Input: If an MFT agrees to provide services to a person or entity at the request of a third party, what should they do?

Output: Clarify, to the extent feasible and at the outset of the service, the nature of the relationship with each party and the limits of confidentiality.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Why do MFTs have unique confidentiality concerns?

Output: because the client in a therapeutic relationship may be more than one person. Therapists respect and guard the confidences of each individual client.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: As early as possible, MFTs disclose what to clients regarding confidentiality?

Output: MFTs disclose the nature of confidentiality and possible limitations of the clients' right to confidentiality. Therapists review with clients the circumstances where confidential information may be requested and where disclosure of confidential information may be legally required. Circumstances may necessitate repeated disclosures.

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Input: MFTs do not disclose client confidences except...

Output: by written authorization or waiver, or where mandated or permitted by law. Verbal authorization will not be sufficient except in emergency situations, unless prohibited by law.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: When providing couple, family, or group treatment, an MFT does not disclose information outside the treatment context without...

Output: a written authorization from each individual competent to execute a waiver. In the context of couple, family, or group treatment, the therapist may not reveal any individual's confidences to others in the client unit without the prior written permission of that individual.

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race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs use client and/or clinical materials in teaching, writing, consulting, research, and public presentations only if...

Output: a written waiver has been obtained in accordance with Subprincipe 2.2, or when appropriate steps have been taken to protect client identity and confidentiality.

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race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How do MFTs store, safeguard, and dispose of client records?

Output: in ways that maintain confidentiality and in accord with applicable laws and professional standards.

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race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Subsequent to the therapist moving from the area, closing the practice, or upon the death of the therapist, an MFT arranges for...

Output: the storage, transfer, or disposal of client records in ways that maintain confidentiality and safeguard the welfare of clients.

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race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How do MFTs maintain confidentiality when consulting with colleagues or referral sources?

Output: The MFT does not share confidential information that could reasonably lead to the identification of a client, research participant, supervisee, or other person with whom they have a confidential relationship unless they have obtained the prior written consent of the client, research participant, supervisee, or other person with whom they have a confidential relationship. Information may be shared only to the extent necessary to achieve the purposes of the consultation.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How do MFTs stay up to date?

Output: MFTs pursue knowledge of new developments and maintain competence in marriage and family therapy through education, training, or supervised experience.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs maintain adequate knowledge of and adhere to...

Output: applicable laws, ethics, and professional standards.

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race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs seek appropriate professional assistance for...

Output: their personal problems or conflicts that may impair work performance or clinical judgment.

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race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How do MFTs handle potential conflicts of interest?

Output: MFTs do not provide services that create a conflict of interest that may impair work performance or clinical judgment.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs, as presenters, teachers, supervisors, consultants and researchers, are dedicated to...

Output: high standards of scholarship, presenting accurate information, and disclosing potential conflicts of interest.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How do MFTs handle clinical and financial records?

Output: They maintain accurate and adequate clinical and financial records.

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race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: While developing new skills in specialty areas, MFTs take steps to ensure...

Output: the competence of their work and to protect clients from possible harm. MFTs practice in specialty areas new to them only after appropriate education, training, or supervised experience.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs do not engage in sexual or other forms of harassment of, or exploitation of...

Output: clients, students, trainees, supervisees, employees, colleagues, or research subjects.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How do MFTs handle gifts with clients?

Output: MFTs do not give to or receive from clients a. gifts of substantial value or b. gifts that impair the integrity or efficacy of the therapeutic relationship

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How do MFTs handle problems outside the recognized boundaries of their competencies?

Output: They do not diagnose, treat, or advise on problems outside the recognized boundaries of their competencies.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Regarding their clinical and research findings, MFTs...

Output: make efforts to prevent the distortion or misuse of their clinical and research findings.

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race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs, because of their ability to influence and alter the lives of others, exercise special care when...

Output: making public their professional recommendations and opinions through testimony or other public statements.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: To avoid conflict of interests, MFTs who treat minors or adults involved in custody or visitation actions...

Output: may not also perform forensic evaluations for custody, residence, or visitation of the minor. The MFT who treats the minor may provide the court or mental health professional performing the evaluation with information about the minor from the MFT's perspective as a treating MFT, so long as the MFT does not violate confidentiality.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How can MFTs have their membership in the AAMFT terminated?

Output: a. are convicted of any felony b. are convicted of a misdemeanor related to their qualifications or functions. c. engage in conduct which could lead to conviction of a felony, or a misdemeanor related to their qualifications or functions. d. are expelled from or disciplined by other professional organizations. e. have their licenses or certificates suspended or revoked or are otherwise disciplined by regulatory bodies. f. continue to practice MFT while no longer competent to do so because they are impaired by physical or mental causes or the abuse of alcohol or other substances. g. fail to cooperate with the Association at any point from the inception of an ethical complaint through the completion of all proceedings regarding that complaint.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs are aware of their influential positions with respect to students and supervisees, and they...

Output: avoid exploiting the trust and dependency of such persons. Therapists, therefore, make every effort to avoid conditions and multiple relationships that could impair professional objectivity or increase the risk of exploitation. When the risk of impairment or exploitation exists due to conditions or multiple roles, therapists take appropriate precautions.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs do not provide therapy to...

Output: current students or supervisees.

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race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs do not permit students or supervisees to...

Output: perform or to hold themselves out as competent to perform professional services beyond their training, level of experience, and competence.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Supervisees-professional services

Output: MFTs take reasonable measures to ensure that services provided by supervisees are professional.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Accepting supervisees

Output: MFTs avoid accepting as supervisees or students those individuals with whom a prior or existing relationship could compromise the therapist's objectivity. When such situations cannot be avoided, therapists take appropriate precautions to maintain objectivity. Examples of such relationships include, but are not limited to, those individuals with whom the therapist has a current or prior sexual, close personal, immediate familial, or therapeutic relationship.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Disclosing supervisee confidences

Output: MFTs do not disclose supervisee confidences except by written authorization or waiver, or when mandated or permitted by law. In education or training settings where there are multiple supervisors, disclosures are permitted only to other professional colleagues, administrators, or employers who share responsibility for the training of the supervisee. Verbal authorization will not be sufficient except in emergency situations, unless prohibited by law.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How should investigators make careful examinations of ethical acceptability in planning studies?

