Input: [accommodations] melting pot analogy

Output: people from different cultures and backgrounds forging a new culture and, in the process, losing their original cultural identity.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] migrant workers

Output: students who spend a few months in one school and then in another as they follow the migratory patterns of the agricultural industry.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] minority

Output: term that usually refers to an ethnic, racial, or underrepresented group that is not the majority.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] modifications

Output: changes made in instruction and assessment in response to student needs; frequently used for students with disabilities and developed by an ARD (Admission, Review, and Dismissal) committee.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] monolingualism

Output: fluency, use, and understanding of only one language.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] norms

Output: expected behaviors usually defined within the context of a culture; what is accepted as normal behavior within a specific group.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] pluralism

Output: when a minority group retains its cultural norms and does not assimilate into the dominant or majority culture, yet possesses equal status in that majority culture.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Public Law 94-112

Output: provides for a free and appropriate education, nondiscrimatory evaluatio, and an Individualized Education Plan (IEP) for all students with disabilities; later reauthorized as the Individuals with Disabilities Education Act (IDEA).

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] race

Output: refers to human groups according to their physical taits and characteristics; different and often conflicting typologies exist because human groups in modern societies are highly mixed.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] salad bowl analogy

Output: people of different cultures forming a society but retaining their individual cultural identities.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] semilingualism

Output: use of limited aspects of a single language or of two or more languages; for example, students may speak their native language well, but may not write or read it well.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] socioeconomic class

Output: a composite of occupation, educational attainment, and income.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] standardized tests

Output: establish the same content, scoring, testing conditions, and interpretation guidelines.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] subtractive approach

Output: (to bilingualism) the view-point that acquisition of the second language (in this case, English) is most successful when the development of the first language is forfeited.

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Formative evaluation method designed to evaluate performance in the particular curriculum to which students are exposed.

Output: Curriculum-based assessment

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Method of evaluating a person that has been applied to a large group so that an individual's score can be compared to the norm, or average.

Output: Standardized achievement tests

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Method of evaluating a student's critical thinking and problem solving ability in real-life situations in which she may work with or receive help from peers, teachers, parents, or supervisors.

Output: Authentic assessment

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Method of teaching academics, especially reading and math that emphasizes drill and practice and immediate feedback; lessons are precisely sequenced, fast-paced, and well-rehearsed by the teacher.

Output: Direct instruction

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] One's ability to understand that words are made up of sounds or phonemes.

Output: Phonemic awareness

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] The study within psycholinguistics of how people use language in social situations

Output: Pragmatics

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Academic performance markedly lower than would be expected on the bases if a student's intellectual ability.

Output: IQ-achievement discrepancy

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Method of assessing reading in which the teacher has the student read progressively more difficult series of passages or word lists noting the difficulty level of the material read and the types of errors the student makes.

Output: Informal reading inventories

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] The study of the meanings attached to words.

Output: Semantics

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Ability to understand what one has read.

Output: Reading Comprehension

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] The study of how individual sounds make up words.

Output: Phonology

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Tendency to repeat behaviors over and over again; often found in people with brain injury as well as ADHD.

Output: Perseveration

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Refers to children who exhibit inattention, impulsivity and/or hyperactivity

Output: ADHD

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Executive function; internal language used to regulate one's behavior

Output: Inner speech

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Ability to regulate one's behavior through working memory, inner speech, control of emotions and arousal levels, and analysis of problems and communication of problem solutions to others.

Output: Executive functions

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Acting-in behavior; anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal state.

Output: Internalizing behaviors

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Disorder characterized by psychotic behavior manifested by loss of contact with reality, distorted thought processes, and abnormal perceptions.

Output: Schizophrenia

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] socially inappropriate words or statements (e.g., swearing)"

Output: Touretteâ€™s disorder

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Acting-out behavior; aggressive or disruptive behavior that is observable as behavior directed toward others.

Output: Externalizing behaviors

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Disorder characterized by overt, aggressive, disruptive behavior that is observable as behavior directed toward others.

Output: Conduct disorder

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Impairments in the ability to use speech or language to communicate

Output: Communication disorders

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Include problems in comprehension and expression

Output: Language disorders

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] The study within psycholinguistics of word formation; how adding or deleting parts of a whole word changes their meaning.

Output: Morphology

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Involves errors in pronouncing words.

Output: Articulation disorders

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Alternative forms of communication that do not use the oral sounds of speech or that augment the use of speech.

Output: Augmentative or alternative communication

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Decoding or understanding messages in communication.

Output: Receptive language

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Characteristics of pitch, loudness, and/or qualities that are abusive of the larynx.

Output: Voice disorders

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Hesitations, repetitions, and other interpretations of normal speech flow that are entirely normal parts of learning to use language.

Output: Fluency disorders

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Language disorder that has no known cause

Output: Specific language impairment

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Pronouncing words with certain sounds omitted or distorted

Output: Phonological disorders

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Oral communication that involves abnormal use of the vocal apparatus, is unintelligible, or is so inferior that it draws attention to itself and causes anxiety, feelings of inadequacy, or inappropriate behavior in the speaker.

Output: Speech disorders

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Encoding or sending messages in communication

Output: Expressive language

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Children who cannot hear sounds above a certain intensity level

Output: Deaf

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Test whereby tones of various intensities and frequencies are presented to determine a personâ€™s hearing loss.

Output: Pure-tone audiometry

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Unit of measurement of the frequency of sound; refers to the highness or lowness of a sound

Output: Hertz (Hz)

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] People with only a hearing impairment.

Output: Hard of Hearing

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Inflammation of the middle ear; most common problem of the middle ear and most visits to the doctor under age six.

Output: Otitis media

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Approach for teaching students with hearing impairment that blends oral and manual techniques

Output: Total communication

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] Units of relative loudness of sounds; zero decibels (dB) designates the point at which people with normal hearing can just detect sound.

Output: Decibels

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] T or F: Some researchers have recommended abandoning the notion of an IQ-achievement discrepancy as a criterion for identifying leaning disabilities.

Output: T

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] T or F: Children with learning disabilities can occur along with environmental disadvantage, mental retardation, or emotional disturbance; but for children to be considered learning disabled, their learning problems must be primarily the result of their learning disabilities.

Output: F

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] T or F: Students with learning disabilities tend to have an external rather than an internal locus of control.

Output: T

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] T or F: ADHD is recognized as its own separate category, such as learning disability and mental retardation by the federal government in the U.S.

Output: F

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] T or F: Authorities in the early and mid-twentieth century attributed problems of inattention and hyperactivity to neurological problems resulting from brain damage.

Output: T

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] T or F: Persons with ADHD frequently have delayed inner speech.

Output: T

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] T or F: 25 to 50% of persons with ADHD also exhibit some form of emotional or behavioral disorder.

