Input: [adventure story] review

Output: a short piece of writing that tells what a writer to critic thinks of a book, movie, TV program, musical performance, or work of art

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] rhythm

Output: the reception of sounds or phrases that make up the beat of a poem

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] scan

Output: to look at quickly; to browse for specific information

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] science fiction

Output: fictional stories based on the possibilities found in science. science fiction shows what life and people might be like in another time or place, usually in the future

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] sequence

Output: the order in which events occur; time order

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] setting

Output: the time and place in which the events of a story take place

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] short story

Output: a work of fiction that is shorter than a novel but has full plot and a single theme

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] skim

Output: to read somthing quickly, looking for main ideas and main characters

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] social drama

Output: a play that deals with a major social issue

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] stage directions

Output: the directions in a play that tell the actors where to move on the stage or how to say their lines

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] stated main idea

Output: a statement thet clearly tells the most important point of a paragraph or story. To restate a main idea means to put in different in words

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] subhead

Output: a heading of a part( as in an outline); a caption, title, or heading of less importance than the main heading

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] summarize

Output: to state briefly the most important ideas of a longer piece of writing

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] summary

Output: a short statement of the main idea and most important supporting details of s passage

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] synonymus

Output: words that have the same or nearly the same meaning. Examples: paste and glue

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] synthesizing

Output: putting together several elements to form a whole idea

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] theme

Output: a general truth about life or human nature that is suggested in a work of literature

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] thriller novel

Output: a work of fiction that is meant to scare the reader; also called a horror novel

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] tone

Output: the author's attitude or feeling about a subject

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [adventure story] visualize

Output: to form a picture in your mind

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com

a work of literature in which the characters take risks


Input: [1] This is the termenology for the physical and functional traits observable by the genes that are expressed [2]

Output: Phenotype

Microbiology: Genetics Flashcards - Cram.com


Input: [1] This is the Termenology for a region of the DNA that encodes a SINGLE protein [2]

Output: Cistron

Microbiology: Genetics Flashcards - Cram.com


Input: [1] This is a group of MULTIPLE genes transcribed from a single promoter. it produces a single polycistronic mRNA [2]

Output: Operon

Microbiology: Genetics Flashcards - Cram.com


Input: [1] DNA serves as the template for making mRNA in a process called __________ [2]

Output: Transcription

Microbiology: Genetics Flashcards - Cram.com


Input: [1] Where does Translation occur? [2]

Output: On ribosomes

Microbiology: Genetics Flashcards - Cram.com


Input: [1] __ nucleotides= 1 codon= 1 AA [2]

Output: 3

Microbiology: Genetics Flashcards - Cram.com


Input: [1] This is a special tyoe of codon that does not code for an AA [2]

Output: Stop codon

Microbiology: Genetics Flashcards - Cram.com


Input: [1] T/F: in eukaryotes, transcription and translation are coupled (Translation can begin on the unfinished mRNA as it is being made) [2]

Output: FALSE... in PROKARYOTES

Microbiology: Genetics Flashcards - Cram.com


Input: [1] T/F: Mutations change the Genotype but does not necessarily change the phenotype [2]

Output: True

Microbiology: Genetics Flashcards - Cram.com


Input: [1] What are the 3 types of mutations and what do they do? [2]

Output: Substitution: One nucleotide is changed Inversion: Adjacent nucleotides change positions Insertion/ Deletion: one or more nucleotides are added or removed from the sequence

Microbiology: Genetics Flashcards - Cram.com


Input: [1] This is a result of a mutation that causes NO change to the phenotype [2]

Output: Silent Mutations

Microbiology: Genetics Flashcards - Cram.com


Input: [1] This is a result of a mutation that DOES change the AA. [2]

Output: Missense Mutation

Microbiology: Genetics Flashcards - Cram.com


Input: [1] This is a result of a mutation that introduces a stop codon [2]

Output: Nonsense Mutations

Microbiology: Genetics Flashcards - Cram.com


Input: [1] Are Plasmids Self-Repiclating? [2]

Output: YES

Microbiology: Genetics Flashcards - Cram.com


Input: [1] T/F: Plasmid genes are essential for survival of the bacteria [2]