Output: To the extent that services to research participants may be compromised by participation in research, investigators seek the ethical advice of qualified professionals not directly involved in the investigation and observe safeguards to protect the rights of research participants.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: What must investigators requesting participant involvement in research do with regard to potential participants?

Output: They must inform participants of the research of the aspects of the research that might influence willingness to participate. They must be sensitive to the possibility of diminished consent when participants are also receiving clinical services, or have impairment which limit understanding and/or communication, or when participants are children.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Participants freedom to decline participation or withdraw from research studies.

Output: Investigators respect participant's freedom to decline participation in or to withdraw from a research study at any time. This is especially important when researchers have authority or influence over participants. MFTs, therefore, make every effort to avoid multiple relationships with research participants that could impair professional judgment or increase the risk of exploitation.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Confidentiality in research

Output: Information obtained about a research participant during the course of an investigation is confidential unless there is a waiver previously obtained in writing. When the possibility exists that others, including family members, may obtain access to such information, this possibility, together with a plan for protecting confidentiality, is explained as part of the procedure for obtaining informed consent.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: What do MFTs do when the AAMFT Code of Ethics conflicts with the mandates of an organization with which an MFT is affiliated through employment, contract, or otherwise?

Output: The MFT makes known to the organization their full commitment to the AAMFT Code of Ethics and attempts to resolve the conflict in a way that allows the fullest adherence to the Code of Ethics.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Assigning publication credit

Output: MFTs assign publication credit to those who have contributed to a publication in proportion to their contributions and in accordance with customary professional publication practices.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs publishing with a student

Output: MFTs do not accept or require authorship credit for a publication based on research from a student's program, unless the therapist made a substantial contribution beyond being a faculty advisor or research committee member. Coauthorship on a student thesis, dissertation, or project should be determined in accordance with the principles of fairness and justice.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Plagiarizing

Output: MFTs who are the authors of books or other materials that are published or distributed do not plagiarize or fail to cite persons to whom credit for original ideas or work is due.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs who are the authors of books or other materials published or distributed by an organization...

Output: take reasonable precautions to ensure that the organization promotes and advertises the materials accurately and factually.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs participate in activities that contribute to...

Output: MFTs participate in activities that contribute to a better community and society, including devoting a portion of their professional activity to services for which there is little or no financial return.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs and developing laws and regulations

Output: MFTs are concerned with developing laws and regulations pertaining to marriage and family therapy that serve the public interest, and with altering such laws and regulations that are not in the public interest.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs encourage public participation in...

Output: the design and delivery of professional services and in the regulation of practitioners.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs and referrals

Output: MFTs do not offer or accept kickbacks, rebates, bonuses, or other renumeration for referrals; fee-for-service arrangements are not prohibited.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Prior to entering into the therapeutic or supervisory relationship, MFTs clearly disclose and explain to clients and supervisees:

Output: a. all financial arrangements and fees related to professional services, including charges for canceled or missed appointments b. the use of collection agencies or legal measures for nonpayment c. the procedure for obtaining payment from the client, to the extent allowed by law, if payment is denied by the third-party payor. Once services have begun, therapists provide reasonable notice of any changes in fees or other charges.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs and clients with unpaid balances

Output: MFTs give reasonable notice to clients with unpaid balances of their intent to seek collection by agency or legal recourse. When such action is taken, therapists will not disclose clinical information.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs represent facts truthfully...

Output: to clients, third-party payors, and supervisees regarding services rendered.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs ordinarily refrain for accepting goods and services...

Output: from clients in return for services rendered. Bartering for professional services may be conducted only if: a. the supervisee or client requests it b. the relationship is not exploitive c. the professional relationship is not distorted. d. a clear written contract is established.

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race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs withholding records when client hasn't paid

Output: MFTs may not withold records under their immediate control that are requested and needed for a client's treatment solely because payment has not been received for past services, except as otherwise provided by law.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs accurately represent their...

Output: competencies, education, training, and experience relevant to their practice of marriage and family therapy.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs ensure that advertisements and publications in any media (such as directories, announcements, business cards, newspapers, radio, TV, internet, and facsimiles)...

Output: convey information that is necessary for the public to make an appropriate selection of professional services. Info might include: a. office info b. qualifying clinical degree c. other earned degrees and state or provincial licensures/certifications d. AAMFT clinical member status e. description of practice

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs do not use names that could...

Output: mislead the public concerning the identity, responsibility, source, and status of those practicing under that name, and do not hold themselves out as being partners or associates of a firm if they are not.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs do not use any professional identification (such as a business card, office sign, letterhead, internet, or telephone or association directory listing)...

Output: if it includes a statement or claim that is false, fraudulent, misleading, or deceptive.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: In representing their educational qualifications, MFTs list and claim as evidence only those earned degrees:

Output: a. for institutions accredited by regional accreditation sources recognized by the U.S. Dept. of Education. b. from institutions recognized by states or provinces that license or certify marriage and family therapists c. from equivalent foreign institutions.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs correct, wherever possible...

Output: MFTs correct whenever possible, false, misleading, or inaccurate information and representations made by others concerning the therapist's qualifications, services, or products.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs make certain that the qualifications of their employees or supervisees...

Output: are represented in a manner that is not false, misleading, or deceptive.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs and specialized services

Output: MFTs do not represent themselves as providing specialized services unless they have the appropriate education, training, or supervised experience.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs who are uncertain about the ethics of a particular course of action...

Output: are encouraged to seek counsel from consultants, attorneys, supervisors, colleagues, or other appropriate authorities.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: The practice of marriage and family therapy is governed by...

