Input: [Intro] The Magic Weapon

Output: This is a weapon that can only be wielded or used to its full potential by the hero. It symbolizes the extraordinary quality of the hero.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Symbolic Archetypes

Output: Archetypes that symbolize some event in the story. The element in the archetype name must be present in the story to represent the ideas.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Character Archetypes

Output: Models for which many characters are based. The character should meet most of the criteria to qualify as that archetype.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] The Hero

Output: The protagonist of the story. His/her life can be clearly divided into a series of well marked adventures with strongly suggst a ritualistic pattern. Some characteristics of a hero might be: his mother is a virgin, the circumstances of his conception are unusual and, at birth, some attempt is made to kill him. He is frequently reared by foster parents. After a victory, the hero is made a king and marries the princess. He usually suffers a mysterious death. The hero can be marked as the character that changes in the face of conflict, and we are able to see maturity.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] The Young Man from the Provinces

Output: This hero is spirited away as a young man and raised by strangers. He later returns to his home where his a stranger who can see new problems and new solutions.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] The Initiate

Output: This is a young hero or heroine who, prior to his/her quest, must endure some training and ceremony. This person is usually innocent and often wears white.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] The mentor

Output: This individual serves as a teacher or counselor for the initiate. Sometimes he serves a a role model or as mother or father figure. The mentor teaches by example skills necessary to survive the quest.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Hunting Group of Companions

Output: Loyal companions willing to face any number of perils in order to be together.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Friendly Beast

Output: An animal who befriends the hero and serves him/her loyally. The purpose of the friendly best is to show that nature is on the die of th hero.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Devil Figure

Output: Evil incarnate, this character offers worldly goods, fame, or knowledge to the protagonist in exchange for possession of his soul.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Evil Figure with Ultimately Good Heart

Output: A redeemable devil figure saved by the nobility or love of the hero.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] The Scapegoat

Output: A character used to carry the blame of the sins of society. Usually seen as a weak until his death. Then he/she usually becomes a powerful force (a martyr).

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] The Outcast

Output: A figure who is banished from a social group for some crime (real or imagined) against his fellow man. The outcast is usually destined to become a wanderer from place to place.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] The Earthmother

Output: The fertility symbol in most stories. Symbolic of fruition and abundance. This character traditionally offers spiritual and emotional nourishment to those with whom she comes into contact.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] The Temptress

Output: Characterized by sensuous beauty, this woman is one to whom the protagonist is physically attracted and who ultimately may bring about his downfall.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] The Platonic Ideal

Output: This woman is a source of inspiration and a spiritual ideal. The protagonist or author has an intellectual rather that physical attraction to this character.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Amazon Warrior

Output: A female character who displays a fearless sense of honor. Usually handles weapons well and is knowledgeable in ares of defense. many times wrongly perceived as hating men.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] The Star-Crossed Lovers

Output: These tho characters are engaged in a love affair that is fated to end tragically for one or both due to disapproval of society, friends, or family or to some tragic situation.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Creatures of Nightmare

Output: A monster usually summoned from the deepest, darkest part of the human psyche to threaten the lives of the hero/heroine. Often it is a perversion or desecration of the human body. For example, werewolves, vampires, dragons, huge snakes.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Color archetypes

Output: Colors associated with certain characters can further explain characteristics.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] White

Output: Positive associations are light, innocence, purity, virginity, and timelessness. A heroic character will usually wear this color prior to experiencing a rite of passage. Negative associations are death, terror, the supernatural, and the blinding truth of an inscrutable cosmic mystery.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Black

Output: Positive associations are knowledge and intelligence. The hero figure may wear a combination of black and white while processing through various trials. Negative associations are evil, melancholy, chaos, mystery, the unknown, and death.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Yellow

Output: Depicts hope and happiness. Positive association with the sun. As long as the sun shines, there is hope for a new beginning.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Red

Output: Depicts great passion as in love, violence, and artistry. Also denotes, blood, sacrifice, and disorder. The hero or one of his/her cohorts during battles may wear this color.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Blue

Output: A positive color associated with compromise, serenity, truth, security, spiritual purity. Characters wearing this color usually represent peacemakers.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Green

Output: Positive associations are life, rebirth, growth, hope, fertility. Sometimes seen in conjunction with yellow. Negative associations are death and decay.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Orange

Output: A combination color used to represent hope and passion (yellow and read)

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Brown

Output: Earth tones representing unity with the land. Frequently seen with native animals or characters in harmony with their homeland. Earth mothers wear this color.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Purple

Output: Associated with power and royalty, depending upon the degree or richness used.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Gold/Silver

Output: Associated with wealth, status, and power.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Number Archetypes

Output: numbers associated with characters can further explain characteristics.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Three

Output: Associated with light, spiritual awareness and unity (the Holy Trinity).

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Four

Output: Associated with the circle, life, four seasons, earth, nature, four elements (earth, air, fire, water).

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Seven

Output: Most potent of all symbolic numbers. Signifies union of three and four. Also suggests completion of a cycle and perfect order.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: [Intro] Damsel in Destress

Output: The venerable woman who must be rescued by the hero. She often is used as a trap to ensnare the unsuspecting hero.

Archetypes Packet from my 9th grade English Class Flashcards - Cram.com

Archetypes are defined as recurring patterns of situations, characters, or symbols existing universally and instinctively in the collective unconscious of man. This definition is given to us by the psychologist Carl Jung, who believed that, in the unconscious mind, all men share common instincts and views. He offered proof of these common instincts by the similarities found in myths, religions, stories, and dreams.


Input: DNA, or RNA (viruses) where the information for life is stored in organisms. [Genetics]

Output: Genetic Material


Input: The transmission of genetic material from organism to offspring [Genetics]

Output: Heredity


Input: A circular (prokaryotes) or linear (eukaryotes) threadlike molecule of DNA and its associated proteins [Genetics]

Output: Chromosomes


Input: an extra-chromosomal circular strand of DNA that contains genetic information which supplements information in the chromosome [Genetics]

Output: Plasmids


Input: -can replicate and transcribe mRNA on its own -may be gained or lost without harm to the cell -may carry certain genes for activities such as: antibiotic resistance, tolerance to toxic metals, the production of toxins and the synthesis of enzymes. [Genetics]

Output: Characteristics of plasmids


Input: The total sum of an organism's genetic information [Genetics]

Output: Genome


Input: made up of sugar (5C sugar deoxyribose), Phosphate, and a base [Genetics]

Output: Nucleotide


Input: A- Adenine pairs with T G- Guanine pairs with C C- Cytosine pairs with G T- Thymine pairs with A [Genetics]

Output: Bases


Input: Nucleotides arranged in helix, with base pairs held together by hydrogen bonds [Genetics]

Output: Arrangement


Input: -A linear sequence of nucleotides -contains information for structure and function of an organism [Genetics]

Output: Gene


Input: different molecular forms of the same gene [Genetics]

Output: Allele


Input: -permanent alteration in DNA -usually change the sequence of nucleotides in DNA and thereby change the information in DNA [Genetics]

Output: Mutation


Input: -antiparallel -direction always 5'-3' -strands are held together by hydrogen bonds between bases A&T and C&G [Genetics]

Output: dsDNA Structure


Input: referes to carbon 5 and carbon 3 of the deoxyribose molecule [Genetics]

Output: 5'-3'


