Input: [Aquired alexia] 1. Deep 2 phonological 3. surface 4. pure

Output: 4 types of Alexia:

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] Deep

Output: usually L fronto-temporal lesion

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] surface

Output: usually L porterior lesion

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] phonological

Output: extends on continuum from deep to surface dyslexia -less severe than deep

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] pure

Output: Dissasociation between occipital association cortex and dominant angular gyrus

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] Deep dyslexia

Output: -impaired grapheme to phoneme -read only content words -difficulty w/ functor -damage t mapping input -semantic paralexias ("tall" for "long") -high learned words superior -strong with concreteness -tend to omit inflections (-ment) -visual simularity errors -nonsense word problems -semantic related word difficutly -reads words form "whole"word approach

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] Phonological dyslexia

Output: -occasional problem w/ functor words -poor graphemeto phoneme + nonsensewords -familiar words strong -few semantic errors KEY**** -mild reading impairment -real words easier

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] Surface dyslexia

Output: - spelling sound regularity -opposite of deep -can read nonsense -use grapheme to phoneme -overregularity of rules

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] Pure dyslexia

Output: -can't read what they write -read letter by letter -no smeantic errors

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] -word frequency -length of word -concretness -personal relevance

Output: assessment of reading

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] -personal relevant names -concreteness -nonsense words -include functor words -words with emotional valence

Output: assessment of reading aloud

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] -match word with picture -present target words vertically -read a command

Output: assessing reading comp

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] road signs -logos

Output: nonliguistic symbols

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] Agraphia

Output: Aquired disorder of writing characterized by spelling, semantics, syntax and construction errors -language based disorder

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] will be what one sees graphically

Output: Typically what one hears verbally...

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] Apraxic Agraphia

Output: -inability to use writing tool with a model -cannot form letter when copying -better spelling w/ anagrams or out loud -difficulty w/ patterns for writing

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] Deep Dysgraphia

Output: -spelling errors for semantics only (cat vs. dog) -write concrete nouns -impaired phoneme to grapheme -no functor words

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] Surface Dysgraphia

Output: -phonetic spelling errors over-relaince of grapheme to phoneme -impaired whole word lexical route -can write false words

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] Phonological Dysgraphia

Output: -use lexical-semantic whole word spelling -preserved ability to write real words -no false words -impaired phoneme to grapheme

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] 1. use unlined paper+ felt tip pen 2. new sheet per task 3. use clipboard

Output: Assessment of writing:

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] dominant vs non hand script vs print lower vs upper case placment on paper

Output: assessment observation:

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] 1. write alphabet/numbers 2. name 3. words when dictated 4. copy sent.

Output: Tasks for assessment:

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Aquired alexia] completing forms writing check emails

Output: Functional writing:

aquired alexia and agraphia Flashcards - Cram.com

- language based disorder -some aphasic benefit from written word or not -varies with anterior lesions


Input: [Information System] MIS

Output: development and use of information systems that help businesses achieve goals and objectives

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Information system is assembling this hardware, software, data, procedures, and people that eventually product information

Output: How does information system differ from Information technology?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] moore's law

Output: cost of data communication and data storage is essentially zero

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -strong passwords -password etiquette

Output: role in IS security

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] business process

Output: network of activities, roles, resources, responsibilities, and data flows that interact to accopmlish a business function

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -activities -decision -roles -resources -repository (collection of business records) -data flows: movement of a data item from one activity to another -Componenets: hardware, software, data, procedure, people

Output: components of a buisness process

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] information

Output: knowledge derived from data, where data is defined as recorded facts or figures

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -accurate -timely -relevant -just barely sufficient -worth its cost

Output: Characteristics of good information

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -information in repositories -data can also be stored in a database

Output: Where is information in business processes?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] organizaitons examine the strucutre of their industry and from that, develop a competitive strategy. This strategy determines value chains, which, in turn, determine business processes

Output: How does organizatoinal strategy determine information systems structure?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -Threat of new entrants -Buyer power -Supplier Power -Threat of substitue products/services -rivalry competition

Output: Porter's Five forces

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] competitve strategy

Output: focus its strategy on a particular industry segment

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] value chain

Output: network of value-creating activities

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] primary activities

Output: business functoins that relate directly to production of organization's product/service

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] value chain linkages

Output: interactions across value activities. uses sales forecasts to plan production; it then uses the production plan to determine raw materials needs and then uses the material eneds to scheudle purcahses

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Each company implements their value chain activities in ways that are consisten with its competitive strategy

Output: how do value chains determine business processes and information systems?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -competitive advantage via products -competitive advantage via processes

Output: How do information systems provide competitive advantages?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -creating new products or service -enhancing products/services -differentiating products and services from those of their consumers

Output: competitive advantage via products

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] establishing alliances with other organizaitons. Implementations: -lock in customers and buyers -lock in suppliers -raise barriers to market entry -establish alliances -reduce costs

Output: Competitive advantage via business processes

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -eases the effort of creating a shipment -helps differentiate product from competitors that do not have similar system

Output: how does a company use IS to create competitive advantage

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -writing a computer program can be fun -gives them the freedom to choose the projects upon which they work -to exhibit one's skill

Output: Why do programmers volunteer their services?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] with open source, anyone can obtain the source code from the open source project's Web site -whether open source works for a particular situation depends on the requirements and constraints of that situation

Output: how does open source work?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -keep track of things -keep numerous records in all one place -lists that involve a single theme can be stored in a spreadsheet -lists that involve multiple themes require a database

Output: Purpose of a database

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] database

Output: collection of tables plus relationships among the rows in those tables, plus special data

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -bytes: a character of data -columns are also called fields -fields are grouped into rows, which are called records -relationships among records: a table or file -key: -foreign key

Output: what does a database contain

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] column or group of columns that identifies a unique row in a table

Output: Key

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] certain columns are keys, but they are keys of a different table than the one which they are inside

Output: foreign key

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Database management system: software program used to craete, process, and adminstera a database

Output: DBMS

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -collection of forms, reports, queries, and application programs that process a database

Output: Database application

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] computer network

Output: collection of computers that communicate with one another over transmission lines or wirelessly

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Local area network: connects computers that reside in a single geographic location on the premises of the company that operates the LAN

Output: LAN

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -Switch: recieves and transmits wired traffice on LAN -LAN device: has a switch and a device for wireless communication -network interface card: connects the computer's or printer's circuitry to the network cables

Output: components of LAN

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] optical fiber cables

Output: signals on the cables are light rays, and they are reflected inside the glass core

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] wireless technology that is used instead of NIC.