Output: T

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [accommodations] T or F: Stuttering is the most common speech disorder.

Output: T

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.


Input: [1] they'll [2]

Output: they will


Input: [1] I'm [2]

Output: I am


Input: [1] he's [2]

Output: he is


Input: [1] she's [2]

Output: she is


Input: [1] it's [2]

Output: it is


Input: [1] there's [2]

Output: there is


Input: [1] here's [2]

Output: here is


Input: [1] you're [2]

Output: you are


Input: [1] we're [2]

Output: we are


Input: [1] they're [2]

Output: they are


Input: [1] can't [2]

Output: can not


Input: [1] don't [2]

Output: do not


Input: [1] didn't [2]

Output: did not


Input: [1] aren't [2]

Output: are not


Input: [1] doesn't [2]

Output: does not


Input: [1] won't [2]

Output: will not


Input: [1] isn't [2]

Output: is not


Input: [1] I've [2]

Output: I have


Input: [1] you've [2]

Output: you have


Input: [1] we've [2]

Output: we have


Input: [1] they've [2]

Output: they have


Input: [1] I'd [2]

Output: I would


Input: [1] you'd [2]

Output: you would


Input: [1] I'll [2]

Output: I will


Input: [1] he'll [2]

Output: he will


Input: [1] she'll [2]

Output: she will


Input: [1] we'll [2]

Output: we will


Input: [1] you'll [2]

Output: you will


Input: [Electronic Commerce] Business-to-Business(B2B) e-commerce

Output: A subset of e-commerce where all the participants are organizations.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Business to Business(B2C) e-commerce

Output: A form of e-commerce in which customers deal directly with an organization and avoid intermediaries.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Consumer-to-Consumer(C2C) e-commerce

Output: A subset of e-commerce that involves consumers selling directly to other consumers.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] E-Government

Output: The use of information and communications technology to simplify the sharing of information, speed formerly paper-based processors, and improve the relationship between citizen and government.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Electronic Retailing(e-tailing)

Output: The direct sale from business to consumer through electronic storefronts, typically designed around an electronic catalog and shopping cart model.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Cybermall

Output: A single web site that offers many products and services at one Internet location.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Electronic Exchange

Output: An electronic forum where manufacturers, suppliers, and competitors buy and sell goods, trade market information, and run back-office operations.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Market Segmentation

Output: The identification of specific markets to target them with advertising techniques.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Technology-Enables Relationship Management

Output: Occurs when a firm obtains detailed information about a customers behavior, preferences, needs, and buying patterns and uses that information to set prices, negotiate terms, tailor promotions, add product features, and otherwise customize its entire relationship with that customer.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Electronic Bill Presentment

Output: A method of billing whereby a vendor posts an image of your statement on the internet and alerts you by e-mail that your bill has arrived.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Web Site Development Tools

Output: Tools used to develop a Web site, including HTML or visual web page editor, software development kits, and web page upload support.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Web Page Construction

Output: Software that uses Web editors and extensions to produce both static and dynamic web pages.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Static Web Pages

Output: Web pages that always contain the same information

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Dynamic Web Pages

Output: Web pages containing variable information that are built to respond to a specific web visitors request.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Web Services

Output: Software modules supporting specific business processes that users can interact with over a network on an as-need basis.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Digital Certificate

Output: An attachment to an email message or data embedded in a web site that verifies the identity of a sender or web site.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Certificate Authority(CA)

Output: A trusted third party organization or company that issues digital certificates.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Secure Sockets Layer(SSL)

Output: A communications protocol is used to secure sensitive data during e-commerce.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Electronic Cash

Output: An amount of money that is computerized, stored, and used as cash for e-commerce transactions.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Smart Card

Output: A credit card sized device with an embedded microchip to provide electronic memory and processing capability.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Enterprise System

Output: A system central to the organization that ensures information can be shared across all business functions and all levels of management to support the running and managing of a business.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Batch Processing System

Output: A form of data processing where business transactions are accumulated over a period of time and prepared for processing as a single unit or batch

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Online Transaction Processing(OLTP)

Output: A form of data processing where each transaction is processed immediately, without the delay of accumulating transactions into a batch.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Transaction Processing Cycle

Output: The process of data collection, data editing, data correlation, data manipulation, data storage, and document production.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Data Collection

Output: Capturing and gathering all data necessary to complete the processing of transactions.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Data Editing

Output: The process of checking data for validity and completeness.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Data Correction

Output: The process of reentering data that was not typed or scanned properly.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Data Manipulation

Output: The process of performing calculations and other data transformations related to business transactions.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Data Storage

Output: The process of updating one or more databases with new transactions.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Document Production

Output: The process of generating output records and reports.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Disaster Recovery Plan(DRP)

Output: A formal plan describing the actions that must be taken to restore computer operations and services in the event of a disaster.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Transaction Processing System Audit

Output: A check of a firms TPS systems to prevent accounting irregularities and/or loss of data privacy.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Best Practices

Output: The most efficient and effective ways to complete a business process.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: [Electronic Commerce] Customer Relationship Management(CRM) System

Output: A system that helps a company manage all aspects of customer encounters, including marketing and advertising, sales, customer service after the sale, and programs to retain loyal customers.

Conducting business activities(i.e. buying, distributing, selling, marketing) electronically over computer networks such as the Internet, extranet, and corporate network.


Input: process of tumor spreading [malignant tumor]

Output: metastsis

genetics chapter 18 Flashcards - Cram.com


Input: about 10 percent [malignant tumor]

Output: percent of cancer cases that are inherited as single gene disorder

genetics chapter 18 Flashcards - Cram.com


Input: a few somatic cells [malignant tumor]

Output: mutations in cancer causing genes typically occur in

genetics chapter 18 Flashcards - Cram.com


Input: SUM OF COMBINATIONS OF PARTICULAR GENE VARIANTS [malignant tumor]

Output: increases the risk of cancer

genetics chapter 18 Flashcards - Cram.com


Input: gene expression [malignant tumor]

Output: changes at -- level fuel disease process

genetics chapter 18 Flashcards - Cram.com


Input: viruses chemicals and radiation [malignant tumor]

Output: these agents cause cancer by interfering with the precise genetic controls of cell division

genetics chapter 18 Flashcards - Cram.com


Input: mutagens [malignant tumor]

Output: most substances that are carcinogens are also

genetics chapter 18 Flashcards - Cram.com


Input: causes cancer when inappropriately activated [malignant tumor]

Output: oncogenes

genetics chapter 18 Flashcards - Cram.com


Input: can cause cancer when deleted or inactivated [malignant tumor]