Input: 2 strands are parallel but oriented in opposite directions [Genetics]

Output: antiparelel


Input: 1st step in DNA replication. Splits DNA into 2 strands, creating 2 replication forks traveling in opposite direction [Genetics]

Output: Helicase


Input: 2nd step DNA replication. Binds each strand and synthesizes a compliment strand in 5'-3' direction. -can synthesize one continuous complimentary strand, leading strand -The lagging strand is synthesized discontinuously as short fragments (Okazaki fragments) and then extended by DNA polymerase [Genetics]

Output: DNA Polymerase


Input: 3rd step DNA replication. links the Okazaki fragments making one continuous strand [Genetics]

Output: Ligase


Input: Ribosomal RNA Messenger RNA Transfer RNA [Genetics]

Output: Kinda of RNA


Input: - Binds closely to certain proteins to for 2 kinds (30S and 50S) of ribosome subunits. A subunit of each kind combines to form a ribosome, sites of protein synthesis -Serve as a binding site for tRNA and some of their proteins act enzymes that control protein synthesis -after the 2 subunits join together around the strand of mRNA, the synthesis of a peptide begins -Serve [Genetics]

Output: rRNA


Input: -synthesized in units that contain sufficient information to direct the synthesis of one or more polypeptide chains -1 mRNA transcript corresponds to one or more genes - the information coded in the mRNA acts during translation to dictate the sequence of amino acids in the protein [Genetics]

Output: mRNA


Input: each triplet (sequence of 3 bases) in mRNA -each codon specifies a particular amino acid or acts as a terminator of translation [Genetics]

Output: Codon


Input: AUG (methionine) [Genetics]

Output: First codon


Input: UAA, UAG or UGA [Genetics]

Output: End Codons


Input: -Transfers amino acids from the cytoplasm to the ribosomes -consists of 75 to 80 nucleotides and is folded back on itself to form several loops that are stabilized by complementary base pairing -each tRNA has a 3-base anticodon that is complimentary to a particular mRNA codon -also has binding site for an amino acid (particular amino acid specified by mRNA) -anticodon attaches by complimentary base pairing to the appropriate mRNA codon [Genetics]

Output: tRNA


Input: - The mechanisms that control metabolism either regulate enzyme activity directly or regulate the synthesis of enzymes by turning on or off genes that code for particular enzymes. [Genetics]

Output: regulatory mechanisms


Input: -feedback inhibition -enzyme induction -enzyme repression [Genetics]

Output: Categories of regulatory mechanisms


Input: -the end-product of a biosynthetic pathway directly inhibits the first enzyme in the pathway -because feedback inhibition acts quickly and directly on a metabolic process, it allows the cell to conserve energy -requires less energy than the more complex processes that regulate gene expression [Genetics]

Output: Feedback inhibition


Input: Enzymes that are synthesized continuously regardless of the nutrients available to the organisms -the genes that make these enzymes are always active [Genetics]

Output: Constituitive Enzymes


Input: Enzymes that are synthesized by genes that are sometimes active and sometimes inactive, depending on the presence or absence of substrates [Genetics]

Output: Inducible Enzymes


Input: -A regulatory mechanism that inhibits gene expression and decreases the synthesis of enzymes -Is usually a reponse to the ocerabundace of end product of a metabolic pathway -Mediated by regulator proteins called repressors, which block the ability of RNA polymerase to initate transcription from the repressed genes [Genetics]

Output: Repression


Input: -Process that turns on the transcription of gene or genes -Substances that induce gene transcription are called inducers and the enzymes that are synthesized in the presence of inducers are called inducible enzymes [Genetics]

Output: Induction


Input: -A model that explains the regulation of some protein synthesis in bacteria -includes one or more structural genes and the operator and promoter [Genetics]

Output: Operon Model of Gene Expression


Input: carry information for the synthesis of specific proteins such as enzyme molecules [Genetics]

Output: Structural Genes


Input: a short sequence that repessor-proteins and inducer-proteins bind to in order to prevent or enhance transcription [Genetics]

Output: Operator region


Input: a common sequence that RNA polyamerase recognizes, binds and begins transcription from [Genetics]

Output: Promoter Region


Input: the actual coding-sequence, which will represent the transcribed mRNA sequence [Genetics]

Output: Structural Region


Input: - the structural genes are transcribed until they are turned off, or repressed - genes for enzymes involved in the synthesis of tryptophan are regulated by this mechanism -when excess tryptophan is present, it acts as a corepressoe binding to the repressor protein -the repressor protein then binds to the operator and stops further tryptophan synthesis [Genetics]

Output: Enzyme Repression


Input: the genetic information contained in the DNA of the organism [Genetics]

Output: Genotype


Input: refers to the specific characteristics displayed by the organisms [Genetics]

Output: Phenotype


Input: always change the genotype but not necessarily be expressed in the phenotype [Genetics]

Output: Mutations


Input: when a segment of DNA is excised and reinserted upside down [Genetics]

Output: Inversions


Input: When a segment of DNA is excised and reinserted somewhere else [Genetics]

Output: Transposition


Input: no [Genetics]

Output: Are mutations the cause of all phenotypic variations?


Input: Environmental factors [Genetics]

Output: What else can cause a phenotypic variation?


Input: -occur in the absence if any agents known to cause changes in the DNA sequence -arise during replication of DNA and appear to be errors in base pairing of nucleotides [Genetics]

Output: Spontaneous Mutations


Input: produced by mutagens [Genetics]

Output: Induced Mutations


Input: -increase rate of mutation compared to spontaneous mutation rate -include chemical agents and radiation [Genetics]

Output: Mutagens


Input: -occurs in the presence of visible light in bacteria previously exposed to UV light -mutations that might have been passed along to daughter cells are corrected and the DNA is returned to its normal state [Genetics]

Output: light repair (photoreactivation)


Input: occurs in some bacteria in the presence or absence of light, requires several enzyme controlled reactions [Genetics]

Output: Dark Repair


Input: When genes pass from parents to offspring (asexual reproduction-binary fission in bacteria) [Genetics]

Output: Vertical Gene Transfer


Input: genes are passed to other microbes of the same generation (not associated with reproduction) [Genetics]

Output: Lateral Gene Transfer


Input: -transfers genetic material from one bacterial cell to another and alters the genetic characteristics of the recipient cell -The incorporation of phage DNA into a bacterial chromosome demonstrates a close evolutionary relationship between prophage and the host bacterial cell -The discovery that a prophage can exist in a cell for a long period of time suggests a similar possible mechanism for the viral origin of cancer (how animal viruses cause malignant changes) [Genetics]

Output: Significance of Transduction


Input: - Requires contact between donor and recipient cell - Transfers much larger quantities of DNA (occasionally whole chromosome) [Genetics]

Output: Conjugation Mechanism


Input: - contributes significantly to genetic variation. - larger amounts of DNA are transferred in conjugation than in any other transfers [Genetics]

Output: Conjugation Significance


Input: Obligate intracellular parasites [Genetics]

Output: What are Viruses?


