Input: Which of the following statements about obtaining precall information is TRUE? [encoding and decoding]

Output: -At some point the amount of time and effort required to collect additional information exceeds its value. -Often the difference in making or not making a sale is the homework the salesperson has done. -Collecting the information needed is often time consuming. -The more information the salesperson has, the more likely the prospect's needs will be met.

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: Which of the following is NOT one of the types of information about a customer's organization that a salesperson investigates? [encoding and decoding]

Output: spouses

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: People involved in a prospect's purchase decision whose opinions are important and who are opposed to your company's products are called: [encoding and decoding]

Output: influential adversaries

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: Serena spent weeks gathering information about prospective clients, never once making a sales call. Serena may be suffering from: [encoding and decoding]

Output: analysis paralysis

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: Which of the following statements about sales call objectives is TRUE? [encoding and decoding]

Output: -an objective should be established for every sales call. -objectives should be specific. -objectives should be measurable. -objectives should be aimed at customer action.

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: Which of the following is generally considered a benefit of multiple call objectives? [encoding and decoding]

Output: -They help take away the salesperson's fear of failure -Most salespeople can at least achieve their stated minimum objective -Multiple objectives tend to be self-correcting -Salespeople who always reach their optimistic objective realize they are probably setting their sights too low

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: The value proposition: [encoding and decoding]

Output: -is usually one or two written sentences -should be specific and measurable -explains how a product or service can help add shareholder value -should be tied to the prospect's mission statement

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: Many sales managers insist sales representatives make appointments because: [encoding and decoding]

Output: -it dignifies the salesperson -puts the salesperson and the prospect on the same level -increases the chances of seeing the right person -reduces the likelihood of interruption

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: One researcher suggests that sales people initially try to call on the __________________, the person who will listen and provide the seller with needed valuable information. [encoding and decoding]

Output: focus of receptivity

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: A building materials salesperson was making her second call to a prospective client. The salesperson was most interested in meeting the person with the focus of _____ because this individual could explain where there were potential constraints and how the project might encounter problems. [encoding and decoding]

Output: dissatisfaction

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: When making a sales call on a new customer, the person in the buying center the salesperson can expect to meet last is referred to as the: [encoding and decoding]

Output: focus of power

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: The best time to call on customers is: [encoding and decoding]

Output: when it best suits the customer

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: Busy executives usually have one or more subordinates who plan and schedule appointments with sales representatives. These subordinates are called __________. [encoding and decoding]

Output: screens or barriers

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: Martin knows his customer's secretary goes to lunch with a group from their church on Thursdays. He calls the customer during that time. Martin is working ________________. [encoding and decoding]

Output: under the screen

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: To get the purchasing manager's secretary to give him an appointment, Betty mentioned an earlier talk she had with the vice-president of the firm about what her company has to offer. She is hoping this technique of _____ will get her in to see the purchasing sooner since the secretary may fear getting in trouble if she puts her off too long. [encoding and decoding]

Output: going over the screen

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: Jami knows a few of his customers are avid golfers but work on construction sites away from cable or satellite television reception. During the major golf events Jami sends a summary of the current golf scores to these customers. Jami is using _________ to build customer relationships. [encoding and decoding]

Output: e-missives

MAR3400 - Professional Selling - Test 2 Flashcards - Cram.com


Input: If Not C then Not A and not B

Output: If A or B then C

LG Contrapositives Flashcards - Cram.com


Input: If Not C then Not A or not B

Output: If A and B then C

LG Contrapositives Flashcards - Cram.com


Input: If not B and Not C then NOT A

Output: If A then B or C

LG Contrapositives Flashcards - Cram.com


Input: If not B or not C then NOT A

Output: If A then B and C

LG Contrapositives Flashcards - Cram.com


Input: If you get no Chips and no Salsa or Both Chips and Salsa, then you did not pay $10

Output: Everyone who pays 10 gets Chips or Salsa not both

LG Contrapositives Flashcards - Cram.com


Input: If and only if

Output: Biconditional 1

LG Contrapositives Flashcards - Cram.com


Input: If A then B and vice Versa

Output: Biconditional 2

LG Contrapositives Flashcards - Cram.com


Input: If either A or B is true then the other is true

Output: Biconditional 3

LG Contrapositives Flashcards - Cram.com


Input: If A is true B is true otherwise B is not true

Output: Biconditional 4

LG Contrapositives Flashcards - Cram.com


Input: All A but B are XYZ

Output: Biconditional 5

LG Contrapositives Flashcards - Cram.com


Input: If you can get in then you had a ticket, If no ticket then you can't get in.

Output: To get in you must have a ticket

LG Contrapositives Flashcards - Cram.com


Input: If ticket then you must go in, If not in then you had no ticket.

Output: Everyone with a ticket must go in

LG Contrapositives Flashcards - Cram.com


Input: If Al comes then he had been invited, If not invited then he won't come

Output: Al only comes when he's invited

LG Contrapositives Flashcards - Cram.com


Input: If Bob's invited, then he's going to go. If he doesn't go then he wasn't invited.

Output: Bob always comes when invited

LG Contrapositives Flashcards - Cram.com


Input: If a crisis arises, then activate plan X. If no plan X then there was no crisis.

Output: Activate Plan X if there is a crisis

LG Contrapositives Flashcards - Cram.com


Input: If Plan X then there was a crisis.If no Crisis there's no Plan X.

Output: Activate Plan X only if there is a crisis.

LG Contrapositives Flashcards - Cram.com


Input: If you Win then you had practiced. If you do not practice then you won't win.

Output: You can't win Unless you Practice

LG Contrapositives Flashcards - Cram.com


Input: if you don't die then you took antidote. If you do not take the antidote then you will die.

Output: You will die unless you take the antidote.

LG Contrapositives Flashcards - Cram.com


Input: If Its Sunday & it's not raining then we go to the beach. If we do not go to the beach, then it's not Sunday or it's raining.

Output: Every Sunday we go to the beach, unless its raining.

LG Contrapositives Flashcards - Cram.com


Input: At least one, maybe ALL

Output: Some means

LG Contrapositives Flashcards - Cram.com


Input: Some red things are apples

Output: Some Apples are Red

LG Contrapositives Flashcards - Cram.com


Input: Some owls are birds

Output: Some birds are owls

LG Contrapositives Flashcards - Cram.com


Input: Some non-cats are animals.

Output: Some animals are NOT cats

LG Contrapositives Flashcards - Cram.com


Input: [1] Accounting [2]

Output: Recording, classifying, and summarizing of economic events for the purpose of providing financial information used in decision making.


Input: [1] Auditing [2]

Output: determining whether recorded information properly reflects the economic events that occurred during the accounting period.


Input: [1] Information risk [2]

Output: possibility that the information upon which the business risk decision was made was inaccurate.


Input: [1] Assurance Service [2]

Output: an independent professional service that improves the quality of information for decision makers. Performed by CPAs or other professionals.


Input: [1] Attestation Service [2]

Output: a type of assurance service in which the CPA firm issues a report about the reliability of an assertion that is the responsibility of another party.