Output: tumor suppressor genes

genetics chapter 18 Flashcards - Cram.com


Input: [bacterial infections] impetigo

Output: honey colored crusted lesion

skin disorder ch 24 lewis Flashcards - Cram.com

impetigo carbuncle follicullitis cellulitus furuncle erysipelas


Input: [bacterial infections] folliculitis

Output: small pustules at hair follicle

skin disorder ch 24 lewis Flashcards - Cram.com

impetigo carbuncle follicullitis cellulitus furuncle erysipelas


Input: [bacterial infections] furuncle

Output: painful tender red area around hair drain pus and necrotic debris on rupture

skin disorder ch 24 lewis Flashcards - Cram.com

impetigo carbuncle follicullitis cellulitus furuncle erysipelas


Input: [bacterial infections] carbuncle

Output: multiple connecting furuncles

skin disorder ch 24 lewis Flashcards - Cram.com

impetigo carbuncle follicullitis cellulitus furuncle erysipelas


Input: [bacterial infections] cellulitus

Output: red hot tender edema chills maliase fever

skin disorder ch 24 lewis Flashcards - Cram.com

impetigo carbuncle follicullitis cellulitus furuncle erysipelas


Input: [bacterial infections] erysipelas

Output: superficial cellulitus

skin disorder ch 24 lewis Flashcards - Cram.com

impetigo carbuncle follicullitis cellulitus furuncle erysipelas


Input: [bacterial infections] viral infection

Output: HSV h zoster verruca vulgaris plantar warts

skin disorder ch 24 lewis Flashcards - Cram.com

impetigo carbuncle follicullitis cellulitus furuncle erysipelas


Input: [bacterial infections] H zoster

Output: linear distribution

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Input: [bacterial infections] verruca vulgaris

Output: flesh colored papule limited to epidermis

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Input: [bacterial infections] fungal infection

Output: candidasis tinea corporis - cruris -pedis -onychomycosis

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Input: [bacterial infections] corporis

Output: ringworm

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Input: [bacterial infections] pedis

Output: athletes foot

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Input: [bacterial infections] cruris

Output: jock itch

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Input: [bacterial infections] onychomycosis

Output: toenails

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Input: [bacterial infections] benign skin lesion

Output: acne moles psoriasis seborrheic keratoses skin tags lipoma lentigo

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Input: [bacterial infections] psoriasis

Output: silver scaly plaque

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Input: [bacterial infections] seborrheic keratoses

Output: deeply pigmented rough warty surface

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Input: [bacterial infections] lipoma

Output: tumor adipose tissue

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Input: [bacterial infections] lentigo

Output: liver spots

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Input: [bacterial infections] electrodesiccation and electrocoagulation

Output: tissue destroyed by burning

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Input: [bacterial infections] curettage

Output: removal and scooping away of tissue using scooping technique

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Input: [bacterial infections] cryosurgery

Output: extreme cold applied to skin to induce tissue destruction -expect pain, red blister will form but will flatten and fall off

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Input: [bacterial infections] mohrs'

Output: controlled removal of a cutaneous malignance tissue removed thin layers minimize scars

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Input: [bacterial infections] LPN skin care

Output: -prescribed therapies like dressing and meds -monitor skin changes -reinforce Rn teaching

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Input: [bacterial infections] NAP Skin care delegation

Output: assist bath -apply wet dressing or add med to bath -report change skin appearance

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Input: [bacterial infections] skin graph

Output: either provide protection to underlying structure or reconstruction of area

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Input: [bacterial infections] free graft

Output: transfer graft to needed site from a donor site -autograft- pt own body -isograft- identical twin

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Input: [bacterial infections] skin flap

Output: move section of skin and subQ tissue from one part of the body to another without ending vascular attachment

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Input: [bacterial infections] mechanical debridement

Output: -wet to dry partially healed only slight necrotic tissue -irrigation - burn pts remove cell debri and excess drainage -hydrotherapy - burn pts not in clean granulated wound

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Input: [bacterial infections] surgical debridement

Output: reserved for burns or extremely deep or L ulcers

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Input: [bacterial infections] abcde of moles

Output: asymmetry border color or changing diameter < than 6mm elevated or evolving

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Input: [bacterial infections] risk factor for skin cancer

Output: fair skin type history sun exposure family history exposure to tar and systemic arsenicals

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Input: [bacterial infections] actinic keratosis

Output: premalignant form of squamous cell carcinoma -affects nearly all older white population -looks ir shap flat slightly red papule indistinct borders hard

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Input: [bacterial infections] basal cell carcinoma

Output: most common -cure rate greated 90 with treatment and if caught early

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Input: [bacterial infections] squamous cell carcinoma

Output: -sun exposed skin -very aggressive -potential metastasize -early detection cure rate high -smoking contribute to scc on mouth and lips

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Input: [bacterial infections] initial treatment melanoma

Output: surgery

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Input: [bacterial infections] tissue biopsy

Output: definitive test for diagnosing skin lesions

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Input: [bacterial infections] soft tissue expansion

Output: resurfacing defect like a burn scar -remove a disfigured mark like tattoo -prelimiary step in breast reconstruction

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Input: [bacterial infections] wet dressing used

Output: when skin oozing from inf or inflammation -to relieve itching -suppress inflammation -debride a wound

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Input: [bacterial infections] seborrheic dermatitis

Output: cradle cap -chronic recurring inflammatory response

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impetigo carbuncle follicullitis cellulitus furuncle erysipelas


Input: [1] A plasma-membrane lipid possessing a sugar chain that functions in cell recognition [2]

Output: Glycolipid

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The most abundant molecule found within the lipid bilayer of the plasma membrane [2]

Output: Phospholipid

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] A plasma-membrane lipid that improves the rigidity of the plasma membrane and increases the membrane's impermeability to water [2]

Output: Cholesterol

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The component of the plasma membrane that can act as a doorway for charged particles [2]

Output: Protein

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The method by which large particles and macromolecules enter the cell by an infolding of the plasma membrane [2]

Output: Endocytosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The movement of water across a selectively permeable plasma membrane from a region of high concentration to a region of low concentration [2]

Output: Osmosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The mechanism by which substances are moved from the cell cytoplasm to the outside of the cell by the fusion of a vesicle with plasma membrane [2]

Output: Exocytosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The tendency of molecules to move along their concentration gradient from a region of high concentration to a region of low concentration [2]

Output: Diffusion

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] These methods carry molecules, pump molecules, or form channels through which specific molecules pass across the plasma membrane [2]

Output: Transport mechanisms

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Endocytosis of large items, such as bacteria or cellular debris [2]

Output: Phagocytosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Endocytosis of a tiny quantity of extracellular fluid containing solute molecules [2]

Output: Pinocytosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Endocytosis that utilizes selective plasma membrane receptor proteins [2]

Output: Receptor-mediated endocytosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] By which method does each of the following substances move into the cell? Hormones such as insulin, low-density lipoproteins [2]