Input: Nucleic acids (dna OR rna) Capsid (protein coat) Envelope (lipid bilayer membrane with spikes) not all viruses have envelopes [Genetics]

Output: Viral Components


Input: a complete virus particle, including its envelope [Genetics]

Output: Virion


Input: -either DNA or RNA -use their genome to replicate themselves in host cells resulting in disruption of activities or host cell death -viral replication depends on the expression of viral genome for the formation of viral proteins -can be single or double stranded -all genetic info in RNA is carried by RNA [Genetics]

Output: Viral Nucleic Acids


Input: -protein coats that enclose and -protect the nucleic acids -determines shape of the virus -play an important role in attachment of some viruses to host cells -composed of protein subunits called capsomeres [Genetics]

Output: Capsids


Input: -proteins may be of a single type or different types -the number of proteins and the arrangements of the capsomeres are characteristics of specific proteins [Genetics]

Output: Capsomeres


Input: -enveloped viruses have bilayer membrane outside the capsid -such viruses acquire the envelope after they are assembled in a host cell as they bud -composition determined by viral genome and substances from host cell membrane -combinations of lipids, proteins and carbohydrates make up most envelopes -viruses without envelopes are called naked viruses -projections called spikes made of glycoproteins, may or may not extend from the viral envelope [Genetics]

Output: Envelopes


Input: serve to attach virions to specific receptor sites on host cell surfaces [Genetics]

Output: Spikes


Input: help viruses infect new cells by fusion of the envelope with the host’s cell membrane [Genetics]

Output: Spikes advantages


Input: consists of ribbon like protein that forms a spiral around the nucleic acid [Genetics]

Output: Helical


Input: many-sided, Icosahedral viruses have 20 triangular faces [Genetics]

Output: Polyhedral


Input: combination of helical and icosohedral shapes [Genetics]

Output: Complex


Input: refers to the spectrum of hosts that a virus can infect. Different viruses can infect bacteria, fungi, algae, plants, vertebrates. Most viruses are limited to only one host [Genetics]

Output: Viral Host Range


Input: refers to the specific kinds of cells a virus can infect, eg certain papillomaviruses which cause warts are so specific in their replication process that they will target only skin cells -Determined mainly by whether a virus can attach to a cell -Attachment depends on the presence of specific receptor sites on the host cells and attachment sites on capsids or envelopes [Genetics]

Output: Viral Specificity


Input: Polio [Genetics]

Output: enterovirus


Input: Common Cold [Genetics]

Output: Rhinovirus


Input: Hep A [Genetics]

Output: Hepatovirus


Input: Rubella [Genetics]

Output: Rubellavirus


Input: Equine Encephalitis [Genetics]

Output: Equine Encephalitis


Input: Yellow Fever [Genetics]

Output: Falvirus


Input: Adult Leukemia, tumors [Genetics]

Output: HTLV-I


Input: Measles [Genetics]

Output: Morbillivirus


Input: Rabies [Genetics]

Output: Lyssavirus


Input: Influenza A&B [Genetics]

Output: Influenzavirus


Input: Marburg, Ebola [Genetics]

Output: Filovirus


Input: Respiratory Distress, Hemorrhagic Fevers [Genetics]

Output: Hantavirus


Input: Respiratory and Gastrointestinal Infections [Genetics]

Output: Rotavirus


Input: double stranded, single stranded, shape (linear or circular), capsid shape, and presence or absence of an envelope [Genetics]

Output: Classification if Viruses


Input: Respiratory Infections [Genetics]

Output: Human adenovirus


Input: oral and genital herpes [Genetics]

Output: Simplexvirus


Input: Chickenpox/shingles [Genetics]

Output: Varicellovirus


Input: Smallpox/Cowpox [Genetics]

Output: Orthopoxvirus


Input: warts, cervical cancer, penile cancer [Genetics]

Output: Human papilloma virus


Input: Hep B [Genetics]

Output: Hepatitus B virus


Input: Fifth Disease (erythema infectiosum) in children [Genetics]

Output: B19


Input: Phage is adsorbed onto bacterial cell wall [Genetics]

Output: Adsorption


Input: Phage penetrates bacterial cell wall and cell membrane, injects its DNA, bacterial DNA is disrupted [Genetics]

Output: Penetration


Input: the phage DNA directs the cell's metabolism to produce viral components-- proteins and copies of phage DNA [Genetics]

Output: Biosynthesis


Input: collars, sheaths, heads, and tails come together and are packaged [Genetics]

Output: Maturation


Input: Bacterial cell lyses, releasing mature phages [Genetics]

Output: Release


Input: adsorption, penetration, biosynthesis, maturation, release [Genetics]

Output: Lytic cycle


Input: can lie dormant in the host organism throughout the hosts life. However, can also replicate but not show symptoms [Genetics]

Output: Latent Viruses


Input: Infections found in 1% of live births, most defects are neurological and children have mental retardation [Genetics]

Output: Cytomegalovirus


Input: Infections are acquired at or shortly after birth. In case of infections that spread through the body, some children die, others will have permanent damage to eyes and central nervous system [Genetics]

Output: Herpes Simplex Virus


Input: infections in the mother during early stages of pregnancy are most likely to result in fetal defects. Defects include deafness, damage to sense organs, heart and circulatory defects, and mental retardation. Some fetuses may be naturally aborted [Genetics]

Output: Rubella Virus


Input: an infectious RNA particel smaller than a virus -Have no capsids -Infect plants [Genetics]

Output: Viroids


Input: Infectious agent, only protein (no genetic material) -normal proteins that get folded incorrectly, possibly as a result of mutation -Prion Proteins are thought to stick together inside cells, forming fibers. -Creutzfeldt-Jakob disease, kuru, scrapie(sheep), mad cow disease [Genetics]

Output: Prions


Input: HCG Growth Hormone Like Hormone human placental lactogen estrogen progesterone [hormones made by placenta]

Output: hormones made by placenta

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: placenta that has implanted across the internal os of the cervix causes 3rd trimester bleeding [hormones made by placenta]

Output: placenta previa

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: attachment of placenta directly to uterine muscle without decidua in between makes it hard to seperate placenta from uterus after delivery [hormones made by placenta]

Output: placenta accreta

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: attachment of placenta directly to uterine muscle without decidua in between makes it hard to seperate placenta from uterus after delivery -> uterine inversion or massive hemorrhage other types: increta: placenta invades into uterine wall percreta: invades through through the wall and can cause perforation of uterus [hormones made by placenta]

Output: placenta accreta

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: placenta previa uterine scars endometritis submucosal leiomyoma [hormones made by placenta]

Output: causes of placenta accreda

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: two seperate placental lobes connected by vessels through area without villi can accidently leave one lobe in after delivery -> post partum hemorrhage [hormones made by placenta]

Output: succenturate lobe

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: chorion is covered with villi -> thin placenta can cause placenta previa [hormones made by placenta]

Output: placenta membranacea

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: placenta with a rim of fibrotic tissue around [hormones made by placenta]

Output: circumvilli placenta

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: separation of placenta before delivery of the fetus painful, bleeding associated with DIC [hormones made by placenta]

Output: placental abruptio

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: a long cord can get knotted a short cord can cause traction during labor [hormones made by placenta]

Output: problems with a long cord

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: normally there are 2 arteries and 1 vein 1 artery is associated with increased infant mortality and congenital malformations [hormones made by placenta]

Output: whats the significance of having only 1 artery in the umbilical cord

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: membrane isnt as strong as on placental disk - can get bleeding [hormones made by placenta]

Output: membranous insertion of cord

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: baby can be small for getational age or abort [hormones made by placenta]