Output: FALSE... they are not essential

Microbiology: Genetics Flashcards - Cram.com


Input: [1] These are segments of ds DNA that can move within a genome, to another genome, or into a plasmid. They CAN NOT replicate independently! [2]

Output: Transposons

Microbiology: Genetics Flashcards - Cram.com


Input: [1] This is one of the mechanisms of genetic transfer that requires DIRECT contact between the doner and recipient cells [2]

Output: Conjugation (bacterial sex)

Microbiology: Genetics Flashcards - Cram.com


Input: [1] The is a Mechanism of genetic transfer that involves incorporation of FREE DNA [2]

Output: Transformation

Microbiology: Genetics Flashcards - Cram.com


Input: [1] This is a Mechanism of genetic transfer where DNA transfer is mediated by BACTERIOPHAGES [2]

Output: Transduction

Microbiology: Genetics Flashcards - Cram.com


Input: [1] Where does genetic Transfer occur in Conjugation [2]

Output: pilus

Microbiology: Genetics Flashcards - Cram.com


Input: [1] In conjugation, the donor plasmid must contain the _______, which contains info for the synthesis of the pilus [2]

Output: F Plasmid

Microbiology: Genetics Flashcards - Cram.com


Input: [1] What gets transferred to the recipient cell in Conjugation if the F plasmid is extrachromosomal? [2]

Output: ONLY the F plasmid

Microbiology: Genetics Flashcards - Cram.com


Input: [1] What gets transferred to the recipient cell in Conjugation if the F plasmid is Integrated? [2]

Output: CHROMOSOMAL genes adjacent to the plasmid This is called Hfr (High Frequency)

Microbiology: Genetics Flashcards - Cram.com


Input: [1] The ability of bacteria to incorporate the free DNA is called ________ [2]

Output: competence

Microbiology: Genetics Flashcards - Cram.com


Input: [1] During this process, FREE DNA is often taken into a cell- once inside, it may be degraded, or added to the genome. [2]

Output: Transformation

Microbiology: Genetics Flashcards - Cram.com


Input: [1] In this type of Transduction, Phage DNA does NOT become integrated into the barcterial genome [2]

Output: Generalized Transduction

Microbiology: Genetics Flashcards - Cram.com


Input: [1] T/F: in Generalized Transduction, Random fragments of genomic DNA are packaged into ALL of the Phage heads [2]

Output: FALSE... only some... True in SPECIALIZED Transduction

Microbiology: Genetics Flashcards - Cram.com


Input: [1] What are the two types of particles generated in Generalized Transduction, and what do they consist of? [2]

Output: Bacteriophages: ONLY VIRAL DNA Transducing particles ONLY BACTERIAL DNA

Microbiology: Genetics Flashcards - Cram.com


Input: [1] In specialized Transduction, the Phage DNA does NOT become integrated into the bacterial genome [2]

Output: FALSE... it DOES become integrated This would be true for Generalized transduction

Microbiology: Genetics Flashcards - Cram.com


Input: [1] What type of particle s produced in Specialized Transduction? what does it contain? [2]

Output: Recombinant phage: contains VIRAL AND BACTERIAL DNA

Microbiology: Genetics Flashcards - Cram.com


Input: [1] DNA is ______ into mRNA mRNA is _______ into proteins [2]

Output: Transcribed Translated

Microbiology: Genetics Flashcards - Cram.com


Input: That system of law found in most continental European countries, based upon civil codes. [Administrative Rules]

Output: Civil Law


Input: The body of law derived from judicial decisions and opinions, rather than from statutes or constitutions. [Administrative Rules]

Output: Common Law System


Input: The law that involves offenses against the entire community. [Administrative Rules]

Output: Criminal Law


Input: A system that was developed to provide remedies where money damages were inadequate. Equitable remedies include injunctions and specific performance. [Administrative Rules]

Output: Equity


Input: Legislation issued by the President or a governor. [Administrative Rules]

Output: Executive Order


Input: The background and events leading to the enactment of a statute, including committee reports, hearings, and floor debates. Usually recorded so it can later be used to aid in interpreting the statute. [Administrative Rules]

Output: Legislative History


Input: A statute or regulation, especially one enacted by a city government--a zoning ordinance, for example. [Administrative Rules]

Output: Ordinance


Input: In statutory interpretation, the premise that words with an ordinary, everyday significance will be so interpreted, unless there is some apparent reason not to. [Administrative Rules]

