Input:  Surgery is called pyloromyotomy (cuts the pyloris muscle so food may pass); they cut the pyloric band to loosen the muscle so that food can pass—releasing the rubberband wrapped around the muscle [Congenital Disorders]

Output: Pyloric Stenosis Treatment

Gastrointestinal Disease Flashcards - Cram.com


Input: Infant is given intravenous fluids to treat or prevent dehydration  To give gut rest, so not taking anything by mouth  Thickened feedings may be given by a teaspoon or through a nipple with a large hole ¬ Thickened liquids are heavier and will help to prevent refluxing and projectile vomiting..  Infant is burped before and during feedings to remove any gas accumulated in the stomach (relieve gas or air bubbles within the stomach)  Place infant on right side after feeding to facilitate stomach drainage into the intestines. ¬ On right side post feeding to promote emptying from the stomach to the small intestines.  Post eating  high fowlers (gravity to keep food down.)  If infant vomits, nurse is instructed to re-feed the infant [Congenital Disorders]

Output: Pyloric Stenosis Nursing Care Preoperatively

Gastrointestinal Disease Flashcards - Cram.com


Input: Monitor intravenous fluids; provide feedings as prescribed by surgeon, document intake and output, monitor surgical site. They heal quicker than adults, and their metabolism is higher; this allows them to eat sooner post surgery than an adult (GI system works quicker) Physiological difference b/t child and adults [Congenital Disorders]

Output: Pyloric Stenosis Nursing Care Postoperatively

Gastrointestinal Disease Flashcards - Cram.com


Input:  Also known as gluten enteropathy and sprue (wheat, barley, rye, and oats are to be avoided; gluten intolerance)  Research shows that this is triggered by the environment, but there is a genetic link  Leading malabsorption problem in children  Thought to be caused from inherited disposition with environmental triggers (nature—genetic makeup and nurture—something in the environment, physiologic) [Congenital Disorders]

Output: Celiac Disease

Gastrointestinal Disease Flashcards - Cram.com


Input: intolerance to gluten, the protein component of wheat, barley, rye and oats resulting in the accumulation of the amino acid glutamine, which is toxic to the mucosal cells this leads to atrophy of the intestinal villi, resulting in malabsorption of food. [Congenital Disorders]

Output: Celiac Disease pathophysiology

Gastrointestinal Disease Flashcards - Cram.com


Input: not evident until 6 months to 2 years of age when foods containing gluten are introduced  Wheat, barley, oats, and rye  Repeated exposure to gluten damages the villi of intestines, resulting in malabsorption deficiency [Congenital Disorders]

Output: Celiac Disease symptoms

Gastrointestinal Disease Flashcards - Cram.com


Input:  Characteristic profile is abdominal distention with atrophy of the buttocks  Infant presents with failure to thrive; not growing at normal rate  Infant is irritable  Stools are large, bulky, and frothy [Congenital Disorders]

Output: Celiac Disease characteristic profile

Gastrointestinal Disease Flashcards - Cram.com


Input:  Diagnosis confirmed by serum immunoglobin A (IgA) and small bowel biopsy [Congenital Disorders]

Output: Celiac Disease diagnosis

Gastrointestinal Disease Flashcards - Cram.com


Input:  Lifelong diet restricted in wheat, barley, oats, and rye gain weight, no further damage (macrobiotic diet)  Detailed parent teaching is essential ¬ A professional nutritionist or dietitian can aid in identifying foods that are gluten free [Congenital Disorders]

Output: Celiac Disease treatment

Gastrointestinal Disease Flashcards - Cram.com


Input: One of the newest trends in makeup is a powder form of foundation, which is [foundation]

Output: mineral powder

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Foundation is available in formulas of liquid, stick, and: [foundation]

Output: cream and mineral powder

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Liquid and cream forms of foundation are a mixture of water and oil with coloring agents called: [foundation]

Output: pigments

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Water-based foundation is most often used for lighter coverage needs, for skin that is classified as: [foundation]

Output: oily to combination

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: A thick foundation that is oil-based, sold in a jar or tin, and may or may not contain water is: [foundation]

Output: cream

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Makeup should be blended onto the skin using: [foundation]

Output: disposable sponges

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Thick, heavy types of foundations that are used to hide dark circles, splotches, and other imperfections are: [foundation]

Output: concealers

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Color that is added to the cheeks to add a natural looking glow is: [foundation]

Output: blush

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Lipstick when applied properly should be even on both sides of the mouth and: [foundation]

Output: symmetrical

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Cosmetics applied on the eyelids to accentuate or contour them are called: [foundation]

Output: shadows

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: A darker shade of eye color makes the natural color of the eye appear: [foundation]

Output: lighter

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Eye shadow that is lighter then the client’s skin tone is considered: [foundation]

Output: highlighting

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Any color that is significantly deeper or darker than the client’s skin tone is considered a: [foundation]

Output: contour color

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: According to the American Medial Association, eye pencils should never be used on the: . [foundation]

Output: inner rim of eyes

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Eye pencils and sharpeners should be sanitized: [foundation]

Output: after each use

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: A cosmetic preparation used to darken, define, and thicken eyelashes is: . [foundation]

Output: mascara

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: When applying mascara to a client, use a mascara wand that is [foundation]

Output: disposable

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Heavy makeup in a solid mass and applied with a moistened cosmetic sponge is: [foundation]

Output: greasepaint

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Makeup brushes can be cleaned with a brush solvent or: [foundation]

Output: gentle shampoo

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: The metal ring that keeps the bristles and handle of a brush together is the: [foundation]

Output: ferrule

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Vital to effective makeup applications is a strong understanding of: [foundation]

Output: color theory

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: A color that is formed by mixing equal parts of a secondary color and its neighboring primary color is a: [foundation]

Output: tertiary color

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Three main factors to consider when choosing colors for a client are: [foundation]

Output: skin, eye, and hair colors

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: When determining skin color, you must first decide the skin: [foundation]

Output: level

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: The terms cool or warm refer to the skin’s: . [foundation]

Output: tone

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: No matter how light or dark the skin is, a neutral skin tone contains equal elements of: [foundation]

Output: warm and cool

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: In the consultation area and during the application of makeup, the best light to use is: [foundation]

Output: natural light

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Cleansing cream and lotions should be removed from the container using: [foundation]

Output: a spatula

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: The testing of foundation color should be done on the client’s: [foundation]

Output: jawline

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: If a powder foundation is being used, a concealer is applied: . [foundation]

Output: before foundation

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: The use of shadows (dark shades and colors) is used to: [foundation]

Output: subdue prominent features

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: The well-proportioned facial shape considered the ideal shape is: [foundation]

Output: oval

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: When learning corrective makeup techniques, the face is divided into three: [foundation]

Output: horizontal sections

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: The facial shape that is usually broader in proportion to its length is the: [foundation]

Output: round face

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: A jaw that is wider than the forehead characterizes the: [foundation]

Output: pear-shaped face

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: To avoid the transfer of foundation onto a client’s clothing, set the foundation using: [foundation]

Output: translucent powder

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: The ideal eyebrow shape is drawn in: [foundation]

Output: three lines

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: Eyelash hairs on a strip that are applied using an adhesive are: [foundation]

Output: band lashes

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: The procedure of applying individual eyelashes directly on the client’s own lashes at the base is referred to as: [foundation]

Output: eye tabbing

Ch. 23 Facial Make Up Flashcards - Cram.com


Input: the scalp extends where

Output: from the supraorbital margins anteriorly to the EOP posteriorly and laterally down to the zygomatic arch

The Scalp and Face Flashcards - Cram.com

Skin, Connective tissue, Aponeurosis, Loose Connective Tissue, and pericranium


Input: Why is thy 4th layer of scalp considered the "dangerous area"

Output: because infection can spread from the scalp to the dural venous sinuses via emissary v v.