Output: infarction of placenta

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: decreased amniotic fluid associated with fetal renal abnormality - fetus can't pee associated with nodules of fibrin and desquamated squamous cells on surface of amnion [hormones made by placenta]

Output: oligohydramnios

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: fetus usually swollows the amniotic fluid if fetus has swallowing problems -> too much amniotic fluid [hormones made by placenta]

Output: polyhydramnios

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: can indicate fetal distress if fetus aspirates meconium - lung problems [hormones made by placenta]

Output: mecoiuim in amniotic fluid

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: different sexes - only dizygotic if same sex: monochorionic -> monozygotic dichorionic -> can be either monozygotic or dizygotic - do genetic test [hormones made by placenta]

Output: telling monozygotic from dizygotic

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: ascending usually after rupture of membrane staph, e-coli clostridia from do-it-yourself abortions Less common: TB Listeria Syphilis [hormones made by placenta]

Output: infection of placenta

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: hemangioma of placenta benign usually can bleed, or cause heart problems in fetus [hormones made by placenta]

Output: chorioangioma

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: amenorrhea and enlarged uterus patient throught to be preg trophoblast infiltrates the uterus without syncytial or cytotrophoblast currettage to cure, but watch for perforation [hormones made by placenta]

Output: trophoblastic tumor

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: fertilization of empty egg - diploid DNA results from sperm deuplication see first trimester bleeding uterus is large passage of grape like tissue see very high HCG (than expected from getation) snow storm pattern on pelvic ultra sound - no fetus seen complete uterus is involved [hormones made by placenta]

Output: complete hyatidiform mole

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: fertilization of ovum with 2 sperm -> triploid DNA uterus is small compared to normal gestation HCG is lower than compared to gestation often present as a missed abortion fetus is present but is abnormal only part of uterus involved [hormones made by placenta]

Output: partial hyatidiform mole

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: false - complete moles have increased risk of invasive moles or chriocarcinoma [hormones made by placenta]

Output: T/F partial moles have risk of invasive mole or chriocarcinoma

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: most common form of persistent trophoblastic disease following hyatidaform mole uterus is large for gestation persistent bleeding elevated HCG hemorrhagic lesion invading the uterinine wall with enlarged dematous villi can metastases, spread to broad lig death not common [hormones made by placenta]

Output: invasive mole

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: true [hormones made by placenta]

Output: T/F invasive moles can metastasis

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: develop from mole hemorrhagic mass in endomerium - lots of invasion of uterus wall see mixture of malignant syncytiotrophoblast and cytotrophoblast no villi aggresive - mets via blood to lung, liver, brain, kidney detect elevated HCG after molar preg, abortion, or post partum bleeding [hormones made by placenta]

Output: choriocarcinoma

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: actinomycin D methotrexate [hormones made by placenta]

Output: how to treat choriocarcinoma

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: see small nodules of fibrin and desquamated cells on surface of amnion abnormal placenta - oligohydramnios increased risk of congenital malformation associated with fetal renal problems [hormones made by placenta]

Output: amnion nodosum

Repro - 18 - Pathology of Placenta Flashcards - Cram.com


Input: Which feature do you use to copy slides from one presentation to another?

Output: >INSERT >Slides from files> Slide finder>BROWSE to file >OPEN FILE>select slides.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Why would you save a presentation as a presentation for review.

Output: To allow others to review and provide feedback.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Clicking the new slide button on the formatting toolbar will insert a new slide WHERE?

Output: In the slide pane & in slide layout pane INSERTS BELOW currently selected slide.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: To move a table in a slide point to which table component?

Output: PLACEHOLDER BORDER MOve the placeholder by positioning teh mouse pointer on teh border of the placeholder until the pointer displays with a 4 headed arrow.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Know to select all cells in a table

Output: highlight and drag pointer to all cells or point into one box on the table and >EDIT >SELECT ALL

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: With the slide tab selected, how are individual slides displayed?

Output: On the left side in a single column.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Know what the autocontent wizard does.

Output: Creates a presentation - new presentation task pane displays at right side of screen. The presentation is created with sample ideas for text to be filled in.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Which two keys do you press to promote the insertion point to the previous level?

Output: + to promote demotes

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Know which Keys you press to demote to the next level

Output: TAB

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: What does the task pane do?

Output: Right side of screen. name varies. Slide Design Task Pane, Slide Layout Task Pane. PRESENTS FEATURES TO HELP YOU EASILY IDENTIFY AND USE MORE OF THE PROGRAM.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: What is a footer?

Output: It shows at the bottom of the page in small print on every slide.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: When inserting a table in a slide which items must be specified?

Output: Number of rows and columns.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Know when / why you would use the fill color button.

Output: change background color, shape fills.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: what is the file category of most clip art pictures?

Output: WMF - metafile format

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Why would you use crop?

Output: resize or crop a picture to fit better, reduce file size.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: When would you use replace fonts?

Output: To replace a fons universally throughout a presentation.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Press these keys on the keyboard to select all text in the placeholder

Output: Place the insertion point in the object, and then press CTRL+A

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: recolor a clip art image with options at this dialog box.

Output: FORMAT OBJECT FORMAT>OBJECT

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Display animation schemes in the slide design task pane by clicking this option on the menu bar

Output: SLIDESHOW>Annimation schemes

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Specify spacing before a paragraph with options at this dialog box

Output: Format>LINE SPACING

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: This pane contains two tabs and displays at teh left side of the window in normal view.

Output: Outline/slides pane

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: click this button on the VIEW toolbar and all slides in the presentation display in slide miniature.

Output: slide sorter view

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: button on the VIEW toolbar shows what views?

Output: normal view, slide sorter view, and slideshow from current slide

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: if text is bigger than placeholder?

Output: AUTOFIT OPTIONS APPEARS - stop fitting or autfit text

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Create a blank line between bulleted items without creating another bullet

Output: NEW LINE COMMAND, SHIFT+ENTER inserts a new line that is considered part of the previous paragraph.

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: Text intensive slides use what type of font?

Output: serif

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: headings subtitles and titles and short text items use what type of font?

Output: sans-serif

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: in slide sorter view, how do you move a slide?

Output: position arrow pointer over slide hold down CTR key and left mouse button drag to location you want

MS POWERPOINT CIS120 Flashcards - Cram.com

?? Your name appears at the bottom of the title slide?