Input: [1] What are the 5 categories of Attestation? [2]

Output: 1. Audit of Historical FS 2. Attestation of IC over FS 3. Review of historical FS 4. Attestation Svc on Info Technology 5. Other attestation services


Input: [1] ATTESTATION 1. Audit of Historical Financial Statements [2]

Output: Management asserts that the FS are fairly stated in accordance with GAAP.


Input: [1] ATTESTATION 2. Internal Control over Financial Reporting [2]

Output: Management asserts that internal controls have been developed and implemented following well established criteria.


Input: [1] ATTESTATION 3. Review of Historical Financial Statements [2]

Output: Mgmt. asserts that the statements are fairly stated in accordance with GAAP, the same as for audits.


Input: [1] ATTESTATION 4. Attestation Services on Information Technology [2]

Output: Mgmt. makes various assertions about the reliability and security of electronic information. -WebTrust Svc -SysTrust Svc


Input: [1] ATTESTATION 5. Other attestation services [2]

Output: Attest to forcast of FS.


Input: [throughput] transaction speed

Output: the speed at which a system can proces a transaction

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] system availability

Output: usually measured inversely as down time, or the average amount of time a system is down and unavailable to end users and customers. does not include regularly scheduled maintence

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] response time

Output: average time to respond to a user generated event, such as a request for a report, a moust click, and so on

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] scalability

Output: how well a system can adapt to increased demands. this is more of a conceptual metric that assesses your ability to upgrade the implemented infrastructure at minimal cost and service interruption

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] web centric metric

Output: a measure of success of your web and e business initiatives

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] unique visitors, total hits, page exposures, converstion rate, click through, cost per thousand (CPM) abandoned registrations, abandoned shopping carts

Output: common web centric metrics

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] unique visitors

Output: the number of unique visitors to your sites in a given time. used commonly by nielsen/net ratings to rank the most popular web sites.

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] total hits

Output: numver of visits to your website, many of which may be by the same visitor

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] page exposures

Output: average number of page exposures to an invidividual visitor

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] conversion rate

Output: percentage of potential customers who visit your site who actually buy something

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] click through

Output: count of the number of people who visit a site, click on an ad, and are taken to the site of the advertiser.

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] cost per thousand (CPM)

Output: sales dollars generated perdollar of advertising. commonly used to make the case for spending money to appear on a search engine.

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] abandoned registrations

Output: number of visitors who start the process of completing a registration page and then abandon the activity.

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] abandoned shopping carts

Output: the number of visitors who create a shopping car and start shopping then abandon the activity before paying for the merchandise

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] call center metrics

Output: meausre the success of call center efforts

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] abandon rate, average speed to answer (ASA) time service factor (TSF), first call resolution (FCR)

Output: typical call center metrics include

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] abandon rate

Output: the percentage number of callers who hang up while waiting for their call to be answered.

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] average speed to answer (Asa)

Output: the average time, usually in seconds, that it takes for a call to be answered by an actual person

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] time service factor

Output: the percentage of calls answered within a specific time frame, such as 30 or 90 seconds

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [throughput] first call resolution (FCR)

Output: the percentage of calls that can be resolved without having to call back

MIS test 3 set 2 ch. 7 Flashcards - Cram.com

the amount of information that can pass through a system in a given amount of time. associated with bandwidth or transmission speeds such as kilobits per second


Input: [2] Biosphere [1]

Output: Part of Earth that supports life, including the top portion of Earth's crust, the atmosphere, and all the water on Earth's surface

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Ecosystem [1]

Output: All the living organisms that live in an area and the nonliving features of their environment

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Ecology [1]

Output: Study of the interactions that occur among organisms and their environment

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Population [1]

Output: All the organisms in an ecosystem that belong to the same species

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Community [1]

Output: All the populations of different species that live in an ecosystem

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Habitat [1]

Output: place where an organism lives and that provides the types of food, shelter, moisture, and temperature needed for survival

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Limiting Factor [1]

Output: Anything that can restrict the size of a population, including living and nonliving features of an ecosystem, such as predators or drought

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Carrying Capacity [1]

Output: Largest number of individuals of a particular species that an ecosystem can support over time

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Producer [1]

Output: Organism, such as a green plant or alga, that uses an outside source of energy like the Sun to create energy-rich food molecules

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Consumer [1]

Output: Organism that cannot create energy-rich molecules but obtains its food by eating other organisms

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Symbiosis [1]

Output: Any close relationship between species, including mutualism, commensalism, and parasitism

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Mutualism [1]

Output: A type of symbiotic relationship in which both organisms benefit

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Commensalism [1]

Output: A type of symbiotic relationship in which one organism benefits and the other organism is not affected

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Parasitism [1]

Output: A type of symbiotic relationship in which one organism benefits but the other organism is harmed

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [2] Niche [1]

Output: The unique ways an organism survives, obtains food and shelter, and avoids danger

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] debt [2]

Output: loans


Input: [1] equity [2]

Output: shares of stock


Input: [1] economic profit [2]

Output: total revenue less total costs, including all opportunity costs


Input: [1] accounting profit [2]

Output: total revenue less total costs except for the opportunity cost of capital


Input: [1] negative economic profit [2]

Output: total revenue is less total costs include all opportunity costs


Input: [1] zero economic profit [2]

Output: total revenue is equal to total cost when total costs include all opportunithy costs


Input: [1] normal accounting profit [2]

Output: zero economic profit


Input: [1] positive economic profit [2]

Output: total revenue is greater than total costs when total costs include all opportunity costs


Input: [1] ceteris paribus [2]

Output: Latin for 'everything else held constant'


Input: [1] price maker, price setter, or price searcher [2]

Output: a firm that sets the price of the product it sells


Input: [2] True [1]

Output: Most insoluble substances are soluble. True/False

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] No [1]

Output: Are many covalent compounds soluble in water?

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] Where the maximum amount of solute will dissolve in a solution at a given temperature. [1]

Output: What is a saturated solution?

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] increases [1]

Output: When the temperature increases, the solubility of solids increases/decreases

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] It decreases [1]

Output: As the temperature rises, what happens to the solubility of gasses?

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] How the solubility of a substance changes with temperature [1]

Output: What do solubility curves show?

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] Calcium and magnesium salts [1]

Output: What ions does hard water contain?

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] When the calcium or magnesium ions in hard water react with soap and form the precipitate scum [1]

Output: How is scum formed?

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] scale [1]

Output: Ca/Mg decompose to form _____ when the water is heated

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] beneficial [1]

Output: Hard water is beneficial/detrimental to human health?

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] By removing the salts that produce scum and scale. This can be achieved by adding washing soda or using an ion-exchange resin to remove the ions [1]

Output: How can hard water be softened?

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] Dissolved substances and microorganisms [1]

Output: What would you expect drinking water to have little of?

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] By adding chlorine to kill bacteria [1]

Output: How is water made fit to drink?

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: [2] By distilling it [1]

Output: How can you make pure water?