Output: Wireless NC (WNIC)

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Wide area networks: connect cmoputres at different geographic locations. Connecting to internet service provider

Output: WAN

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -DSL line, cable TV line, cell phone-like connection

Output: Alternative to connecting to WAN

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] DSL modem (digital subscriber line)

Output: operate on the same lines as voice telephones, but their signals do not interfere with voice telephone service

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Asymmetric digital subscriber lines (ADSL)

Output: DSL lines that have differnt upload and download speeds

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] symmetrical digital subscriber lines (SDSL)

Output: have the same receiving and transmitting speeds (big businesses)

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] cable modem

Output: provide high-speed data transmission using cable television lines

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -Wimax: greatest potential for speed -Narrowband: lower speeds -Broadband: high speeds (middle)

Output: WAN wireless connection

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] networks of networks. Connects LANS, WANS, and other interets

Output: Internet

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -top layer: protocols for applications (browsers and Web services) -next two layers about data communications across any interent -bottom two layers involve protocols that concern data transmission within a network

Output: TCP/IP protocol architecture

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] hypertext transport protocol: used between browsers and web servers

Output: HTTP

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Transmission control protocol (TCP)

Output: tarnsport porotocl that break your traffic up into pieces and send each piece along its way, also detects that condition and cause retransmisission of that price

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Internet Protocol

Output: protocl that specifies the routing of the pieces of your data communication through the networks that comprise any internet

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] number that identifies a particular device

Output: IP addressing

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] manage HTTP traffic by sending and receiving Web pages to and from clients

Output: What happens on a typical web server

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] arrangement of user computers and servers into three categories: -user tier -server tier -database tier

Output: Three-tier architecture

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] User tier

Output: consists of computers, phones, and other devices that have browsers that request and process Web pages

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Server tier

Output: consists of computers that run Web servers and process application programs

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Database tier

Output: consists of computer that run a DBMS that process SQL requests to retrieve and store data

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] commerce server

Output: application program that runs on a server tier copmuter

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Hypertext markup language: most common language for defining the structure and layout of web pages

Output: HTML

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] extensible markup language: markup language that fixes several HTML deficiencies and is commonly used for program-to-program interaction over the web

Output: XML

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] add-on to browsers that is useful for providing animation, movies,and other advanced graphics

Output: Flash

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] browser add-on that was developed by microsoft for the same purpses as flash. Has newer technology and more functionality than flash

Output: Silverlight

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] VPN (Virtual Private Network)

Output: uses the internet to create the appearance of private point-to-point connections

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] maintains security VPN client software through encrypts or codes the original message so its contents are protected from snooping -enables remote access

Output: VPN benefits

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -personal information systems -workgroup information sytems -enterprise information systems -interenterprise information systems

Output: types of information systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] assists to achieve the goals and objectives of that business

Output: How do successful business professionals use IS

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] used by a single individual

Output: personal information systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] shared by a group of people for a particular purpsoe

Output: workgroup information systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] information systems that span an organizaiton and support activities in multiple departments

Output: enterprise information systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] information systems that are shared by two or more independent organizations

Output: interenterprise information systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] information silos

Output: condition that exists when data are isolated in separated information systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] arise as a consequence of an organizatoin's growth and increasing use of information systems

Output: how do information silos arise?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] when an enterprise sysetm is implemented, all the departments that use it must change their business processes

Output: How do enterprise information systems eliminate silos?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] business process reengineering

Output: activity of altering and designing business processes to take advantage of new information systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -Customer relationship management (CRM) -Enterprise resource planning (ERP) -Enterprise application integration (EAI)

Output: What supports enterprise systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Customer Relationship Management (CRM)

Output: suite of applications, database, and a set of inherent processes for managing all the interactions with the customer, from lead generation to customer service

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] enterprise resource planning (ERP)

Output: suite of applications, database, and a set of inherent processes for consolidating business operations into a single, consistent, computing platform

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] enterprise application integration (EAI)

Output: suite of software applications that integrates existing systems by providing layers of software that connect applications together

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -collborative management -requirement gaps -transition problems -employee resistance

Output: Challenges when implementing new enterprise systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] interorganizational systems

Output: information systems used between or among organizations that are independently owned and managed

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -pre-internet systems -e-commerce -Web 2.0 -Enterprise 2.0

Output: interorganizational systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] slow. vendors in contorl of relationship. Ex: post mail, telephone

Output: pre-internet sysetms

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] buying and selling of goods and services over public and private computer networks

Output: e-commerce

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] even faster. rise of user-generated contenct

Output: Web 2.0

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] customer selects relationship characteristics, vendors lose control of relationships. -Ex: facebook, twitter, social CRM

Output: enterprise 2.0

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] service-oriented architecure

Output: software design methodology and set of program communication standards that greatly improve the flexibility and adaptability of interorganizational program-to-program communication

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -B2C ( business to consumer) -B2B (business to business) -B2G (business to government)

Output: E-commerce merchant copmanies

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -auctions -clearing houses -electronic exchange

Output: nonmerchant e-commerce

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] provide goods and services at a state price and arrange for the delivery of the goods, but never take the title

Output: clearing houses

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] matches buyers and sellers; the business process is simliar to that of a stock exchange

Output: electronic exchange

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -leads to disintermediation :elimination of middle layers of distributors and suppliers -produces information about price elasticity

Output: How does e-commerce imporove market efficiency

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -viral marketing -user-generated content -crowdsourcing

Output: Why is Web 2.0 imporatnt to businesses?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] no marketing is done to promite sites, new features are released and vendors wait for users to spread the news to one anotehr

Output: viral marketing

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] refers to web site content that is contributed by useres

Output: user-generated content

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] users can provide customer support to one another, or participate in the creation of product specifications

Output: crowdsourcing

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] -adwords: vendors pay google an amount for particular search words -adsense: google software where ads are inserted that match content on that site

Output: how can businesses benefit from web 2.0?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] social capital

Output: investment of social relations with the expectation of returns in the marketplace

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] business intelligence

Output: information containing patterns, relationships,and trends

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] use business intelligence to process the immense data, and to deliver info ona timely basis to users who need it

Output: why do organizaitons need business intelligence

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] provides information for improving decision making

Output: How do business intelligence systems provide competitive advantage?

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] data warehouse

Output: extract and clean data from operational systems and other sources and to store and catalog that data for process by business intelligence tools

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] data mart

Output: data collection that is created to address the needs of a particular business function

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] data mining

Output: applicaiton of statistical techniques to find patterns and relationships among data and to classify and predict things

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] anlysts do not create a model or hypothesis before running the analysis

Output: unsupervised data mining

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] data miners develop a model prior to the analysis and apply statistical techniques to data to estimate parameters of the model

Output: supervised data mining

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] systems development

Output: process of creating and maintaining information systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] brooks' law

Output: adding more people to a late project makes the project late. the costs of trainning new people can overwhelm the benefits of their contribution

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] Software development life cycle (SDLC)

Output: traditional processes used to develop information systems

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] use management's statement of the system needs in order to begin to define the new sysetm

Output: five phases of SDLC: 1. system definition

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: [Information System] business analysts

Output: specialize in understanding business needs, strategies, goals, and helping businesses implement systems to accomplish their competitive strategies

MIS 235 Final Exam Flashcards - Cram.com

Group of componenets that interact to produce information


Input: What are the common infective cervical causes of vaginal discharge?

Output: Chlamydia trachomatis, Neisseria gonorrhoeae

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What are the common infective vaginal causes of vaginal discharge?

Output: Trichomonas vaginalis, Candida albicans or the condition bacterial vaginosis, which is due to an imbalance in the concentration of normal vaginal flora.

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: Which causes of vaginal discharge are associated with pelvic inflammatory disease (PID) or significant complications in pregnancy?

Output: Chlamydia trachomatis, Neisseria gonorrhoeae and bacterial vaginosis

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What permanent tubular damage can pelvic inflammatory disease do?

Output: Tubal scarring which is associated with tubal factor infertility and ectopic pregnancy. The risk of these complications developing increases substantially with each episode of PID

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What is the mandatory test in acute lower abdominal pain in women? Why?