Input: [Industrial Revolution] Industrial Revolution

Output: The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] agricultural revolution

Output: The transformation of farming that resulted in the eighteenth century from the spread of new crops, improvements in cultivation techniques and livestock breeding, and the consolidation of small holdings into large farms from which tenants and sharecroppers were forcibly expelled.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] mass production

Output: The manufacture of many identical products by the division of labor into many small repetitive tasks

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] Josiah Wedgwood

Output: English industrialist whose pottery works were the first to produce fine-quality pottery by industrial methods.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] division of labor

Output: A manufacturing technique that breaks down a craft into many simple and repetitive tasks that can be performed by unskilled workers. Pioneered in the pottery works of Josiah Wedgwood and in other eighteenth-century factories, it greatly increased the productivity of labor and lowered the cost of manufactured goods.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] mechanization

Output: The application of machinery to manufacturing and other activities.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] Richard Arkwright

Output: English inventor and entrepreneur who became the wealthiest and most successful textile manufacturer of the early Industrial Revolution. He invented the water frame, a machine that, with minimal human supervision, could spin many strong cotton threads at once.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] Crystal Palace

Output: Building erected in Hyde Park, London, for the Great Exhibition of 1851. Made of iron and glass, like a gigantic greenhouse, it was a symbol of the industrial age.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] steam engine

Output: A machine that turns the energy released by burning fuel into motion.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] James Watt

Output: Scot who invented the condenser and other improvemts that made the steam engine a practical source of power for industry and transportation.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] electric telegraph

Output: A device for rapid, long-distance transmission of information over an electric wire. It was introduced in England and North America in the 1830s and 1840s and replaced telegraph systems that utilized visual signals such as semaphores.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] business cycles

Output: Recurrent swings from economic hard times to recovery and growth, then back to hard times and a repetition of the sequence.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] laissez faire

Output: The idea that government should refrain from interfering in economic affairs.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] mercantilism

Output: European government policies of the sixteenth, seventeenth, and eighteenth centuries designed to promote overseas trade between a country and its colonies and accumulate precious metals by requiring colonies to trade only with their motherland country.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] positivism

Output: A philosophy developed by the French count of Saint Simon. This philosophy said that social and economic problems could be solved by the application of the scientific method, leading to continuous progress.

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: [Industrial Revolution] utopian socialism

Output: A philosophy introduced by the Frenchman Charles Fourier in the early nineteenth century which hoped to create humane alternatives to industrial capitalism by building self-sustaining communities whose inhabitants would work cooperatively

The transformation of the economy, the environment, and living conditions, occurring first in England in the eighteenth century, that resulted from the use of steam engines, the mechanization of manufacturing in factories, and innovations in transportation and communication.


Input: Euclidean Model

Output: Separation of uses Low-density development Auto-dependency Lot by lot regulation

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Zoning Definition

Output: The division of a jurisdiction into districts in which certain uses and developments are permitted or prohibited

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Authority for Zoning

Output: Based on state's police powers Limited by 14th Amendment Due Process Clause and Equal Protection Clause & 5th Amendment Taking Clause

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Non-Conforming Uses Definition

Output: A use that exists at the time of passage of a zoning act and that does not conform to the statute cannot be eliminated at once

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Non-Conforming Termination

Output: Destruction Use was abandoned or discontinued Use was nuisance Acquisition by eminent domain Amoritzation

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Amortization Def

Output: A set period time in which the non-conforming use must terminate. Factors in consideration include:a. Information relating to the structure located on the property Nature of the use Location of the property in relation to surrounding uses Description of the character of and uses in the surrounding neighborhood Cost of the property and improvements to the property Benefit to the public by requiring the termination of the non-conforming use Burden on the property owner by requiring the termination of the non-conforming use; The length of time the use has been inexistence the and length of time the use has been non-conforming

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Zoning Amendments

Output: Zoning ordinances may be amended by Map Amendment--changes the zone itself Text--changes the use that are allowed

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Zoning Ordinance Presumption

Output: Presumption exists that the city board acted in a fair, just, and reasonable manner when zoning A decision will be affirmed unless clearly erroneous(against preponderance of evidence)

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Spot Zoning Elements

Output: 1. Singles out a small parcel of land for different treatment 2. Primarily for the benefit of the private owner, rather than the public. 3. In a manner inconsistent w/ the general community plan. **does not require all 3

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Variances Definition

Output: A grant to vary from the literal restrictions of a zoning ordinance

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Variance Elements

Output: 1. Landowner must show the effect of a zoning ordinance burdens property w/an unnecessary hardship 2. Hardship was not self-inflicted 3. Grant of variance will not have adverse impact on public health, safety and welfare AND 4. Variance sought is the minimum variance that will afford relief

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Types of Variances

Output: Area Variance--permits modification of lot size, setback, height, frontage, density or similar requirements Use Variance--Authorizes a type of use that is otherwise prohibited by the zoning ordinance

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Special Exceptions Definition

Output: A use that is permitted in the zone if certain conditions specified in the zoning ordinance are met Generally used to regulate--aesthetic, noise, traffic, or other problems

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Special Exceptions Specific Requirements

Output: Propose use will not have a materially adverse impact on nearby properties Will not result in a clearly adverse aesthetic impact

Land Use Regulation Flashcards - Cram.com

For an ordinance to be unconstitutional the provision must be clearly arbitrary and unreasonable, having no substantial relation to the public health, safety morals or general welfare


Input: Red marrow Manufactures blood cells and hemoglobin Yellow marrow Consist of fat cells and connective tissue ¡ Does not manufacture blood cells ¡ Can manufacture under intense stimulation [Bone Marrow]

Output: Red marrow Yellow marrow


Input: Consist of cells suspended in a fluid called plasma All blood cells are produced from stem cells in the bone marrow [Bone Marrow]

Output: Blood


Input: Flexible, anuclear, biconcave disks covered by a thin membrane through which O2 and CO2 pass freely The flexibility of erythrocytes allows them to change shape as they travel through capillaries Their major function is to transport O2 and remove CO2 from the tissues [Bone Marrow]

Output: Erythrocytes (RBC)


Input: Production of erythrocytes Regulated by erythropoietin A hormone released by the kidneys Erythrocytes require Iron Folate B vitamins B12, B6 [Bone Marrow]

Output: Erythropoiesis


Input: An iron containing pigment attached to erythrocytes Gives blood its red color Carries oxygen to the cells of the body Normal range 12-17.4 g/dL [Bone Marrow]

Output: Hemoglobin


Input: Perform various protective functions Circulate in blood and migrate into body tissues to search for and destroy potentially harmful substances Divided into two categories Granulocytes Agranulocytes [Bone Marrow]

Output: Leukocytes (WBC)


Input: When a blood vessel is injured, platelets migrate to the injury site Release a glycoprotein IIb/IIa, which causes the platelets to adhere and form a clot [Bone Marrow]

Output: Platelets


Input: Circulates interstitial fluid and carries it to the veins Filters and destroys pathogens and removes potentially harmful substances Includes Thymus gland Spleen Lymphatic vessels Lymph nodes and lymph [Bone Marrow]

Output: Lymphatic System


Input: Lymphoid tissue in the upper chest that contains undifferentiated stem cells released from bone marrow The stem cells migrate to the thymus gland and develop into T lymphocytes [Bone Marrow]

Output: Thymus Gland


Input: Largest lymphatic structure The reservoir of blood and contains phagocytes that engulf damaged erythrocytes and foreign substances [Bone Marrow]

Output: Spleen


Input: Along the lymphatic network Axilla Groin Neck Large vessels of thorax and abdomen Contain T and B lymphocytes [Bone Marrow]

Output: Lymph Nodes


Input: Fluid Flows through the lymphatic system by contraction of skeletal muscles As lymph pass through the nodes, macrophages attach and engulf foreign substances [Bone Marrow]

Output: Lymph


Input: The nurse collects data by taking a health history, examining the client and monitoring the results of the laboratory test [Bone Marrow]

Output: Assessment


Input: Inspection of the skin VS Palpation of lymph nodes [Bone Marrow]

Output: Physical Examination


Input: A deficiency of either erythrocytes or hemoglobin [Bone Marrow]

Output: Anemia


Input: – Blood loss – Inadequate or abnormal erythrocyte production – Destruction of formed RBC [Bone Marrow]

