.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: I will communicate consistently with my soldiers and never leave them uninformed.

Output: I will be fair and impartial when recommending both rewards and punishment.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: I will be fair and impartial when recommending both rewards and punishment.

Output: Officers of my unit will have maximum time to accomplish their duties; they will not have to accomplish mine.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: Officers of my unit will have maximum time to accomplish their duties; they will not have to accomplish mine.

Output: I will earn their respect and confidence as well as that of my soldiers.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: I will earn their respect and confidence as well as that of my soldiers.

Output: I will be loyal to those with whom I serve; seniors, peers, and subordinates alike.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: I will be loyal to those with whom I serve; seniors, peers, and subordinates alike.

Output: I will exercise initiative by taking appropriate action in the absence of orders.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: I will exercise initiative by taking appropriate action in the absence of orders.

Output: I will not compromise my integrity, nor my moral courage.

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: I will not compromise my integrity, nor my moral courage.

Output: I will not forget, nor will I allow my comrades to forget that we are professionals, Noncommissioned Officers, leaders!

As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".


Input: Repeated Measure Design [Within Subjects Design]

Output: Testing same group in which the group experiences all conditions including the control group.

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: Why use Repeated Measure over Independent Group? [Within Subjects Design]

Output: -Lower number of subjects meaning easier to test on vulnerable populations and rare conditions -More efficient -Higher sensitivity

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: Sensitivity [Within Subjects Design]

Output: -Ability to detect effect -Ideally: participants respond similarly to manipulation -Realistically: Error Variance (variance in both subject and procedure)

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: As sensitivity ________ Variance ________ [Within Subjects Design]

Output: Increases, Decreases

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: Why run more than one participant in Repeated Measures? [Within Subjects Design]

Output: -Could be an outlier in the group -Goal is to obtain generalizable results

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: Longitudinal Survey vs Repeated Measures [Within Subjects Design]

Output: -Repeated Measures has a control condition that surveys do not -Longitudinal surveys desire to see change over time

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: Validity and Repeated Measures [Within Subjects Design]

Output: Practice Effect: the more times a subject is told to take the measures results may change Interference Effect: Cognitive fatigue / boredom Carry-Over Effect: Analysis of first stimuli may effect how one analyzes the second or following tests Order Effect: what is presented first may change the results of the next (Dating and Quality of life study) An increased likelihood participants may catch on to the hypothesis

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: Counter Balancing [Within Subjects Design]

Output: Vary the order in which participants complete each condition

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: Complete vs Incomplete Design [Within Subjects Design]

Output: Complete: All participants encounter all the conditions multiple times Incomplete: Participants experience each condition once

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: Complete Design Counter Balance [Within Subjects Design]

Output: Block Randomization: used to order conditions for participants where size of block is equal to number of conditions. Reduces practice effect

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: ABBA Counter Balancing [Within Subjects Design]

Output: Present conditions in one sequence (A->B) then present in opposite sequence (B->A) in order to see if practice effect is linear. MAY CREATE ANTICIPATION EFFECT

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: Incomplete Design Counter Balance [Within Subjects Design]

Output: Selected Orders: use SOME of the practical orders Latin Square:Each condition appears at ordinal position only once (constructed by taking # of conditions and using number as rows and columns)

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: Data Analysis of Repeated Measures [Within Subjects Design]

Output: 2 conditions: use paired sample t test 2+ conditions: One way repeated measures ANOVA

Research Methods II: Repeated Measures Designs Flashcards - Cram.com


Input: [electromagnetic energy?] electromagnetic spectrum?

Output: a range of wavelengths, from radio waves to gamma rays.

Energy Beyond Visible light Flashcards - Cram.com

-forms of energy -(i.e- X rays and Radio waves) -all travel at fast speeds


Input: [electromagnetic energy?] Radio Astronomy?