Output: Pregnancy test. Important pregnancy related causes of pain include miscarriage (threatened, incomplete, complete or septic), accidents associated with the corpus luteum in the ovary (rupture, haemorrhage) and ectopic pregnancy, where the conceptus is implanted outside the uterus, usually in the fallopian tube but occasionally in the ovary or on the peritoneum.

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What are some ovarian sources of pelvic pain?

Output: Cyst (benign or malignant), infection, haemorrhage into cyst, torsion of enlarged ovary, endometriosis (endometrial tussie inside ovary)

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What are some tubal sources of pelvic pain?

Output: Infection/inflammation

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What are some uterine causes of pelvic pain?

Output: Endometritis, degenerating fibroid, prolapse, period pain (dysmenorrhoea)

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What are some vaginal causes of pelvic pain?

Output: Infection/inflammation eg precipitated by foreign body (retained tampon)

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What are some peretoneal causes of pelvic pain?

Output: Infection/inflammation, endometriosis, carcinomatosis

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What does a pregnancy test detect?

Output: The b subunit of the placental hormone human Chorionic Gonadotrophin (hCG) in either urine or blood (NB hCG consists of 2 subunits a and b). As blood or protein can interfere with the result of the urinary test, the blood test is used in the emergency situation.

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: How soon after conception is a pregnancy test positive?

Output: The blood result is an absolute concentration of the bhCG and is sensitive enough to be indicative of a pregnancy within 7-10 days of conception. The urinary test, usually used at home or at the chemist, can remain negative until 4 weeks after conception as the concentration of the bhCG may be too low for the kit to recognise.

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: Which STIs receive high priority for contact tracing?

Output: AIDS/HIV, chlamydia, gonorrhoea, Hep B, PID, syphilis

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: Which STIs receive low priority for contact tracing?

Output: Genital herpes, genital warts

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: Who gives consent for treatment at ages 14, 16 and 18?

Output: <14: parent or guardian must give consent 14-16: can treat minor with consent of minor only and can treat minor with consent of parent/guardian only 16-18: "mature minor" patient can consent for themselves

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What is pelvic inflammatory disease?

Output: A spectrum of upper genital tract inflammatory disorders among women that includes any combination of endometritis, salpingitis, tubo-ovarian abscess, and pelvic peritonitis. Adhesions can present additional complications. It restricted to infections of the upper genital tract caused by microorganisms that ascend from the cervix or vagina and excludes blood-born infections such as tuberculosis

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What is the aetiology of PID?

Output: Initially organisms involved may include those sexually transmitted such as Neisseria gonorrhoea, Chlamydia trachomatis. Many other facultative (i.e. can live with or without air) and anaerobic endogenous bacteria may subsequently ascend into the upper genital tract causing a polymicrobial infection.

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What is the pathogenesis of PID?

Output: PID associated with sexually transmitted infections occurs by canalicular spread along the mucosal surfaces, site of initial infection, from the lower to the upper genital area. Intermittent microbial ascent, such as occurs with menses may also contribute to the upper genital spread

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What is the role of the endocervical mucous plug in the pathogenesis of PID?

Output: It is protective against it because it acts as a barrier.Situations in which the barrier is less protective include menses, sex steroid hormone effects of the follicular phase, douching and recent endocervical / uterine instrumentation or recent intrauterine device placement. Use of combined oral contraceptive pill may protect against the development of PID – due to thickening of the plug

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: In what age group is PID most common?

Output: <25

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What are the varying clinical severities of PID?

Output: Subclinical: first episode of chlamydia is the most frequent form of PID but is often assymptomatic Mild to moderate: subsequent chlamydial infections will present with abdo/pelvic pain, dyspareunia (painful sex), irregular bleeding, abnormal discharge. Gonorrhoea PID is usually acute causing moderate to severe symptoms and is infrequently seen in Australia.

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: What are some complications of PID? How does the type of initial organism alter this profile?

Output: Complications include subfertility and ectopic pregnancies, chronic pain and other gynaecological morbidity. Chlamydial PID is more likely than Gonococcal PID to result in tubal factor infertility, as recurrent infections can result in a delayed hypersensitivity reaction with intraluminal scarring and damage.

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: In the germ cell, which hormones are secreted so that the gonads develop into testes and the internal and external genitalia become male?

Output: Sertoli cells which secrete anti-mullerian hormone (AMH) and Leydig cells which secrete testosterone. If the germ cells do not contain a "testis determining gene" on the Y chromosome then there is no secretion of AMH or testosterone, the gonads become ovaries and the internal and external genitalia become female.

8.05 Female sexual health, STIs Flashcards - Cram.com

Contraceptive history, gynaecological history, a history of HIV risk taking behaviour, a history of recent sexual activity overseas as well as the features of a general medical history.


Input: [Total compensation equation] base compensation

Output: fixed pay an employee receives on a regular basis

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Pay incentives

Output: reward employees for good performances

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Benefits

Output: approaches 41% of workers' compensation

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Internal equity

Output: perceived fairness of the pay structure within a firm

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] External equity

Output: perceived fairness in pay relative to what other employers are paying for the same type of labor

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Distributive Justice model

Output: Employees exchange their contributions or input to the firm for a set of outcomes Compare what they bring to the firm and what they receive in return Compare input/output ratio

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Labor Market Model

Output: supploy of labor equals the demand for labor in the marketyplace

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Balancing equity

Output: internal equity focus for older and more established firms retention bonuses in bad times

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Fixed pay

Output: reduces risk to both employer and employee

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Variable

Output: helps reduce unemployment 10% of U.S. pay is variable

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Performance vs. Membership

Output: P- pay tied to individual or group contributions piece-rate plans/commissions M- contingent compensations- provide the same or similar wage to every employee in a given job

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Skill Based Pay

Output: pay system in which employees are paid on the basis of the jobs they can do or talents they have that can be successfully applied to a variety of tasks and situations

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Elitism vs. Egalitarianism

Output: Elitism- different compensation plans by organization level Egalitarianism- most employees under same compensation More flexibility without promotion into management

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Below Market vs. Above-Market

Output: Above- markety pay policies are more prevalent among large companies in less competitve industries Below- work in depressed areas

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Monetary vs. Nonmonetary Rewards

Output: Pay ranks higher than people comment on Stable workforce- emphasize more nonmonetary rewards

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Open vs. Secret Pay

Output: O- eliminates paranoi, force managers to be more fair, but managers are forced to defend decisions and more time involved in this argument

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Centralization vs. Decentralization of Pay Decisions

Output: HR department should do it because of frequent legal issues Decentralized in large and diverse organization

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Pay grades

Output: groups of jobs that are paid within the same pay range most important jobs pay the most GOALS: Achieving internal equity Achieving external equity Achieving individual equity

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Achieving Intteranl Equity through Job Evaluation

Output: 1. Conduct a job analysis 2. Write a job description 3. Determine Job Specifications 4. Rate worth of all jobs using a predetermined system 5. Create a Job Hierarchy 6. Clarify Jobs by Grade Levels

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Compensable factors

Output: work related crteria that an organization considers most imiportant in assessing the relative value of different jobs

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Job Hierarchy

Output: listing of jobs in terms of their relative assesssed value

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Achieving External Equity: Markety Surveys

Output: 1. Identify Benchmark or Key Jobs 2. Establish a pay policy

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Benchmark

Output: Jobs that are similar or comparable in content across firms

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Pay policy

Output: firms decison to pay above at or below market

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Individual equity

Output: fairness in pay decisions for employees holding the same job

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Evaluating Job-Based Compensation Plans

Output: Definitions of jobs change and vary Subjective process Less approrpiate at higher levels Jobs continue to be more broadly defined Bureaucratic, mechanistic, inflexible Discriminates against women No definitive data Employees perception is the one tha counts

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Suggestions for practice for Jobs based pay

Output: think strategically in making policy decisions concerning pay Secure employee input job banding examine statistics and dual career ladders

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Job banding

Output: replacing narrowly defined jobs with ones more broadly defined

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Skill based compensation plans: 3 skills

Output: Depth skill- expert in a field Horizontal skill- knowledge of job within a firm Verical skills- SM abilities

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Advantages and Disadvantages of skill based compensation plans.