Output: Most anemias result from


Input: Caused by a loss of blood volume which results in fewer blood cells – Trauma (acute) – Gastric Bleeding When blood is lost, bone marrow produces more erythrocytes – Cells are smaller and have less heme • Inadequate oxygen supply and accumulated CO2 [Bone Marrow]

Output: Hypovolemic Anemia


Input: Acute blood loss – S/S of hypovolemic shock [Bone Marrow]

Output: Assessment Findings Hypovolemic Anemia


Input: Replacement of blood by transfusions If it is a chronic blood loss – Need to treat the underlying cause [Bone Marrow]

Output: Management Hypovolemic Anemia


Input: Develops when iron is insufficient to produce hemoglobin – Heme cannot be recycled because of blood loss – Dietary intake of iron is insufficient – Absorption of iron from food is inadequate – The need for iron exceeds reserves [Bone Marrow]

Output: Iron deficiency anemia


Input: Reduced energy Feel cold all the time Fatigue Dyspnea with minor physical exertion Fast HR [Bone Marrow]

Output: Iron deficiency anemia Assessment findings


Input: Determining the cause and correcting it Nutritional intake of iron Oral iron supplements – Take on empty stomach – No not take with an antacid – Take with orange juice – Dilute if liquid iron • Drink with a straw [Bone Marrow]

Output: Management Iron deficiency anemia


Input: Develops when a client lacks intrinsic factor – Intrinsic factor is necessary for absorption of vitamin B12 [Bone Marrow]

Output: Pernicious anemia


Input: Production decreases with age and gastric mucosal atrophy Surgical removal of the stomach or small bowel Without adequate B12, erythrocytes remain in an immature form [Bone Marrow]

Output: Intrinsic factor


Input: Stomatitis Glossitis Digestion disturbances Diarrhea [Bone Marrow]

Output: Assessment Findings Intrinsic factor


Input: Vitamin B12 IM for life – Usually 100 g IM daily for 2 weeks – Then 100 g monthly [Bone Marrow]

Output: Intrinsic factor Management


Input: Causes anemia characterized by immature erythrocytes Related to an insufficient dietary intake of foods rich in folic acid [Bone Marrow]

Output: Folic Acid deficiency anemia


Input: Severe fatigue Sore and beefy-red tongue Dyspnea Nausea Anorexia H/A weakness [Bone Marrow]

Output: Folic Acid deficiency anemia Assessment Findings


Input: Oral folic acid supplements Food high in folate [Bone Marrow]

Output: Folic Acid deficiency anemia Management


Input: Name because erythrocytes become sickle or crescent shaped when oxygen supply in the blood is inadequate Common genetic disorder – Primarily in African Americans • Affects 1 in 600 African Americans in the US [Bone Marrow]

Output: Sickle cell anemia


Input: Develops rapidly under hypoxic conditions During a crisis the sickle shaped cells lodge in small blood vessels, where they block the blood flow and oxygen to the affected tissue The vascular occlusion causes severe pain Stroke is a common complication [Bone Marrow]

Output: Sickle Cell Crisis


Input: Results from defective HbS molecule which shortens the lifespan of affected erythrocytes and causes them to be destroyed prematurely The spleen becomes obstructed and infarcted with excess dead erythrocytes The bone marrow enlarges to compensate for decreased erythrocytes [Bone Marrow]

Output: Chronic hemolytic anemia


Input: One of the unique manifestations of sickle cell disease is Acute chest syndrome – A type of pneumonia triggered by decreased hemoglobin and infiltrates in the lungs • Coughing • Wheezing • Tachypnea • Chest pain [Bone Marrow]

Output: Assessment Findings Sickle Cell Crisis


Input: Treatment is supportive rather than curative Regular blood transfusions Hydroxyurea/ Inhaled nitric oxide Bone marrow transplantation Narcotic analgesia Oxygen Hydration [Bone Marrow]

Output: Medical Management Sickle Cell Crisis


Input: Chronic premature destruction of erythrocytes S/S – Jaundice – Enlarged spleen Management – Remove the cause [Bone Marrow]

Output: Hemolytic anemia S/S Management


Input: Polycythemia Vera – An increase in circulating erythrocytes Rapid proliferation of blood cells produced by the bone marrow Insidious onset and prolonged course Shorter life span Blood becomes more viscous [Bone Marrow]

Output: Erythrocytosis


Input: Face and lips are reddish-purple Fatigue Weakness H/A Excessive bleeding after an injury [Bone Marrow]

Output: Erythrocytosis Assessment Findings


Input: Phlebotomy Anticoagulants Antineoplastic drugs [Bone Marrow]

Output: Erythrocytosis Management


Input: Drinking 3 liters of fluid per day Avoid crossing legs Physically active [Bone Marrow]

Output: Erythrocytosis Patient Teaching


Input: Numbers of all marrow-produced blood cells are reduced Aplastic anemia – Inadequate stem cell production in bone marrow – Possible autoimmune – Death rate is high [Bone Marrow]

Output: Pancytopenia


Input: Infections Coagulation abnormalities Small skin hemorrhages Enlarged spleen [Bone Marrow]

Output: Pancytopenia Assessment Findings


Input: Transfusions Antibiotics Corticosteroids Bone marrow transplantation [Bone Marrow]

Output: Pancytopenia Management


Input: Decreased number of platelets or thrombocytes Occurs when platelet manufacture by the bone marrow is decreased or platelet destruction by the spleen is increased [Bone Marrow]

Output: Thrombocytopenia


Input: **Purpura** Bleeding in other parts of the body Internal hemorrhage [Bone Marrow]

Output: Thrombocytopenia Assessment Findings


Input: Corticosteroids Platelet transfusion Splenectomy [Bone Marrow]

Output: Management Thrombocytopenia


Input: – Minimizing bleeding [Bone Marrow]

Output: Thrombocytopenia Nursing interventions


Input: A disorder involving an absence or reduction of a clotting factor 3 Types – Hemophilia A, B and C Inherited from mother to son Severity depends on the type inherited Short life expectancy [Bone Marrow]

Output: Hemophilia


Input: Persistent oozing Spontaneous severe bleeding Bleeding in the joints [Bone Marrow]

Output: Hemophilia Assessment Findings


Input: Transfusions Factor VIII concentrate FFP’s Nurse needs to assess joints Minimize bleeding episodes [Bone Marrow]

Output: Hemophilia Management


Input: [Why are mutations important?] What are spontaneous mutations?

Output: Accidental. Rate is low and differs between organisms and genes from error of polymerase

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] What are induced mutations?

Output: From natural or chemical/artificial agents. Mutations in somatic cells aren't passed to next generation

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] What is conditional phenotypic expression?

Output: Mutations whose expression occurs during certain conditions. Mutation can create a normal protein if at a certain temp, but if temp changes, mutated form is expressed.

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] What is a point mutation?

Output: Change one base for another. Missense: wrong aa inserted Nonsense: becomes stop codon Silent: codon changed but not aa

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] What is a frameshift mutation?

Output: New arrangement of codons, caused by insertion or deletion and the effects depend on placement of shift.

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] What is transition?

Output: Pyrimidine replaces pyrimidine, etc

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] What is tranversion?

Output: Purine replaces pyrimidine.

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] What are tautomeric shifts?