The Scalp and Face Flashcards - Cram.com

Skin, Connective tissue, Aponeurosis, Loose Connective Tissue, and pericranium


Input: what are the muscles of the scalp

Output: the frontal and occipital belly

The Scalp and Face Flashcards - Cram.com

Skin, Connective tissue, Aponeurosis, Loose Connective Tissue, and pericranium


Input: what is the origin and insertion of the frontal belly

Output: origin-epicranial aponeurosis insertion- skin superior to eyebrows

The Scalp and Face Flashcards - Cram.com

Skin, Connective tissue, Aponeurosis, Loose Connective Tissue, and pericranium


Input: what is the action of the frontal belly

Output: draws the scalp forward to wrinkle skin and backwards to raise the eyebrows

The Scalp and Face Flashcards - Cram.com

Skin, Connective tissue, Aponeurosis, Loose Connective Tissue, and pericranium


Input: the innervation of the frontal belly is

Output: facial nerve (temporal brs.)

The Scalp and Face Flashcards - Cram.com

Skin, Connective tissue, Aponeurosis, Loose Connective Tissue, and pericranium


Input: the blood supply to the frontal belly

Output: opthalmic artery

The Scalp and Face Flashcards - Cram.com

Skin, Connective tissue, Aponeurosis, Loose Connective Tissue, and pericranium


Input: what is the origin and insertion of the occipital belly

Output: O-SNL and I-epicranial aponeurosis

The Scalp and Face Flashcards - Cram.com

Skin, Connective tissue, Aponeurosis, Loose Connective Tissue, and pericranium


Input: what is the action of the occipital belly

Output: draws the scalp backward

The Scalp and Face Flashcards - Cram.com

Skin, Connective tissue, Aponeurosis, Loose Connective Tissue, and pericranium


Input: what is the innervation of the occipital belly

Output: the facial nerve (posterior auricular br.)

The Scalp and Face Flashcards - Cram.com

Skin, Connective tissue, Aponeurosis, Loose Connective Tissue, and pericranium


Input: What is the blood supply to the occipital belly

Output: occipital artery

The Scalp and Face Flashcards - Cram.com

Skin, Connective tissue, Aponeurosis, Loose Connective Tissue, and pericranium


Input: (Geological Process) Uniform & have operated as such from the orgin of the Earth until present

Output: What is Uniformitarianism and how does it relate to the process of Natural Selection?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: population growth

Output: What is a geometric progression? How does it relate to NS?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: food supply supply gradually increases with large population jumps

Output: What is arithmetic progression? How does it relate to NS?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: ~big seed, small seed, everything dying off ~1200 individuals in a pop. that lived up to 16 y/o ~population variation-> variation is genetically heritable ~drough killed lots and they came back adn have beak change ~Natural selection influenced beak size ~Related to rainfall ~Survival & reproduction are non-random

Output: Finch study -> What type of selection? What influenced beak size ? How did this relate to rainfall?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: 1>Pop. vary in traits 2>traits are genetically heritable 3>More offspring are produced than can survive 4>Survival & reproduction are non-random

Output: What are the conditions necessary for Natural Selection?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: Mutation->errors made by DNA polymerase (protein causing genes=changes in amimo acids) Geneflow->movement of alleles from one population to anothe Nonrandom mating->indivduals with whom you are likely to share alleles. Assortive-mating with similar genotypes. Disassortive-mating with dissimilar genotypes. Genetic drift->random with respect to fitness (most pronounced in small pops, can lead to random loss & fixation of alleles.

Output: What are the agents of evolutionary change-review notes of mutation, geneflow, nonrandom mating, genetic drift

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: ability of an individual to produce offspring

Output: What is fitness?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: In the theory of evolution, artificial selection is the process of intentional or unintentional modification of a species through human actions which encourage the breeding of certain traits over others

Output: What is artifical selection?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: Provides species with traits that will allow them to adapt and survive to the everchanging enviroment

Output: How does natural selection produce major change?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: Study of likeness or similarity

Output: What is homology?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: Reduced or incompletely developed structure that has little or No function but clearly similar to functioning structures in other species ex. Tailbone

Output: What is a vestigial structure?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: Imperfect structures of a species relate to the theory of evolutionary change because traits in a population change as the environment correlates so some species structures completely evolved or are a vestigial trait Convergent evolution-> due to natural selection favoring similar solutions to problems possesed by the environment

Output: How do imperfect structures relate to the theory of evolution by Natural Selection? What is convergent evolution?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: Disruptive-> increase of variation-NO MEAN CHANGE Stabilizing-> NO MEAN CHANGE/loss of variation Directional->MEAN CHANGE/no change in variation

Output: Be able to recognize disruptive, directional, stabilizing selection.

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: Micro->evolution in population; changes in allele frequencies Macro-> origin of NEW taxonomic groups (species)

Output: What is the difference between macroevolution and microevolution?

evolution and natural selection (biol 1200) Flashcards - Cram.com

Why did Darwin delay the publication of The Origin of Species?


Input: [1] Pancreas is a component of what system. [2]

Output: Endocrine

To store and transmit hereditary information


Input: [1] After passing through the stomach food continues into what? [2]

Output: Duodenum

To store and transmit hereditary information


Input: [1] Where in gastronintestinal tract does absorption of water primararily occur? [2]

Output: Colon

To store and transmit hereditary information


Input: [1] During mitosis/cell division Spindle fibers are associated with [2]

Output: Centrosomes

To store and transmit hereditary information


Input: [1] Breathing properly requires the presence of what compound that affects surface tension of alveoli in the lungs? [2]

Output: Surfactant

To store and transmit hereditary information


Input: [1] What are function of the kidneys [2]

Output: Secretion Reabsorption Filtration

To store and transmit hereditary information


Input: [1] 3 Characteristic or property of a gas [2]

Output: A. Volume B. Mass C. Pressure

To store and transmit hereditary information


Input: [1] The combination of sodium and chlorine to form NaCL is considered a/an ___ bond. [2]

Output: Ionic Bond

To store and transmit hereditary information


Input: [1] What is the job of Nucleic Acid in a cell? [2]

Output: To store and transmit hereditary information

To store and transmit hereditary information


Input: [1] What specialized cells that make up nervous system and transmit messages [2]

Output: Neurons

To store and transmit hereditary information


Input: [Communication] Culture

Output: Symbols of expression that individuals, groups, and societies use to make sense of daily life and to articulate their values-- a process that delivers the values of a society through products or other meaning-making forms