AQA Further Chemistry Key Points part 3 Flashcards - Cram.com


Input: Proteins that function as chemical messengers, allowing cells to communicate. [Complement System]

Output: Cytokines

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Type of phagocytic cell that resides in tissues and has multiple roles, including scavenging debris and producing pro-inflammatory cytokines. [Complement System]

Output: Macrophage

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Major type of phagocytic cell in blood. [Complement System]

Output: Neutrophils

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Coating of an object with molecules for which phagocytes have receptors, making it easier for phagocytosis to occur [Complement System]

Output: Opsonization

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Proteins on or in cells that recognize specific compounds unique to microbes or tissue damage, allowing the cells to sense the presence of invading microbes or damage. [Complement System]

Output: PRR Pattern Recognition Receptors

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Describe how the skin protects agains infection. [Complement System]

Output: Closely inter-woven skin cells provide a protective barrier through which mo's can not move. Skin also has sweat glands, sweat with lysozyme which degrades cell walls of mo's. Skin pH is not hospitable to mo's.

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What factors in saliva aid in protection against microbes? [Complement System]

Output: Lysozyme

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Why is iron metabolism important in the body's defense. [Complement System]

Output: If the host can regulate use of iron and prevent microbes from using this vital element, microbes can not thrive.

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: How do complement proteins cause foreign cell lysis? [Complement System]

Output: The MAC formes pores on the surface of foreign cells, causing it to lyse.

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: How do phagocytes enter tissues during an inflammatory response? [Complement System]

Output: The vessels increase permeability and allow them to enter between the epithileal cells of the vessels

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What is the pH of the skin? [Complement System]

Output: 3-5

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What is the enyzme that breaks down peptidoglycan? [Complement System]

Output: Lysozyme

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: How does lysozyme break down peptidoglycan? [Complement System]

Output: Breaks the NAG and NAG bonds of peptidoglycan

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Are Gram negative or Gram positive cells susceptible to lysozyome? [Complement System]

Output: Gram Positive

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What are the two things that sequester iron, keeping it from use by mo's? [Complement System]

Output: Transferrin, lactoferrin

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What is normal flora? [Complement System]

Output: Natural mo's that live in our system all the time. Not harmful to us but offer competition to invading mo's and preventing their invasion.

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What is the protein in flagella which is recognized by TLR's? [Complement System]

Output: Flagellan

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What element is detected by TLR's from Gram positive invaders? [Complement System]

Output: Peptydoglycan

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What element is detected by TLR's from Gram negative invaders? [Complement System]

Output: Lipopolysaccharide LPS

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: List some different versions of RNA/DNA which is foreign to us and is detected by TLR's. [Complement System]

Output: ssRNA, ssDNA, dsRNA Even if it's in the form of our DNA/RNA, ie dsDNA, ssRNA, there are sequences present in foreign versions TLR's recognize

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What is lipoteichoic acid? [Complement System]

Output: A component of the Gram positive cell wall

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What does a macrophage do? [Complement System]

Output: Attracts help from the immune system and can stimulate an inflammatory response.

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: List four different kinds of granulocytes [Complement System]

Output: basophil, neutrophil, eosinophil, monocyte

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What is the most important and abundant granulocyte? [Complement System]

Output: Neutrophils

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What do mononuclear phagocytes mature into? [Complement System]

Output: Macrophages and dendritic cells

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Polymorphonuclear Neutrophilicleukocyte [Complement System]

Output: Neutrophils

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Where are neutrophils generally located? [Complement System]

Output: In the blood until needed in the tissues.

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: How long do neutrophils live? [Complement System]

Output: 1-2 days

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Are neutrophils bigger or smaller than red blood cells? [Complement System]

Output: Bigger

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What two methods are used to protect us from mo's by neutrophils? [Complement System]

Output: Phagocytosis of the mo and releasing chemicals in granules to kill the mo

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What % of leukocytes in the blood are neutrophils? [Complement System]

Output: Approx 35%

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What % of leukocytes in the blood are eosinophils? [Complement System]

Output: 2-4%

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What % of leukocytes in the blood are basophils? [Complement System]

Output: 0.5-1%

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What is the primary role of eosinphils? [Complement System]

Output: Degranulation

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: When is degranulation useful? [Complement System]

Output: When mo's are too large to phagocytize

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Mast cells hang out _________ and basophils hang out _________ [Complement System]

Output: in the tissues; in the blood

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What kind of chemicals do mast cells and basophils have in their granules? [Complement System]

Output: Not toxic chemicals but inflammatory mediators ie histomines

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Inflammation is a (1st/2nd) line defense? [Complement System]

Output: 2nd

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: What % of leukocytes in the blood are monocytes? [Complement System]

Output: 3.8%

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Where do monocytes mature into macrophages and dendritic cells? [Complement System]

Output: In the tissues

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Macrophages live where? [Complement System]

Output: Tissues

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: List two general kinds of opsonins [Complement System]

Output: C3b and IgG antibody

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: _________ and _________ fuse together inside a phagosome and form a ___________ where mo's are degraded. [Complement System]

Output: endosomes, lysososomes, phagolysosome

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: Can a neutrophil phagocytize repeated mo's? [Complement System]

Output: No. Once it uses up all of its lysozome it dies.

MicroBiology Exam 3 Immune System - Angie 14 Flashcards - Cram.com


Input: [Enforceable between] 2 exceptions to the general enforcement rule

Output: -s56 LPA-Re Ecclesiatical-if covenant was purported to be made with him, he may be able to sue upon it Kelsey v Dodd-3rd party must be identifiable at the time of creation-not successors in title -CROTPA

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Enforcement between successors in title at common law

Output: s136 LPA-benefit of a covenant can be expressly assigned, must be in writing and notice given to the covenantor

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Implied assignment must satisfy the 4 P&A Swift investments

Output: -covenant must touch and concern the land-Smith & Snipes -original parties must have intended the benefit to pass, s78 LPA-implied since 1925 -covenantee held a legal estate in the land -successor holds a legal title-Austerberry

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Austerberry

Output: at common law the burden of a covenant will never pass to a successor of the servient land

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Freehold covenants passing in equity-the burden must pass in line with the 4 Tulk v Moxhay requirements

Output: -covenant must be negative in nature-Haywood -covenant must accommodate the dominant land -original parties must have intended burden to pass with servient land -purchaser of S land must have had NOTICE of the covenant

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] LCC v Allen

Output: dominant land must be identifiable at creation and enforcement

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Rogers

Output: D & S land must be in some proximity covenant must be for the benefit of the dominant land

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] s32 LRA 2002

Output: with registered land the RC should be registered as a notice on the servient land

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] s29(2) LRA 2002

Output: if a notice is entered the purchaser has notice

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] s29(1) LRA 2002

Output: if the notice is not registered, a purchaser for valuable consideration is deemed not to have notice and it cannot be an overriding interest

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Unregistered land

Output: -pre 1926-doctrine of notice -post 1925-class d2 land charge

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Renals v Cowlishaw

Output: Passing the benefit in equity -covenant must touch and concern the land -covenant must have been passed by annexation, express assignment or a building scheme any reference to covenantee is done in capacity as owner of the dominant land