Output: Receptor-mediated endocytosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] By which method does each of the following substances move into the cell? Water movement across membrane [2]

Output: Osmosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] By which method does each of the following substances move into the cell? Movement of oxygen, carbon dioxide, and other small uncharged molecules across membrane [2]

Output: Diffusion

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] By which method does each of the following substances move into the cell? Movement of large particles, bacteria, or cellular debris by endocytotic vesicle [2]

Output: Phagocytosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] By which method does each of the following substances move into the cell? Molecules moving against the concentration gradient [2]

Output: Active transport mechanisms

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the organelles with their characteristics. Mitochondrion [2]

Output: Cristae; matrix

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the organelles with their characteristics. Ribosome [2]

Output: Composed of two subunits; can be "free" in the cytosol or attached to rough ER

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the organelles with their characteristics. Rough endoplasmic reticulum [2]

Output: Produces protein transport vesicles

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the organelles with their characteristics. Golgi apparatus [2]

Output: Possesses a cis and trans side; composed of cisternae

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the organelles with their characteristics. Centrioles [2]

Output: Composed of microtubules arranged in nine groups of three

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the members of the cytoskeleton with their characteristics. These thinnest members of the cytoskeleton are composed of strands of actin protein [2]

Output: Microfilaments

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the members of the cytoskeleton with their characteristics. These cytoskeleton members are tough, insoluble protein fibers that possess a high tensile strength [2]

Output: Intermediate filaments

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the members of the cytoskeleton with their characteristics. These hollow tubular members of the cytoskeleton are composed of spherical protein subunits called tubulin and can be quickly assembled and disassembled by the cell [2]

Output: Microtubules

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Strands of DNA and associated histones in the nucleus of a non-dividing cell [2]

Output: Chromatin

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Membrane that surrounds the nucleus of a cell [2]

Output: Nuclear envelope, or nuclear membrane

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Tiny passageway that allows large molecules to freely pass in and out of the nucleus [2]

Output: Nuclear pore

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Dark-staining body found in the nucleus of a cell that functions in producing ribosomes [2]

Output: Nucleolus

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Jelly-like fluid found within the nucleus of a cell [2]

Output: Nucleoplasm

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Dark-staining, rod-shaped structures composed of highly coiled chromatin, found in cells undergoing cell division [2]

Output: Chromosomes

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Spherical protein molecules around which DNA wraps [2]

Output: Histones

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Fine, uncoiled strands of DNA in the nucleus of a non-dividing cell [2]

Output: Extended chromatin

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Dark-staining regions in the nucleus of a non-dividing cell composed of tightly coiled strands of DNA [2]

Output: Condensed chromatin

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] A section of DNA and its eight associated histone proteins [2]

Output: Nucleosome

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the stages of interphase with the events that occur in each. G1 [2]

Output: The cell is metabolically active, synthesizing proteins, and growing rapidly

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the stages of interphase with the events that occur in each. G2 [2]

Output: Cell division enzymes are synthesized, and the centrioles complete replication

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the stages of interphase with the events that occur in each. S [2]

Output: DNA replicates itself

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the stages of mitosis with the events that occur in each. Chromosomes line up along the cell equator [2]

Output: Metaphase

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the stages of mitosis with the events that occur in each. Chromatin condenses into chromosomes; centrioles move toward opposite poles of the cell [2]

Output: Prophase

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the stages of mitosis with the events that occur in each. Identical sets of chromosomes are moved to opposite sides of the cell [2]

Output: Anaphase

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the stages of mitosis with the events that occur in each. Chromosomes uncoil and revert to chromatin; nuclear membranes form around the sets of chromosomes [2]

Output: Telophase

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the structures with their functions. Ribosomes [2]

Output: Protein synthesis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the structures with their functions. Smooth endoplasmic reticulum [2]

Output: Lipid synthesis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the structures with their functions. Lysosomes [2]

Output: Intracellular digestion

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the structures with their functions. Centrioles [2]

Output: Organize the spindle during mitosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the structures with their functions. Microtubules [2]

Output: Support the cell and give it shape; involved in cell movements

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match cell structures with the products that they produce. Mitochondrion [2]

Output: ATP

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match cell structures with the products that they produce. Rough endoplasmic reticulum [2]

Output: Transport vesicles

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match cell structures with the products that they produce. Golgi apparatus [2]

Output: Lysosomes and secretory vesicles

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match cell structures with the products that they produce. Nucleolus [2]

Output: Ribosomes

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match cell structures with the products that they produce. Centrioles [2]

Output: Cilia and flagella (microtubules)

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the stages of the cell cycle with the events occurring in each. Cytokinesis [2]

Output: Division of the parent cell cytoplasm into two daughter cells

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the stages of the cell cycle with the events occurring in each. Mitosis [2]

Output: Separation of two identical sets of chromosomes to opposite sides of the parent cell

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the stages of the cell cycle with the events occurring in each. Interphase [2]

Output: Non-dividing stage involving rapid growth, DNA replication, and preparation for division

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match each type of membrane transport with the appropriate characteristics. Diffusion [2]

Output: Random motion of a substance resulting in movement from area of high to lower concentration

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match each type of membrane transport with the appropriate characteristics. Facilitated diffusion [2]

Output: A passive process utilizing a protein carrier or channel

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match each type of membrane transport with the appropriate characteristics. Primary active transport [2]

Output: Movement of a substance that utilizes a carrier; energy comes directly from hydrolysis of ATP

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match each type of membrane transport with the appropriate characteristics. Secondary active transport [2]

Output: Movement of a substance that utilizes a carrier, and has a concentration gradient as the source of energy

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match each form of RNA with its function. mRNA [2]

Output: Carries genetic instructions from nucleus to the site of protein synthesis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match each form of RNA with its function. tRNA [2]

Output: Uses an anticodon to guide its attached amino acid to the complementary codon on the mRNA at the ribosome

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match each form of RNA with its function. rRNA [2]

Output: Combines in a complex with proteins to make the large and small subunits of a ribosome

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match each form of RNA with its function. microRNA [2]

Output: Can control, or inhibit, certain genes

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the cell membrane structures. Tight junction [2]

Output: Adjacent cells joined by a line of membrane proteins that form an impermeable junction

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the cell membrane structures. Desmosome [2]

Output: Button-like junctions that use linker proteins to hold adjacent cells together

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the cell membrane structures. Gap junctions [2]

Output: Adjacent cells held together by connexon proteins that form cylinders allowing ion flow between the cells' cytoplasm

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Microvilli [2]

Output: Tiny fingerlike projections of the plasma membrane; increase surface area for absorption

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Cilia [2]

Output: Motile cellular extensions found in large numbers in some epithelial cells

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Flagella [2]