Output: ADV: Flexible workforce Promotes cross-training Fewer supervisors Increases employee control over compensation Disadvantages: Leads to higher compensation and training costs Employee skills may become rusty When at top/no motivation occurs Can become a guessing game May require time-consuming processes

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] FLSA Fair Labor Standards Act

Output: Must keep accurate records of how much employees work exempt vs. non exempt

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] Equal Pay Act

Output: Four exceptions that allow employees to pay one sex more than another 1. seniority 2. better job performance 3. Greater quantity or quality of production 4. Night shift, etc.

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] comparable owth

Output: comparable pay for jobs that require comparable skills

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: [Total compensation equation] IRC Internal Revenue Code

Output: affects how much of their earning employees can keep withhold part of employees income

MGMT 335 Test 3 CHP.10 Flashcards - Cram.com


Input: This is the representation of self, the substance and content of self-conceptions. Self-understanding involves self- recognition. For example, appx. 18 months a child will recognize their body part in the mirror. 2 and 3 they develop a sense of “me”. By 4 they describe themselves with physical and material attributes.

Output: • What components of self-understanding occur at this age?

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: A restrictive punitive style in which parents exhort the child to follow their directions and to respect work and effort. The authoritarian parent places firm limits and controls on the child and allows little verbal exchange. Authoritarian parenting is associated with children’s social incompetence. They may spank their children or enforce rules rigidly, but not explain them & show rage to children. Children of these parents may feel unhappy, fearful and have poor communication skills.

Output: •Bandura's theory: Authoritarian parenting

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: - A parenting style in which parents encourage their children to be independent but still place limits and controls their actions. Extensive verbal give-and- take is allowed, and parents are warm and nurturant toward the child. Authoritative parenting is associated with children’s social competence. This parents hugs the child and says,” you shouldn’t have done that, and let’s talk about a way you can handle this better next time”. Children of these parents are cheerful, self-controlled, get along with peers and achievement- oriented

Output: Bandura's theory: Aurthorative parenting

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: A style of parenting in which the parent is very uninvolved in the child’s life; it is associated with children’s social incompetence, especially a lack of self-control. The parent’s lives are more important than the child’s life. The children have poor self-control, immature, low self-esteem and can get in trouble in adolescent years.

Output: Bandura's theory: Neglectful parenting

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: A style of parenting in which parents are highly involved with their children but place few demands or controls on them. Indulgent parenting is associated with children’s social incompetence, especially a lack of self- control. They let their child do whatever they want. Children never learn to control their own behavior and always expect to get their ways. They are domineering, egocentric and have difficulties in peer relations.

Output: Bandura's theory: Indulgent parenting

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: Asian American parents often continue aspects of Asian childrearing practices that have sometimes been described of authoritarian. The parents exert a considerable control over their children’s life. However, it is different from domineering control and comes from a place of concern. Latino childrearing focuses more on positive than punitive. They encourage the development of self and identity. Several generations live together and in these circumstances emphasize respect and obedience of the children. African American parents are more likely than white parents to use physical punishment. Uses of physical punishment have been linked with high levels of aggression in white families, but not in African American families.

Output: Describe cultural influences on parenting styles

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: They have poor emotion regulation, attachment problems, problems in peer relations, difficulty in adapting to school and other psychological problems. Maltreated infants have excessive negative affect, such as irritability and crying and rarely smiling. If young children are maltreated, they often show insecure attachment patterns in their social relationships later in life. Maltreated children tend to be overly aggressive with peers or avoid interacting with peers.

Output: What are the developmental results of child abuse?

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: In general, having both parents employed full-time outside the home has not shown to have negative effects on the children. However, in some circumstances, when a mother works outside the home, such as when the infant Is less than 1 year old, negative effects can occur. There are few differences with children growing up with heterosexual parents and those growing up from gay and lesbian parents. African American and Latino children are more likely than White American children to live in single-parent families and larger families, and have extended family connections. Lower SES parents creates a more authoritative environment at home than high SES parents.

Output: Identify trends in family structure occurring in our society

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: Children in divorced families are more likely than children in non-divorced families to have academic problems, to show externalized problems (acting out), and internalized problems (anxiety and depression), to be less socially responsible, to have less competent intimate relationships, to drop out of school, to become sexually active at an early age, to take drugs, to have low self-esteem and be less securely attached as young adults. The child’s personality, temperament, gender and custody situation play a role in how the child will adjust to the change. Those who are socially mature and responsible cope better.

Output: Explain the effects of divorce on children

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: One of the most important functions is to provide a source of information and comparison about the world outside the family. Special concerns focus on children who are rejected by peers and are victimized and feel lonely. They are at risk for depression and developing a number of problems including delinquency and dropping out of school

Output: Explain why good peer relations are necessary for adequate social development?

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: When children observe behavior like pushing and kicking and choking on television, they are more likely to go to school and act out these behaviors, as compared to children who watched cartoons. There are links to watching violence as a child and acting aggressively later in life.

Output: Evaluate the claim: “Violence on TV causes aggression in children

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: Psychoanalytic theory of gender- a theory deriving from Freud’s view that the preschool child develops a sexual attraction to the opposite sex parent, by age 5 or 6 renounces this attraction because of anxious feelings, and subsequently indentifies with the same-sex parent, unconsciously adapting the same-sex parents characteristics

Output: Define the gender theories: psychoanalytic

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: Social cognitive theory of gender- a theory that emphasizes that children’s gender development occurs through the observation and imitation of gender behavior and through the rewards and punishments children experience for gender appropriate and gender inappropriate behavior

Output: Define the gender theories: Social cognitive

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: Cognitive theory of gender-children’s gender development occurs through observing and imitating what other people say and do, and through being rewarded and punished for gender appropriate and gender in appropriate behavior

Output: Define the Gender theories: Cognitve

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: Gender schema-the theory that gender typing emerges as children develop gender schemas of their culture’s gender-appropriate and gender-inappropriate behavior.