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Social media

Output: Digital applications that allow people worldwide to have conversations, share common interests, and generate their own media content online

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Media Convergence

Output: The technological merging of media content across various platforms. Also a business model that consolidates various media holdings under one corporate umbrella

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Cross platform

Output: A particular business model that involves a consolidation of various media holdings-such as cable connection, phone service, television transmission, and Internet access-under one corporate umbrella

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Senders

Output: The authors, producers, agencies, and organizations that transmit messages to receivers

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Messages

Output: The texts, images, and sounds transmitted from senders to receivers

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Receivers

Output: The targets of messages crafted by senders

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Gatekeepers

Output: Editors, producers, and other media managers who function as message filters, making decisions about what types of messages actually get produced for particular audiences

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Feedback

Output: Responses from receivers to the senders of messages

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Selective exposure

Output: The phenomenon whereby audiences seek messages and meanings that correspond to their preexisting beliefs and values

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Narrative

Output: The structure underlying most media products, it includes two components-- the story and the discourse

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] High culture

Output: A symbolic expression that has come to mean good taste--often supported by wealthy patrons and corporate donors, it is associated with fine art

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Low culture

Output: A symbolic expression allegedly aligned with the questionable tastes of the masses, who enjoy the commercial junk circulated by the mass media, such as soap operas, rock music, talk radio, comics and monster truck pulls

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Modern period

Output: Tim from the rise of the Industrial Revolution in the eighteenth and nineteenth centuries to the present-- its social values include celebrating the individual, believing in rational order, working efficiently, and rejecting tradition

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Progressive era

Output: A period of political and social reform that lasted from the 1890’s to the 1920’s

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Postmodern period

Output: era spanning the 1960’s to the present-- its social values include opposing hierarchy, diversifying and recycling culture, questioning scientific reasoning, and embracing paradox

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Populism

Output: A political idea that tries to appeal to ordinary people by contrasting the people with the elite

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Critical process

Output: The process whereby a media-literate person or student studying mass communication forms and practices employs the techniques of description, analysis, interpretation, evaluation, and engagement

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] ARPAnet

Output: The original internet, designed by the U.S. Defense Department’s Advanced Research Projects Agency (ARPA)

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Broadband

Output: Data transmission over a fiber-optic cable-a signaling method that handles a wide range of frequencies

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Wiki web sites

Output: Internet Web sites that are capable of being edited by any user-- the most famous is Wikipedia

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Portal

Output: An entry point to the Internet, such as a search engine

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Analog recording

Output: A recording that is made by capturing the fluctuations of the original sound waves and storing those signals on records or cassettes as a continuous stream of magnetism-analogous to the actual sound

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Digital recording

Output: Music recorded and played back by laser beam rather than by needle or magnetic tape

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Cover music

Output: Songs recorded or performed by musicians who did not originally write or perform the music-- in the 1950’s cover music was an attempt by white producers and artists to capitalize on popular songs by blacks

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Payola

Output: The unethical ( but not always illegal) practice of record promoters paying deejays or radio programmers to favor particular songs over others

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Online piracy

Output: The illegal uploading, downloading, or streaming of copyrighted material, such as music

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Counterfeiting

Output: Illegal reissues of out of print recordings and the unauthorized duplication of manufacturer recordings sold on the black market at cut rate prices

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Bootlegging

Output: The illegal counterfeiting or pirating of CDs, cassettes, and videos that are produced and or sold without official permission from the original songwriter, performer, or copyright holder

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Telegraph

Output: Invented in the 1840’s, it sent electrical impulses through a cable from a transmitter to a reception point, transmitting Morse code

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Morse code

Output: A system of sending electrical impulses from a transmitter through a cable to a reception point-- developed by American inventor Samuel Morse

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Electromagnetic waves

Output: Invisible electronic impulses similar to visible light electricity, magnetism, light, broadcast signals, and heat are part of such waves, which radiate in space at the speed of light, about 186,000 miles per second

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Radio waves

Output: A portion of the electromagnetic wave spectrum that was harnessed so that signals could e sent from a transmission point and obtained at a reception point

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Wireless telegraphy

Output: The forerunner of radio, a from of voiceless point to point communication

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Wireless telephony

Output: Early experiments in wireless voice and music transmissions, which later developed in modern radio

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Broadcasting

Output: The transmission of radio waves or TV signals to a broad public audience

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Narrowcasting

Output: Any specialized electronic programming or media channel aimed at a target audience

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Radio act of 1912

Output: The first radio legislation passed by Congress, it addressed the problem of amateur radio operators increasingly cramming the airwaves

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Federal radio commission (FRC)

Output: A body established in 1927 to oversee radio licenses and negotiate channel problems

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] HD Radio

Output: A digital technology that enables AM and FM radio broadcasters to multicast two or three additional compressed digital signals within their traditional analog frequency

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Internet Radio

Output: Online radio stations that either stream simulcast versions of on air radio broadcasts over the Web or are created exclusively for the Internet

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Podcasting

Output: A distribution method that enables listeners to download audio program files from the Internet for playback on computer or digital music players

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Low power FM

Output: A new class of noncommercial radio stations approved by the FCC in 2000 to give voice to local groups lacking access to the public airwaves-- the 10 watt and 100 watt station s broadcast to a small, community-based area

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Basic cable

Output: In cable programming, a tier of channels composed of local broadcast signals, nonbroadcast access channels, a few regional PBS stations, and a variety of cable channels downlinked from communication satellites

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Superstations

Output: local independent TV stations, such as WTBS in Atlanta or WGN in Chicago, that have uplinked their signals onto a communication satellite to make themselves available nationwide

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Pay per view PPV

Output: A cable-television service that allows customers to select a particular movie for a fee, or to pay $25 to $40 for a special onetime event

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Video on demand (VOD)

Output: Cable television technology that enables viewers to instantly order programming such as movies to be digitally delivered to their sets

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Direct broadcast satellite (DBS)

Output: A satellite-based service that for a monthly fee downlinks hundreds of satellite channels and services--DBS began distributing video programming directly to households in 1994

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Kinescope

Output: Before the days of videotape, a 1950’s technique for preserving television broadcasts by using a film camera to record a live TV show off a studio monitor

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Prime Time Access Rule (PTAR)

Output: An FCC regulation that reduced networks’ control of prime-time programming to encourage more local news and public-affairs programs, often between 6 and 7 p.m.