Output: Plain-meaning Rule


Input: The law involving relationships among individuals and legal entities. [Administrative Rules]

Output: Private Law


Input: Rules for enforcing substantive law. [Administrative Rules]

Output: Procedural Law


Input: The law dealing with the relationship between government and individuals. [Administrative Rules]

Output: Public Law


Input: The common law principle which requires judges to follow the precedents set by previously decided cases. [Administrative Rules]

Output: Stare Decisis


Input: A law enacted by a legislative body. [Administrative Rules]

Output: Statues


Input: The part of the law that creates, defines, and regulates the rights, duties, and powers of parties. [Administrative Rules]

Output: Substantive Law


Input: [Price] Target Return Objective

Output: A specific level of profit as an objective

The amount of money that is charged for something of value


Input: [Price] Profit Maximization objective

Output: An objective to get as much profit as possible

The amount of money that is charged for something of value


Input: [Price] Sales oriented objective

Output: An objective to get some level of unit sales, dollar sales, or share of market- without referring to profit

The amount of money that is charged for something of value


Input: [Price] Status quo objectives

Output: Don't rock the pricing boat objectives

The amount of money that is charged for something of value


Input: [Price] Nonprice competition

Output: Aggressive action on one or more of the Ps other than price

The amount of money that is charged for something of value


Input: [Price] One- price policy

Output: Offering the same price to all customers who purchase products under essentially the same conditions and in the same quantities

The amount of money that is charged for something of value


Input: [Price] Flexible- price policy

Output: Offering the same product and quantities to different customers at different prices

The amount of money that is charged for something of value


Input: [Price] Skimming Price Policy

Output: Trying to sell the top of the market- the top of the demand curve- at a high price before aiming at more price- sensitive customers

The amount of money that is charged for something of value


Input: [Price] Penetration pricing Policy

Output: Trying to sell the whole market at one low price

The amount of money that is charged for something of value


Input: [Price] Introductory Price Dealing

Output: Temporary price cuts to speed new products into a market and get customers to try them.

The amount of money that is charged for something of value


Input: [Price] Basic List Prices

Output: The prices that final customers or users are normally asked to pay for products

The amount of money that is charged for something of value


Input: [Price] Discounts

Output: Reductions from list price given by a seller to buyers, who either give up some marketing function or provide the function themselves.

The amount of money that is charged for something of value


Input: [Price] Quantity Discounts

Output: Discounts offered to encourage customers to buy in larger amounts

The amount of money that is charged for something of value


Input: [Price] Cumulative Quantity Discounts

Output: Reductions in price for larger purchases over a given period, such as a year

The amount of money that is charged for something of value


Input: [Price] Noncumulative Quantity Discounts

Output: Reductions in price when a customer purchases a larger quantity on an individual order

The amount of money that is charged for something of value


Input: [Price] Seasonal Discounts

Output: Discounts offered to encourage buyers to buy earlier than present demand requires

The amount of money that is charged for something of value


Input: [Price] Net

Output: An invoice term meaning that payment for the face value of the invodice is due immediately

The amount of money that is charged for something of value


Input: [Price] Cash Discounts

Output: Reductions in the price to encourage buyers to pay their bills quickly

The amount of money that is charged for something of value


Input: [Price] 2/10 net

Output: Allows a 2 % discount off the face value of the invoice if the invoice if the invoice is paid within 10 days

The amount of money that is charged for something of value


Input: [Price] Trade functional discount

Output: A list price reduction given to channel members for the job

The amount of money that is charged for something of value


Input: [Price] Sale Price

Output: Temporary discount from the list price

The amount of money that is charged for something of value


Input: [Price] Everyday Low Pricing

Output: Setting a low list price rather than relying on frequent sales, discounts, or allowances

The amount of money that is charged for something of value


Input: [Price] Allowances

Output: Reductions in price given to final consumers, customers or channel members for doing something or accepting less of something

The amount of money that is charged for something of value


Input: [Price] Advertising Allowances

Output: Price reductions to firms in the channel to encourage them to advertise or promote the firm's product's locally

The amount of money that is charged for something of value


Input: [Price] Stocking Allowances

Output: Allowances given to wholesalers or retailers to get shelf space for a product - slotting allowances

The amount of money that is charged for something of value


Input: [Price] Push Money Allowances ( prize money)

Output: Allowances (SPIFFS) given to retailers by manufacturers or wholesalers to pass on to the retailers' salesclerks for aggressively selling certain items

The amount of money that is charged for something of value


Input: [Price] Trade in allowance

Output: A price reduciton given for used products when similar new products are bought

The amount of money that is charged for something of value


Input: [Price] Rebates

Output: Refunds to consumers after a purchase

The amount of money that is charged for something of value


Input: [Price] F.O.B.