Output: Define the gender theories: Gender Schema

Pediatric OT chapter 8 Flashcards - Cram.com

Describe Erickson’s stage of initiative vs. guilt


Input: CRIMINAL LIABILITY IS IMPOSED ON ACCOUMPLICES AND ACCESSORIES BECAUSE THEY

Output: PARTICIPATED IN THE CRIMES


Input: PARTICIPANTS BEFORE AND DURING THE COMMISSION OF CRIMES ARE

Output: GUILTY OF THE CRIME ITSELF


Input: PARTICIPNATS AFTER THE COMMISSION OF CRIMES ARE

Output: SOMETIMES GUILTY OF A SEPARATE, LESS SERIOUS OFFENSE


Input: THE COMMON LAW RULES THAT THE ESTABLISHED FOUR DIFFERENT PARTIES TO A CRIME (principals in the first and second dree and accessories before and after the fact) WERE PROBABLY A REACTION TO

Output: THE FACT THAT MOST FELONIES WERE CAPITAL OFFENSES


Input: WHICH LIABILITY HAS TO BE CREATED BY STATUTES

Output: VICARIOUS LIABILITY


Input: PARTICIPANTS AFTER CRIMES ARE COMMITTED ARE KNOW AS

Output: ACCESSORES


Input: WHICH OF THE FOLLOWING CASES INVOLVES THE MERE PRESENCE RULE

Output: BAILEY V US


Input: AN AGREEMENT TO COMMIT A CRIME IS A

Output: CONSIPRACY


Input: WHAT IS THE NAME OF THE RULE THAT THE CONSPIRACY TO COMMIT THE CRIME AND THE CRIME COMMITTED AS A RESULT OF THE CONSPIRACY ARE DIFFERENT OFFENSES

Output: THE PINKERTON RULE


Input: ACCORDING TO WHAT RULE IS EVEN PRESENCE AT THE SCENE OF A CRIME FOLLOWED BY FLIGHT NOT ENOUGH ACTION TO SATISFY THE ACTUS REUS REQUIREMENT OF A CCOMPLICE LIABILITY

Output: THE MERE PRESENCE RULE


Input: IF THEY ENCOURAGE AND APPROVE THE COMMISSION OF A CRIME, WORDS CAN AMOUNT TO

Output: ACCOMPLICE ACTUS REUS


Input: IN GENERAL, MERELY BEIN PRESENT AT THE SCENE OF A CRIME

Output: IS NOT SUFFICEIENT TO CREATE ACCOMPLICE LIABILITY


Input: MERE PRESENCE OF THE DEFENDANT AT THE SCENE OF A CRIME MAY CREATE ACCOMPLICE LIABILITY

Output: THE DEFENDAT HAS A DUTY TO PREVENT THE CRIME AND FAILS TO PREVENT OR ATTEMPT TO PREVENT IT


Input: WHICH OF THE OLLOWING CASES INVOLVES BEING AN ACCESSORY AFTER THE FACT

Output: STATE V CHISM


Input: VICARIOUS LIABILITY TRANSFERS THE ATUS REUS AND THE MENS REA OF ONE PERSON TO ANOTHER PERSON OR FROM ONE OR MORE PERSONS TO AN ENTERPRICE BECAUSE OF THEIR

Output: RELATIONSHIP


Input: WHAT DRAMATICALLY CHANGED THE NATURE OF CORPORATIONS FROM GOVERMENT ENTITIES CRONTROLLED BY GIVERMENT TO PRIVATE BUSINESS OPERATED BY INTERNAL MANAGEMENT

Output: THE INDUSTRIAL REVOLUTION


Input: WHAT WAS THE COURTS RATIONALE FOR EXTENDING VICARIOUS LIABILITY BY THE DOCTRINE OF RESPONDEAT SUPERIOR

Output: THE HISTORY OF THE TIMES


Input: WHICH OF THE FOLLOWING CSES INVOLVED ENRON AN AN ACCOUNTING FIRM THAT WAS CONVICTED OF OBSTRUCTING THE SECURITIES AND EXCHANGE COMMISSION

Output: US V ARTHUR ANDERSEN, LLP 2004


Input: COURT DECISION HAVE MADE THE MENS REA ELEMENT OF ACCOMPLICE LIABILITY

Output: confusing some courts have required only that the accomplice know they are facilitating a crime and other courts require both knowledge and a desire for the crime to occur


Input: WHAT TYPE OF LIABILITY ESTABLISHS WHEN YOU CAN BE CRIMINALLY LIABLE FOR SOMEONE ELSES CONDUCT

Output: COMPLICITY


Input: WHAT TYPE OF LIABILITY ESTABLISHES WHEN A PARTY CAN BE CRIMINALLY LIABLE BECAUSE OF A RELATIONSHIP

Output: VICARIOUS


Input: UNDER THE COMMON LAW, ACCESSORIES AFTER THE FACT WERE

Output: punished in the same manner as the person who committed the crime


Input: MODERN ACCESSORY AFTER THE FACT STATUTES TYPICALLY HAVE HOW MANY MENS REA ELEMENTS

Output: 2


Input: WHAT ARE THE 2 PARTIES TO CRIME THAT EXIST TODAY

Output: accomplices participants and accessories participants


Input: MOST VICARIOUS LIABILITY INVOLVES WHICH OF THE FOLLOWING RELATIONSHIPS

Output: BUSINESS


Input: LIABILITY BASED ON OWNERSHIP OR OPERATION OF A BUSINESS MAY BE SPECIFICALLY IMPOSED BY

Output: STATUTE


Input: ACCESSORY TO CRIME IS A SEPARATE OFFENSE USUALLY A

Output: MISDEMEANOR


Input: PURPOSELY ACTING AND WANTING A CRIME TO SUCCEED CLEARLY QUALIFIES AS ACCOMPLICE

Output: MENS REA


Input: WHAT TRANSFERS THE ACTUS REUS AND MENS REA OF AN EMPLOYEE TO THE EMPLOYER

Output: VICARIOUS LIABILITY


Input: CRIMINAL LIABILITY OF CORPORATIONS IS A FORM OF WHAT KIND OF LIABILITY

Output: VICARIOUS


Input: VICARIOUS LIABILITY FOR ANOTHERS CRIME IS

Output: CREATED BY STATUTE


Input: VICARIOUS LIABILITY CAN APPLY EITHER TO ENTERPRISES OR TO

Output: INDIVIDUALS


Input: PARENTS RESPONSIBLILITY STATUTUES ARE BASED ON PARENTS ACTS AND

Output: OMISSIONS


Input: VICARIOUS LIABILITY STATUTES GREW OUT OF PUBLIC FEAR FRUSTATION AND ANGER OVER JUVENILE VIOLENCE AND PARENTS

Output: FAILURE TO CONTROL THEIR KIDS


Input: AT COMMON LAW THERE WERE FOUR PARTIES TO CRIME

Output: T


Input: COMPLICITY ESTABLISHED WHEN YOU CAN BE CRIMINALLY LIABLE FOR SOMEONE ELSES CONDUCT

Output: T


Input: VICARIOUS LIABILITY IS BASED ON RELATIONSHIPS

Output: T


Input: V ICARIOUS LIABILITY TRANSFERS THE CRIMINAL CONDUCT OF ONE PARTY TO ANOTHER BECAUSE OF THEIR RELATIONSHIP

Output: T


Input: THE PINKERTON RULE STATES THAT THE CRIME OF CONSPIRACY AND THE CRIME THE CONSPIRATORS ACTUALLY COMMIT AS A RESULT OF THEIR CONSPIRACY ARE SEPARATE OFFENSES