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Annexation

Output: occurs at the time of creation, becomes part of the land

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Re Ballards

Output: to be attached to whole of dominant land, must show it touches and concerns whole land

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Russell

Output: where D land is broken up, any annexation would be ineffective

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Wroitham

Output: today annexation may be effective irrespective of the size of the dominant land

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Driver

Output: today if annexation is expressly to each and every part of the sale, if land is divided, benefit will still pass

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Federated Homes

Output: statutory annexation-s78 acts to automatically annexe the benefit of a covenant to a dominant land without the need for express words

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Small

Output: statutory annexation attaches benefit to each and every part subject to contrary intention

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Crest Nicholson

Output: -the ability by way of careful wording to exclude automatic annexation by virtue of s78 was confirmed -the wording of the covenant must ID the dominant land

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Marten v Flight Refueling

Output: annexation can be implied

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Miles

Output: Express assignment of benefit must happen at the same time as the transfer of the dominant land

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Re Union

Output: if Miles criteria is not met, it will be deemed ineffective

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Roake v Chadha

Output: assignment of a benefit will not pass automatically under s62 LPA

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Re Dolphin

Output: building scheme- -there must be an identifiable scheme -there must be a mutually perceived common intention that a scheme was intended to be for reciprocal enforcement of obligations

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Remedies for restrictive covenants

Output: injunction and damages

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] court discharge criteria

Output: s84(1) LPA 1925

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Positive covenants

Output: general rule is only enforceable between original parties

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] indemnity covenants

Output: -original covenantor will remain liable, can get an indemnity from successors in title -no obligation for successors to sign indemnities -can only get damages -original covenantor may be unable to be found

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Halsall v Brizell

Output: a person who wishes to claim his benefit must submit to any corresponding burden

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Allotey

Output: the burden must be relevant to the enjoyment of the benefit successor must have option to take the benefit

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Extinguishment of RC's

Output: D&S land cease to be in diverse occupation/ownership

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Northbourne v Johnstone

Output: There was a promise in a contract for the sale of dominant land that the seller would assign to the buyer the benefit of a restrictive covenant. However, the conveyance of the land omitted the relevant assignment clause. RC extinguished

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Newton Abbot Co-op Society Ltd

Output: If dominant land passes on death (rather than on a sale), it seems that an express assignment is not required for the new owner to enforce the benefit of a restrictive covenant.

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Baxter v Four Oaks

Output: The land was not divided into plots before selling commenced, but this did not prevent a building scheme from having been created.

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Wrotham Park Estate v Parkside Homes

Output: The judge decided to award the plaintiff damages instead based on the "price" it could reasonably have demanded for releasing the covenant

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Re Banks' Application

Output: An application to the Lands Tribunal to modify the covenant succeeded under ground (aa), with the servient owner paying compensation to the dominant owners (to make up for any loss or disadvantage suffered by them).

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [Enforceable between] Dano v Cadogan

Output: the meaning of covenants can change over time

Land Law Freehold Covenants Flashcards - Cram.com

-original parties to the covenant -generally only parties to a deed/contract


Input: [1] Part of Earth that supports life, including the top portion of Earth's crust, the atmosphere, and all the water on Earth's surface [2]

Output: Biosphere

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] All the living organisms that live in an area and the nonliving features of their environment [2]

Output: Ecosystem

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] Study of the interactions that occur among organisms and their environment [2]

Output: Ecology

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] All the organisms in an ecosystem that belong to the same species [2]

Output: Population

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] All the populations of different species that live in an ecosystem [2]

Output: Community

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] place where an organism lives and that provides the types of food, shelter, moisture, and temperature needed for survival [2]

Output: Habitat

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] Anything that can restrict the size of a population, including living and nonliving features of an ecosystem, such as predators or drought [2]

Output: Limiting Factor

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] Largest number of individuals of a particular species that an ecosystem can support over time [2]

Output: Carrying Capacity

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] Organism, such as a green plant or alga, that uses an outside source of energy like the Sun to create energy-rich food molecules [2]

Output: Producer

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] Organism that cannot create energy-rich molecules but obtains its food by eating other organisms [2]

Output: Consumer

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] Any close relationship between species, including mutualism, commensalism, and parasitism [2]

Output: Symbiosis

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] A type of symbiotic relationship in which both organisms benefit [2]

Output: Mutualism

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] A type of symbiotic relationship in which one organism benefits and the other organism is not affected [2]

Output: Commensalism

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] A type of symbiotic relationship in which one organism benefits but the other organism is harmed [2]

Output: Parasitism

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: [1] The unique ways an organism survives, obtains food and shelter, and avoids danger [2]

Output: Niche

Chapter 12: 7th Grade Vocabulary Cards Flashcards - Cram.com


Input: What is the original meaning of existentialism and what has it come to mean today? [inauthentic, authentic]

Output: originally- attitude toward human life which places special emphasis on the immediate, real-life experiences of individuals. It later came to be a movement (led by Kierkegaard) that stressed individual decision and an aweareness of the limits of human existence.

Christian Doctrine Test 3 Flashcards - Cram.com


Input: Compare and contrast deism and theism. [inauthentic, authentic]

Output: Deism is the view that asserts God's creatorship, and denies continuing divine involvement w/in creation. Theism allows for continuting divine involvement within the world.

Christian Doctrine Test 3 Flashcards - Cram.com


Input: What are the three main features of metaphors that have attracted theological attention in recent decades? [inauthentic, authentic]

Output: First, metaphors imply similarity and dissimilarity between things being compared. Second, they can't be reduced to definitive statements. Third, they often have strong emotional overtones.

Christian Doctrine Test 3 Flashcards - Cram.com


Input: Who developed the theory of accomodation and how does he define it? [inauthentic, authentic]

Output: Calvin defines it as adjusting or adapting to meet the needs of the situation and the human ability to comprehend it.

Christian Doctrine Test 3 Flashcards - Cram.com


Input: What are the two contributions of Calivin to the Christian Church and how did they effect the Copernican debate? [inauthentic, authentic]

Output: First: encouraged the scientific study of nature. Second: eliminated a major obstacle to the development of that study.

Christian Doctrine Test 3 Flashcards - Cram.com


Input: Succinctly describe the differences between reason and rationalism. [inauthentic, authentic]

Output: Reason: basic human faculty of things, based on argument and evidence; theologically neutral. Rationalism: reliance on reason, concrete ideas; no weight given to divine revelation

Christian Doctrine Test 3 Flashcards - Cram.com


Input: Succinctly describe Lindbeck's approaches to doctrine. [inauthentic, authentic]

Output: cognitive-propositionalist: cognitive (mental) aspects of religion experiential-expressive: noncognitive symbols of human feelings and attitudes. cultural-linguistic: rule or regulative theory of doctrine

Christian Doctrine Test 3 Flashcards - Cram.com


Input: Christian _______ is the seek of eternal life. [inauthentic, authentic]

Output: hope

Christian Doctrine Test 3 Flashcards - Cram.com


Input: Succinctly describe the view of liberal protestants regarding evolution. [inauthentic, authentic]

Output: Evolutionary theories allowed theology to appreciate the specific way in which God was present and active within creation. Evolution not inconsistent w/divine providence, but it showed how providence operated.