Output: A transportation term meaning free on board some vehicle at some point

The amount of money that is charged for something of value


Input: [Price] Freight- absorption pricing

Output: Absorbing freight cost so that a firm's delivered price meets the nearest competitor's

The amount of money that is charged for something of value


Input: [Price] Dumping

Output: Pricing a product sold in a foreign market below the cost of producing it or at a price lower than in its domestic market

The amount of money that is charged for something of value


Input: [Price] Phony List prices

Output: Misleading prices that customers are shown to suggest that the price they are to pay has been discounted from list

The amount of money that is charged for something of value


Input: [Price] Price Fixing

Output: Competitors illegally getting together to raise

The amount of money that is charged for something of value


Input: belief that one’s ability can be improved through increased effort and practice [Entity view of ability]

Output: Incremental view of ability:

Socialization Exam 2 Flashcards - Cram.com


Input: -claims that a person’s achievement behavior depends very critically on how he interprets prior success and failures and on whether he thinks he can control these outcomes. [Entity view of ability]

Output: Weiner’s attribution theory of achievement

Socialization Exam 2 Flashcards - Cram.com


Input: a desire to achieve in order to satisfy one’s personal needs for competence or mastery. -prefer challenging problems over simpler ones and view themselves highly competent at schoolwork. [Entity view of ability]

Output: intrinsic achievement

Socialization Exam 2 Flashcards - Cram.com


Input: a desire to achieve in order to earn external incentives such as grades, prizes, or the approval of others [Entity view of ability]

Output: extrinsic achievement

Socialization Exam 2 Flashcards - Cram.com


Input: Stable-belief that the cause of an event is unlikely to change in the future [Entity view of ability]

Output: Stable attributions: following failure

Socialization Exam 2 Flashcards - Cram.com


Input: Unstable-belief that the cause of an event is unlikely to occur again [Entity view of ability]

Output: Unstable attributions following failure

Socialization Exam 2 Flashcards - Cram.com


Input: lInternal-a behavior is tied to some individual characteristic or disposition [Entity view of ability]

Output: Internal attributions following failure

Socialization Exam 2 Flashcards - Cram.com


Input: lExternal-something about the situation elicited the behavior or is otherwise responsible [Entity view of ability]

Output: External attributions following failure

Socialization Exam 2 Flashcards - Cram.com


Input: sense of control over life outcomes [Entity view of ability]

Output: Locus of control

Socialization Exam 2 Flashcards - Cram.com


Input: For an outcome perceived to be controllable, its cause is perceived to apply to many or all life situations –Specific For an outcome perceived to be uncontrollable, its cause is perceived to apply to a single specific situation [Entity view of ability]

Output: Unctontrollable vs controllable outcomes

Socialization Exam 2 Flashcards - Cram.com


Input: –Success is due to an unstable cause-luck or high effort –Failure is attributed to a stable cause-lack of ability –Entity view of ability-not malleable –Low achievement expectancies –Might as well give up-trying harder will not help things [Entity view of ability]

Output: Learned Helplessness

Socialization Exam 2 Flashcards - Cram.com


Input: Attributions can be changed to improve children’s persistence following failure [Entity view of ability]

Output: Attribution retraining

Socialization Exam 2 Flashcards - Cram.com


Input: Others’ attitudes and expectancies may (inadvertently) undermine students’ performance –Learned helplessness –The gender gap in mathematics lAge-graded and life transitions may create stress and social disruptions that interfere with achievement [Entity view of ability]

Output: What parents can do to help improve their children’s mastery orientation Personal and inspirational stories