Output: Bases differ by proton shift. Normally bind keto/amino Enol thymine can base pair with keto guanine. Imino cytosine can base pair with amino form of adenine natural process, occurs spontaneously when free and can shift back to normal tautomer after another round of replicaton. Can become a point mutation after replictaiton.

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] Describe 5-bromouracil.

Output: Base analog: mutagenic chemicals that can substitute for purines or pyrimides during nucleic acid synthesis. Look up in notes.

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] Discuss alkylating agents:

Output: Add methyl/ketyl group to amino/keto groups of bases: same thing as base analogs

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] Discuss acridine dyes.

Output: ethydium bromide causes insertion/deletion mutations becasue intercoloring agents fits between bases.

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] Discuss UV light and mutations.

Output: Cannot be reversed back to original form. Causes dimers to be made: covalent bonds between T residues. Dimers cause DNA conformational changes, can be skipped during replication... causes mistakes to occur.

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] Ames test.

Output: Tests for mutagens, NOT carcinogens.

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] Discuss DNA repair during replication.

Output: DnA pol can go back and replace wrong bases.

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] How does it know which is the template vs. new strand?

Output: Adenine methylase recognizes sequence GATC and adds methyl to adenine. New strand is temporarily unmethylated bc methylase lags behind polymerase.

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] Discuss excision repair.

Output: Error clipped out by endonuclease DNA pol I fills in gap Ligase seals backbone

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] Discuss base excision repair.

Output: corrects damage to bases from chemicals

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] Discuss nucelotide excision repai

Output: corrects bulky lesions in DNA tha alter double helix

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: [Why are mutations important?] Double strand break repair.

Output: Last resort. Enzyme recognizes double strand break. 5' end of break is digested. 3' end looks for complementary sequence and aligns with it.

Genetics Chapter 16 Flashcards - Cram.com

Basis of genetic analysis. Needed to understand evolution. Not always bad


Input: – Neisseria meningitis • Gram-negative diplococci • 12 antigenic serotypes - Most serioues infections due to types A, B, C, and Y

Output: Meningococcal Meningitis Causative Agent

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Acquired by inhaling infected respiratory droplets – Bacteria adhere to mucous membranes via pili and multiply – Invade bloodstream by passing through respiratory epithelium • Bloodstream carries organisms to CSF – Organisms phagocytized by PMNs • Enter fluid in large numbers – Inflammation causes swelling and infarcts to brain tissue • Can also cause obstruction of outflow of CSF – Causes brain to squeeze against skull – Release of endotoxin causes drop in blood pressure leading to shock

Output: Meningococcal Meningitis Pathogenesis

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – N. meningitis more prone to cause epidemics • Reasons unknown – Can spread rapidly in due to types A,B,C and Y crowded stressed places – Human only source of infection – Transmission can occur with disease or asymptomatic carrier • Organism recovered from 5% - 15% of healthy individuals

Output: Meningococcal Meningitis Epidemiology

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: • The decline in meningitis due to H.influenzae has resulted in a marked overall decrease in bacterial meningitis and a shift in the peak incidence in older age groups • Streptococcus pneumoniae is the leading cause of meningitis in adults

Output: Meningococcal Meningitis

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Most cases asymptomatic – Symptoms include • Fever and muscle aches • Sometimes nausea and diarrhea • 75% of cases coming to medical attention have meningitis – With typical symptoms of meningitis

Output: Listeriosis Symptoms

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Listeria monocytogenes • Motile, non-spore forming, facultative anaerobe, Gram (+) rod

Output: Listeriosis Causative Agent

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Mode of entry usually obscure • Generally thought to enter through GI tract – Bacteria penetrate intestinal mucosa then enter the bloodstream • Leads to bacteremia – Organism can cross the placenta • Produces abscesses in fetal tissues • Babies usually develop meningitis after 1-4 week incubation period

Output: Listeriosis Pathogenesis

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Widespread in natural waters and vegetation – Can be carried asymptomatically in animals and humans – Occurs on all continents except Antarctica – Pregnant women, elderly and immuncompromised at highest risk • Advised to refrain from soft cheeses and reheat leftovers – Epidemics have resulted from contaminated foods • Organism can survive in commercially prepared foods and at refrigeration temperatures

Output: Listeriosis Epidemiology

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Begins gradually • Usually with onset of increased or decreased sensation in certain areas of skin • These areas usually have changes in pigmentation – Affected areas later enlarge and thicken – Loss of hair, ability to sweat and sensation – Nerves in extremities visibly enlarge – Changes most obvious in face

Output: Hansen's Disease (leprosy) Symptoms

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Mycobacterium leprae • Aerobic, acid-fast, rod shaped – Grows slowly • Generation time approximately 12 days

Output: Hansen's Disease (leprosy) Causative agent

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Earliest detectable findings in humans is infection of small nerves of skin – Only know human pathogen to preferentially attack peripheral nerves – Grows slowly within macrophages – Disease may spontaneously stop progressing – Tuberculoid leprosy » Rarely transmitted to others – Uncommon form termed lepromatous leprosy • High numbers of bacteria in mucous membranes with very little inflammation

Output: Hansen's Disease (leprosy) Pathogenesis

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Transmission via direct human-to-human contact • Disease develops in small number of people – Controlled by body defenses – Natural infections occur in wild nine banded armadillos and mangabey monkeys • Armadillos not a source of human infection

Output: Hansen's Disease (leprosy) Epidemiology

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – No proven vaccine – Dapsone and rifampin used to arrest tuberculoid leprosy • Treated for 6 months • Lepromatous treated for 2 years – Combination therapy required to control resistance

Output: Hansen's Disease (leprosy) Prevention and Treatment

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Begins 12 to 36 hours post ingestion of contaminated foods – Begins with dizziness, dry mouth and blurred vision – Abdominal symptoms include pain, nausea, vomiting and diarrhea or constipation – Progressive paralysis ensues • Paralysis of respiratory muscles most common cause of death • Paralysis distinguishes botulism from other forms of food poisoning

Output: Botulism Symptoms

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: Clostridium botulinum • Gram (+), spore forming rod shaped – Endospores generally resist boiling for hours • Killed by autoclaving – Produces toxin • 7 different toxins – A, B, C1, D, E, F, G » All produced by different strains – A, B, E, F responsible for most human cases

Output: Botulism Causative Agent

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Spores germinate in favorable environment • Bacterial growth results in toxin release – Toxin resists digestion and is absorbed by small intestine – Toxin can circulate in blood stream for 3 weeks or more – Toxin is neurotoxin • Acts against nervous system • One of most powerful poisons known • Toxin attaches to motor nerves blocking function of neurotransmitter – Causes paralysis – Toxin is AB toxin • B portion binds and A portion enters nerve cell

Output: Botulism Pathogenesis

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Prevention depends on proper sterilization and sealing of canned food – Heating food to 100°C for 15 minutes just prior to eating generally makes food safe to eat • Can’t rely on smell, taste or appearance to detect contamination – Treated by intravenous administration of antitoxin ASAP • Antitoxin only neutralizes circulating toxin • Affected nerves recover slowly – Gastric washing and surgical removal of tissues removes unabsorbed toxin – Artificial respiration may be required for prolonged periods

Output: Botulism Prevention and Treatment

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Typically abrupt in onset – Characterized by • Fever • Severe headache above or behind eyes • Stiff neck with increased pain on forward flexion • Sensitivity to light • Nausea and vomiting • May have sore throat, chest pain, swollen glands and skin rash – Depends on causative agent