Output: the study of radio waves from space -are recieved from dark places in the sky that seem empty

Energy Beyond Visible light Flashcards - Cram.com

-forms of energy -(i.e- X rays and Radio waves) -all travel at fast speeds


Input: [electromagnetic energy?] Interferometry

Output: to improve the radio images

Energy Beyond Visible light Flashcards - Cram.com

-forms of energy -(i.e- X rays and Radio waves) -all travel at fast speeds


Input: [electromagnetic energy?] Baseline

Output: the distance two radio telescopes. The reater the baseline the greater the accuracy

Energy Beyond Visible light Flashcards - Cram.com

-forms of energy -(i.e- X rays and Radio waves) -all travel at fast speeds


Input: [electromagnetic energy?] Radio telescope arrays

Output: radio telescopes arranged in groups -reasoning:because when a group of them works as one it produces a stronger image

Energy Beyond Visible light Flashcards - Cram.com

-forms of energy -(i.e- X rays and Radio waves) -all travel at fast speeds


Input: [electromagnetic energy?] Why are there no ultraviolet, X-ray, or gamma ray on earth's surface?

Output: because mos infrared wavelengths are absorbed by the Earth's atmosphere

Energy Beyond Visible light Flashcards - Cram.com

-forms of energy -(i.e- X rays and Radio waves) -all travel at fast speeds


Input: [electromagnetic energy?] What does IRAS stand for?

Output: -Infrared Astrononmy Satillite -was used to detect unknown galaxies

Energy Beyond Visible light Flashcards - Cram.com

-forms of energy -(i.e- X rays and Radio waves) -all travel at fast speeds


Input: [Local Control] Myogenic theory and metabolic theory

Output: Give two theories of autoregulation.

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] Myogenic theory

Output: What theory? Autoregulation is an intrinsic property of a blood vessel. When the vessel is stretched by pressure it tends to contract and compensate for the increased pressure.

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] Metabolic theory

Output: What theory? There are vasodilator metabolites produced by the tissue that regulate vascular resistance to assure blood flow is adequate for metabolic demand.

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] Ionic hypothesis and endothelium hypothesis

Output: What are the two hypotheses of the myogenic theory?

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] Stretch on a vessel alters ion channels changing the flux across the membrane and ultimately calcium flux to constrict when the pressure is high and dilate when the pressure is low.

Output: What does the ionic hypothesis of the Myogenic theory of autoregulation state?

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] Endothelium senss changes in pressure or wall stress and releases substances to elicit the appropriate response (both dilator and constrictor substances)

Output: What does the endothelium hypothesis of the myogenic theory of autoregulation state?

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] Autoregulation (of blood flow)

Output: Define: An organ or tissue's ability to maintain constant blood flow in the face of a change in perfusion pressure.

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] 1. metabolic demand is constant 2. No neural influence occurs

Output: What are the two assumptions inherent in the definition of autoregulation?

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] Active hyperemia (or functional hyperemia or increased blood flow)

Output: Define: Higher blood flow is seen when the functional activity (metabolic work) of a tissue or organ is increased.

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] Blood pressure is constant

Output: What assumption is required per the definition of active hyperemi (blood flow increase when metabolic work increase)?

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] Reactive hyperemia

Output: Define: Blood flow increases after a period of blood flow restriction to "pay back" the Oxygen deficit.

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] Adenosine, Oxygen (lack of causes vasodilation), Potassium (Initially, inhibits smooth muscle contraction), Hydrogen ion, Carbon Dioxide, Osmolarity (increased osmolarity can cause limited dilation in some tissues.

Output: List six major vasoactive metabolites (vasodilator).

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: [Local Control] The presence of metabolites increases vasodilation; and vasodilation increases blood flow to the tissues which washes out the metabolites.

Output: How negative feedback works to facilitate local blood control in terms of metabolites?

SFOS Test II 23 Local Control of Blood Flow Flashcards - Cram.com

Define: Property of a tissue to modulate is own blood flow independent of neural influences.


Input: nicotine, alcohol, benzo, phenylcyclidine, ketamine

Output: what drugs bind to ionotropic receptors and ion channels

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: cocaine, amphetamines, ecstasy

Output: drugs that bind to transporters of biogenic amines

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: inhibits NMDA channel opening and enhances GABA

Output: what is the MOA of acute alcohol intoxication

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: increases NMDA receptor and decrease GABA

Output: what is the MOA of chronic alcohol

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: reduced alcohol and opiate cravings and relapse

Output: what is the purpose of using Naltrexone

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: intoxication, hallucination or delusions, poor impulse control due to neuro psych, character pathology chaotic ER

Output: what are five factors that precipitate violence

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: Benzo (lorazepam), typical antipsychotic (haloperidol, thorazine -aka chlorpromazine), atypical antipsychotic (ziprazidone, olanzapine)