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Third Screens

Output: The computer-type screens on which consumers can view television, movies, music, newspapers, and books

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Time shifting

Output: The process whereby television viewers tape shows and watch them later, when it is convenient for them

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] O and Os

Output: TV stations owned and operated by networks

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Fringe time

Output: in television, the time slot either immediately before the evening’s prime-time schedule or immediately following the local evening news or the network’s late-night talk shows

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Off network Syndication

Output: In television, the process whereby older programs that no longer run during prime time are made available for reruns to local stations, cable operators, online services, and foreign markets

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Ratings

Output: In TV audience measurement, a statistical estimate expressed as a percentage of household tuned to a program in the local or national market being sampled

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Shares

Output: In TV audience measurement, a statistical estimate of the percentage of homes tuned to a certain program, compared with those simply using their sets at the time of a sample

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Radio Corporation of America (RCA)

Output: A company developed during World War 1 that was designed, with government approval, to pool radio patents, the formation of RCA gave the United States almost total control over the emerging mass medium of broadcasting

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Radio act of 1927

Output: The second radio legislation passed by Congress-- in an attempt to restore order to the airwaves, it stated that licenses did not own their channels buy could license them as long as they operated to serve the public interest, convenience, or necessity

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Communications Act of 1934

Output: The far-reaching act that established the FCC and the federal regulatory structure for U.S. broadcasting

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: [Communication] Telecommunications act of 1996

Output: The sweeping update of telecommunications law that led to a wave of media consolidation

Study Guide for Exam 1: Media and Society Flashcards - Cram.com

The process of creating symbol systems that convey information and meaning


Input: The study of being a teacher or the process of teaching [Differientiated instruction]

Output: Pedagogy

SLP Programs in Public Schools Flashcards - Cram.com


Input: • a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation [Differientiated instruction]

Output: Think-pair-share

SLP Programs in Public Schools Flashcards - Cram.com


Input: • a means for making content comprehensible for English learners while at the same time developing their English language skills [Differientiated instruction]

Output: Sheltered instruction

SLP Programs in Public Schools Flashcards - Cram.com


Input: Specifies the level of performance expected for several levels of quality [Differientiated instruction]

Output: rubric

SLP Programs in Public Schools Flashcards - Cram.com


Input: Reading aloud in unison with a whole class or group of students [Differientiated instruction]

Output: Choral reading

SLP Programs in Public Schools Flashcards - Cram.com


Input: Post reading or post listening recalls in which readers or listeners tell what they remember [Differientiated instruction]

Output: Story retelling

SLP Programs in Public Schools Flashcards - Cram.com


Input: provides structured learning opportunities in the natural environment by using the child’s interests and natural motivation [Differientiated instruction]

Output: Incidental teaching

SLP Programs in Public Schools Flashcards - Cram.com


Input: helps us relate subject matter content to real world situations and motivate students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires [Differientiated instruction]

Output: Contextual teaching

SLP Programs in Public Schools Flashcards - Cram.com


Input: Involves directing student attention toward specific learning in a highly structured environment. It is teaching that is focused on producing specific learning outcomes. Topics and contents are broken down into small parts and taught individually. Involves modeling skills and behaviors and modeling thinking [Differientiated instruction]

Output: Explicit instruction

SLP Programs in Public Schools Flashcards - Cram.com


Input: What were the tenets that Charlann Simon built her collaborative classroom based on as viewed in the videos? [Differientiated instruction]

Output: Reading comprehension, Phonic instruction, Reading fluency, Computer technology, Comprehension, Phonemic awareness instruction, Vocabulary

SLP Programs in Public Schools Flashcards - Cram.com


Input: What is the scope and purpose of the ASHA document Roles and Responsibilities of the School Based Speech Language Pathologist? [Differientiated instruction]

Output: • This professional issues statement is an official policy statement of the American Speech-Language-Hearing Association (ASHA) and is a companion document to the position statement on the Roles and Responsibilities of Speech-Language Pathologists in Schools

SLP Programs in Public Schools Flashcards - Cram.com


Input: What are the necessary components of a comprehensive evaluation as outlined in the Policies and Procedures manual? [Differientiated instruction]

Output: health, vision, hearing, social and emotional status, general intelligence (or cognitive abilities), academic performance, communicative status, and motor abilities

SLP Programs in Public Schools Flashcards - Cram.com


Input: What is the definition of developmental delay in the P & P? [Differientiated instruction]

Output: a significant delay in one or more of the cognitive, physical, communication, social/emotional, or adaptive domains

SLP Programs in Public Schools Flashcards - Cram.com


Input: What is the definition of a speech or language impairment as defined in the Policies and Procedures For Special Education In Oklahoma? [Differientiated instruction]

Output: means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance

SLP Programs in Public Schools Flashcards - Cram.com


Input: a determination based on a child’s assessment results as they compare to state or local eligibility criteria for special education [Differientiated instruction]

Output: Eligibility

SLP Programs in Public Schools Flashcards - Cram.com


Input: the description of the program that meets a student’s individual education needs including the amount, type, frequency and location of special education and relation services [Differientiated instruction]

Output: Placement

SLP Programs in Public Schools Flashcards - Cram.com


Input: Who is included in the IEP meeting? [Differientiated instruction]

Output: Parents of the child, 1 regular education teacher, 1 special education teacher, Representative of the public agency, Someone with special expertise regarding the child, Child with disability when appropriate

SLP Programs in Public Schools Flashcards - Cram.com


Input: Describe the IEP process. [Differientiated instruction]

Output: o Held at least once a year o New factors are added at each meeting o Things that need to be considered: • Child strengths or the child • Concerns of parents • Results of initial evaluation • Academic, development, and functional needs

SLP Programs in Public Schools Flashcards - Cram.com


Input: How do speech-language pathologists identify students who may need speech and/or language services in the public schools? [Differientiated instruction]

Output: Identify them by teachers telling the SLP or mere observation or evaluation.

SLP Programs in Public Schools Flashcards - Cram.com


Input: What is “Child Find”? [Differientiated instruction]

Output: activities to comply with the IDEA, requirements to annually identify, locate, and evaluate all children with disabilities residing in a local educational agency or state educational agency

SLP Programs in Public Schools Flashcards - Cram.com


Input: “Specific Learning Disabilities” is the largest category of students receiving special services in the public schools. What is listed as the second largest category? [Differientiated instruction]

Output: Speech and language impairments

SLP Programs in Public Schools Flashcards - Cram.com


Input: Free appropriate public education: Protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance, including federal funds [Differientiated instruction]

Output: FAPE

SLP Programs in Public Schools Flashcards - Cram.com


Input: Family education rights and privacy act: Allows students with access to their education records, an opportunity to seek to have the records amended, and some control over the disclosure of information from the records [Differientiated instruction]

Output: FERPA

SLP Programs in Public Schools Flashcards - Cram.com


Input: Individualized education program: Designed to meet the unique educational needs of one child, who may have a disability, as defined by federal regulations [Differientiated instruction]

Output: IEP

SLP Programs in Public Schools Flashcards - Cram.com


Input: Individuals with disabilities education act: Governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to age 18 or 21 [Differientiated instruction]

Output: IDEA

SLP Programs in Public Schools Flashcards - Cram.com


Input: Local education agency: Represents the district and is responsible for ensuring that anything requested in the meeting (in terms of district resources) can be made available. [Differientiated instruction]

Output: LEA

SLP Programs in Public Schools Flashcards - Cram.com


Input: State department of education: A formal governmental label for the state-level government agencies within each U.S. state responsible for providing information, resources, and technical assistance on educational matters to schools and residents [Differientiated instruction]

Output: SDE

SLP Programs in Public Schools Flashcards - Cram.com


Input: [1] absorption [2]

Output: The transport of dissolved substances into cells.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] digestion [2]

Output: The breakdown of absorbed substances.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] respiration [2]

Output: The breakdown of food molecules with a release of energy

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] excretion [2]