Christian Doctrine Test 3 Flashcards - Cram.com


Input: T/F: According to Barth, creation is a theological event which can't be illuminated in the light of natural science. [inauthentic, authentic]

Output: True

Christian Doctrine Test 3 Flashcards - Cram.com


Input: Succinctly describe 3 of the philosophical systems which have had the greatest impact on Christianity. [inauthentic, authentic]

Output: platonism: patristic period aristotelianism: middle ages existentialism: Kirkegaard

Christian Doctrine Test 3 Flashcards - Cram.com


Input: Who was the most famous and influential theologian of the Middle Ages? [inauthentic, authentic]

Output: Thomas Aquinas

Christian Doctrine Test 3 Flashcards - Cram.com


Input: Succinctly describe Hume's criticisms dealing with the argument from design. [inauthentic, authentic]

Output: First: the direct extrapolation from observation of design in the world to a God who created it is not possible. Second: suggesting a designer would lead to an infinite regression. Third: validity of analogy.

Christian Doctrine Test 3 Flashcards - Cram.com


Input: The most significant contribution to classic evangelical understanding of faith was unquestionably make by ________. [inauthentic, authentic]

Output: Luther

Christian Doctrine Test 3 Flashcards - Cram.com


Input: What fundamental contributions to the emergence of natural sciences did Calvin make? [inauthentic, authentic]

Output: He positively encouraged the scientific study of nature and he eliminated a major obstacle to the development of that study.

Christian Doctrine Test 3 Flashcards - Cram.com


Input: [Pollination] Gymnosperms are pollinated by the

Output: wind

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] The male part of a flower is called

Output: stamen

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] The female part of a flower is called

Output: pistil

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] Gymnosperms

Output: plants that produce seed that are protected by a cone or a fleshy seed coat

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] Angiosperms

Output: plants that have flowers and produce seeds enclosed in the fruit

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] Germination begins

Output: when the seed absorbs water and swells

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] Cotyledons

Output: special seed leaves that contain stored food

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] Gestation is

Output: the period of time between fertilization and the birth of an animal

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] What are animals called that develop in the mother's pouch

Output: marsupial mammals

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] What are the animals called that develop inside the mother's body

Output: placental mammals

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] asexual reproduction

Output: reproduction that involves only one parent

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] binary fission

Output: an organism splits in half and becomes two separate organisms

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] budding

Output: type of asexual reproduction in which a new organism develops on the parent organism

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] regeneration

Output: some sea stars can reproduce this way

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] stolons

Output: runners or creeping stems through which strawberries can reproduce

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] vegetative reproduction

Output: occurs when part of a plant usually not involved in reproduction develops in to a new plant

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] Parts of a flower

Output: anther, filament, stamen, stigma, style, pistil, ovary and ovule, sepals, petals

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] fruit of a plant

Output: the part that contains the seed

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] parts of a seed

Output: embryo, cotyledons, seed coat

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] Once an egg cell is fertilized what happens to the ovule and the ovary

Output: the ovule becomes the seed coat adn the ovary develops into the fruit

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] cross pollination

Output: pollen is transferred from an anther of one plant to the stigma int eh flower of another plant

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] self-pollination

Output: pollen is transferred from the anther to the stigma of the same flower or another flower on the same plant

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] a spore is different from a seed - How

Output: it is smaller, has one cell, and does not contain stored food

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Pollination] ferns and mosses reproduce by

Output: spores

Chapter 12 - BJU Science 6 Flashcards - Cram.com

occurs when a grain of pollen lands on the stigma of a flower


Input: [Conventions] Chorus

Output: Group of citizens who stand to the side of the action conversing with the principal character and commenting.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Soliloquy

Output: A monologue in which we seem to overhear the character's inmost thoughts uttered aloud.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Aside

Output: A character addresses the audience directly, unheard by the other characters on stage.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Theme

Output: The general point of truth about human beings that may be drawn to it.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Conflict

Output: The central struggle between two or more forces in a play.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Plot

Output: Whatever happens in a story, but more exactly referring to the unique arrangement of events that the author has made.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Subplot

Output: Also called a double plot. A secondary arrangement of incidents, involving someone less important than the protagonist.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Protagonist

Output: A leading character. A word we usually save for the primary figure.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Exposition

Output: The part in which we first meet the characters, learn what happened before the curtain rose, and find out what is happening now.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Foreshadowing

Output: A hint of what is to come.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Dramatic question

Output: A problem to be solved, an uncertainty to be cleared up.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Climax

Output: A moment, usually coming late a play, when tension reaches its greatest height. At such a moment, we sense that the play's dramatic question is about to be answered.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Crisis

Output: A moment of tension when one or another outcome is possible. The last and most decisive is the climax.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Resolution

Output: Conclusion or denouement. When the knot is untied and everything is resolved.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Suspense

Output: Enjoyable anxiety.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Stage business

Output: Any nonverbal action that engages the attention of an audience.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Rising action

Output: The part of the narrative (including the exposition) in which events start moving toward a climax.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Falling action

Output: After the climax, when the story begins to taper off. Resolution.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] What a good play should contain

Output: Unity of action, time, place

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Symbols

Output: Things that hint at larger meanings.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Realism

Output: The attempt to reproduce faithfully the surface appearance of life, especially that of ordinary people in everyday situations.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Henrik Isben

Output: Norwegian playwright who wrote a series of prose dramas in which realistically portrayed middle-class characters who face problems in their lives and relationships. Often called "problem plays" because of their engagement of issues that are hidden or repressed because of society's expectations.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Anton Chekhov

Output: Russian dramatist who used theater to present the real lives of real people even further. His dialogue may wander and there may not be a real plot, just like real life.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Picture-frame stage

Output: A structure that holds the action within a proscenium arch, a gateway standing in front of the scenery. This set-up divided the actors from the audience.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Box set

Output: In the theater of realism, this represented a room, three walls that joined in two corners and a ceiling that tilted as if seen in perspective.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Naturalism

Output: A kind of realism in fiction and drama dealing with the more brutal or unpleasant aspects of reality. Viewed a person as a creature whose acts are determined by heredity and environment.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Symbolism

Output: Involved new areas of artistic exploration and began in the French theater. Ex. the conjuring of a spirit world we cannot directly perceive.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Expressionism

Output: Delighting in bizarre sets and exaggerated make-up and costuming. Sought to reflect intense states of emotion and sometimes depict the world thru lunatic eyes.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Tragicomedies

Output: Plays that stir us not only to pity and fear but also to laugh.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Comic relief

Output: Passages of clownish humor, meaning the section of comedy introduces a sharp and contrast in mood; it makes the surrounding tragedy seem more intense.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Antiheroes

Output: Ordinary people, inglorious and inarticulate, who carry on not from bravery but from inertia.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Theater of the absurd

Output: Portrays people whose suffering seems ridiculous. Nothing can be taken seriously, not entirely lightly. There is a philosophical fear that human existence has no meaning. Every person is a helpless waif alone in a universe full of ridiculous obstacles. A fav theme is that communication between people is impossible.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Tragedy