Output: Long, cellular projections that are tail-like and aid in propulsion

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Hydrophobic [2]

Output: Water fearing

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What critical event must occur before the sodium-potassium pump can transport sodium and potassium ions across the plasma membrane? [2]

Output: The pump must be phosphorylated.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following statements best describes the difference between facilitated diffusion and secondary active transport? [2]

Output: Secondary active transport requires an input of energy, while facilitated diffusion does not.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following statements best describes the difference between the simple diffusion of a solute and osmosis? [2]

Output: Most osmosis requires transport proteins, while simple diffusion of a solute never does.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] When a molecule is transported via facilitated diffusion, ____________________. [2]

Output: it moves directly through the phospholipid bilayer

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which transport process allows for the movement of solid particles across the plasma membrane? [2]

Output: Phagocytosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What kind of energy moves in waves? [2]

Output: Radiant energy

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Ninety-six percent of body weight is made up of: [2]

Output: Only four elements (oxygen, carbon, hydrogen, and nitrogen) make up 96% of the human body.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Each known element is designated with a one- or two-letter chemical shorthand known as the: [2]

Output: The atomic symbol is the one- or two-letter chemical shorthand designated to a chemical.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] A homogenous mixture of gases, liquids, or solids is referred to as a: [2]

Output: a solution.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The difference between a colloid and a suspension is: [2]

Output: A colloid can undergo sol-gel transformation, whereas a suspension cannot.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Chemical bonds: [2]

Output: are energy relationships between the electrons of the reacting atoms.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The outermost energy shell of an atom is known as its: [2]

Output: valence shell.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] An ionic bond is: [2]

Output: is a chemical bond formed by the transfer of one or more electrons from the outermost energy level (the valance shell) of one atom to that of the other.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following statements about a dipole is INCORRECT? [2]

Output: The dipole molecules are electrically balanced.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] When atoms or molecules combine to form larger more complex molecules, the process is known as: [2]

Output: anabolism.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Reactions which release energy are: [2]

Output: exergonic reactions.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following factors would speed up the rate of a chemical reaction? [2]

Output: High concentration of reagents

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following is considered the universal solvent? [2]

Output: Water

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] In hydrolysis: [2]

Output: a molecule of water is added for each bond broken.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] All electrolytes are: [2]

Output: ions.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] pH is a concentration unit used to measure the concentration of: [2]

Output: hydrogen ions in a solution.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Chaperonins aid in the desired folding of: [2]

Output: proteins.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Prostaglandins are: [2]

Output: lipids.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following lipids are thought to decrease heart disease? [2]

Output: Omega-3 fatty acids

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The function of microRNA (miRNA) is to: [2]

Output: controls genetic expression by turning some genes on and others off, thus controlling genetic expression.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Sugars contain all of the following, except: [2]

Output: calcium.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] An organic compound is analyzed, and it has twice as many hydrogen atoms as oxygen atoms. This compound is most likely a: [2]

Output: carbohydrate.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Catabolic reactions involve: [2]

Output: release of energy.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Buffers tend to prevent dramatic changes in the pH when ________ are added to a solution. [2]

Output: proton donors

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Chemical reactions that release energy are: [2]

Output: exergonic.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Ionic bonds form between two atoms when: [2]

Output: one atom donates an electron to the other atom.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The building blocks of RNA and DNA are: [2]

Output: nucleotides.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The most important steroid molecule is: [2]

Output: cholesterol.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The sequence of amino acids in a protein constitutes the ________ structure of the protein. [2]

Output: primary

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The smallest unit of life is the________. [2]

Output: cell

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The outer boundary of a human cell is the: [2]

Output: plasma membrane.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following would not be found in the plasma membrane of a human cell? [2]

Output: Nucleic acids

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Prevent molecules from passing through the extracellular space between adjacent cells [2]

Output: Tight junctions

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Anchoring junctions found in areas subjected to pulling forces [2]

Output: Desmosomes

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Important for cell communication [2]

Output: Gap junctions

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Can water can readily diffuse through the plasma membrane? [2]

Output: Yes

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Osmosis is: [2]

Output: the diffusion of water across a cell membrane.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following pairs is a correct match? [2]

Output: Exocytosis: active transport

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] A cell will swell, and likely burst, if it is placed in a __________ solution. [2]

Output: hypotonic

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Is primary active transport is driven by secondary active transport. [2]

Output: Yes

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Pinocytosis is a type of___________. [2]

Output: endocytosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Cells of the body mainly use _______ for the selective endocytosis of most macromolecules. [2]

Output: receptor-mediated endocytosis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] At rest, are most body cells polarized? [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The primary site of cellular ATP production is the: [2]

Output: mitochondrion.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Ribosomes are found: [2]

Output: in the cytosol and on the endoplasmic reticulum.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the cell structure to its function. Ribosome [2]

Output: Protein synthesis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the cell structure to its function. Nucleolus [2]

Output: RNA synthesis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the cell structure to its function. Endoplasmic reticulum [2]

Output: Protein folding, packaging, and modification

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the cell structure to its function. Peroxisomes [2]

Output: Neutralize dangerous free radicals

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the cell structure to its function. Cytoskeleton [2]

Output: Support cellular structures

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the cell structure to its function. Lysosomes [2]

Output: Contain digestive enzymes

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] DNA is replicated during the ________ phase of the cell cycle. [2]

Output: S phase

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] A gene is best defined as: [2]

Output: a segment of DNA that carries instructions for the production of a polypeptide chain.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] During transcription: [2]

Output: DNA is used as a template to make mRNA.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] A person with appendicitis will most often present with pain in the: [2]

Output: right lower quadrant.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The plane that divides the body into anterior and posterior parts is called the: [2]

Output: frontal plane.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Homeostatic imbalance has occurred when a: [2]

Output: person becomes ill.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Select the option that shows increasing complexity levels. [2]

Output: Cellular, tissue, organ, organ system

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Approximately what percentage of the air we breathe is made of oxygen? [2]

Output: 20%

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The cranial cavity is housed in: [2]

Output: the dorsal body cavity.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is NOT one of the three components of homeostatic control systems? [2]

Output: Stimulus (cause of the initial change)

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The respiratory system contains the: [2]

Output: trachea, bronchi, and lungs.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The spleen is the largest organ in the: [2]

Output: lymphatic system.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following would be an example of positive feedback? [2]

Output: Release of oxytocin to increase the strength of labor contractions

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which internal organ is NOT housed in the ventral body cavity? [2]

Output: Spinal cord

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following body systems acts as a fast-acting control system for the body? [2]

Output: Nervous

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following body systems functions to produce blood cells? [2]

Output: Skeletal

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is NOT a necessary human life function? [2]

Output: Intelligence

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which one of the following requires magnification to study? [2]