Output: what are the drugs of choice for tx violent behavior in the ER

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: 24-30 depressed without dementia 20-24 cognitive impairment <20 dementia, delerium, schizo, MR, affective disorders

Output: what are the different scores on a MMSE and what do they mean

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: serotonin syndrome

Output: what dz causes: hyperthermia, hyperreflexia, hypOtension, diaphoresis, confusion, and tremor can lead to DIC or CV collapse

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: lethal catatonia

Output: what dz is this: fever. hypotension, diaphoresis, and death ..all secondary to psychotic process

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: fluids, electrolytes, nutrition, antipsychotic ( lorazepam)

Output: what is the treatment for lethal catatonia

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: htn crisis

Output: what does MAOI and tyramine interaction cause

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: 1. Nifedipine, 2. phenolamine 3. chlorpromazine

Output: what is the treatment for MAOI and tyramine interaction

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: level 1: not actively dangerous level2: suicide precautions, assault precautions level three: requires seclusion or restraint, in danger of hurting others or self

Output: what are the levels of triage for potentially dangerous patients

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: point prevalence

Output: __ ___ is the numer of ppl with illness at a specific point in time / total pop

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: reliability

Output: ____: quality f the measurements precision. Can be reproduced

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: validity

Output: in studies of ____ sensitivity is a measure of the number of true cases


Input: numerator data

Output: __ ___: number of events or conditions of interest

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: denominator data

Output: __ __: number of ppl in pop of interest at risk of having an event

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: incidence and prevalence

Output: what two factors represent frequency:

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: prevalence= incidence X duration

Output: what determines the burden of disease

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: rate

Output: ___: the number of events in a defined time period divided by the avg pop at risk


Input: outbreak is localized and epidemic doesn't follow usual rate- it is in a widespread area

Output: outbreak vs epidemic

biostats, more drugs, emergency psych Flashcards - Cram.com

what drugs bind to g protein coupled receptors


Input: combine cross-sectional and longitudinal studies [Cross-Sectional study]

Output: Sequential cohort studies

developmental psych Flashcards - Cram.com


Input: Ran mice in maze and divided into groups “maze bright” and “maze dim” utilized selective breeding to breed maze bright and maze dim mice. Proved that learning ability had genetic component [Cross-Sectional study]

Output: R. C. Tyrone maze study

developmental psych Flashcards - Cram.com


Input: compared a group of children with high iq’s with groups of children typical of the general pop *first large-scale longitudinal study that followed the development fo the group over time [Cross-Sectional study]

Output: Lewis Terman’s study

developmental psych Flashcards - Cram.com


Input: adaptation occurs through assimilation and accomidation [Cross-Sectional study]

Output: Adaptation Piaget

developmental psych Flashcards - Cram.com


Input: the process of interpreting new information in terms of existing schemata [Cross-Sectional study]

Output: Assimilation

developmental psych Flashcards - Cram.com


Input: new information doesn’t fit into existing schemata. The process of modifying existing schemata to adapt to this new information [Cross-Sectional study]

Output: Accomodation

developmental psych Flashcards - Cram.com


Input: sensorimotor, preoperational, concrete operational, and formal [Cross-Sectional study]

Output: Piaget’s stages of cognitive development

developmental psych Flashcards - Cram.com


Input: first stage of piaget’s cognitive development lasts from birth to age 2 child forms primary and secondary circular reactions and object permanence [Cross-Sectional study]

Output: Sensorimotor stage

developmental psych Flashcards - Cram.com


Input: developed in sensorimotor stage infant begins to coordinate separate aspects of movement. This is the advent of goal oriented bx. i.e. When child is hungry will suck on things indiscriminately [Cross-Sectional study]

Output: primary circular reaction

developmental psych Flashcards - Cram.com


Input: Phase in piaget's cognitive development theory. During this substage, the child becomes more focused on the world and begins to intentionally repeat an action in order to trigger a response in the environment. For example, a child will purposefully pick up a toy in order to put it in his or her mouth. [Cross-Sectional study]

Output: secondary circular reaction

developmental psych Flashcards - Cram.com


Input: occurs when the child realizes that objects continue to exist even though the child cannot perceive their existence. [Cross-Sectional study]

Output: Object permanence

developmental psych Flashcards - Cram.com


Input: second stage of piaget. 2-7 Marks beginning of representational thought. centration and egocentrism exist in this phase [Cross-Sectional study]