Output: T


Input: VICARIOUS LIABILITY HAS TO BE CREATED BY STATUES

Output: T


Input: MERE PRESENCE AT THE SCENE OF A CRIME INST ENOUGH TO SATISFY THE ACCOMPLICE ACTUS REUS REQUIREMENTS

Output: T


Input: FLIGHT FROM THE SCENE OF A CRIME IS ENOUGH EVIDENCE TO CONVICT A PERSON OF A CRIME OR OF BEING AN ACCOMPLICE

Output: F


Input: EVEN IN SITUATIONS WHERE THE DEFENDANT HAS A LEGAL DUTY TO ACT, HIS OR HER MERE PRESENCE AT THE SCENE OF A CRIME IS NOT ENOUGH TO AMOUNT TO ACCOMPLICE ACTUS REUS

Output: F


Input: EARLY COURT DECISION RULED THAT KNOWINGLY HELPING SOMEONE WAS ENOUGH TO PROVE THE MENTAL ELEMTN REQUIRED FOR ACCOMPLICE LIABILITY

Output: T


Input: IN US V PEONI THE COURT RULED THAT ACCOMPLICE LIABILITY ALSO REQUIRES PROOF OF INTENT THAT THE OFFENDER COMMITTED THE CRIME

Output: T


Input: UNDER MODERN ACCESSORY AFTER THE FACT STATUES THE OFFENDER IS PUNISHED AS SEVERLY AS THE OFFENDER WHO COMMITTED THE CRIME

Output: F


Input: VICARIOUS LIABIITY TRANSFERS THE ACTUS REUS AND MENS REA OF ONE PATY TO ANOTHER BAWED ON THEIR RELATIONSHIP

Output: T


Input: ITS USUALLY EASY TO DETERMINE WHO IN A CORPORATION IS RESPONSIBLE FOR CORPORATE CRIMES

Output: F


Input: MOST ACCESSORY AFTER THE FACT STATUES HAVE FOUR ELEMENTS

Output: T


Input: CORPORATIONS CAN BE VICARIOUSLY LIABLE FOR THE CRIMINAL ACTS OF THEIR EMPLOYEES.

Output: T


Input: CRIMINOLOGIST EDWARD SUTHERLAND INTRODUCED US TO THE WHITE COLLAR CRIMINAL

Output: T


Input: VICARIOUS LIABILITY FOR ANOTHERS CRIMINAL CONDUCT HAS BEEN CREATED BY JUDICIAL DECISION

Output: F


Input: TRADITIONAL PARENTAL RESPONSIBILITY LAWS ARE THE SAME AS VICARIOUS LIABILITY

Output: F


Input: [1] Insurance is considered a federally regulated industry? [2]

Output: True

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Input: [1] An insurance billing specialist can escape liability by pleading ignorance? [2]

Output: False

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] Basic health insurance includes benefits for skilled nursing facilities? [2]

Output: False

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] A subscriber of an insurance policy may also be known as the policyholder? [2]

Output: True

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] The insured may not necessarily be the patient seen for the medical service. [2]

Output: True

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] Basic health insurance offsets large medical expenses caused by serious illnesses? [2]

Output: False

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] The insured in a health insurance policy may also be the patient. [2]

Output: True

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] An insurance claims representative also may be known as the claims adjudicator. [2]

Output: true

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] A coordination of benefits statement in an insurance policy refers to the waiting period. [2]

Output: False

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] Insurance claims may not be legally denied for payment even if submitted after the insurance company's time limit. [2]

Output: False

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] Medicare is a program jointly sponsored by federal and state governments for those eligible for public assistance. [2]

Output: False

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] Worker's compensation insurance covers off-the-job injuries. [2]

Output: False

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] Information such as the deductible, co-payment, per-approval provisions and the insurance company's address and telephone number can usually be found on the insurance card. [2]

Output: True

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Input: [1] For Medicaid cases there is no assignment of benefits unless the patient has other insurance in addition to Medicaid. [2]

Output: True

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] A two or three part report that incorporates a combination bill, insurance form and routing document used in both computer and paper based systems is called an encounter form. [2]

Output: True

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Input: [1] The efficient medical insurance specialist usually groups together all outstanding charges of patients who have the same type of insurance and processes these insurance claims at the same time. [2]

Output: True

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] State laws may bar the use of a signature stamp. [2]

Output: True

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Input: [1] Most legal issues of private health insurance claims fall under a. federal law b. civil law c. regional law d. government law [2]

Output: b. civil

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Input: [1] When does a patient/ physician contract begin? a. after the physician has examined the patient for the first time. b. when the patient steps into the examination room to be treated c. when the physician accepts the patient and agrees to treat the patient. [2]

Output: c. when the physician accepts and agrees to treat the patient.

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Input: [1] Most patient/physician contracts are a. implied b. expressed c. written d. verbal [2]

Output: a. implied

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Input: [1] When a patient carries private medical insurance the contract is between a. the patient and the insurance company b. the physician and the patient c. the physician and the insurance company d. the policyholder and the insurance company [2]

Output: b. the physician and the patient

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Input: [1] An emancipated minor is a. a person younger than the age of 18 who lives independently b. a person over the age of 21 [2]

Output: a. a person under the age of 18 who lives independently

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Input: [1] Who dose the contract exist between in a worker's compensation case? a. the patient and the insurance company b. the physician and the patient c. the physician and the insurance company d. the policyholder and the insurance company [2]

Output: c. the physician and the insurance company

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Input: [1] In health insurance the insured is also known as a. the subscriber b. the member c. the policyholder d. all of the above [2]

Output: d. all of the above

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Input: [1] The insured is always the a. patient b. person at risk c. the individual enrollee or organization protected d. employer [2]

Output: c. the individual enrollee or organization protected

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Input: [1] If a child has health insurance coverage from two parents, according to the birthday law a. the father's insurance is always primary b. the mother's insurance is always primary c. the health plan of the person who's birthday falls earlier in the calendar year will pay first d. It is only in effect if the parents are divorced [2]

Output: c. the health plan of the person who's birthday falls earlier in the calendar year

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Input: [1] According to the birthday law, if both parents have the same birthday a. hour of birth determins who pays first b. the plan of the person who has had coverage longer is the primary payer c. the plan that offers the best coverage is the primary payer d. the father's policy is the primary payer [2]

Output: c. the health plan of the person who has coverage longer is the primary payer

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Input: [1] Conditions that existed and were treated before the health insurance policy was issued are called a. accidents b. illnesses c. preexisting d. unforeseen occurrences [2]

Output: c. preexisting

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Input: [1] An attachment to an insurance policy that excludes certain illnesses or disabilities that would otherwise be covered is referred to as a a. waiver b. exclusion [2]

Output: a. waiver

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Input: [1] What is the correct term used to determine if a procedure is covered and medically necessary? a. preauthorization b. predetermination [2]

Output: a. preauthorization

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Input: [1] The act created to protect workers and their families so that they can get and maintain health insurance if they change or loss their jobs is called a. COBRA b. HCFAA c. BFHA d. HIPPA [2]

Output: d. HIPPA

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Input: [1] An organization of physicians, sponsored by a state or local medical association, concerned with the development and delivery of medical services and the cost of health care is known as a a.CMP b.EPO c.foundation for medical care D. IPA [2]

Output: c. foundation for medical care

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Input: [1] A state and federal program for children who are younger than 21 years of age and have special health care needs is a. Medicaid b. Children's Protective Services c. Medi-Medi d. Material and Child Health Programs (MCHP)` [2]