Output: The removal of soluble waste materials.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] egestion [2]

Output: The removal of nonsoluble waste materials.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] secretion [2]

Output: The release of biosynthesized substances.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] movement [2]

Output: The actual locomotion of a cell from one point to another, or we might mean movement of things within a cell.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] irritability [2]

Output: Sensing and responding to changes in the surroundings.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] homeostasis [2]

Output: Maintaining the status quo - The cell must make sure that all of its organelles are functioning properly, that all organelles are supplied with the substances that they need, and that everything within the cell is running accordingly.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] reproduction [2]

Output: All cells die. Thus, in order to maintain life, cells must produce other cells via this method.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] cytology [2]

Output: The study of cells.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] cell wall [2]

Output: A rigid structure on the outside of certain cells, usually plant and bacteria cells.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] pectin [2]

Output: A carbohydrate that hardens cellulose.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] pores [2]

Output: Small holes in the cell walls that allow substances (like nutrients) to diffuse through the cell wall and into the cell. They also allow waste products from the cell to diffuse into the cell's surroundings

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] secondary cell walls [2]

Output: Walls that are formed on the inside of the original cell wall once a plant cell has matured and stopped growing. They no longer need to be flexible, so they are much more rigid, providing better protection for the contents of the cell

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] primary cell wall. [2]

Output: Once the secondary cell walls are formed, the original cell wall is usually referred to as ______________.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] middle lamella [2]

Output: The thin film between the cell walls of adjacent plant cells and is made primarily of pectin.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] plasma membrane [2]

Output: The semipermeable membrane between the cell contents and either the cell wall or the cell's surroundings. Because it is semipermeable, it allows certain substances, and not others, to pass through it.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] semipermeable [2]

Output: Allows certain substances (nutrients, water, and oxygen, for example) to pass through and enter the cell, but it does not allow other substances (certain toxins, for example) in.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] cytoplasm [2]

Output: A jellylike fluid inside the cell in which the organelles are suspended.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] ions [2]

Output: Substances in which at least one atom has an imbalance of protons and electrons.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] cytoplasmic streaming [2]

Output: The motion of cytoplasm in a cell that results in a coordinated movement of the cell's contents.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] mitochondrion [2]

Output: The organelles in which nutrients are converted to energy.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] lysosome [2]

Output: The organelle in animal cells responsible for hydrolysis reactions that break down proteins, polysaccharides, disaccharides, and some lipids. Hydrolysis reactions do not occur on their own. They need enzyme catalysts in order to make them happen. Thus, the lysosome is full of enzyme catalysts for the hydrolysis reactions that it needs to perform.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] ribosomes [2]

Output: Non-membrane-bounded organelles that are found in both eukaryotic and prokaryotic cells. These organelles are responsible for synthesis of proteins in the cell.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] endoplasmic reticulum [2]

Output: An organelle composed of an extensive network of folded membranes that performs several tasks within a cell. Commonly abbreviated as: ER

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] rough ER [2]

Output: ER that is dotted with ribosomes and is a part of protein synthesis. Typically, specialized proteins that are secreted by certain cells are produced here.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] smooth ER [2]

Output: ER that has no ribosomes Although no protein synthesis occurs in this type of ER, many other chemicals can be produced in this organelle. Lipids are made in order to store excess energy, and hormones and steroids, which affect a range of cell functions, can be made here as well. In addition, this ER inactivates certain harmful byproducts of digestion and respiration and then sends them to the plasma membrane to be ejected.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] plastid [2]

Output: Organelle involved in biosynthesis is found only in plant cells, algae cells, and some protozoa.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] leucoplasts [2]

Output: Organelles that store starches or oils. When plants have excess monosaccharides from photosynthesis, they are typically linked together in a long polysaccharide called starch. This allows the plant to store them for future use. This are is where these starches are stored.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] chloroplast [2]

Output: This structure contains the pigment chlorophyll, which you have already learned is a catalyst for the photosynthesis process. Photosynthesis actually takes place in the fluid that fills this structure. (this is the chromoplast that is most familiar)

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] stroma [2]

Output: Photosynthesis actually takes place in this fluid that fills the chloroplast

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] vacuole [2]

Output: a membrane-bounded “sac.”

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] food vacuoles [2]

Output: hold and stores food while it is being digested

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] contractile vacuoles [2]

Output: regulate the amount of water in the cell

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] central vacuole [2]

Output: A large vacuole that rests at the center of most plant cells and is filled with a solution that contains a high concentration of solutes.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] turgor pressure [2]

Output: Water tends to enter the central vacuole by osmosis. This makes the central vacuole bigger and bigger, causing it to push the cytoplasm and all of the organelles against the cell wall. This causes the cell to be pressurized, much like a balloon. This particular pressure helps keep a plant rigid.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] waste vacuoles [2]

Output: Vacuoles that contain the nondigestible, nontoxic waste products of digestion

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] phagocytic vacuole [2]

Output: A vacuole that holds the matter which a cell engulfs.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] phagocytosis [2]

Output: The process by which a cell engulfs foreign substances or other cells.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] vesicle [2]

Output: When a vacuole is small, it is typically called ___________.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] pinocytic vesicle [2]

Output: Vesicle formed at the plasma membrane to allow the absorption of large molecules.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] secretion vesicle [2]

Output: Vesicle that holds secretion products so that they can be transported to the plasma membrane and released.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] pinocytosis [2]

Output: When a cell needs to absorb a molecule that is large (but not so large that it needs to be engulfed), a tiny pocket is formed in the plasma membrane. That pocket is then pinched off, forming a vacuole. This process is called ___________.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] Golgi bodies [2]

Output: The organelles where proteins and lipids are stored and then modified to suit the needs of the cell. They are comprised of flattened, interconnected membrane sacs that look like a stack of pancakes.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] centrioles [2]

Output: Interesting organelles found mostly in animal cells. Some plant cells have them, but most do not. They form flagella or cilia in cells that have them and they are involved in the asexual reproduction of cells. (mitosis)

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] microtubules [2]

Output: Spiral strands of protein molecules that form a tubelike structure.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] basal body [2]

Output: Once the centriole has formed a cilium, it stays at the base of the cilium and is called a __________ ___________.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] mitosis [2]

Output: the asexual reproduction of cells

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] nucleus [2]

Output: Often called the “control center of the cell,” it holds the cell's main DNA, which tells the cell everything it needs to know about its structure and functions.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] nuclear DNA [2]

Output: DNA stored in the nucleus and is a copy of the parent cell.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] nuclear membrane [2]

Output: A highly-porous membrane that separates the nucleus from the cytoplasm.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] ribonucleic acid [2]

Output: a substance found in the DNA and referred to as RNA

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] chromatin [2]

Output: Clusters of DNA, RNA, and proteins in the nucleus of a cell.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] nucleolus [2]

Output: This is the center where RNA is made. Ribosomes are also assembled here and then transported out of the nucleus.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] mitochondrial DNA [2]

Output: DNA stored in the mitochondrion. It is involved in producing the proteins that the cell needs specifically for respiration.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] cytoskeleton [2]

Output: A network of fibers that holds the cell together, helps the cell to keep its shape, and aids in movement.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] microfilaments [2]

Output: Fine, threadlike proteins found in the cell's cytoskeleton.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] intermediate filaments [2]

Output: Threadlike proteins in the cell's cytoskeleton that are roughly twice as thick as microfilaments. are mostly responsible for strengthening and supporting the cell, which allows it to keep its shape.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] phospholipids [2]

Output: A lipid in which one of the fatty acid molecules has been replaced by a molecule that contains a phosphate group. A plasma membrane is usually constructed of proteins, cholesterol, and these......