Output: A play that portrays a serious conflict between human beings and some superior, overwhelming force. It ends sorrowfully and disastrously and the outcome seems inevitable.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Tragic flaw

Output: The protagonist's reversal of fortune that is brought about through some error or weakness on his part.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Satiric comedy

Output: Derisive humor in which human weakness or folly is ridiculed from a vantage point of supposedly enlightened superiority. Tends to be critical of people, their manners, and their morals.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] High comedy

Output: Relies more on wit and wordplay than on physical action for its humor, pointing out the hypocrisy and pretension of human behavior.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Epigram

Output: A brief and witty statement that memorably expresses some truth, large or small.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Low comedy

Output: Places greater emphasis on physical action and visual gags and its verbal jokes do not require much intellect to appreciate. Ex. drunkenness, stupidity, lust, trickery, insult, and clumsiness.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Burlesque

Output: A type of low comedy. Broadly humorous parody or travesty of another play or kind of play.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Farce

Output: Low comedy. Broadly humorous play who action is usually fast-moving and improbable.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Slapstick comedy

Output: Low comedy, a kind of farce. Pratfalls, pie-throwing, fighting, and other violent action.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Romantic comedy

Output: Main characters are usually lovers. Funny things happen along their road to being together. Often suffer humiliation and discomfort along the way, more funny than sad, but they are ultimately rewarded for their efforts.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Staging

Output: Open hillside amphitheater that could seat up to 17,000 spectators. Seating was hierarchal. The orchestra section of the stage was used for dancing while the skene was raised and supported the main action. The actors wore large masks and thick-soled shoes so the people farther away could understand who was doing what.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Dramatic structure

Output: The opening scene is the prologue. The parodos is the song for the entering of the chorus. Acts of the play separated by dance are the episodes. The exodus is the last scene. There were usually only three actors on the stage at once. Chorus~15 people.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] The civic role of Greek drama

Output: Athenian drama was financed by the state and the tickets were free. There were yearly contests for playwrights in which they could win cash prizes and praise from the community.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Tragedy and empathy in Greek theater

Output: Enabled its audience to reflect on personal values that might be in conflict with civic ideals, on the claims of minorities that it neglected or excluded from public life, on its own irrational prejudices toward the foreign or unknown. Challenged its audience to feel sympathy. The release of powerful emotions of pity of fear accounts for the paradox of tragic drama-how a viewer takes aesthetic pleasure in witnessing the suffering of others.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Tragic hero

Output: Must be a likable, popular figure that also possesses some tragic flaw or weakness of character.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Katharsis

Output: The feeling of emotional release or calm the spectator feels at the end of tragedy. Aristotle implied that after watching tragedy we feel better, not worse. We take a kind of pleasure in the spectacle of a noble man being brought down.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Recognition

Output: The revelation of some fact not known before or some person's true identity. Modern critics have taken the term to mean the terrible enlightenment that accompanies such a recognition with the protagonist's consequent awareness of his role in his own undoing.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Reversal

Output: The action that turns out to have the opposite effect from the one its doer had intended. Aristotle's word for this was peripety. His theory was that a tragedy makes us feel better about ourselves.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Sophocles

Output: Dramatist, priest, and general. One of three ancient Greek writers of tragedy whose work has survived. He won his first out of 24 victories in play writing but he wrote more than 120 plays.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Conventions] Oedipus the King

Output: The play was presented in Thebes during a terrible plague. Oedipus is a folktale figure. Part of his name, "Oida" means "to know" or "see" which indicates the play's theme of sight and blindness, wisdom and ignorance. Oedipus also means "swollen foot" or "club foot." Oedipus won the throne by solving the riddle of and riddling the city of the Sphinx.

Customary methods of presenting an action, usual and recognizable devices that an audience is willing to accept.


Input: [Learning] Associative Learning

Output: Learning that certain events occur together

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Classical Conditioning

Output: A type of learning in which one learns to line two or more stimuli and anticipate events

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Behaviorism

Output: The view that psychology should be an objective science that studies behavior without reference to mental progress

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Unconditioned Response

Output: In classical conditional conditioning, the unlearned, naturally occurring response to the unconditioned stimulus, such as salvation when food is in the mouth

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Unconditioned Stimulus

Output: In classical conditioning, a stimulus that unconditionally - naturally and automatically - triggers a response

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Conditioned Response

Output: In classical conditioning, the learned response to a previously neutral (but not conditioned) stimulus

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Conditioned Stimulus

Output: In classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Acquisition

Output: In classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response.

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Higher-order Conditioning

Output: A procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaker) conditioned stimulus

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Extinction

Output: The diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus does not follow a conditioned stimulus; occurs in operant conditioning when a response is no longer reinforced

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Spontaneous Recovery

Output: The reappearance, after a pause, of an extinguished conditioned response

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Generalization

Output: The tendency, one a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Discrimination

Output: In classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Respondent Behavior

Output: Behavior that occurs as an automatic response to some stimulus

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Operant Conditioning

Output: A type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Operant Behavior

Output: Behavior that operates on the environment, producing consequences

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Law of Effect

Output: Behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Operating Chamber

Output: In operant conditioning research, a chamber containing a bara or key that an animal can manipulate to obtain a food or water reinforcer; attached devices record the animal's rate of bar pressing or key pressing

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Shaping

Output: An operant conditioning procedure in which reinforces guide behavior toward closer and closer approximations of the desired behavior

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Reinforcer

Output: In operant conditioning any event that strengthens the behavior it follows

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Positive Reinforcement

Output: Increasing behaviors by presenting positive stimuli, such as food

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Negative Reinforcement

Output: Increasing behaviors by stopping or reducing negative stimuli, such as shock

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Primary Reinforcer

Output: An innately reinforcing stimulus, such as one that satisfies a biological need

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Conditioned Reinforcer

Output: A stimulus that gains its reinforcing power through its association with a primary reinforcer

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Continuous Reinforcement

Output: Reinforcing the desired response every time it occurs

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Partial (Intermittent) reinforcement

Output: Reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction that does continuous reinforcement

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Fixed-ratio Schedule

Output: In operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Variable-ration Schedule

Output: In operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Fixed-Interval Schedule

Output: In operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Variable-interval Schedule

Output: In operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Punishment

Output: An event that decreases behavior that it follows

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Cognitive Map

Output: A mental representation of the layout of one's environment

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Latent Learning

Output: Learning that occurs but is not apparent until there is an incentive to demonstrate it

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Intrinsic Motivation

Output: A desire to preform a behavior effectively for its own sake

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Extrinsic Motivation

Output: A desire to perform a behavior to receive promised rewards or avoid threatened punishment

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Modeling

Output: The process of observing and imitating a specific behavior

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Mirror Neurons

Output: Frontal lobe neurons that fire when performing certain actions or when observing another doing so

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [Learning] Prosocial Behavior

Output: Positive, constructive, helpful behavior

PSY100 Introduction to Psychology Myers CH7 Flashcards - Cram.com

A relatively permanence change in an organism's behavior due to experience


Input: [rapidly absorbed] limited to highly soluble drugs drug distribution is limited by poor circulation.