Output: both law and ethics.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: What if the AAMFT Code of Ethics prescribes a standard higher than that required by law?

Output: then MFTs must meet the higher standard of the AAMFT Code of Ethics. MFTs comply with the mandates of law, but make known their commitment to the AAMFT Code of Ethics and take steps to resolve the conflict in a responsible manner. The AAMFT supports legal mandates for reporting of alleged unethical conduct.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Who is bound by the AAMFT Code of Ethics?

Output: Members of AAMFT in all membership categories: AAMFT-Approved Supervisors applicant for membership AAMFT members

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How does the AAMFT Ethics Committee view persons accused of unethical conduct?

Output: Persons are considered innocent by the Ethics Committee until proven guilty, except as otherwise provided, and are entitled to due process.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Patients with Alzheimers have an excess of _________protein present in their brain.

Output: tau


Input: Induction of long-term potentiation involves activation of _________ receptors

Output: NMDA


Input: Amnesia for events that occur *after* some disturbances to the brain is called ______

Output: Anterograde


Input: The ______pathway interconnects the entorhinal cortex with the granule cells of the dentate gyrus.

Output: Perforenth


Input: __________is the process by which immediate memories are transformed into long term memories.

Output: consolidation


Input: The ______nucleus of the amygdala is the most important part of the brain for the expression of emotional responses provoked by aversive stimuli.

Output: central


Input: Damage to the _______ _________ cortex impairs the extinction of conditioned emotional response

Output: ventralmedial prefrontal


Input: Feelings of fear in humans are produced by electrical stimulation of the________

Output: amygdala


Input: The hormone that sends a satiety signal to the brain to stop eating is________

Output: Leptin


Input: The hormone that produces milk in lactating female is _________; the hormone that promotes the secretion of milk is _________.

Output: prolactin, oxytocin.


Input: In the taub podcast your listened to n class, CI stands for ________ _________ Therapy

Output: Constraint induced


Input: CI therapy is used to treat patients who are victim of _______

Output: stroke


Input: Skeletal muscle contractions produce________

Output: movement of the body


Input: The _______is formed by the synapse of an efferent nerve terminal onto a muscle fiber

Output: neuromuscular junction


Input: Contractions of cardiac muscle are initiated by which neurotransmitter________

Output: Acetylecholine


Input: The vertical patch of cortex located rostral to the central sulcus is know as the ____________

Output: Primary motor cortex


Input: A key function of premotor cortex is to

Output: allow an organism to learn to respond to an arbitrary visual cue with a learned, specific movement


Input: A person sufferening from Parkinson's disease may experience_______as a side effect of treatment using L-DOPA

Output: dyskinesia, schizophrenia


Input: The ______pattern of EEG activity is characterized by irregular, high frequency (13-30hz) low voltage waves

Output: beta


Input: The transition between wakefulness and sleep is marked by the appearance of ________waves in the sleep record

Output: theta


Input: You are watching the sleep record of a person whose record contains 85% delta wave activity. Your best guess is that this person is

Output: in stage 4 of slow wave sleep


Input: what is Not a characteristic of REM sleep

Output: Alternating delta and beta EEG activities


Input: Which of the following represents a mental sate that accompanies slow-wave sleep?

Output: nightmares


Input: The notion that sleep or wakefulness is produced by a substance that circulates within the blood is

Output: unlikely given that the cerebral hemispheres of a dolphin sleep at different times.


Input: What is true of neurons within the ventrolateral peroptic area (vIPOA)

Output: electrical stimulation of vIPOA neurons produces signs of dowsiness


Input: The capacity of circuits involving the vIPOA and the locus coeruleus, raphe nuclei, and dorsal pons to show mutual inhibition may result in

Output: the alternation between sleep and waking


Input: Circadian rythms are

Output: endogenous cycles of activity over the course of a day.


Input: The mood change and cognitive dysfunction associated with jet lag and shift work can be reduced by

Output: consumption of melatonin


Input: The key distinction between an organizational hormone effect and an activational hormone effect is that

Output: organizational effects are permanent


Input: the mullerian system structures are the precursors to the

Output: female internal sex organs


Input: the key event that starts sexual matuartion at the onset of puberty is that

Output: the pituitary secretes gonadotropin-releasing hormones


Input: The growth of pubic and axillary hair is promoted by

Output: androgen's secreted from adrenal cortex


Input: Ovulation involves a surge in _______ which in turn _________

Output: lutenizing hormone; ruptures the ovarian follicle and releases ovum


Input: Sexual behavior in the male rat requires the presence of

Output: testosterone


Input: A phermone is

Output: chemical that is released by one animal that affects the behavior of another animal of the same species


Input: Damage to the ___________ would be expected to disrupt the integration of fear

Output: amygdala


Input: Elevated brain levels of the transmitter ________function to inhibit aggression

Output: serotonin


Input: phinease gage, who was injured when a steel rod was accidentally driven through his skull exhibited capricious, emotional behavior as a result of widespread damage to his

Output: Ventromedial prefrontal cortex


Input: Functional imaging studies of the brain during decisions-making suggest that personal moral dilemmas strongly activate the

Output: Ventromedial prefrontal cortex


Input: The combination of inadequate activation of the __________and enhanced activation of the _______ may result in excessive anger that results in harm to other persons.

Output: prefrontal cortex, amygdala


Input: What statement best illustrates the James-Lang theory of emotion

Output: laugh and you will feel happy


Input: According to the James Lang theory of emotion, which of the following is most important for subjective experience of an emotion

Output: sensory feedback from muscles and internal organs


Input: Your dog bites your best friend mark each time mark tries to pet her. Mark stops petting your dog. this is an example of

Output: instrumental conditioning


Input: You are listening to a song on the radio while doing your homework. the phone rings. your mother has called to tell you that your favorite uncle has died after being hit by a car. three months later you again hear the same song and suddenly feel very sad. in this example, the unconditional response is

Output: you feeling sad when your mother calls with the bad news


Input: Your ability to recall a series of events you have witnessed is referred to as

Output: episodic memory


Input: The primary output of the hippocampus

Output: arises from the pyramidal cells of field ca1


Input: The NMDA receptor controls _______ and is normally blocked by _______

Output: a calcium channel, magnesium ions


Input: In classical conditioning, a neutral stimulus

Output: is paired repeatedly with a stimulus that evokes a reflexive response


Input: Instrumental conditioning involves strengthening connections between

Output: circuits that detect a stimulus and motor control circuit that produce a response.