Output: Microscopic anatomy

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which one of the following covers an organ? [2]

Output: Visceral pericardium

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The branch of anatomy that traces structural changes that occur in the body throughout the life span is referred to as: [2]

Output: developmental anatomy.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The ability to sense changes in the environment and respond to them is a physiological ability known as: [2]

Output: responsiveness.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] If the human body temperature drops slightly below 37° C (98.6° F), the following occurs: [2]

Output: Metabolic reactions become slower

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is the correct positioning of the thumbs when placing the body in the anatomical position?: [2]

Output: In the anatomical position the thumbs point outwards, or laterally.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following is/are not included in axial part of the body? [2]

Output: The upper limbs

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The midsagittal plane: [2]

Output: divides the body in two equal but non-identical left and right parts along the midline.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Which of the following organs lies in the dorsal cavity? [2]

Output: The spinal cord

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The body cavity which houses the lung is known as the: [2]

Output: the pleural cavity.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] If you know that the appendix lies in the right lower part of the trunk, you could also say it lies in the: [2]

Output: right inguinal region.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The visceral serosa membrane: [2]

Output: covers the outer surface of organs in a body cavity.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] All the following are true about serous fluid, except that: [2]

Output: it increases the friction produced by the movement of the organs with which it is associated.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The cavity between bones at the joint is known as [2]

Output: the synovial cavity.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Positron emission tomography (PET): [2]

Output: excels in observing metabolic processes.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is the definition of physiology? [2]

Output: The study of how the body parts work and carry out their life-sustaining activities.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is macroscopic anatomy? [2]

Output: The study of large body structures visible to the naked eye, such as the heart, lungs, and kidneys.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is embryology? [2]

Output: Embryology is a subdivision of anatomy that deals with developmental changes that occur before birth.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Blood flows in one direction through the heart because the heart has valves that prevent backflow. This phenomenon exemplifies: [2]

Output: the principle of complementarity of structure and function.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What represents the sum total of all structural levels working together to keep us alive? [2]

Output: Organismal level

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The human body as a whole is enclosed and protected by the integumentary system. This is an example of a necessary life function. Select the correct function from the list below. [2]

Output: Maintaining Boundaries

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Does metabolism include breaking down substances into their simpler building blocks, synthesizing complex cellular structures from simpler substances, and using nutrients and oxygen to produce ATP. [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What process require a receptor, a control center, and an effector? [2]

Output: Homeostatic control

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is an example of a positive feedback mechanism? [2]

Output: Blood clotting

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is an example of positive feedback mechanisms? [2]

Output: The result or response enhances the original stimulus, and the response is accelerated.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Is the knee is distal to the thigh. [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Why are directional terms so important? [2]

Output: They allow us to explain where one body structure is in relation to another.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Is the breastbone is ventral to the spine? [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Is the chin is cranial to the navel? [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Is it possible for slight anatomical variations to occur in a human body; for example, a nerve or blood vessel may be somewhat out of place, or a small muscle may be missing? [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is the regional term designating the limbs? [2]

Output: The appendicular part

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Does the coronal plane divides the body into anterior and posterior parts? [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What best describes a sagittal plane? [2]

Output: A vertical plane that divides the body into right and left parts.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The ventral body cavity is subdivided into which of the following cavities? [2]

Output: The thoracic and abdominopelvic cavities

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] A serosa, or serous membrane, can be found within which one of the following body cavities? [2]

Output: The ventral body cavity

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is a bond in which electrons are NOT shared equally? [2]

Output: Polar covalent bond

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is a bond in which electrons are completely lost or gained by the atoms involved? [2]

Output: Ionic bond

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is a bond in which electrons are equally shared? [2]

Output: Nonpolar covalent bond

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is a type of bond important in tying different parts of the same molecule together into a three-dimensional structure? [2]

Output: Hydrogen bond

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is an electrically charged particle from loss of an electron? [2]

Output: Cation

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is a neutral subatomic particle? [2]

Output: Neutron

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is the smallest particle of an element that retains is properties? [2]

Output: Atom

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is the smallest particle of a compound that still retains its properties? [2]

Output: Molecule

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is an electrically charged particle from gain of an electron? [2]

Output: Anion

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What kind of energy is legs moving the pedals of a bicycle? [2]

Output: Mechanical energy

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What kind of energy is bonds of ATP are broken, energy is released to do cellular work? [2]

Output: Chemical energy

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is the energy that travels in waves; part of the electromagnetic spectrum? [2]

Output: Radiant energy

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What energy is represented by the flow of charged particles along a conductor or the flow of ions across a membrane? [2]

Output: Electrical energy

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is an example of a sex hormones? [2]

Output: Steroids

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What do eicosanoids do? [2]

Output: Regulate inflammation

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What are integral to cell membranes? [2]

Output: Phospholipids

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is used as energy stores and for insulation? [2]

Output: Triglycerides

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The linear sequence of amino acids comprising a protein chain [2]

Output: Primary structure

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Composed of alpha helices and beta-pleated sheets [2]

Output: Secondary structure

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] lpha and beta regions fold upon each other [2]

Output: Tertiary structure

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Two or more proteins aggregated together [2]

Output: Quaternary structure

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] A + B → AB [2]

Output: Synthesis reaction

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] AB → A + B [2]

Output: Decomposition

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] AB + C → AC + B [2]

Output: Exchange reaction

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] A + B ←→ AB [2]

Output: Reversible reaction

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is a lipid with all single bonds? [2]

Output: Saturated

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is a lipid with one double bond? [2]

Output: Monounsaturated

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is a lipid with more than one double bond? [2]

Output: Polyunsaturated

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is a Trans fat? [2]

Output: "Bad" fats

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is an Omega-3 fats [2]

Output: "Good" fats

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is a property of matter? [2]

Output: Matter can exist in solid, liquid, or gaseous states.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What best defines potential energy? [2]

Output: Potential energy is stored energy, which has the capacity to do work, but is not presently doing so.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Something with a pH of 5 would _____. [2]

Output: have more H+ ions than OH- ions

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Do all organic molecules contain carbon? [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the following organic molecules to their biochemical building blocks/precursors. Proteins [2]

Output: Amino Acids

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the following organic molecules to their biochemical building blocks/precursors. DNA [2]

Output: Nucleotides

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the following organic molecules to their biochemical building blocks/precursors. Lipids [2]

Output: Glycerol and fatty acids

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Match the following organic molecules to their biochemical building blocks/precursors. Carbohydrates [2]

Output: Monosaccharides

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is not one of the four basic elements that comprise approximately 96% of a human's body weight? [2]

Output: Potassium

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Is the atomic number of an atom is equal to the number of protons in its nucleus? [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is true of an isotope? [2]