Output: Viral Meningitis Symptoms

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: VViral Meningitis • Symptoms – Typically abrupt in onset – Characterized by • Fever • Severe headache above or behind eyes • Stiff neck with increased pain on forward flexion • Sensitivity to light • Nausea and vomiting • May have sore throat, chest pain, swollen glands and skin rash – Depends on causative agent • Causative agent – Small, non-enveloped RNA virus – Member of the enterovirus subgroup of picornavirus family – Responsible for at least half of viral meningitis cases • Most common offenders are Coxsackie virus and Echovirus

Output: Viral Meningitis Causative Agent

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Begins with infection of throat and intestinal epithelium • Progresses to lymphoid tissue in the bloodstream – Viremia results in meningeal infection • May also be responsible for rash and chest pain

Output: Viral Meningitis Pathogenesis

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: Enteroviruses transmitted by the fecal-oral route, mumps by respiratory secretions and saliva. Enteroviruses transmission mainly summer and early fall; mumps in fall an d winter.

Output: Viral Meningitis Epidemiology

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: Handwashing, avoiding crowded swimming pools during enterovirus epidemics; mumps vaccine for mumps prevention. No specific treatment.

Output: Viral Meningitis Prevention and Treatment

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: • Symptoms – Onset usually abrupt – Characterized by • Fever • Headache • Vomiting • One or more nervous system abnormalities – Disorientation, localized paralysis, deafness, seizures or coma

Output: Viral Encephalitis Symptoms

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: West Nile Virus – Arboviruses • Arthropod borne viruses – Transmitted by insects, mites and ticks – Viruses enveloped single-stranded RNA viruses

Output: Viral Encephalitis Causative Agent

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: • Pathogenesis – Knowledge of pathogenesis incomplete – Viruses multiply at site of bite and in local lymph nodes • Produces viremia – Virus crosses blood-brain barrier • Mechanism unknown – Progression of disease halted with appearance of neutralizing antibody – Mortality ranges from 2% to 50% depending on agent

Output: Viral Encephalitis Pathogenesis

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Only minority infected develop encephalitis • Other develop viral meningitis – Disease are all zoonoses • Maintained naturally in birds and rodents – Humans are accidental hosts – LaCrosse encephalitis usually causes most cases of encephalitis

Output: Viral Encephalitis Epidemiology

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Virus widespread in areas where sanitation is poor • Virus usually spread via fecal-oral route – In endemic areas people generally do not escape childhood without contracting disease – Babies receive antibodies transplacental • Babies develop disease within 2 to 3 months of age – Develop lifelong immunity

Output: Infantile Paralysis (Polio) Epidemiology

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Virus stable under natural conditions – Control directed at vaccination

Output: Infantile Paralysis (Polio) Prevention and Treatment

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: - Infects throat and intestine - Circulates via bloodstream - Enters some motor nerve cells of brain or spinal cord - Infected nerve cells lyse upon release of mature virus

Output: Infantile Paralysis (Polio) Pathogenesis

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: Spreads by fecal-oral route; asymptomatic and nonparalytic cases common

Output: Infantile Paralysis (Polio) Epidemiology

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: Injected Salk's inactivated disease or Sabin's orally administered attenuated vaccine Treatment: artificial ventiliation for respiratory paralysis; physical therapy and rehabilitation

Output: Infantile Paralysis (Polio) Prevention and treatment

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Fever/Fatigue – Head and muscle ache – Sore throat – Nausea – Tingling/twitching at site of viral entry – Early symptoms begin 1 to 2 months post infection • Progress rapidly to secondary symptoms of – Encephalitis, agitation, confusion, hallucinations, seizure, increased sensitivity to light and touch • Body temperature rises with increased salivation and difficulty swallowing – Results in frothing of mouth • Hydrophobia occurs in 50% of cases • Coma develops • About 50% of patients die within 4 days after onset

Output: Rabies Symptoms

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Rabies virus • Member of rhabdovirus family • Sticking bullet shape • Enveloped, single-stranded RNA genome

Output: Rabies Causative Agent

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Mode of transmission primarily via saliva of rabid animal • Usually due to bite or abrasion • Can be contacted via inhalation – Virus multiples in muscle cells at site of infection – Virus reaches brain via infected nerve • Virus multiplies extensively in brain • Negri bodies form at sites of replication

Output: Rabies Pathogenesis

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: Widespread in wild animals • 5,000 cases reported annually in United States – Skunks, raccoons and bats considered chief reservoir • Raccoons most infected • Almost all human cases due to contact with infected bats – Zero to 4 reported cases in U.S annually • Only 25% have history of dog bite • Long incubation period of virus make history unreliable

Output: Rabies Epidemiology

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Wash wound immediately and thoroughly • Use soap and water and apply antiseptic – Risk of developing rabies from bite of rabid dog is approximately 30% • Risk can be lowered considerably if vaccine is administered as soon as possible after exposure – Presumably vaccine provokes better immune response – Bitten individual should receive series of 5 injections at wound site and intramuscularly • Shots should be given even if biting animal presumed to be rabid – No effective treatment for rabies • Only six known survivors of disease

Output: Rabies Prevention and Treatment

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: • Symptoms – Develop gradually in healthy individuals – Generally consist of • Difficulty thinking • Dizziness • Intermittent headache • Slight or no fever – Slow progression of disease results in other symptoms • Vomiting • Weight loss • Paralysis • Seizures • Coma

Output: Cryptococcal Meningioencephalitis Symptoms

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Yeast form of Filobasidiella neoformans fungus – Small, spherical yeast – Generally surrounded by large capsule

Output: Cryptococcal Meningioencephalitis Causative Agent

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Fungus becomes airborne in dust • Enters body via inhalation and establishes infection first in lung – Infection often eliminated by body defenses – Organism multiplies and enters bloodstream – Capsule inhibits phagocytosis and neutralizes opsonins – Organisms typically cause thickening of meninges • This can often impede the flow of CSF • Also invade brain tissue producing abscesses

Output: Cryptococcal Meningioencephalitis Pathogenesis

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Distributed worldwide in soil and vegetation • Numerous in soil where pigeon droppings accumulate – For every one case of disease millions are infected with organism – Symptomatic infection often the first indicator of AIDS – Person-to-person spread does not occur

Output: Cryptococcal Meningioencephalitis Epidemiology

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – First symptoms appear within a week after bite from tsetse fly • Nodule develops at site of bite • Regional lymph nodes enlarge – Symptoms may disappear spontaneously – Weeks or years later recurrent fevers develop – CNS involvement marked by gradual loss of interest in everything • Marked by decreased activity and indifference to food – Eyelids droop and individual falls asleep during everyday tasks – Speech becomes slurred followed by coma and death

Output: African Sleeping Sickness Symptoms

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com


Input: – Trypanosoma brucei • Flagellated protozoan • Slender with wavy undulating membrane • Two subspecies – T. brucei rhodesiense » Occurs mainly in cattle-raising areas of East Africa – T. brucei gambiense » Occurs mainly in forested areas of Central and West Africa • Transmitted by tsetse fly

Output: African Sleeping Sickness Causative Agent

12 Pathogens, Exam 3, CNS infections Flashcards - Cram.com