Socialization Exam 2 Flashcards - Cram.com


Input: –Major changes in or just prior to grade 7 School change –Movement to a junior high versus staying in a K-8 school Pubertal change –Early developers versus average and late developers Early dating –Exclusive dating or going steady versus no dating or group dating experience Geographical mobility –Moving to a new neighborhood or into a new school off-schedule in Grade 6 Major family disruption –Death of a parent, divorce, or remarriage versus parental stability Grade [Entity view of ability]

Output: Contributing environmental factors to children’s achievement motivation

Socialization Exam 2 Flashcards - Cram.com


Input: lFemales are less likely than males to persist following failure lFemales are more likely than males to attribute failure to lack of ability (stable) lFemales are less likely to attribute success to ability (unstable) [Entity view of ability]

Output: Gender differences in achievement motivation

Socialization Exam 2 Flashcards - Cram.com


Input: Development of Gender Role Stereotypes –2½-year-olds have some knowledge of gender stereotypes –Middle childhood—very rigid boundaries –By age 11, children’s stereotyping rivals that of adults –Gender intensification in early adolescence–to succeed in the dating scene Development of Gender Identity –By age 2½-3, almost all children can accurately label themselves as either boys or girls –Children do not see sex as an unchanging attribute until somewhere between ages 5 and 7 [Entity view of ability]

Output: Inaccurate gender role stereotypes

Socialization Exam 2 Flashcards - Cram.com


Input: Gender and Toy Preference –Boys age 14-22 months already prefer trucks and cars to other objects –18-24-month-old toddlers often refuse to play with cross-sex toys Gender segregation reliably established by age 2-3 –Maccobysuggests that girls and boys quickly become incompatible in their play styles –Young boys strictly enforce gender boundaries and sex typing; girls have more latitude Greater negative connotation to referring to a boy as a ―sissy‖ as opposed to calling a girl a ―tomboy.‖ ―Sissy‖ is tantamount to being a ―failed male‖ [Entity view of ability]

Output: Developmental trends in gender stereotyping

Socialization Exam 2 Flashcards - Cram.com


Input: Female role of childbearer and primary caregiver –Expressiverole--kind, nurturant, cooperative, and sensitive to the needs of others Male role of providing for and protection of family [Entity view of ability]

Output: Gender roles standards

Socialization Exam 2 Flashcards - Cram.com


Input: : “extensively discussing and revisiting problems, speculating about problems, and focusing on negative feelings” (Rose, 2002; p. 1830). –Essentially, self-disclosure with a negative focus lRelated to high-quality friendships but also higher levels of depression and anxiety lGirls engage in co-rumination more than boys, and the gender difference widens into adolescence (as the “Boy Code” strengthens?) –self-disclosure may be a different process for boys [Entity view of ability]

Output: Corumination

Socialization Exam 2 Flashcards - Cram.com


Input: –Smacking someone who has just insulted you Major goal is to hurt or harm another Commonly associated with frustration and other negativeemotions [Entity view of ability]

Output: Hostile Reactive

Socialization Exam 2 Flashcards - Cram.com


Input: –Pushing someone aside so that you can get to the water fountain first –Bullying for social position Harm is a means to a nonaggressive end Not reactive or emotional but deliberate or planned [Entity view of ability]

Output: Proactive/instrumental

Socialization Exam 2 Flashcards - Cram.com


Input: –Expectancy: ―Others are hostile to me‖ When provoked, attend to cues consistent with this expectancy Attribute hostile intent to the provocateur –HOSTILE ATTRIBUTION BIAS Become angry and quickly retaliate aggressively Peers and teachers react negatively, further reinforcing the original expectancy [Entity view of ability]

Output: Reactive Aggressors

Socialization Exam 2 Flashcards - Cram.com


Input: –Expectancy: ―Aggression is the best strategy to accomplish my goals‖ When provoked, formulate an instrumental goal and coolly and consciously decide that aggression will best assist in achieving aims [Entity view of ability]

Output: Proactive Aggressors

Socialization Exam 2 Flashcards - Cram.com


Input: Compared to their nonaggressive peers, aggressive children are: –More confident that aggression will yield tangible rewards –More certain that aggression will be easy for them and successful at terminating others’ noxious behavior –More inclined to believe that aggression will enhance their self-esteem and will not cause their victims any permanent harm [Entity view of ability]