Output: Isotopes have the same number of protons, but differ in the number of neutrons they contain.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] If the pH or temperature of the environment that contains a protein is altered dramatically, then the protein may: [2]

Output: become denatured.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is true of atoms? [2]

Output: Atoms of any given element will differ from those of all other elements and provide its unique physical and chemical properties.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What does not represent an accurate hierarchy in the natural combination of matter? [2]

Output: When two or more similar kinds of atoms bind, they form an isotope.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What do Buffers do? [2]

Output: stabilize pH.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] In biochemistry, and thus in the body, the universal solvent is: [2]

Output: water.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Are emulsions heterogeneous mixtures? [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] In an ionic bond: [2]

Output: there is a transfer of one or more electrons from one atom to the other.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Are nonpolar molecules are electrically balanced due to the equal sharing of electrons between the atoms of the molecules? [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What type of chemical reactions involves atoms or molecules combining to form a larger, more complex molecule? [2]

Output: Synthesis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is not a way to distinguish an acid from a base? [2]

Output: An acidic substance will have a sticky feel.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Are enzymes are unchanged in a reaction; they can be reused, and are not needed in large quantities? [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Is the major function of RNA is to carry out the genetic instructions for protein synthesis? [2]

Output: True

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is not true of DNA? [2]

Output: DNA carries out the orders for protein synthesis issued by RNA.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is a primary energy-transferring molecule in cells? [2]

Output: ATP

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Lines the pericardial cavity [2]

Output: Parietal pericardium

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Covers the heart [2]

Output: Visceral pericardium

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Lines the thoracic cavity [2]

Output: Parietal pleura

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Covers the organs in the abdominopelvic cavity [2]

Output: Visceral peritoneum

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Lines the abdominopelvic cavity [2]

Output: Parietal peritoneum

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The lower-middle portion of the abdomen [2]

Output: Hypogastric region

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The upper-middle portion of the abdomen [2]

Output: Epigastric region

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The abdominal regions that are lateral to the hypogastric region [2]

Output: Right and left inguinal regions

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The abdominal regions that are lateral to the umbilical region [2]

Output: Left and right lumbar regions

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The abdominal regions that are lateral to the epigastric region [2]

Output: Right and left hypochondriac regions

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Femoral [2]

Output: Thigh

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Crural [2]

Output: Leg

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] A sheet of cells that covers a body surface and lines a body cavity [2]

Output: Epithelial Tissue

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Shapes of Epithelial Tissue Squamous [2]

Output: Scale-like or flat

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Shapes of Epithelial Tissue Cuboidal [2]

Output: Cube-shaped

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Shapes of Epithelial Tissue Columnar [2]

Output: Tall and column shaped

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Shapes of Epithelial Tissue Transitional [2]

Output: Stretchy and variably shaped

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Arrangement of Epithelial Tissue Simple [2]

Output: Same cell type in a single layer

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Arrangement of Epithelial Tissue Stratified [2]

Output: Arranged in several layers

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Arrangement of Epithelial Tissue Psuedostratified [2]

Output: Columnar epithelial that looks layered but is not

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Locations of Epithelial Tissue Simple Squamous [2]

Output: Air sacs of the lungs and lines blood vessels

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Locations of Epithelial Tissue Simple Cuboidal [2]

Output: Glands and in kidney

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Locations of Epithelial Tissue Simple Columnar [2]

Output: Digestive Tract

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Locations of Epithelial Tissue Psuedostratified Columnar [2]

Output: Upper Respiratory tract

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Locations of Epithelial Tissue Stratified Squamous [2]

Output: Skin Epidermis

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Locations of Epithelial Tissue Stratified Cuboidal [2]

Output: Ducts of large glands (rare in human body)

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Locations of Epithelial Tissue Transitional [2]

Output: Hollow urinary system organs

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] 3 Types of muscle tissue [2]

Output: Skeletal, Smooth and Cardiac

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What statement best describes the fluid mosaic model of the plasma membrane? [2]

Output: The fluid mosaic model of the plasma membrane is composed of two layers of lipid molecules with protein molecules dispersed within.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] What is NOT a function performed by proteins found in the plasma membrane? [2]

Output: Some plasma membrane proteins are receptors for chemical messenger molecules.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] Crenation takes place when a cell is placed in a(n): [2]

Output: hypertonic solution.

Biology Chapters 1-4 Flashcards - Cram.com


Input: [1] The underlying cause of Tay Sachs disease is: [2]

Output: the lack of the enzymes needed to breakdown a glycolipid, which is abundant in nerve cell membranes.

Biology Chapters 1-4 Flashcards - Cram.com


Input: an arthropod vector in whose body the infecting organism develops or multiplies before becoming infective to the recipient individual. [acute disease]

Output: Biological vector


Input: a disease that persists over a long period. The symptoms of chronic disease are sometimes less severe than those of the acute phase of the same disease. Chronic disease may be progressive, result in complete or partial disability, or even lead to death. Examples of chronic disease include diabetes mellitus, emphysema, and arthritis. [acute disease]

Output: Chronic Disease


Input: a disease the causative agents of which may pass or be carried from one person to another directly or indirectly [acute disease]

Output: Communicable disease


Input: easiely transmitted communicable diseases [acute disease]

Output: contagious disease


Input: The immediate transfer of an agent from a reservoir to a suceptible host [acute disease]

Output: direct transmission


Input: An infectious disease that occurs frequently in a specific geographical locale. The disease often occurs in cycles. Influenza is an example of an endemic disease. [acute disease]

Output: endemic disease


Input: conditions affecting animals of a specific geographical area [acute disease]

Output: enzootic disease


Input: disease with sudden onset and widespread outbreak within a group [acute disease]

Output: epidemic disease


Input: factors that determine the frequency and distribution of disease within populations [acute disease]

Output: epidemiology rate


Input: Affecting a large number of animals at the same time within a particular region or geographic area. Used of a disease. [acute disease]

Output: epizootic disease


Input: an inanimate object (as a dish, toy, book, doorknob, or clothing) that may be contaminated with infectious organisms and serve in their transmission [acute disease]

Output: fomites


Input: is the transmission of a bacterial, fungal, or viral infection between members of the same species that are not in a parent-child relationship. [acute disease]

Output: horizontal transmission


Input: the statistic that tells about the general health of a population [acute disease]

Output: incidence


Input: Epidemiology A nonperson-to-person transmission of an agent–eg, parasite from a reservoir to a susceptible host by suspended air particles or by animate–vector or inanimatex–vehicle intermediaries [acute disease]

Output: indirect transmission


Input: a disease that is carried by a transmissible agent such as viral bacterial fungal or parasitic organisms [acute disease]

Output: nfectious disease


Input: is characterized by periods of inactivity either before signs and symptoms appear or between attacks [acute disease]