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] lipids [2]

Output: Molecules that contain three fatty acids linked together on a glycerol molecule.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] hydrophilic end [2]

Output: “water-loving”

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] hydrophobic end [2]

Output: “water-fearing”

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] phospholipid bilayer [2]

Output: In the plasma membrane, phospholipids are arranged in a double layer with the hydrophobic ends pointing towards each other and the hydrophilic ends pointing out towards the surroundings and in towards the cell. This layer is called the phospholipid bilayer ___________ _____________.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] glycoprotein [2]

Output: When a carbohydrate is attached to a protein, the protein is called a ____________.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] glycolipid [2]

Output: When a carbohydrate is attached to a phospholipid, it is called a ______________.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] passive transport [2]

Output: Movement of molecules through the plasma membrane according to the dictates of osmosis or diffusion. No cellular energy is expended as a result of the substance passing through the plasma membrane

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] active transport [2]

Output: Movement of molecules through the plasma membrane (typically opposite the dictates of osmosis or diffusion) aided by a process that requires energy

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] isotonic solution. [2]

Output: A solution in which the concentration of solutes is essentially equal to that of the cell which resides in the solution.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] hypertonic solutions [2]

Output: A solution in which the concentration of solutes is greater than that of the cell that resides in the solution.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] plasmolysis [2]

Output: Collapse of a walled cell's cytoplasm due to a lack of water.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] cytolysis [2]

Output: The rupturing of a cell due to excess internal pressure.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] hypotonic solution. [2]

Output: A solution in which the concentration of solutes is less than that of the cell that resides in the solution. (There is greater solute concentration on the inside of the cell than on the outside. As a result, water flows by osmosis into the cell until the cell bursts from too much water pressure.)

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] activation energy [2]

Output: Energy necessary to get a chemical reaction going.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] cellular respiration [2]

Output: The chemical process that generates most of the energy in the cell, supplying molecules needed to make the metabolic reactions of an organism run.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] pyruvic acid [2]

Output: C^3H^4O^3 Aerobic cellular respiration is accomplished through a four-stage process that begins in the cytoplasm. When the cell wants to “burn” a monosaccharide for energy, the monosaccharide first goes into the cytoplasm. There, enzymes catalyze a reaction that causes the monosaccharide molecule to lose some of its hydrogen atoms and form 2 molecules of this substance.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] chemical formula for glucose [2]

Output: C^6H^12O^6

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] glycolysis [2]

Output: the first stage of cellular respiration Much like striking a match to start something burning, the amount of energy needed to begin this reaction is half of that which is released when the reaction finishes.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] formation of acetyl coenzyme A [2]

Output: the second stage of cellular respiration Once 2 molecules of pyruvic acid are made, they head to a mitochondrion. As they cross into the mitochondrion, the next stage takes place. This stage is also called the “oxidation of pyruvic acid” in some biology texts. In this process, the pyruvic acid is broken down, and a protein (coenzyme A) is attached to the remains.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] Krebs cycle [2]

Output: third stage in cellular respiration This stage is sometimes called the “citric acid cycle,” and it also takes place in the mitochondrion. It takes the 2 molecules of acetyl coenzyme A and reacts them with oxygen to make hydrogen, carbon dioxide, and coenzyme A again. This is actually a long, complicated procedure that involves many reactions which are carefully controlled by enzymes.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] electron transport system [2]

Output: last stage in cellular respiration This stage produces the most energy of all four stages. Just like the Krebs cycle, it takes place in the mitochondrion. In this stage, the hydrogen that was produced in the previous three stages is carefully reacted with oxygen to make water. This is actually done through a complicated series of enzyme-controlled reactions.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] adenosine triphosphate (ATP) [2]

Output: composed of a substance called adenosine linked 3 three phosphate groups. When 1 of the phosphate groups is broken away from the rest of the molecule, a gentle release of energy occurs. This energy is sufficient to accomplish most tasks in a cell, but gentle enough so that it will not harm the cell.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] adenosine diphosphate (ADP) [2]

Output: The resulting molecule when the phosphate group breaks off from the rest of the molecule (in ATP) and an adenosine attached to 2 phosphate groups is left over.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [1] cellular fermentation [2]

Output: In anaerobic conditions, the cell eventually converts the pyruvic acid into alcohol or lactic acid. This is called __________ ______________.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [MOA of NSAIDs] difference between aspirin and other NSAIDs

Output: aspirin irreversibly inhibits cyclooxygenase

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] Four main actions of NSAIDs

Output: anti-inflammatory, analgesia, antipyretic, and antiplatelet activity

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] agent used for closure of PDA

Output: indomethacin

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] aspirin is contraindicated in children with viral infection why

Output: potential for development of Reye's syndrome- rapid liver degeneration and encephalopathy

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] SE of salicylates

Output: tinnitus, GI bleeding

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] NSAID also available as an ophthalmic preparation

Output: diclofenac

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] NSAID available orally, IM and ophthalmically

Output: ketoralac

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] NSAID used for acute condition, such as pre-op anesthesia and has limited duration (<5 days) of use due to nephrotoxicity

Output: ketoralac

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] NSAID that selectively inhibits COX-2

Output: celecoxib

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] COX-2 inhibitors may have reduced risk of

Output: gastric ulcers and GI bleeding

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] COX-2 inhibitors should be used cautiosly in patients with

Output: pre-existing cardiac or renal disease

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] acetaminophen only has

Output: antipyretic and analgesic activity

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] SE of acetaminophen

Output: hepatotoxicity

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] antidote for acetaminophen toxicity

Output: N-acetylcysteine

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] DMARDs are slow acting drugs for

Output: rheumatic disease

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] MOA of gold salts

Output: alter activity of macrophages and suppress phagocytic activity of PMNs

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] SE of gold salts

Output: dermatitis of the mouth, aplastic anemia and agranulocytosis

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] causes bone marrow suppression

Output: methotrexate

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] SE of penicillamine

Output: aplastic anemia and renal

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] interferes with activity of T-lymphocytes

Output: hydroxychloroquine

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] anti-malarial drug used in RA

Output: hydroxychloroquine

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] SE of hydroxychloroquine

Output: retinal destruction and dermatitis

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] MOA of leflunomide (newer agent)

Output: inhibits dihydro-orotate dehydrogenase which leads to decreased pyrimidine synthesis

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] proteins that prevent action of TNF-alpha

Output: infliximab and etanercept

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] anti-rheumatic agent also used for UC

Output: sulfasalazine

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] anti-rheumatic agent also used for crohns disease

Output: infliximab

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] NSAID used in gout

Output: indomethacin

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] NSAID contraindicated in gout

Output: Aspirin

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] MOA of chochicine

Output: selective inhibitor of microtubule assembly

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] SE of colchicine

Output: kidney and liver toxicity; diarrhea

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] agent used to treat chronic gout by increasing uric acid secretion

Output: probenecid and sulfinpyrazone

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [MOA of NSAIDs] allopurinol treats chronic gout by inhibiting

Output: xanthine oxidase

Pharm 36 NSAIDs, Acetaminophen, and Drugs Used in Rheumatoid Arthritis and Gout Flashcards - Cram.com

inhibit prostaglandin synthesis by inhibiting cyclo-oxygenase


Input: [Congenital Disorders] Pyloric Stenosis

Output: • Narrowing (stenosis) of the pyloris (sphincter at the bottom of the stomach); this allows or disallows food or fluid to go from the stomach to the small intestines, & caused by hypertrophy of the muscle (too thick & tight).