Output: How aggressive vs. nonaggressive kids view rewards of aggressive behavior

Socialization Exam 2 Flashcards - Cram.com


Input: (Freud, Lorenz) Limited explanatory value –Aggressive responses presumed to be instinctive can be modified substantially or eliminated through social learning [Entity view of ability]

Output: Aggressive Instinct Theories

Socialization Exam 2 Flashcards - Cram.com


Input: Frustration-Aggression Hypothesis(Dollard, Berkowitz) –Aggression need not be linked to frustration –Aggressive cues can vary widely by individual—depending on cognitive interpretation [Entity view of ability]

Output: Learning Theories of aggression

Socialization Exam 2 Flashcards - Cram.com


Input: Slanted toward explaining instrumental aggression—reinforcement for aggression use [Entity view of ability]

Output: Social-Learning Theory(Bandura) aggression

Socialization Exam 2 Flashcards - Cram.com


Input: Harm is a means to a nonaggressive end. Not reactive or emotional but deliberate or planned. ex: pushing someone aside so that you can get to the water fountain first. Bully for social position [Entity view of ability]

Output: Proactive/instrumental

Socialization Exam 2 Flashcards - Cram.com


Input: Behaviors which harm others through physical damage or the threat of such damage. ex: hitting, kicking, slapping... [Entity view of ability]

Output: Physical aggression:

Socialization Exam 2 Flashcards - Cram.com


Input: Harming others through purposeful manipulation and damage to their relationships with others. ex: spreading rumors or gossiping [Entity view of ability]

Output: relational aggression:

Socialization Exam 2 Flashcards - Cram.com


Input: Major goal is to hurt or harm another. commonly associated with frustration and other negative emotions ex: smacking someone who has just insulted you. [Entity view of ability]

Output: hostile/reactive aggression

Socialization Exam 2 Flashcards - Cram.com


Input: Relationally aggressive children appear likely to remainrelationally aggressive over time Relationally aggressive children are at riskfor: –peer rejection –loneliness & depression –delinquency –borderline personality disorder Relational aggression is difficult to deal with and has long-lasting negative consequences (there is a need for research and intervention, especially with girls!) Physically aggressive children are likely to become aggressive adolescents and adults (individual differences in physical aggression are relatively stableover long periods of time) Physically aggressive children are at riskfor –peer rejection –juvenile delinquency –adult criminality –school failure (dropping out) –adolescent pregnancy A vast amount of research and interventionstudies have been dedicated to understanding physical aggression, and boyshave usually been the focus [Entity view of ability]

Output: Developmental trends in aggressive behavior

Socialization Exam 2 Flashcards - Cram.com


Input: -Boys are usually more physically aggressive and girls are more relationally aggressive. -Physically aggressive behaviors are consistent with the goals important to boys within the peer group context: physical dominance, instrumentality, maintenance of hierarchies -Relationally aggressive behaviors are consistent with the relational goals of girls: establishing close, intimate connections with others, maintaining close, intimate connections with others Relationally aggressive behaviors are consistent with the relational goals of girls: –establishing close, intimate connections with others –maintaining close, intimate connections with others Girls are socialized in a manner consistent with these behaviors: –to notbe physically aggressive –Rumors, gossip, and relational exclusion are the most effective in inflicting harm or getting back at someone (disrupts the above goals for others) [Entity view of ability]

Output: Gender differences in aggression

Socialization Exam 2 Flashcards - Cram.com


Input: Parenting –Coldness and rejection –Power-assertive discipline –Erratic or permissive approach to aggression –An active, tempestuous temperament may tire a parent out, fostering permissiveness –Lack of monitoring The case of single mothers Coercive home environments are breeding grounds for aggression—A family systemproblem –Constant bickering, threatening, irritating each other –Negative reinforcement helps maintain coercive interactions –Mothers of these ―out of control‖ children rarely use social approval—the only way to get attention is to irritate others! [Entity view of ability]

Output: Risks related to relational aggression

Socialization Exam 2 Flashcards - Cram.com


Input: Focus on Respect for Rules & Justice Stages of Morality –Premoral (through preschool) –Moral Realism or Heteronomous Morality (ages 5-10) moral absolutes Consequences matter more than intent expiatory punishment immanent justice –Moral Relativism or Autonomous Morality (by age 10-11) Some rules are arbitrary Conditions sometimes require that one break rules Intent is a key aspect in judging right or wrong Reciprocal punishments–tailored to the ―crime‖ Cognitive advances and peers contribute to moral development Piaget underestimated the moral capabilities of children and the positive influence of good parents [Entity view of ability]