Output: latent disease


Input: an arthropod vector which transmits an infective organism from one host to another but which is not essential to the life cycle of the parasite [acute disease]

Output: mechanical vector


Input: the incidence rate, or the prevalence of a disease or medical condition [acute disease]

Output: morbidity rate


Input: is a measure of the number of deaths (in general, or due to a specific cause) in some population, scaled to the size of that population [acute disease]

Output: mortality rate


Input: NCD is a disease which is not infectious. Such diseases may result from genetic or lifestyle factors [acute disease]

Output: noncommunicable disease


Input: is a worldwide epidemic of a disease in humans [acute disease]

Output: pandemic disease


Input: (an outbreak of an infectious disease of animals) that spreads across a large region (for example a continent), or even worldwide. The equivalent in human populations is called a pandemic. [acute disease]

Output: panzootic disease


Input: total number of cases of the disease in the population at a given time, or the total number of cases in the population, divided by the number of individuals in the population. [acute disease]

Output: prevalence


Input: an inanimate or animate object that serves as a longterm habitat and focus of dissemination for an infectious agent [acute disease]

Output: reservoir


Input: There are also diseases of people which are transmissible to animals [acute disease]

Output: reverse zoonoses


Input: early warning systems, for the community. [acute disease]

Output: sentinel


Input: an individual or object from which an infections is acquired [acute disease]

Output: source of infection


Input: A sporadic disease is one that occurs only occasionally in a population [acute disease]

Output: sporadic disease


Input: not acute [acute disease]

Output: subacute disease


Input: transfer from one animal to another [acute disease]

Output: transmission


Input: an animal (arthropod) that transmitts disease organisms [acute disease]

Output: vector


Input: transfer from one generation to another [acute disease]

Output: vertical transmission


Input: a disease that can be naturally transmitted from andimals and humans [acute disease]

Output: zoonoses


Input: [what is a transition?] who is the model for living fully? [a crossing or passage]

Output: jesus

christian identity Flashcards - Cram.com


Input: [what is a transition?] what is a transitional period? [a crossing or passage]

Output: lasting from about ages 19-25, leads a person out of adolesence and into young adulthood

christian identity Flashcards - Cram.com


Input: [what is a transition?] why will we never have a total grip on our identity? [a crossing or passage]

Output: because we keep changing and are always more that we imagine

christian identity Flashcards - Cram.com


Input: [what is a transition?] what is our sense of identity? [a crossing or passage]

Output: a sense of who we are

christian identity Flashcards - Cram.com


Input: [what is a transition?] what is self-esteem? [a crossing or passage]

Output: an understanding of our own worth and an attitude of cherishing ourselces, even when other may put us down or devalue us

christian identity Flashcards - Cram.com


Input: [what is a transition?] what is closely related to knowing our feeling? [a crossing or passage]

Output: knowing our wants

christian identity Flashcards - Cram.com


Input: [what is a transition?] what is a talent? [a crossing or passage]

Output: an ability or aptitude that has value

christian identity Flashcards - Cram.com


Input: [what is a transition?] cosmic control? [a crossing or passage]

Output: birth

christian identity Flashcards - Cram.com


Input: [what is a transition?] genetic control? [a crossing or passage]

Output: appearance, health, aptitudes and talents

christian identity Flashcards - Cram.com


Input: [what is a transition?] cultural control? [a crossing or passage]

Output: being a member of a particular family or race

christian identity Flashcards - Cram.com


Input: [what is a transition?] circumstantial control? [a crossing or passage]

Output: major historical events

christian identity Flashcards - Cram.com


Input: [what is a transition?] what is in our control? [a crossing or passage]

Output: what we do with our talents

christian identity Flashcards - Cram.com


Input: [what is a transition?] autonomy? [a crossing or passage]

Output: a healthy ability to shape our own life and actions

christian identity Flashcards - Cram.com


Input: [what is a transition?] independence? [a crossing or passage]

Output: a state of relying on ourselves, not on others, to fufill our needs, or give insight

christian identity Flashcards - Cram.com


Input: [what is a transition?] interdependence? [a crossing or passage]

Output: that delicate and healthy blend of independence and dependence

christian identity Flashcards - Cram.com


Input: [what is a transition?] groupthink? [a crossing or passage]

Output: taking on the practices and views of another group or people

christian identity Flashcards - Cram.com


Input: [what is a transition?] false autonomy? [a crossing or passage]

Output: behaviors that off the illusion of idependence from family; groupthink, jailbreak--pregnancy or marriage

christian identity Flashcards - Cram.com


Input: [what is a transition?] christian freedom? [a crossing or passage]

Output: means that we can see the big picure beyond our own narrow interests, and are able to respond to the needs of real situations and real people

christian identity Flashcards - Cram.com


Input: [what is a transition?] license? [a crossing or passage]

Output: when freedom becomes unlimited choice without regard to others

christian identity Flashcards - Cram.com


Input: [what is a transition?] personal power? [a crossing or passage]

Output: the ability to influence our own life and the people and events around us

christian identity Flashcards - Cram.com


Input: [what is a transition?] nurturing power? [a crossing or passage]

Output: power used to foster another person's well-being

christian identity Flashcards - Cram.com


Input: [what is a transition?] shared power? [a crossing or passage]

Output: when our personal power is used to complement or increase other people's power

christian identity Flashcards - Cram.com


Input: [SCRIBE] FERTILE CRESCENT [A PROFESSIONAL WRITER]

Output: A REGION IN SOUTHWEST ASIA, THE SITE OF THE FIRST CIVILIZATIONS

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] CITY-STATE [A PROFESSIONAL WRITER]

Output: A CITY THAT IS ALSO A SEPARATE, INDEPENDENT STATE

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] POLYTHEISM [A PROFESSIONAL WRITER]

Output: THE BELIEF IN MANY GODS

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] MYTH [A PROFESSIONAL WRITER]

Output: A TRADITIONAL STORY. IN SOME CULTURES, A LEGEND THAT EXPLAINS PEOPLE'S BELIEFS

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] EMPIRE [A PROFESSIONAL WRITER]

Output: MANY TERRITORIES AND PEOPLE CONTROLLED BY ONE GOVERNMENT

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] BABYLON [A PROFESSIONAL WRITER]

Output: THE CAPITAL OF BABYLONIA, A CITY OF GREAT WEALTH AND LUXURY

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] CARAVAN [A PROFESSIONAL WRITER]

Output: A GROUP OF TRAVELERS JOURNEYING TOGETHER

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] BAZAAR [A PROFESSIONAL WRITER]

Output: A MARKET SELLING DIFFERENT KINDS OF GOODS

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] ZOROASTRIANISM [A PROFESSIONAL WRITER]

Output: A RELIGION THAT DEVELOPED IN ANCIENT PERSIA

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com