Output: d. Material and Child Health Programs (MCHP)

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Input: [1] A patient intake sheet is also called a a. patient forms b. patient reform c. patient registration form d. medical record [2]

Output: c. patient registration form

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Input: [1] The first document obtained in the initial patient visit is a a. encounter form b. patient chart c. patient information form d. patient ledger [2]

Output: c. patient information form

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Input: [1] Assignment of benefits is a. used only by NPPs b. never used by paticipating physicians c.the transfer of one's legal right to collect an amount payable under an insurance contract [2]

Output: c. the transfer of one's legal right to collect an amount payable under an insurance contract

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Input: [1] An encounter form may also be known as a a. ledger card or patient account b. day sheet or daily record sheet c. patient service slips d. fact sheet or face sheet [2]

Output: c. patient service slips

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Input: [1] The source document for insurance claim data is the a. ledger b. day sheet c. CMS-1500 d. super bill [2]

Output: d.super bill

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] A daily record sheet used to record daily buisness transactions is called a a. ledger b. encounter form c. day sheet d. transaction slip [2]

Output: c. day sheet

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Input: [1] It is advisable to process insurance claims a. in batches, grouping claims of patients who have the same type of insurance coverage b. in batches, grouping claims according to the first letter of the patient's last name [2]

Output: a. in batches, grouping claims of patients who have the same type of insurance coverage

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Input: [1] The first legal item in the business of handling medical insurance is the insurance _______ or policy [2]

Output: contract

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] When a contract is not manifested by direct words but is deducted from the circumstance, the general language or the conduct of the patient, it is referred to as a ______ contract [2]

Output: implied

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Input: [1] The person who is applying for insurance coverage is called ______ [2]

Output: applicant

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] An insurance policy is a legally enforceable agreement called a ______ [2]

Output: contract

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] An insurance policy becomes effective only after the company offers the policy and the person accepts it and then pays the initial _______ [2]

Output: premium

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Input: [1] The amount that must be paid each year by the insured before policy benefits begin is known as the _______ [2]

Output: deductible

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Input: [1] When the insured is required to pay a percentage of the covered services' costs, this is referred to as ________ [2]

Output: co-insurance

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Input: [1] Duplicates of all insurance claim forms are retained in the office pending file, also called a suspense, follow-up or _______ file [2]

Output: Tickler

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Input: [1] A financial accounting record that is maintained for each patient who receives professional services is referred to as a _________ [2]

Output: ledger

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Input: [1] Proper coding can mean financial success or failure of a medical practice. [2]

Output: True

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Input: [1] Although diagnostic coding is important in medical insurance billing, payment is never based on it. [2]

Output: False

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] All diagnoses that affect the current status of the patient may be assigned a code [2]

Output: True

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] It is possible for the primary diagnosis and the principal diagnosis to be the same. [2]

Output: True

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] All decimal points in diagnostic codes are required for transmission of insurance claims [2]

Output: False

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] When the physician makes hospital visits, code the reason for the visit, which may not necessarily be the reason the patient was admitted to the hospital [2]

Output: True

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Input: [1] Diagnosis that relate to a patient's previous medical problem that have no bearing on the patient's present condition should be ____ when coding a. handled according to specific insurance guidelines b. included c. excluded d. both a and b [2]

Output: d. both a and b

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Input: [1] The diagnosis listed first in submitting insurance claims for the patients seen in a physician's office is the a. principal diagnosis b. primary diagnosis c. secondary diagnosis d. patient's presenting complaint [2]

Output: b. primary diagnosis

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Input: [1] What is the diagnosis called that is the main reason for the patient encounter? a. secondary diagnosis b. principal diagnosis c. primary diagnosis d. procedure diagnosis [2]

Output: b. principal diagnosis

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Input: [1] Why was diplomatic coding developed a. for medical research b. for evaluation of hospital service use c. for tracking of disease processes d. all of the above [2]

Output: d. all of the above

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Input: [1] What is the consequence when a medical practice does not use diagnostic codes? a. it effects the physician's level of reimbursement for impatient claims b. claim can be denied c. fines or penalties can be levied d. all of the above [2]

Output: d. all of the above

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Input: [1] The International Classification of Diseases, Ninth Revision, Clinical Modification was published by the department of Health Services in a. 1956 b. 1968 c. 1979 d. 1986 [2]

Output: c. 1979

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Input: [1] The volumes of the ICD-9-CM used in the physician's office to code diagnoses are a. volumes 1,2 and 3 b. volume 1 c. volume 2 d. volumes 1 and 2 [2]

Output: d. volumes 1 and 2

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Input: [1] Five digit codes appear a. at the beginning of a chapter b. at the beginning of a section c. at the beginning of a three-digit category d. all of the above [2]

Output: d. all of the above

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Input: [1] E codes are used a. when a person who is not currently sick encounters health services for some specific purpose b. to show external cause of injury c. to code neoplasms d. to code hypertension [2]

Output: b. to show external cause of injury

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Input: [1] An E code is used for a patient who is being treated for a side effect from taking a wrong drug. this should be coded as a. an adverse effect b. a poisoning c. an intoxication d. an illness [2]

Output: b. a poisoning

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Input: [1] Diagnostic codes have from _____ to ______ digits. [2]

Output: Tree to Five

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] Notes, papers and memos regarding patient information should be disposed of using a shredding device [2]

Output: True

Med211 Final Study Guide Flashcards - Cram.com


Input: [1] confidentiality between the physician and the patient is automatically waived when the patient is being treated in a worker's compensation case. [2]

Output: True

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Input: [1] Confidentiality is automatically waived in cases of a. gunshot wound b. child abuse c. extremely contagious disease d. all of the above [2]

Output: d. all of the above

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Input: [1] Illegal coding practices are subject to penalties, fines and/ or imprisonment. [2]

Output: True

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Input: [1] Physicians are legally responsible for any actions their employees preformed within the context of their employment; therefore, an employee can not be sued [2]

Output: False

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Input: [1] What is "cash flow" in a medical practice? a. the actual money available to a medical practice b. the amount of money received by the medical practice in one day [2]

Output: a. the actual money available to a medical practice

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Input: [1] AHIMA publishes a. diagnostic and procedure training code books b. diagnostic coding and reporting requirements c. diagnostic medical terminology d. both a and b [2]

Output: d. both a and b

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Input: [Define crisis.] What characteristics describe a crisis?

Output: 1. Crisis occurs in all individuals at one time or another and is not necessarily equated with psychopathology. 2. Crises are precipitated by specific identifiable events. 3. Crises are personal by nature. What may be considered a crisis situation by one individual may not be so for another. 4. Crises are acute, not chronic, and will be resolved in one way or another within a brief period. 5. A crisis situation contains the potential for psychological growth or deterioration.

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A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] What is phase 1 in the development of a crisis?

Output: Phase 1: The individual is exposed to a precipitating stressor. Anxiety increases; previous problem-solving techniques are employed.

Mental Health Exam 3 Flashcards - Cram.com

A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] What is phase 2 in the development of a crisis?

Output: Phase 2: When previous problem-solving techniques do not relieve the stressor, anxiety increases further. The individual begins to feel a great deal of discomfort at this point. Coping techniques that have worked in the past are attempted, only to create feelings of helplessness when they are not successful. Feelings of confusion and disorganization prevail.