Output: What is a disadvantage to I.V. therapy?


Input: [rapidly absorbed] rapid effect is required medications are too irritating to tissues by other routes when i.v. line is already established, avoids discomfort of other parenteral routes

Output: Several reasons for intravenous therapy.


Input: [rapidly absorbed] signs of infection, infiltration, or a dislocated catheter inspect surrounding skin for redness, pallor or swelling palpate for coldness edema take vital signs determine allergies check compatibility of medications

Output: What should the nurse assess before beginning an I.V. line?


Input: [rapidly absorbed] infection of a vein due to mechanical or chemical injury

Output: What is Phlebitis


Input: [rapidly absorbed] redness, warmth, swelling, at the intravenous site and burning and pain along the course of the vein.

Output: Clinical signs of phlebitis


Input: [rapidly absorbed] when an I.V. needle becomes dislodged from the vein and fluid flows into the interstitial space causing swelling

Output: What is infiltration?


Input: [rapidly absorbed] swelling, pallor, coolness, and discomfort, at the I.V. site.

Output: What are signs of infiltration?


Input: [rapidly absorbed] is the safest way to administer drug by I.V. diluted in volumes of 1000ml-500ml. normal saline and ringer's lactate often used. commonly added drugs are potassium chloride and vitamins.

Output: Large volume infusions.


Input: [rapidly absorbed] can cause circulatory overload=hypervolemia

Output: The main danger when infusing large volumes of I.V. fluids.


Input: [rapidly absorbed] medication mixed in small amount of solution 100mL - 50mL. administer every 4 hours or regular intervals for short period of time. setup by piggy back or tandem can also be in a syringe, via mini infuser

Output: intermittent intravenous infusions


Input: [rapidly absorbed] way to administer intermittent medications. small fluid containers 100ml-150ml attached below primary infusion into I.V. line commonly used for children/older adults volume must be carefully monitored.

Output: volume control infusion


Input: [rapidly absorbed] is an undiluted drug directly into the systemic circulation. used in an emergency or when a medication cannot be diluted. can be introduced directly into a vein by venipuncture or into an existing line w/in port or IV lock

Output: Intravenous push


Input: [rapidly absorbed] errors cannot be corrected after drug is introduced drug may cause irritation to the vein lining.

Output: Two major disadvantages to intravenous push methods.


Input: [rapidly absorbed] resealabel latex injection site for needle access or a port that allows a syringe or a needleless adapter to be connected for administering medications.

Output: intermittent injection port


Input: [rapidly absorbed] allows a closed system to be maintained long term use can be implanted under the skin eliminates repeated needle sticks

Output: Advantage to a intermittent infusion port


Input: [rapidly absorbed] piggyback tandem

Output: Two secondary IV lines.


Input: [rapidly absorbed] used solely for intermittent drug administration. connected to the primary tubing at the upper port of the primary container

Output: Piggy back IV


Input: [rapidly absorbed] a second container is connected to the primary container at the lower, seconday port. used with intermittently or simultaneously with the primary solution

Output: tandem


Input: [rapidly absorbed] same consentrations of solutes as the body. restores and expands vascular volume

Output: isotonic solutions


Input: [rapidly absorbed] 0.9% NaCL normal saline lactate ringers 5% dextrose in H2O

Output: Examples of Isotonic solution


Input: [rapidly absorbed] hypervolemia bounding pulse SOB

Output: Client's on isotonic solutions should be assessed for ?


Input: [rapidly absorbed] can increase cerebral edema

Output: Why should 5% dextrose in H2O (D5W) be avoided in clients with intracranial pressure?


Input: [rapidly absorbed] > concentration of solute or higher osmolality than body fluids draws fluid out of intercellular & interstitial spaces into the vascular compartments

Output: Hypertonic solutions


Input: [rapidly absorbed] 5% dextrose in normal saline(DSNS) 5% dextrose in 0.45% NaCl(D51/2NS) 5% dextrose in lactated ringers (D5LR)

Output: Examples of hypertonic solutions.


Input: [rapidly absorbed] clients w. heart disease clients w. kidney disease clients who are dehydrated

Output: Who should not receive hypertonic solutions ?


Input: [rapidly absorbed] hypervolemia

Output: With hypertonic solution a nurse should assess the client for ?


Input: [rapidly absorbed] < concentrations of solute or lower osmolality than body fluids. provides free H2O and treats cellular dehydration promotes waste elimination by the kidneys

Output: Hypertonic solutions used to treat?


Input: [rapidly absorbed] 0.45% NaCL (1/2 normal saline) 0.33% NaCL (1/3 normal saline)

Output: Examples of hypotonic solutions.


Input: [rapidly absorbed] IICP Increased Intracranial Pressure or third space shift

Output: hypotonic solutions should not be used for clients DX with?


Input: [rapidly absorbed] basilic and median cubital veins in the antecubital space

Output: location for blood draws IV push (bolus) central catheter


Input: [rapidly absorbed] hand, basilic, cephalic, metacarpal veins

Output: locations for intermittent or continuous infusions


Input: [rapidly absorbed] central venous catheters- inserted into subclavian or jugular vein w/ catheter superior to the vena cava. PICC- inserted in the basilic or cephalic vein above or below the antecubital space of the RIGHT arm.

Output: Sites used for long term IV therapy, parenteral nutrition, or medications that are damaging


Input: [rapidly absorbed] about 1 m= 3 ft.

Output: What is the height of the IV pole to facilitate flow?


Input: [rapidly absorbed] to prevent air from entering the client

Output: Why is the tubing primed when beginning an IV?


Input: [rapidly absorbed] the client's non dominate arm.

Output: Unless contraindicated which arm should be used when starting an IV?


Input: [rapidly absorbed] makes it easier to insert the needle properly.

Output: Why is if necessary to dilate the veins before starting an IV?


Input: [rapidly absorbed] massage or stoke the vein have client clench and unclench fist lightly tap the vein if these steps fail, remove tourniquet and apply heat to the entire extremity for 15 minutes

Output: What should the nurse do or have the client do if it is difficult to dilate the vein?


Input: [rapidly absorbed] allergies to shell fish

Output: If using a anti-infective solutions such as providone-iodine or betaine, what should the nurse assess for before applying the anti-infective to the skin?


Input: [rapidly absorbed] stabilizes the vein makes the penetration less painful

Output: Why should the nurse pull the skin tight below the injection site when starting an IV?


Input: [rapidly absorbed] 15 to 30 degree angle almost parallel when you feel a lack of resistance

Output: At what angle does the nurse use when beginning the IV?


Input: [rapidly absorbed] 0.5 to 1 cm= 1/4 inch.

Output: Once blood appears in the lumen during IV insertion how much further should the nurse advance the needle?


Input: [rapidly absorbed] date and time of insertion. type and gauge of needle or catheter used. and nurse's initials

Output: What information is labeled on the IV site?


Input: [rapidly absorbed] until the hub is at the venipuncture site.

Output: How far does the nurse advance the catheter when inserting an IV?