Input: One striking aspect of H.M.'s memory deficit is that he

Output: can learn some new task, but is unaware of having learned them.


Input: declarative memory is

Output: explicit memory


Input: The Morris water maze can be viewed as a test of ________when the rats are_______

Output: relational learning; released from a different point of the maze on each trial.


Input: ________neurons gather information from the environment related to light, odors, and contact with objects; while ________neurons function to contract muscles

Output: sensory, motor


Input: The ____is defined as comprised of the brain and spinal cord

Output: Central Nervous system


Input: what represents a correct match between a neuronal organelle and its function

Output: mitochondria; extraction of energy


Input: The membrane of a nerve cell is comprised of

Output: a double layer of lipid molecules


Input: proteins are produced within the cytoplasm by

Output: ribosomes


Input: myelination of brain nerve axon membrane is accomplished by_____

Output: oligodendrocytes


Input: The simplest version of withdrawal from pain reflex is a

Output: pain receptor that sysnapses onto an interneuron, which in turn activates a motor neuron in the spinal cord


Input: An________will be recorded from a nerve cell whose membrane potential rises above threshold

Output: action potential


Input: Which of the following events restores the membrane potential from the peak of action potential back down to resting potential

Output: potassium ions move out of the cell


Input: Which of the following is an important advantage associated with saltatory conduction?

Output: Myelin speeds up the velocity at which an axon can conduct an action potential


Input: After a vesicle fuses with the presynaptic membrane and releases its contents into the synaptic cleft, the membrane is

Output: recycled to form new vesicles


Input: metabotropic

Output: G protein activation leads to activation of a second messenger


Input: ________neurons carry information towards the brain, while ______carry information toward the muscles

Output: afferent, efferent neurons


Input: a key function of apoptosis is

Output: to terminate the formation of new neurons within the developing brain.


Input: The cerebral cortex has grayish brown appearance because

Output: the cortex contains many cell bodies


Input: Which cortical lobe containes the primary somatosensory cortex

Output: parietal


Input: The planning and execution of movements is a function performed by the association cortex within the ______ cortical lobe

Output: Frontal


Input: Damage to the basal ganglia would be expected to produce difficulties in

Output: motor movement


Input: what represents the correct pairing of a thalamic nucleus with its projection to cortex

Output: lateral geniculate nucleus: projects to primary visual cortex


Input: The midbrain is comprised of the

Output: tectum and tegmentum


Input: Explain how a message is transmitted within a neuron

Output: describe EPSP, IPSP(movement of ions involved), summation, threshold of excitation (axon hillock)


Input: Describe membrane potential

Output: The membrane potential is caused by an unequal distribution of ions (charged particles) inside and outside the axon. Four ions determine the membrane potential: sodium (Na+), chloride (Cl-), Potassium (k+), and Anions (A-). the membrane potential is a compromise between two factors: diffusion and electrostatic pressure. The force of diffusion is caused by thermal agitation. Particles found in high concentrations in one part tend to spread toward the region of low concentration. The force of diffusion acts on each ion by: CI- tends to enter the axon because it is more concentraed outside. Similiaryly Na+ tends to enter, and K+tends to leave. The organic anions, A- would leave the axon but cannot because they are so large. Electrostatic pressure is the repulsion between particles with like charges and the attraction unlike particles: the negative charge tends to push CI- out but attracts Na+ and the positive charge outside the axon tends to push K+ in.


Input: Explain the necessary steps for depolarization of an NMDA recptor. Explain what molecules must bing to the receptor.

Output: The NMDA receptor controls calcium ion channels. This channel is normally blocked by magnesium ion, which prevents calcium ions from entering the cell even when the receptor is stimulated by glutamate. If membrane is depolarized magnesium is dejected and the channel is free to admit calcium ions. neurotransmitter and voltage dependent.


Input: [2] events that occur from time of fertilization until birth [1]

Output: Pregnancy

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] the developing offspring [1]

Output: Conceptus

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] time from the last menstrual period until birth ~ 280 days [1]

Output: gestation period

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] conceptus from fertilization through 8th week [1]

Output: Embryo

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] conceptus from week 9 through birth [1]

Output: Fetus

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] 12-24 hours [1]

Output: How long is the Oocyte viable?

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] 24-48 hours [1]

Output: How long is sperm viable after ejaculation?

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] No more then 2 days before ovulation and 24 hours after ovulation [1]

Output: for fertilization to occur, coitus must occur when?

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] when the sperms' chromosomes combine with those of a secondary oocyte to form a fertilized egg (zygote) [1]

Output: Fertilization

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] involves breakdown of the plasma membrane and the acrosomal membrane, and release of acrosomal enzymes that digest holes through the zona pellucida [1]

Output: Acrosomal reaction

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] the one sperm per oocyte condition [1]

Output: monospermy

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] fluid filled hollow sphere [1]

Output: Blastocyst

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] display factors that are immunosuppressive participate in placenta formation [1]

Output: trophoblast cells

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] embryonic disc (embryo and 3 embryonic membranes) [1]

Output: What does the inner cell mass become?

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] 6-7 days after ovulation [1]

Output: When does implantation begin?

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] cytotrophoblast: inner layer of cells Syncytiotrophoblast: cells in the outer layer lose their plasma membranes, invade and digest the endometrium [1]

Output: trophoblasts proliferate and form what two distinct layers?

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: [2] 12th day after ovulation [1]

Output: When is implantation complete?