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Pyloric Stenosis Pathophysiology

Output:  obstruction at the lower end of stomach caused by hypertrophy of (sphincter) muscles of the pylorus or spasms of sphincter—think of this as a tight rubber band

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Pyloric Stenosis Symptoms

Output: • Symptoms usually do not appear until the infant is 2 or 3 weeks old & can happen as early as 7 days, bc the child is on a liquid diet it takes a while for this to manifest • Incidence is higher in boys

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Pyloric Stenosis S/S

Output:  projectile vomiting** of milk and mucus after feeding, dehydration (if vomiting goes on for few days) bc newborn shouldn’t be sick so we wont think gastroenteritis

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Pyloric Stenosis Treatment

Output:  Surgery is called pyloromyotomy (cuts the pyloris muscle so food may pass); they cut the pyloric band to loosen the muscle so that food can pass—releasing the rubberband wrapped around the muscle

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Pyloric Stenosis Nursing Care Preoperatively

Output: Infant is given intravenous fluids to treat or prevent dehydration  To give gut rest, so not taking anything by mouth  Thickened feedings may be given by a teaspoon or through a nipple with a large hole ¬ Thickened liquids are heavier and will help to prevent refluxing and projectile vomiting..  Infant is burped before and during feedings to remove any gas accumulated in the stomach (relieve gas or air bubbles within the stomach)  Place infant on right side after feeding to facilitate stomach drainage into the intestines. ¬ On right side post feeding to promote emptying from the stomach to the small intestines.  Post eating  high fowlers (gravity to keep food down.)  If infant vomits, nurse is instructed to re-feed the infant

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Pyloric Stenosis Nursing Care Postoperatively

Output: Monitor intravenous fluids; provide feedings as prescribed by surgeon, document intake and output, monitor surgical site. They heal quicker than adults, and their metabolism is higher; this allows them to eat sooner post surgery than an adult (GI system works quicker) Physiological difference b/t child and adults

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Celiac Disease

Output:  Also known as gluten enteropathy and sprue (wheat, barley, rye, and oats are to be avoided; gluten intolerance)  Research shows that this is triggered by the environment, but there is a genetic link  Leading malabsorption problem in children  Thought to be caused from inherited disposition with environmental triggers (nature—genetic makeup and nurture—something in the environment, physiologic)

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Celiac Disease pathophysiology

Output: intolerance to gluten, the protein component of wheat, barley, rye and oats resulting in the accumulation of the amino acid glutamine, which is toxic to the mucosal cells this leads to atrophy of the intestinal villi, resulting in malabsorption of food.

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Celiac Disease symptoms

Output: not evident until 6 months to 2 years of age when foods containing gluten are introduced  Wheat, barley, oats, and rye  Repeated exposure to gluten damages the villi of intestines, resulting in malabsorption deficiency

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Celiac Disease characteristic profile

Output:  Characteristic profile is abdominal distention with atrophy of the buttocks  Infant presents with failure to thrive; not growing at normal rate  Infant is irritable  Stools are large, bulky, and frothy

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Celiac Disease diagnosis

Output:  Diagnosis confirmed by serum immunoglobin A (IgA) and small bowel biopsy

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: [Congenital Disorders] Celiac Disease treatment

Output:  Lifelong diet restricted in wheat, barley, oats, and rye gain weight, no further damage (macrobiotic diet)  Detailed parent teaching is essential ¬ A professional nutritionist or dietitian can aid in identifying foods that are gluten free

Gastrointestinal Disease Flashcards - Cram.com

• Disorders that babies are born with; physical malformation or physiological process that doesn’t work right • Esophageal atresia, Imperforate anus, Pyloric stenosis, Celiac disease, Hirschsprung’s disease, Intussusception


Input: Buffers

Output: External context such as family circumstances or community institutions that reduce risk exposure or the impact of risk exposure; internal; factors such as adaptive coping strategies

Psyc 115 key terms Flashcards - Cram.com

basic necessities for well being; a standard of living adequate for a child's physical, mental, spiritual, moral and social development


Input: Comorbidity

Output: the existence of two or more disorders or conditions in the same individual at the same time


Input: Developmental transition

Output: major experiential changes in the life cycle (usually associated with maturation, stress, age-appropriate changes, behavioral change or situational change). Can include transitions in the individual or family life cycle

Psyc 115 key terms Flashcards - Cram.com

basic necessities for well being; a standard of living adequate for a child's physical, mental, spiritual, moral and social development


Input: Discrimination

Output: any behavior which denies individuals or groups of people equality of treatment which they may wish

Psyc 115 key terms Flashcards - Cram.com

basic necessities for well being; a standard of living adequate for a child's physical, mental, spiritual, moral and social development


Input: Distal Risk

Output: Refers to sociological variable (i.e. poverty) or contexts that increase the risk for negative developmental outcomes

Psyc 115 key terms Flashcards - Cram.com

basic necessities for well being; a standard of living adequate for a child's physical, mental, spiritual, moral and social development


Input: Failure to thrive

Output: a significant delay on growth resulting from inadequate caloric intake; often a consequence of neglect

Psyc 115 key terms Flashcards - Cram.com

basic necessities for well being; a standard of living adequate for a child's physical, mental, spiritual, moral and social development


Input: Intergenerational transmission

Output: refers to the process (genetic, environmental, cultural, or familial) whereby behavior is passed on from one generation to the next

Psyc 115 key terms Flashcards - Cram.com

basic necessities for well being; a standard of living adequate for a child's physical, mental, spiritual, moral and social development


Input: Multiple victimization

Output: instance in which different forms of child maltreatment occur

Psyc 115 key terms Flashcards - Cram.com

basic necessities for well being; a standard of living adequate for a child's physical, mental, spiritual, moral and social development


Input: Oppression

Output: the systematic use of power or authority to treat others unjustly


Input: Prejudice

Output: a preconceived judgment, or opinion made about a person or group based solely upon their social position variable (race, social class, ethnicity, gender) that is often accompanied by unreasonable bias or objection


Input: Proband

Output: individuals with a disorder of interest (i.e. substance abuse, depression)


Input: proximal risk

Output: refers to psychological or behavioral characteristics that increase the risk for negative developmental outcomes

Psyc 115 key terms Flashcards - Cram.com

basic necessities for well being; a standard of living adequate for a child's physical, mental, spiritual, moral and social development


Input: racism

Output: the pervasive and systematic assumptions of the inherent superiority of certain races, and consequent discrimination against other races


Input: symptom generation

Output: the process of maturation and development of symptoms (replace idea of symptoms as reflective of an underlying disorder). The term is suggestive of a developmental background of dynamic events that produce symptoms.