Output: preoperational stage

developmental psych Flashcards - Cram.com


Input: held in preoperational stage tendency to be able to focus on only one aspect of a phenomenon. Cannot understand principle of conservation [Cross-Sectional study]

Output: centration

developmental psych Flashcards - Cram.com


Input: notion that physical properties of matter do not change simply because the appearance of the matter changes. Demonstrated this concept by showing that children could not identify that two beakers were equal in the amount of water they held if they were different in shape. [Cross-Sectional study]

Output: principle of conservation

developmental psych Flashcards - Cram.com


Input: inability to understand that relationships are reciprocal and cannot take the perspective of another person [Cross-Sectional study]

Output: egocentrism

developmental psych Flashcards - Cram.com


Input: 7-11 children can conserve and take perspective of others into account, but are limited to working with concrete objects or information that is directly available. These children have difficulty with abstract thought. [Cross-Sectional study]

Output: concrete operational stage

developmental psych Flashcards - Cram.com


Input: begins at about twelve to and lasts into adulthood child begins to think logically about abstract ideas. Thinking “Can think like a scientist” [Cross-Sectional study]

Output: Formal operational

developmental psych Flashcards - Cram.com


Input: phonology, semantics, syntax and pragmatics. [Cross-Sectional study]

Output: Four basic components of language

developmental psych Flashcards - Cram.com


Input: sound stem of language, made up of phonemes [Cross-Sectional study]

Output: Phonology

developmental psych Flashcards - Cram.com


Input: the ability to distinguish between differences in sound that do not denote differences in meaning and those differences in sound that do denote differences in meaning [Cross-Sectional study]

Output: Categorical perception

developmental psych Flashcards - Cram.com


Input: the learning of word meanings [Cross-Sectional study]

Output: Semantics

developmental psych Flashcards - Cram.com


Input: refers to how words are put together to form sentences [Cross-Sectional study]

Output: Syntax

developmental psych Flashcards - Cram.com


Input: Chomsky A subfield of linguistics which studies the ways in which context contributes to meaning. It studies how the transmission of meaning depends not only on the linguistic knowledge (e.g. grammar, lexicon etc.) of the speaker and listener, but also on the context of the utterance, knowledge about the status of those involved, the inferred intent of the speaker, and so on. [Cross-Sectional study]

Output: Pragmatics

developmental psych Flashcards - Cram.com


Input: an important precursor to language. All children babble regardless of ability to hear [Cross-Sectional study]

Output: Babbling

developmental psych Flashcards - Cram.com


Input: The innate capacity for learning which is thought to be triggered by exposure to language Chomsky [Cross-Sectional study]

Output: Language Acquisition Device

developmental psych Flashcards - Cram.com


Input: grammatical errors that are universal and not the result of environmental influence, but instead the attempted internalization of grammatical rules. [Cross-Sectional study]

Output: errors of growth

developmental psych Flashcards - Cram.com


Input: the study of grammar by Chomsky [Cross-Sectional study]

Output: Transformational grammar

developmental psych Flashcards - Cram.com


Input: (1) Authoritarian -- children were withdrawn and unhappy (2) Permissive (affectionate, not at all strict) -- Happy but lacking in self-control (3) Authoritative (affectionate, firm but fair) -- self-reliant, assertive, happy, friendly, high-functioning kids. Help kids understand and assimilate the ethics of society. [Cross-Sectional study]

Output: Diana Baumrind and Parenting Style?

developmental psych Flashcards - Cram.com


Input: Girl who was discovered at age thirteen after being almost completely isolated. Was able to develop some language but not perfect synatax. *shows there may be a sensitive period in language development vs a critical period. [Cross-Sectional study]

Output: Genie

developmental psych Flashcards - Cram.com


Input: Based on the notion that the driving force behind humanity it sexual, and not just in having sex way, but in terms of sexual gratification. Fixation at any stage comes from parental over or under indulgence at any one stage. personality development require successfully navigating each one. % stages : oral, anal, phallic, latency, genital Oral -- birth to 18 months -- anal -- 18 months to 3 years -- Pleasure comes from the control and release of feces Phallic -- 3-6 -- Pleasure from self-stimulation of genitals. Boys develop Oedipus, girls Electra, and resolve it by identifying with the same sex parents. Latency -- adolesence -- focus on school and growing up lasts till puberty Genital: begins at puberty lasts through adulthood. If previous stages completed successfully child will become normal heterosexual. [Cross-Sectional study]