Human anatomy &physiology Ch. 28 Flashcards - Cram.com


Input: God's perfection/deception: objection 1 (greater plans)

Output: - to say God would never deceive me is to judge what is Godly based on particular instance - but this is not possible: we don't know his greater plan, greater perfection could result from variety (imperfection in one aspect of the universe could lead to greater perf. elsewhere)

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: God's perfection/deception: objection 2 (particular instances)

Output: - the greater plan argument comes when D is attempts to justify G's choice not to give us an intellect matching our will - problem: if we can't judge God's perfection based on particular instances, this means he could deceive us in particular instances w/o being imperfect

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: God cannot be the cause of our errors (Principles, 8A,16)

Output: - D must give an account of how we err - ability to err as negation (// inability to fly): the perfect crafstman has no obligation to put all his perfections into his craft - error is a privation ≠ negation (lack of something I could have

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: D's solution to greater plans objection

Output: - G is not a deceiver. He has endowed us with a faculty of judgment that would not lead us to error when used properly - In this way, D hopes to account for specific instances when we err

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Modes of perception/modes of willing

Output: - 8A, 17: 32. we possess only two modes of thinking: the perception of the intellect and the operation of the will.' - modes of perception (through the intellect): sensory perc. imagination, pure understanding - modes of willing: desire/aversion, assertion/denial, doubt (indifference)

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: The intellect

Output: (7,56): 'enables me to perceive, w/o affirming or denying, the ideas which are subjects for possible judgments' // Hume and reason: inertia

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: The will

Output: - (7,57): 'there is nothing else in me which is so perfect and so great that the possibility of a further increase in its perfection or greatness i beyond my understanding.'

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: D: the interaction between mind and intellect

Output: roughly: - the intellect presents information as correct - the will can assent or not to this

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: The scope of the intellect and error (will>error)

Output: 8A,18: scope of the intellect is only limited, to the few objects it can c+d perceive 'the scope is wider than that of the intellect and this is the cause of error'

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Error

Output: - If my will makes a judgment based on perceptions which are out of the scope of the intellect, this will yield error (judgment based on non c+d perceptions)

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Blaming God 1: erring

Output: God cannot be blamed for: - cases in which we err (we are misusing our faculty of judgment)

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Blaming God 2: the disparity in scope between intellect/will: the will

Output: - the will is indivisible, so against laws of nature that anything be taken away from it - but does G not have the power to do anything, even divide a thing from itself?

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Blaming God 3: the disparity in scope between intellect/will: the intellect

Output: - the scope of the intellect: we cannot know why nature of God is so much bigger than mine that I simply can't know (// dismisses search for 'final causes' in physics as useless: vain to say that we can know all purposes of God - we only see part of G's plan - but if this is so, how can we be sure that he, in his perfection, doesn't deceive us in particular instances?

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: How do we avoid error?

Output: - if G is not a deceiver, we will never err if we give assent only to what we c+d perceive (if we limit the scope of our will to that of our intellect) - we should use our free will and suspend judgment whenever we don't have c+d perception: use a specific mode of willing (doubt) ≠ assent/denial

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Free will

Output: - will is free: self evident (8A): during method from doubt, will was capable of abstaining/assenting to whatever was doubtable - D needs a free will: this attributes errors in judgment to us and not to G

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: 'Strongly inclined

Output: - 8A,21: when we c+d perceive, our will will be 'strongly inclined to assent to it' - D needs this to ensure that we will not err when c+d perceiving (proving that G has given us a faculty of judgment works)

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Hatfield: Compatibilism

Output: - freedom of the will is compatible with determinism (the will is free from constraints external to it, and is determined by its nature - the nature of the will is to assent to c+d perception: we are naturally determined to affirm the truth

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Hatfield: Incompatibilism

Output: - to be free, our will must be free to 'choose to go either way' in any instance: a situation cannot arise in which the will could not have chosen otherwise - the will is (has the freedom of being) indifferent: it is never inclined to go a certain way

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Descartes and In/Compatibilism

Output: - D asserts both: 1) needs C to ensure that the faculty of judgment bestowed upon us by G is sound and works 2) needs I to account for instances of error so that they do not follow from what G has pre-determined

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Descartes' solution

Output: 1): weak version of C ('strongly inclined') 2): when we don't c+d perceive, there is no pull on the will. in these cases, the will is free indifferently (assent, dissent, doubt) - It's b/c the will is indifferent in these cases that error is our fault ≠ G's

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Descartes' In/Compatibilist view of the freedom of the will

Output: the will is determined in that it assents to perceptions when they are c+d (c+d perceptions have a pull on the will). In cases when they aren't, the nature of the will plays no role in determining it - it is free indifferently

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Note on the scope of nature/intellect: the limitations of the will

Output: - the will is perfect, the intellect is not, yet the will is bound to the limitations of the intellect, and must assent to it when c+d perceiving: the will is bound in its nature by something less perfect

Descartes: Error and the Will Flashcards - Cram.com

- will to deceive may show power, but also sign of malice, hence imperfection - God, in his perfection, would not deceive me


Input: Provide an example of negotiating meaning.

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: What is ethno-science/math?

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Social studies taught as social science

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Transmission vs. transformative social studies

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: What is informal/authentic assessment?

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Characteristics of informal/authentic assessment:

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Examples of informal/authentic assessment:

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


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

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

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Describe ESL in the Content Areas program:

Output: The first instructional model, ESL in the Content Areas (Chamot & O'malley, 1986; 1987), was designed to provide English language development through context-embedded problem solving (Cummins, 1981) . This instructional model consists of (a) establishing native language literacy skills to build metalinguistic awareness based on prior knowledge, (b) explaining the concept to be learned in the content areas in Spanish with diminishing reliance on the mother tongue or among students with stronger Spanish metalinguistic awareness, and (c) graphic mapping and problem solving in science, mathematics, and reading in English and Spanish.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: How would you know that a teacher is implementing ESL techniques and not just using English to deliver instruction?