Psyc 115 key terms Flashcards - Cram.com

basic necessities for well being; a standard of living adequate for a child's physical, mental, spiritual, moral and social development


Input: when people are not competing, do not reward or punish and in fact do nothing except be present as a passive audience or as co actors [Define a Group]

Output: Mere presence:

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: a group of people working simultaneously and individually on noncompetitive task. [Define a Group]

Output: co actors

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: Two meanings: 1: First is that of better performance in simple tasks in the presence of others. 2. The strengthening of already dominant abilities in an individual in the presence of others. (finding by Zajonc) [Define a Group]

Output: Social Facilitation

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: The notion that the more people are there are, reactions are increased even more. For example if sitting in a crowd, the laughter of some will more likely induce your own laughter. [Define a Group]

Output: What does the term "a good house is a full house" imply?

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: When the task given is not dominant (easy), or when there is hyper arousal and self consciousness. [Define a Group]

Output: When would crowding hinder performance?

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: The knowledge that one is being evaluated/observed by others in a crowd during task performance causes increased performance. [Define a Group]

Output: Evaluation Apprehension

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: the theory states that when the individual is in the presence of others, attention is payed both to self-consciousness and evaluation of others. this split in awareness causes arousal. [Define a Group]

Output: Driven by Distraction

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: Evaluation apprehension, Driven by Distractions, and Mere Presence of others. [Define a Group]

Output: Name the three reasons why social facilitation occurs?

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: An experiment testing for social loafing, where the an individual told to pull a rope blindfolded put 18% more effort than when told that 2to 5 other people were pulling as well (still blindfolded) [Define a Group]

Output: Describe Alan Inghams experiment (Has to do with ropes)

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: the tendency for people to exert less effort when they pool their efforts towards a common goal than when they are individually accountable. [Define a Group]

Output: Social Loafing

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: Individuals who benefit from the the group but give little in return. [Define a Group]

Output: Free Riding

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: the diffusion of responsibility or evaluation apprehension hence the need for perform as well. [Define a Group]

Output: One cause for social loafing?

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: When the task is challenging, appealing or involving. Also when group is friends or someone other than strangers (generally) [Define a Group]

Output: When does social loafing not occur in a group setting?

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: loss of self awareness and evaluation apprehension, occurs in group situations that foster anonymity and draw attention away from the individual [Define a Group]

Output: De individuation

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: It creates De-individuation, less self consciousness, less evaluation apprehensions but also it creates the individual more responsive to the cues present in the situation at hand. [Define a Group]

Output: How does physical anonymity effect individuals?

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: De-individuation [Define a Group]

Output: What is the opposite of self awareness?

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: Thus the reason for impulsive actions found within groups. [Define a Group]

Output: Diminished self awareness leads to a disconnection of behavior to attitude

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: When decisions are made within a group, opinions and decisions tend to be more risky. [Define a Group]

Output: Risky shift phenomenon

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: group-produced enhancement of members' pre-existing tendencies, a strengthening of members' average tendency, not a split within the group. [Define a Group]

Output: Group Polarization:

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: where the investment of an opinion thought or action makes the person feel more inclined to invest further. for example businesses that have invested already, feel that more investment may in fact save their businesses. [Define a Group]

Output: Too much invested to quit phenomenon

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: When the initial differences between groups is accentuated over time due to group reinforcement. [Define a Group]

Output: Accentuation phenomenon

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: Informational influence Normative influence [Define a Group]

Output: Name two reasons for group polarization

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: Information influence are those arguments/opinions or discussions which polarize the individual onto one groups side. [Define a Group]

Output: What is informational influence

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: The tendency to polarize towards a certain group or side, mostly on the basis to fit into the group, to be seen favorably by the group etc. [Define a Group]

Output: What is Normative influence?

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: we find identity in ourselves by comparing our abilities and opinions with others. [Define a Group]

Output: What is Leon festinger's theory of social comparison

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: when the argument involves fact laden [Define a Group]

Output: Persuasive Arguments are more effective in creating group polarization when what type of argument if presented?

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: When there is group comparisons, or social comparisons that occur. [Define a Group]

Output: How can group polarization occur when there is value laden argument/opinion?

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: the process by which certain group members motivate and guide the group [Define a Group]

Output: Leadership

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: where the organization of work, setting standards, and focusing on goal attainment is necessary [Define a Group]

Output: task leadership

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: work are building teamwork, mediating conflicts, and being supportive. [Define a Group]

Output: Social Leadership

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: are effective in both task leadership and social leadership. [Define a Group]

Output: Transactional leadership

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: where the individual exhibits behaviours that help make a minority view persuasive. [Define a Group]

Output: transformational leaders

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: Charismatic, Energetic, and self-confident extraverts. [Define a Group]

Output: name the characteristics of a transformational leader

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: where the minority has a tendency to express minority views less quickly than than the majority. [Define a Group]

Output: minority slowness effect

Social Psychology Group Influence Chapter 7 Flashcards - Cram.com


Input: segmental dysfunction

Output: purely functional posterior elements involved no degenerative changes HYPOMOBILITY manipulation is key recovery is complete

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: instability

Output: trauma unresolved segmental dysfxn aging greater motion of post.z jts HYPERMOBILITY manipulation only symptomatic relief underlying pathology remains change of ADL

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: stabilization

Output: advanced degeneration possible fusion HYPOMOBILITY NOW STRUCTURAL loss of disc height increase wt on z jts increase degeneration of z jts stenosis neurogenic symptoms degenerative changes

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: what starts the degenerative process regardless of cause

Output: hypomobility

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: hypomobility is result of

Output: loss of coordination m atrophy in spine thickened jt capsule

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: what is the initial driving force in natural progression

Output: hypomobility

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: what is an occipital condyle fracture

Output: vertical compression with lateral bending

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: what deficits are seen in occipital condyle fracture

Output: cranial nerve head trauma

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: what is the outcome for occipital condyle fracture

Output: orthotic immobilization heal uneventfully

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: what is type I and II atlas fracture

Output: I - anterior arch II - posterior arch

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: how does type I atlas fracture occur

Output: avulsion during extension

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: how does type II atlas fracture occur

Output: compression during extension

Chiropractic : Orthopedics 1 Flashcards - Cram.com

segmental dysfunction instability stabilization


Input: Strategies that position the company against competitors to create the strongest possible advantage [competitive advantage]

Output: competitive marketing strategies


Input: 3 steps to the competitor analysis? IAS [competitive advantage]

Output: Identify competitors by product or service, assess competitors strengths and weaknesses, and select competitors to attack and avoid


Input: 3 possible answers to the question "who are my competitors?" example of each for digiorno pizza [competitive advantage]

Output: Firms with the same product or service totinos, firm whose offering provides the same benefit other microwaveable meal providers, or firms competing for the same consumer dollars other food providers