Output: Freud's personality development

developmental psych Flashcards - Cram.com


Input: birth - 18 months gratification is obtained through putting objects in mouth [Cross-Sectional study]

Output: Oral phase

developmental psych Flashcards - Cram.com


Input: one-3 years labidinal energy centered on anus. gratification obtained through elimination and retention of waste materials Fixation would lead to either sloppiness or excessive orderliness [Cross-Sectional study]

Output: Anal stage

developmental psych Flashcards - Cram.com


Input: 3-6 get through this stage by resolving oedipal complex. Male envies father's sexual relationship with mother. fears castration. sublimates guilt by identifying with father and forming sexual identity internalizing moral values. Child sublimates labidinal energy putting it into school work or collecting things [Cross-Sectional study]

Output: Phalic stage

developmental psych Flashcards - Cram.com


Input: After resolution of oedipal complex through sublimation of libido. ends in pubert [Cross-Sectional study]

Output: Latency

developmental psych Flashcards - Cram.com


Input: Begins at puberty lasts through adulthood. if prior development has proceeded correctly at this point the person should enter into health heterosexual relationships [Cross-Sectional study]

Output: Genital stage

developmental psych Flashcards - Cram.com


Input: Test devised by kholberg to test moral stages of individual. Asked about stealing medicine for sick wife if couldn't afford it. [Cross-Sectional study]

Output: Heinz Dilemma

developmental psych Flashcards - Cram.com


Input: Kholberg believed that there were three phases of moral development each consisting of two stages: Preconventional, conventional, post-conventional. [Cross-Sectional study]

Output: Kohlberg's stages of moral development?

developmental psych Flashcards - Cram.com


Input: First stages of moral development Proconventional Morality Stage 1. Obedience and Punishment Orientation: Kohlberg's stage 1 is similar to Piaget's first stage of moral thought. The child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey. To the Heinz dilemma, the child typically says that Heinz was wrong to steal the drug because "It's against the law," or "It's bad to steal," as if this were all there were to it. When asked to elaborate, the child usually responds in terms of the consequences involved, explaining that stealing is bad "because you'll get punished" Stage 2: Individualism and Exchange. At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. "Heinz," they might point out, "might think it's right to take the drug, the druggist would not." Since everything is relative, each person is free to pursue his or her individual interests. [Cross-Sectional study]

Output: First phase kohlberg

developmental psych Flashcards - Cram.com


Input: Conventional phase Stage 3 Good Interpersonal Relationships. At this stage children--who are by now usually entering their teens--see morality as more than simple deals. They believe that people should live up to the expectations of the family and community and behave in "good" ways. Good behavior means having good motives and interpersonal feelings such as love, empathy, trust, and concern for others. At stage 4, in contrast, the respondent becomes more broadly concerned with society as a whole. Now the emphasis is on obeying laws, respecting authority, and performing one's duties so that the social order is maintained. [Cross-Sectional study]

Output: Second Phase kohlberg

developmental psych Flashcards - Cram.com


Input: Postconventional Stage 5. Social Contract and Individual Rights. At stage 4, people want to keep society functioning. However, a smoothly functioning society is not necessarily a good one. A totalitarian society might be well-organized, but it is hardly the moral ideal. At stage 5, people begin to ask, "What makes for a good society?" They begin to think about society in a very theoretical way, stepping back from their own society and considering the rights and values that a society ought to uphold. They then evaluate existing societies in terms of these prior considerations. Stage 6: Universal Principles. Stage 5 respondents are working toward a conception of the good society. They suggest that we need to (a) protect certain individual rights and (b) settle disputes through democratic processes. However, democratic processes alone do not always result in outcomes that we intuitively sense are just. A majority, for example, may vote for a law that hinders a minority. Thus, Kohlberg believes that there must [Cross-Sectional study]

Output: Kohlberg's 3rd phase

developmental psych Flashcards - Cram.com


Input: Erik Erikson's theory of delvelopment. Development is a sequence of central life crises. In each of these crises there is a possible favorable outcome and a possible unfavorable outcome. Development occurred through resolution of conflicts between needs and social demands. [Cross-Sectional study]