Output: The teacher would be teaching problem solving (i.e., the application of previously acquired knowledge to new, unfamiliar situations), and metacognition (i.e., the awareness of the processes one undergoes during learning) skills. This would include teaching how to verbalize thinking during problem solving, how to use imagery, and other cognitive heuristics. Throughout the lesson, the teacher would be using inquiry-based instruction and maintain a learner centered environment by using cooperative student grouping. Obviously, the teacher would also be providing appropriate scaffolding to allow students of all levels of language proficiencies to participate at higher levels of thinking.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Content Compatible Language:

Output:  Expand students’ language learning beyond more academic forms and functions  Provide an opportunity to sequence language instruction by reviewing previously introduced language and previewing language yet to come [introduce (I), repeat (Rep), refine (Ref), Master (M)]  Provide “extra language” or “filler” to round out students’ language development  Complement and supplement the content-obligatory language  Are supportive of teacher-selected lesson activities and learning tasks  May be derived from national, state, and local language standards (e.g., ACTFL, TESOL, etc.)  Are inclusive of more communicative forms and functions  Act as “language enhancements”; “above and beyond”  Are “how-oriented,” not as much about the “what” of the content

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Content Obligatory Language:

Output:  Are necessary to learn the key content concepts for the lesson/unit  Are primary – usually generated first  Are more readily identifiable  Are directly supportive of the “big idea” or “essential understanding” you are teaching  Are essential to complete the lesson’s content objectives  Act as the “Meat and potatoes” or “bare bones” language of the lesson  Are required to learn for success with the assessment(s)  May be derived from national, state, and local content standards  Are content- or discipline-specific, more academic in nature  Are “what-oriented”—the “what” being the content

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: How do you achieve comprehensible input when teaching ELLs? (In written form, orally?)

Output: In written form it is important to have clear organization. This is where using predictable text, word walls, graphic organizer, building background knowledge and visual scaffolding come in very handy to making sure that students at all proficiency levels are able to understand what the teacher is presenting in written form. In oral form, it is very important that the teacher uses gestures, visual scaffolding, manipulatives, proper pacing, and L1 support when necessary.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Problems that LEP students face in Social Studies:

Output: • There is a general lack of time, materials and flexibility in schedules and curriculum • Bilingual teachers and ESL teachers are not always well informed on the perspectives and information necessary to implement the curriculum in a meaningful and culturally sensitive way • There is a general lack of previous knowledge in the student body, especially recent immigrants • It is difficult to use use interactive strategies

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Strategies for teaching Social Studies

Output: • Make connections between the culture/background of the student and the curriculum and instruction • Use interactive activities • Use maps and other materials and manipulativas that can help students visualize and synthesize information • Implement higher order questioning strategies, step away from exclusively using information recall (helps LEP students understand and connect with learning) • Use DRTA strategy

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: • How to use DRTA strategy:

Output: 1. Think about what they already know about the concept 2. Make predictions about what they are going to learn/read about 3. Read the text, confirming or disproving their predictions 4. Talk about what they learned by creating and answering comprehension questions

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Strategies for teaching social studies cont'd:

Output: • Integrate social sciences in interdisciplinary units • Visit museums and other field trips to bring subject matter alive • Use music and art to teach the material • Make sure not to teach from a monocultural point of view, present alternatives to the dominant perspective • Allow students to compare and contrast different texts and perspectives to promote higher order thinking skills

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: What is the Collaborative scientific Approach?

Output: In the Collaborative scientific approach, students actively construct scientific understandings through collaborative interdisciplinary investigations of problems that the students themselves identify.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: What are the major components of the Collaborative scientific Approach?

Output: -Students use the scientific method to conduct research on questions they choose. -Students conduct research collaboratively, not isolation. -Views science as a tool for answering important questions vs. an inventory of "already-discovered-facts." -Consistently relies on higher level thinking from the students.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Why is the collaborative scientific method considered a Vygotskyan method?

Output: Because Cheche Konnen emphasized collaborative inquiry based on their belief, developed by Vygotsky, that robust knowledge and understandings are socially constructed through talk, activity and interaction around meaningful problems and tools. It is through interaction with other experts - that scientific knowledge is built, not in isolation from the community.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Would you be able to design a science lesson following the collaborative scientific approach?

Output: This approach would be difficult to implement in our classrooms because it requires a high degree of student choice and flexibility that seem, at first brush, incompatible with our requirements to follow curriculums and planning calendars. However, if we guided students towards forming the correct questions for a particular unit, it would be possible to implement. The primary obstacles seem to be that the approach would require a large amount of planning and background knowledge on the teacher’s part.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: What is alternative or non-traditional assessment?

Output: Alternative assessment, or nontraditional assessment, has become an umbrella term for anything other than standardized, multiple choice questions. Examples include short answer response and extended response, observation, individual or group performance assessment, and portfolios.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Explain current interest manifested by educators in incorporating other types of testing (i.e. non-traditional)

Output: Educational programs designed for students whose first language is not English, English language learners (ELLs), are typically based on objectives unique to the needs of the students. Evaluations of these programs and the students in them should include assessments that attend to individual needs and accomplishments. Measures often focus on language proficiency because of the need to place students appropriately. Language assessment is important; however, documenting student progress in content knowledge is equally important and may be neglected or measured solely with standardized tests. Standardized tests, which are often multiple choice, norm-referenced, machine-scorable instruments, cannot adequately reflect ELL academic content achievement. These instruments, when used as the sole indicators of ability and/or growth, generate faulty comparisons between ELLs and other students, create inaccurate guidelines for placement and identification for special services, and overlook possible achievement. While standardized measures are widely used to assess student progress, they can and should be complemented with other indicators that show how an ELL is learning.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Features of alternative assessment:

Output: -Assessment is based on authentic tasks that demonstrate learners' ability to accomplish communication goals -Instructor and learners focus on communication, not on right and wrong answers -Learners help to set the criteria for successful completion of communication tasks -Learners have opportunities to assess themselves and their peers

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Two examples of alternative assessments include:

Output: -Performance assessment, a popular type of alternative assessment, requires the examinee to perform some type of task, which is then judged against preestablished criteria. Potential types of performance assessment include essays, portfolios, interviews, observations, work samples and group projects. -A portfolio, which could include evidence of performance assessments and standardized test scores, is a collection of student work that graphically shows a student's efforts, progress or achievement. Examples of indicators that might make up a portfolio include writing samples, awards, assessment results, a tape of an interview, a series of photographs, or a drawing.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Which components of culture most impact second language learners in the math and science classroom?