Input: [rapidly absorbed] the smaller the needle

Output: The larger the gauge


Input: [rapidly absorbed] used for frail, elderly rarely last more than 1 or 2 infusions

Output: IV insertion #22 gauge


Input: [rapidly absorbed] used for standard adult infusions

Output: IV insertion #20 gauge


Input: [rapidly absorbed] used for standard infusions some irritation allows for higher rate of infusion than #20.

Output: IV insertion #18 gauge


Input: [rapidly absorbed] used in surgical clients, major surgery of trauma

Output: IV insertion #16 gauge


Input: [rapidly absorbed] wants to make sure blood stays whole.

Output: IV insertion #14 gauge


Input: [rapidly absorbed] distal of arm first non-dominate arm easily palpated naturally splinted by bone large enough for adequate circulation around catheter.

Output: What is the best vein for IV insertion?


Input: [rapidly absorbed] areas of flexion rolling veins damaged by previous use continually distended with blood or knotted or torturous. in a compromised extremity

Output: What veins should be avoided when selecting an IV insertion site?


Input: [rapidly absorbed] 30 sec.

Output: How long should the nurse clean the injection site before insertion?


Input: [rapidly absorbed] dyspnea=rapid labored breathing cough=crackles in the lung bases tachycardia bounding pulses

Output: signs of hypervolemia


Input: [rapidly absorbed] pulmonary edema and cardiac failure

Output: Complications associated with hypervolemia.


Input: [rapidly absorbed] a patency of the IV line.

Output: What does a rapid flow of solution into the drip chamber indicate ?


Input: [rapidly absorbed] every 48 to 96 hours

Output: How often is IV tubing changed?


Input: [rapidly absorbed] is a measure of solutes concentration of the blood. Values are used primarily to evaluate fluid balance

Output: Serum osmolatlity


Input: [rapidly absorbed] 280-300mOsm/kg

Output: normal osmolatlity values


Input: [rapidly absorbed] fluid volume deficit

Output: An increased serum osmolatlity indicates?


Input: [rapidly absorbed] fluid volume excess

Output: a decrease in serum osmolatlity indicates?


Input: [rapidly absorbed] same concentration of solutes in the blood plasma. most i.v. solutions are isotonic

Output: isotonic solutions


Input: [rapidly absorbed] lesser concentration of solute than plasma

Output: hypotonic solutions


Input: [rapidly absorbed] higher concentration of solute than plasma

Output: hypertonic solutions


Input: [rapidly absorbed] 0.9% NaCl (normal saline) Lactated Ringer's =a balanced electrolyte solution. 5% dextrose in water (D5W)

Output: examples of isotonic solutions


Input: [rapidly absorbed] 0.45% NaCl (one- half normal saline) 0.33% NaCl ( one-third normal saline)

Output: examples of hypotonic solutions?


Input: [rapidly absorbed] 5% dextrose in normal saline (D5NS) 5% dextrose in 0.45% NaCl (D5 1/2 NS) 5% dextrose in Lactated Ringer's (D5LR)

Output: examples of hypertonic solutions?


Input: [rapidly absorbed] to prevent air from entering the client.

Output: Why does a nurse prime an I.V. tube before beginning IV therapy?


Input: [rapidly absorbed] she should not remove the cap, the fluid will stop as soon as liquid enters the cap.

Output: For tubing with air vents, the nurse knows ?


Input: [rapidly absorbed] metacarpal basilic cephalic

Output: Intermittent or continuous infusion sites?


Input: [rapidly absorbed] pneumothorax on catheter insertion.

Output: What risk are associated with CENTRAL VENOUS CATHETER?


Input: [rapidly absorbed] shortness of breath chest pain cough hypotension tachycardia anxiety

Output: The client with a CENTRAL VENOUS CATHETER should be closely monitored for?


Input: [rapidly absorbed] reduced risk of pneumothorax long term intravenous access when the client will be managing IV therapy at home.

Output: Reasons for a PICC


Input: [inauthentic, authentic] originally- attitude toward human life which places special emphasis on the immediate, real-life experiences of individuals. It later came to be a movement (led by Kierkegaard) that stressed individual decision and an aweareness of the limits of human existence.

Output: What is the original meaning of existentialism and what has it come to mean today?

Christian Doctrine Test 3 Flashcards - Cram.com

______ and _______ are the two ways which human experience can be described in the New Testament


Input: [inauthentic, authentic] Deism is the view that asserts God's creatorship, and denies continuing divine involvement w/in creation. Theism allows for continuting divine involvement within the world.

Output: Compare and contrast deism and theism.

Christian Doctrine Test 3 Flashcards - Cram.com

______ and _______ are the two ways which human experience can be described in the New Testament


Input: [inauthentic, authentic] First, metaphors imply similarity and dissimilarity between things being compared. Second, they can't be reduced to definitive statements. Third, they often have strong emotional overtones.

Output: What are the three main features of metaphors that have attracted theological attention in recent decades?

Christian Doctrine Test 3 Flashcards - Cram.com

______ and _______ are the two ways which human experience can be described in the New Testament


Input: [inauthentic, authentic] Calvin defines it as adjusting or adapting to meet the needs of the situation and the human ability to comprehend it.

Output: Who developed the theory of accomodation and how does he define it?

Christian Doctrine Test 3 Flashcards - Cram.com

______ and _______ are the two ways which human experience can be described in the New Testament


Input: [inauthentic, authentic] First: encouraged the scientific study of nature. Second: eliminated a major obstacle to the development of that study.

Output: What are the two contributions of Calivin to the Christian Church and how did they effect the Copernican debate?

Christian Doctrine Test 3 Flashcards - Cram.com

______ and _______ are the two ways which human experience can be described in the New Testament


Input: [inauthentic, authentic] Reason: basic human faculty of things, based on argument and evidence; theologically neutral. Rationalism: reliance on reason, concrete ideas; no weight given to divine revelation

Output: Succinctly describe the differences between reason and rationalism.

Christian Doctrine Test 3 Flashcards - Cram.com

______ and _______ are the two ways which human experience can be described in the New Testament


Input: [inauthentic, authentic] cognitive-propositionalist: cognitive (mental) aspects of religion experiential-expressive: noncognitive symbols of human feelings and attitudes. cultural-linguistic: rule or regulative theory of doctrine

Output: Succinctly describe Lindbeck's approaches to doctrine.

Christian Doctrine Test 3 Flashcards - Cram.com

______ and _______ are the two ways which human experience can be described in the New Testament


Input: [inauthentic, authentic] hope

Output: Christian _______ is the seek of eternal life.

Christian Doctrine Test 3 Flashcards - Cram.com

______ and _______ are the two ways which human experience can be described in the New Testament


Input: [inauthentic, authentic] Evolutionary theories allowed theology to appreciate the specific way in which God was present and active within creation. Evolution not inconsistent w/divine providence, but it showed how providence operated.

Output: Succinctly describe the view of liberal protestants regarding evolution.

Christian Doctrine Test 3 Flashcards - Cram.com

______ and _______ are the two ways which human experience can be described in the New Testament