Output: Psychosocial theory

developmental psych Flashcards - Cram.com


Input: trust vs mistrust, autonomy vs shame and doubt initiative versus guilt industry versus inferiority identity versus role confusion, intimacy versus isolation, generativity versus stagnation, Integrity versus despair [Cross-Sectional study]

Output: Phases of psychosocial theory

developmental psych Flashcards - Cram.com


Input: first phase of Psychosocial theory first year of life. if resolved successfully the child will come to trust his or her environment, if unresolved child will be suspicious of world possible throughout life [Cross-Sectional study]

Output: Trust vs Mistrust

developmental psych Flashcards - Cram.com


Input: Second phase of psychosocial theory 1-3 years Favorable outcome: feeling of will and ability to exercise choice as as well as self-restraint. Child will have sense of competence and autonomy. Unfavorable outcome: sense of doubt and lack of control. A feeling that what happens to one is a result of external forces rather than one's own volition [Cross-Sectional study]

Output: Autonomy vs shame and doubt

developmental psych Flashcards - Cram.com


Input: Third phase 3-6 years favorable outcomes: purpose, ability to initiate activity and ability to enjoy accomplishment. Neg: Child will be so overcome by fear of punishment that the child may unduly restrict himself or may overcompensate by showing off [Cross-Sectional study]

Output: Initiative Vs guilt

developmental psych Flashcards - Cram.com


Input: Fourth phase of psychosocial theory 6-12 Favorable: child will feel competent and will be able to exercise his or her abilities and intelligence in the world and affect world in way child desires. Unfavorable: Results in a sense of inadequacy a sense of inability to act in a competent manner, low self-esteem [Cross-Sectional study]

Output: Industry vs Inferiority

developmental psych Flashcards - Cram.com


Input: Fifth phase of psychosocial theory during adolescence Favorable: ability to see oneself as a unique and integrated person with sustainted loyalties Unfavorable: confusion of one's identity and a kind of amorphous personality that shifts from day to day [Cross-Sectional study]

Output: Identity vs. Role confusion

developmental psych Flashcards - Cram.com


Input: sixth phase of psychosocial theory young adulthood Favorable: ability to have intimate relationships with others. Ability to commit oneself to another person and one's own goals. Unfavorable; Avoidance of commitment kind of alienation and distancing of oneself from others and one's ideals [Cross-Sectional study]

Output: Intimacy versus isolation

developmental psych Flashcards - Cram.com


Input: seventh phase of psychosocial theory Middle age Favorable: individual capable of being productive, caring, contributing memeber of society. Unfavorable: one aquires a sense of stagnation and may become self-indulgent bored and self-centered [Cross-Sectional study]

Output: Generativity versus stagnation

developmental psych Flashcards - Cram.com


Input: Final phase of psychosocial theory Old age Favorable: acceptance that one's life has been worth while Unfavorable: Feeling that life has been worthless [Cross-Sectional study]

Output: Integrity vs despair

developmental psych Flashcards - Cram.com


Input: Baby Rhesus monkeys cloth mother versus wire mother. Cotact comfort was more essential in bond formation than physical need [Cross-Sectional study]

Output: Harry Harlow

developmental psych Flashcards - Cram.com


Input: experiment performed by mary ainsworth to explore attachment relationships of infants 1 infant allowed to explore room 2 stranger comes into room talks with mother and then plays with child 3. mother leaves child and child plays with stranger 4. Stranger leaves mother returns 5. Infant left alone 6 Mother leaves strange interacts with child 7 Stranger leaves mother interacts with child Found three types of attachment: Secure attachment Insecure/avoidance attachment Insecure/resistant attachment [Cross-Sectional study]

Output: Strange situation procedure

developmental psych Flashcards - Cram.com


Input: infants are not distress when left alone with the stranger and avoid contact with the mother upon her return [Cross-Sectional study]

Output: Insecure/ avoidant attachment

developmental psych Flashcards - Cram.com


Input: infant mildly distressed during separation from the mother but greet her postively when she returns [Cross-Sectional study]

Output: Secure attachment

developmental psych Flashcards - Cram.com


Input: distressed during the separation and are inclined to resits physical contact with the mother upon her return [Cross-Sectional study]

Output: Insecure/resistant attachment

developmental psych Flashcards - Cram.com


Input: [2] The point at which a muscle's tendon attaches to the more stationary bone [1]