Output: Culture as a whole shapes the way we perceive math and science as Chomsky stated in his theories that posited that the human brain may not have one "innate mathematical structure". However, language in particular seems to play a huge role in how ELLs perform in math and science classrooms. This is evidenced by how certain languages seem to imbue their speakers, such as Japanese, with an additional scaffold for doing mental calculations. Other components that impact ELLs are multiculturalism, assimilation, acculturation. Ethnomath/science try to take this into account.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: Effects of being a language minority student on tracking and assessment results:

Output: Language- minority students are usually those who are not achieving at higher levels or on par with their more affluent peers. Researchers have found that perhaps culture has nothing to do with low achievement but rather teacher actions. For example, educators usually place recelntly arrived language minority students in the lowest curriculum track, thus guaranteeing low achievement levels. For some time Hispanic students were also placed into “educable mentally retarded” classes based on IQ tests that did not take into account language proficiency or cultural bias. Lack of language proficiency does not equal lack of academic potential.

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: How is a students English proficiency assessed in Texas?

Output: In order to know if a student is ready to exit a native language program to go into an all-English classroom the teacher would have to assess the students’ reading, writing, listening, and speaking skills. The District assesses students who may be eligible for exit with the TELPAS. Students must score in advanced or advanced high levels. The following are the levels and the descriptions. • Beginning – Little or no ability • Intermediate – Limited ability, simple language structures, high-frequency vocabulary, routine contexts • Advanced – Grade appropriate, with second language acquisition support • Advanced High – Grade appropriate, with minimal second language acquisition support

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: How does a student qualify to exit LEP status?

Output: In HISD, the LPAC considers the students, 3 grade Spanish reading TAKS, their APRENDA reading, and their TELPAS results. For TELPAS, they must score at High or Advanced High on the Reading section (and writing, if APRENDA req is not satisfied).

Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other.


Input: [2] alias [1]

Output: Create an alias

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] awk [1]

Output: Find and Replace Text within files

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] cal [1]

Output: Displays a calendar

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] cat [1]

Output: Display the contents of a file

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] cd [1]

Output: Changes toa different direcory

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] GUI (graphical user interface) [1]

Output: A visual object that enhances interaciton between a acomputer and auser. A GUI displays windows, icons, menus, labeled buttons, and a virutal desktop. A GUI sends commands to the system via these icons and menus rather than typed commands.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] clear [1]

Output: Clear terminal screen

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] cp [1]

Output: Copy one or more files to another location

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] date [1]

Output: Display or change the date & time

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] echo [1]

Output: Display message on screen

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] env(printenv) [1]

Output: Display,set, or remove environment variables.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] terminal window [1]

Output: Application screen for typing system commands

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] grep [1]

Output: Search files for lines that match a given patttern

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] root [1]

Output: This account is used to administer the system that has authority over system events and operations.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] login name [1]

Output: Entry into a UNIX/Linux computer is granted only when a user provides a login name and the associated password that matches the established user.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] login banner [1]

Output: After starting a UNIX/Linux computer, you are greeted with a login banner, either in the terminal or graphical window.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] exit [1]

Output: The exit command is a UNIX/Linux message that results in the closure of a terminal window.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] info [1]

Output: this utility provides an indepth description about a utility.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] shell [1]

Output: This program enables you to give the system instructions, also known as commands.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] argument [1]

Output: This is an option or flag that provides specific instructions to a utility.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] wildcard [1]

Output: a wildcard can represent a string of characters ina command.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] $HOME [1]

Output: This variable represents the location of your workplace directory.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] chmod [1]

Output: this command is used to change the permissions/mode of a file.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] noclobber [1]

Output: This variable can be used to prevent the output of a utility from overwriting a file.

Linux Terms Unit 1 Flashcards - Cram.com


Input: [2] $USER [1]

Output: This variable displays an output that consists of some of the environment variables that are set for your shell.

Linux Terms Unit 1 Flashcards - Cram.com


Input: Coloring agents, filler materials and flame-retardants are in the category of ___________ for polymers. [Injection molding]

Output: Additives


Input: An extrusion is the initial-or pre-processor for the following polymer processes: ____________ and ____________ [Injection molding]

Output: Blow molding, blown film


Input: The form of polymer that can be softened dude to heat without change in its chemical properties is called ___________ [Injection molding]

Output: Thermoplastic


Input: The strongest reinforcement orientation for a composite is when that reinforcement is in a ____________ orientation. [Injection molding]

Output: Unidirectional


Input: When a thermoset polymer is formed using a process very similar to closed or impression die forging, the process is called ________________ [Injection molding]

Output: Compression molding


Input: Layers of reinforcement in a composite generate a composite called a _____________ composite [Injection molding]

Output: Laminar


Input: The non-combinable form of a polymer is called a ____________ [Injection molding]

Output: Monomer


Input: Putrusion is done using the polymer family called ____________ [Injection molding]

Output: Thermoset


Input: The form of polymer that can undergo large elastic strains without fracture is called the _____________ [Injection molding]

Output: Elastomer


Input: EPS is made by the process called _____________ [Injection molding]

Output: Expansion


Input: A home spa or Jacuzzi is made by the process called ____________ [Injection molding]

Output: Spray-up


Input: A composite pressure vessel would be made by the process called ____________ [Injection molding]