Mental Health Exam 3 Flashcards - Cram.com

A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] What is phase 3 in the development of a crisis?

Output: Phase 3: All possible resources, both internal and external, are called on to resolve the problem and relieve the discomfort. The individual may try to view the problem from a different perspective, or even to overlook certain aspects of it. New problem-solving techniques may be used, and if effectual, resolution may occur at this phase, with the individual returning to a higher, a lower, or the precious level of premorbid functioning.

Mental Health Exam 3 Flashcards - Cram.com

A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] What is phase 4 in the development of a crisis?

Output: Phase 4: If resolution does not occur in previous phases, Claplan states that, "the tension mounts beyond a further threshold or its burden increases over time to a breaking point. Major disorganization of the individual with drastic results often occur." Anxiety may reach panic levels. Cognitive functions are disordered, emotions are labile, and behavior may reflect the presence of psychotic thinking.

Mental Health Exam 3 Flashcards - Cram.com

A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] Aguilera's 3 balancing factors in crises

Output: 1. The individual's perception of the event. 2. The availability of situational supports. 3. The availability to adequate coping mechanisms.

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A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] The Six Types of Crises

Output: Class 1: Dispositional Crises Class 2: Crises of Anticipated Life Transitions Class 3: Crises Resulting From Traumatic Stress Class 4: Maturational/Developmental Crises Class 5: Crises Reflecting Psychopathology Class 6: Psychiatric Emergencies

Mental Health Exam 3 Flashcards - Cram.com

A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] Define Class 1: Dispositional Crises

Output: An acute response to an external situational stressor. Example: Husband gets stressed from work and beats up wife and baby daughter. Intervention: Wife's physical sounds are cared for in ER. The mental health counselor provided support and guidance in terms of presenting alternatives to her. Needs and issues were clarified, and referrals for agency assistance were made.

Mental Health Exam 3 Flashcards - Cram.com

A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] Define Class 2: Crises of Anticipated Life Transitions

Output: Normal life-cycle transitions that may be anticipated but over which the individual may feel a lack of control. Example: College student's wife had a baby and quit her job. He took a full-time job and his grades suffered. Complains to NP of numerous vague physical complaints. Intervention: Physical examination should be performed (physical Sx could be caused by depression) and ventilation of feelings encouraged. Reassurance and support should be provided as needed. He should be referred to services that can provide financial and other types of needed assistance. Problematic areas should be identified and approaches to change discussed.

Mental Health Exam 3 Flashcards - Cram.com

A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] Define Class 3: Crises Resulting From Traumatic Stress

Output: Crises precipitated by unexpected external stresses over which the individual has little or no control and as a result of which he or she feels emotionally overwhelmed and defeated, Example: Waitress leaves work at night and is kidnapped, raped, and beaten. Her physical sounds have healed, but she cannot be alone. She is constantly fearful; relieves the experience in flashbacks and dreams; and is unable to eat, sleep, or work at her job. Intervention: The nurse should encourage her to talk about the experience and to express her feelings associated with it. The nurse should offer reassurance and support; discuss stages of grief and how rape causes a loss of self-worth, triggering the grief response; identify support systems that can help her to resume her normal activities; and explore new methods of coping with emotions arising from a situation with which she has had no previous experience.

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A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] Define Class 4: Maturational/Developmental Crises

Output: Crises that occur in response to situations that trigger emotions related to unresolved conflicts in one's life. These crises are of internal origin and reflect underlying developmental issues that involve dependency, value conflicts, sexual identity, control, and capacity for emotional intimacy. Example: 40 y/o male is passed over job promotion 3rd time. He has moved many times within the company, usually after angering/alienating himself from the boss. His father was domineering and became abusive when client did not comply with every command. Over time, client's behavioral response become one of passive-aggressiveness - first with his father, then with his bosses. This third rejection has created feelings of depression and intense anxiety. Intervention: The primary intervention is to help client identify the unresolved developmental issue that is creating the conflict. Support and guidance are offered during the initial crisis period, then assistance is given to help client work through the underlying conflict in an effort to change response patterns that are creating problems in his current life situation.

Mental Health Exam 3 Flashcards - Cram.com

A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] Define Class 5: Crises Reflecting Psychopathology

Output: Emotional crises in which preexisting psychopathology has been instrumental in precipitating the crisis or in which psychopathology significantly impairs or complicates adaptive resolution. Examples of psychopathology that may precipitate crises include borderline personality, severe neuroses, characterological disorders, or schizophrenia. Example: 29 y/o female Dx with borderline personality at 18. In weekly therapy for 10 years, with several hospitalizations for suicide attempts. Her therapist of 6 years is getting married and moving across the country. Client is distraught and experiencing intense feelings of abandonment; she is found wandering in and out of traffic on a busy expressway, obviously to her surroundings. Intervention: The initial intervention is to help bring down the level of anxiety in client that has created feelings of unreality in her. She requires that someone stay with her and reassure her of her safety and security. After the feelings of panic anxiety has subsided, she should be encouraged to verbalize her feelings of abandonment. Regressive behaviors should be discouraged. Positive reinforcement should be given for independent activities and accomplishments. The primary therapist will need to pursue this issue of termination with client at length. Referral to a long-term care facility may be required.

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A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] Define Class 6: Psychiatric Emergencies

Output: Crisis situations in which general functioning has been severely impaired and the individual rendered incompetent or unable to assume personal responsibility. Examples include acutely suicidal individuals, drug overdoses, reactions to hallucinogenic drugs, acute psychoses, uncontrollable anger, and alcohol intoxication. Example: 16 y/o female went to high school party with boyfriend, where he broke up with her. She became hysterical; friend provided a Valium and left her sleeping on parent's bed. One hour later, friend came back to find client has swallowed entire bottle of Valium. Intervention: The crisis monitored vital signs, ensured maintenance of adequate airway, initiated gastric lavage (washing out), and administered activated charcoal to minimize absorption. Client's parents were notified and rushed to the hospital. The situations was explained to them and they were encouraged to stay by client's side. When physical crisis was resolved, client was transferred to a psychiatric unit. In therapy, client was encouraged to ventilate her feelings regarding the rejection and subsequent overdose. Family therapy sessions were conducted in an effort to clarify interpersonal issue and to identify areas for change. On an individual level, client's therapist worked with her to establish more adaptive methods of coping with stressful situations.

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A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] Aguilera's Four Phases of Crisis Intervention

Output: Phase 1: Assessment Phase 2: Planning of Therapeutic Intervention Phase 3: Intervention Phase 4: Evaluation of Crisis Resolution and Anticipatory Planning

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A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] Roberts' Seven-Stage Crisis Intervention Model

Output: Stage 1: Psychosocial and Lethality Assessment Stage 2: Rapidly Establish Rapport Stage 3: Identify the Major Problems or Crisis Precipitants Stage 4: Deal with Feelings and Emotions Stage 5: General and Explore Alternatives Stage 6: Implement an Action Plan Stage 7: Follow-up

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A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.


Input: [Define crisis.] Fact or Fiction: People who talk about suicide do not commit suicide. Suicide happens without warning.

Output: Fiction: 8 out of 10 people who kill themselves have given definite clues and warnings about their suicidal intensions. Very subtle clues may be ignored or disregarded by others.

Mental Health Exam 3 Flashcards - Cram.com

A sudden event in one's life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.