Output: Origin

apologia Advanced Bio Module 6 Flashcards - Cram.com


Input: [2] The point at which a muscle's tendon attaches to the moveable bone [1]

Output: Insertion

apologia Advanced Bio Module 6 Flashcards - Cram.com


Input: [2] The largest part of the muscle, which actually contains the muscle cells [1]

Output: Belly

apologia Advanced Bio Module 6 Flashcards - Cram.com


Input: [2] The process of chewing [1]

Output: Mastication

apologia Advanced Bio Module 6 Flashcards - Cram.com


Input: [2] Muscles in the forearm which create motion in the hands [1]

Output: Extrinsic hand muscles

apologia Advanced Bio Module 6 Flashcards - Cram.com


Input: [2] Muscles within the hand which create motion in the hands [1]

Output: Intrinsic hand muscles

apologia Advanced Bio Module 6 Flashcards - Cram.com


Input: Narrow QRS complex HR above 100 coming from somewhere above the ventricles [Sinus Arrhythmia]

Output: Supraventricular Tachycardia


Input: Different areas of the atria act as pacemakers Usually seen in slow rhythms P waves change beat by beat based upon the site of the pacemaker QRS is usually normal [Sinus Arrhythmia]

Output: Wandering Atrial Pacemaker


Input: Flutter waves replace the p waves Rate is fast 300 bpm Creates a sawtooth appearance Ventricles can not respond to all atrial waves so you have a fixed conduction ration [Sinus Arrhythmia]

Output: Atrial Flutter


Input: Rapid atrial rate P waves are replaced by fibrillatory waves Atrial rate can be as high as 350 bpm Eventually the atrial depolarizations reach the ventricle Rate is variable QRS is normal Rhythm is called irregularly irregular Abnormality occurs at an irregular interval [Sinus Arrhythmia]

Output: Atrial Fibrillation


Input: Ectopic site in atria fires early Generates [Sinus Arrhythmia]

Output: Premature Atrial Contraction


Input: Originates in the Av node Shorter PR No delay for AV conduction P wave is inverted [Sinus Arrhythmia]

Output: Junctional Rhythm


Input: PR is longer than 0.2 seconds Longer than 5 small boxes Conduction delay at AV node P wave is normal QRS is normal Just delayed May be a sign of future risk of conduction delays [Sinus Arrhythmia]

Output: 1st Degree AV Block


Input: Problem with the AV node itself Progressive blocking of AV node conduction Temporary following heart damage or surgery PR gets progressively shorter with each beat until a p wave is not conducted [Sinus Arrhythmia]

Output: Wenckebach


Input: More severe type of 2nd degree block Conduction ratio defect P wave with no QRS at a fixed ratio May degenerate into complete heart block Occurs after large MI [Sinus Arrhythmia]

Output: Mobitz


Input: No electrical contact between the atria and the ventricles Atria fire at their intrinsic rate So do the ventricles P waves “march through” [Sinus Arrhythmia]

Output: 3rd degree block


Input: Irritable focus in the ventricle fires early QRS is wide an bizarre No p wave for that beat [Sinus Arrhythmia]

Output: Premature Ventricular Contractions


Input: Blockage of the right bundle First R wave represents LV QRS is wide [Sinus Arrhythmia]

Output: Right Bundle Branch Block


Input: Look at leads I, V5 and V6 Should see a wide QRS Really a Rsr’ Blockage of the left bundle First peak represent depolarization of the right ventricle [Sinus Arrhythmia]

Output: Left Bundle Branch Block


Input: No CO No concerted electrical activity No hope for the future [Sinus Arrhythmia]

Output: Ventricular Fib


Input: ST elevation I, V2-V5 Anterolateral MI Note the Q waves throughout [Sinus Arrhythmia]

Output: MI Acute


Input: [Interval Linear Symbols] Ratio Linear Symbols

Output: Flow Maps Direction Amount

Time (isochrones) Elevation (isobase or contours) Temperature (isotherms)


Input: [Interval Linear Symbols] LINEAR DATA

Output: INFORMATION ON LOCATION PLUS INFORMATION ON Attribute (the topic or theme) Amount (size or rank or pathway) Direction (sometimes generalized)

Time (isochrones) Elevation (isobase or contours) Temperature (isotherms)