Output: Filament winding


Input: A skylight would be made by the process called _____________ [Injection molding]

Output: Free blowing


Input: A 1-gal milk jug is made by the process called _____________ [Injection molding]

Output: Blow molding


Input: A hollow thermoplastic or thermoset ball would be made by the process called _______________ [Injection molding]

Output: Rotational molding


Input: A blister-pack for selling hardware, packaging chewing gum and pharmaceutical pills would be made by the process called _______________ [Injection molding]

Output: Vacuum molding


Input: Polymer molecules are made by combining elements into ___________ and ___________ and combinations of these. [Injection molding]

Output: Rings, chains


Input: Injection molding of thermoplastic resin is ______________ [Injection molding]

Output: Injection molding


Input: Free blowing uses a polymer of the _____________ family [Injection molding]

Output: Thermoplastic


Input: Soft drink bottles are made by a process called ____________ [Injection molding]

Output: Blow molding


Input: Spray-up uses the polymer of the __________ family. [Injection molding]

Output: Thermoset


Input: The combinable form of the polymer molecule is the ______ [Injection molding]

Output: Mer


Input: The polymer that is able to undergo large deformation without rupture is called an ____________ [Injection molding]

Output: Elastomer


Input: The weakest use of fiber in a composite comes from the orientation of fibers called ________ [Injection molding]

Output: Random


Input: A plastic pipe is made by the process called ___________ [Injection molding]

Output: Extrusion


Input: When a non-reinforced thermoset is injection molded, the process is called ________ [Injection molding]

Output: RIM


Input: The foam used during the lost foam lab was made by the general process called ___________ [Injection molding]

Output: Expansion


Input: Plastic bags used for bulk food items are made by ____________ [Injection molding]

Output: Blown film


Input: Energy bombardment will turn a monomer into a ______ [Injection molding]

Output: Mer


Input: Three polymer processes that used compressed air as part of the process are ________, _______, and _________. [Injection molding]

Output: Blown film, blow molding, free blowing.


Input: Three types of composite are _________, ___________, and _______. [Injection molding]

Output: Laminar, particulate, fiber.


Input: Compression molding uses polymer of the _________ family. [Injection molding]

Output: Thermoset


Input: Extrusion uses a polymer of ________ family. [Injection molding]

Output: Thermoplastic


Input: Non-combinable form of polymer molecule is _____________ [Injection molding]

Output: Monomer


Input: Strongest use of fiber in a composite is the orientation of fibers called _____________ [Injection molding]

Output: Unidirectional


Input: Polymer process used to make structural shape as angle and beams in a thermoset is ___________ [Injection molding]

Output: Pultrusion


Input: [verbal] augmentative cmcn

Output: tools and strategies that enhance, add to, or supplement the individual's cmcn system

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] aided communication

Output: situations where the individual uses something other than his body in the cmcn process

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] unaided communicaiton

Output: situations in which the person uses only his body to communicate

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] VOCA voice output cmcn device

Output: an electronic cmcn device that speaks

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] AT device

Output: any item or product used to increase, maintain or improve the functional abilitues of persons wiht disabilities

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] promote

Output: Does AT promote or hinder speech development?

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] pre-intentional intentional pre-symbolic symbolic

Output: list the 4 levels of cmcn

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] sybol set

Output: a group of compilation of symbols

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] language

Output: a natually evolving system with a highly sophisticated set of rules

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] 1:1

Output: there is generally a ___ correspondence b/t a symbol andits referent

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] encoding

Output: a way of speeding up the rate of cmcn. edamples include alphabetic, numberi, iconic, morse code

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] message prediction

Output: this has keystrokes in words longer than 4 letters which can possibly decrease the rate of cmcn

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] vocabulary selection

Output: _______ is an ongoing process and the AAC user and family plays an imp. role in this

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] taxonomically

Output: concepts groupsed in categories such s people, actions, places

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] schematically

Output: vocabulary present in a grid organization format grouped in events such as snack time, circle time

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] selection set

Output: the items words phrases and vocab. available for cmcn

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] proprioception

Output: how our bodies move in space

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] core lang.

Output: this type of lang. stays the same and one can add extended vocab. to it

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] expectant delay

Output: to pause and wait for a response is an ______

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] open-ended ?

Output: this is an example of what type of question: What do you need to do?

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] partial prompt

Output: this an exapmle of __: Can you make the ____ go?

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] model for imitation

Output: this is a situation in which the facilitator activates the switch

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] physical assistance

Output: when one takes the student's hand and activates the switch

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] time independent switch

Output: student is able to use switch at any time

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] time dependent switch use

Output: student activates switch consistently at a specific time

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] multichoice scanning

Output: student must use switch within a specified time window to make choices

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] symbolic choice making

Output: student must activate switch to choose a communicative message - symbol paired with voice output

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] visual displays

Output: _____ include a keyboard: alphabetic letters, punctuation characters, numbers and control commands

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


Input: [verbal] auditory displays

Output: ________ include spoken words or messages

Augmentative & Alternative Communication Flashcards - Cram.com

can refer to spoken language, written language, sign or pictures


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

Output: Proprietorship

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


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

Output: Partnership

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


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

Output: Corporation

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


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

Output: Limited Liability Co.

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


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

Output: HOW DO BUSINESSES MAKE MONEY?

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Revenues-Costs=Profits

Output: How do you make a profit

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


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

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

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Employees/Managers Customers Suppliers Bank, owners Government

Output: What are some type of stakeholders

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: Provides financing ex:Banks, owners, stockholders

Output: Capital markets stakeholder

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


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

Output: Product/service market stakeholders

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


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

Output: Government stakeholders

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


Input: People employed by business ex: Employees, managers

Output: Internal stakeholders

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


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

Output: What are the 3 business activities?

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?


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

Output: Financing activities

Accouting 200 Chapter 1 Flashcards - Cram.com

What forms do businesses take and how do they differ?