Output: Piaget’s Moral Development theory

Socialization Exam 2 Flashcards - Cram.com


Input: feeling a personal discomfort or distress that may be elicited when we experience the emotions of a istressed other. [Entity view of ability]

Output: Self-oriented distress

Socialization Exam 2 Flashcards - Cram.com


Input: –Are we programmed to be prosocial? Evolutionary advantage to cooperative social units Newborns show primitive empathy by crying when they hear other babies cry If only it was automatic! [Entity view of ability]

Output: Biological Theories

Socialization Exam 2 Flashcards - Cram.com


Input: –Let your conscience (superego) be your guide The infant as an id-based, self-serving hedonist Phallic Stage (3-6 years) –Identification with same-sex parent –Internalization--shift from externally controlled actions to conduct that is governed by internal standards and principles, especially if parent is threatening –Oedipal Morality –Lack of evidence for the specifics of the theory [Entity view of ability]

Output: Psychoanalytic Theory

Socialization Exam 2 Flashcards - Cram.com


Input: –What’s in it for me? Why would I do something that is costly or punishing to self? The skeptical view: All prosocial acts have some form of subtle reward or self-gain [Entity view of ability]

Output: Social Learning Theory

Socialization Exam 2 Flashcards - Cram.com


Input: –Maturity is the Medium The child as an increasingly sophisticated moral philosopher—a rational approach [Entity view of ability]

Output: Cognitive Theories

Socialization Exam 2 Flashcards - Cram.com


Input: Authoritative child-rearing –Inductive reasoning is key –Coercive tactics and love withdrawal fail to promote moral growth Engagement in tasks that benefit the family welfare –Collectivist orientation; the value of working for a common goal Warm verbal approval (not material rewards) and encouragement (altruistic exhortations) for prosocial behavior Practice what you preach –Prosocial activists [Entity view of ability]

Output: How parents can best teach altruism and prosocial behavior to children

Socialization Exam 2 Flashcards - Cram.com


Input: 4Kohlberg’s Theory of Morality Invariant stages of morality –Preconventional Morality: Morality is self-serving –Conventional Morality: Winning approval or maintaining social order –Postconventional Morality: Overarching principles of justice Social experience drives moral development –Transactive interactions and advanced education Problems with the theory –Few people reach the final stage –Too much focus on moral reasoning –Cultural Bias –Secular Bias –Gender Bias Carol Gilligan’s theory of sex-based moral orientations [Entity view of ability]

Output: Basic elements of each of Kohlberg’s stages of moral development

Socialization Exam 2 Flashcards - Cram.com


Input: Four major psychological processes are at work when a person behaves morally: –Interpretation –Judgment –Giving priority to moral values –Moral perseverance [Entity view of ability]

Output: Rest’s 4 component model of morality

Socialization Exam 2 Flashcards - Cram.com


Input: Directs in a rational issue-oriented manner Encourages verbal give and take Shares with the child the reasoning behind parental policy, and solicits the child's objections when the child refuses to conform “Reflection enhancing messages” [Entity view of ability]

Output: induction

Socialization Exam 2 Flashcards - Cram.com


Input: –Very demanding and directive but not responsive Punitive, forceful measures (coercion) to curb self-will and demand obedience Keeps the child in a subordinate role Restricts child autonomy Does not encourage verbal give-and-take (induction) [Entity view of ability]

Output: Authoritarian (Coercive)

Socialization Exam 2 Flashcards - Cram.com


Input: (Indulgent) –More responsive than demanding Affirming and accepting of child’s impulses and actions (does not require mature behavior) Aims to free the child from restraint (allows considerable self-regulation) Exerts lax or inconsistent control when the child misbehaves (avoids confrontation) [Entity view of ability]

Output: Permissive

Socialization Exam 2 Flashcards - Cram.com


Input: –Induction Directs in a rational issue-oriented manner Encourages verbal give and take Shares with the child the reasoning behind parental policy, and solicits the child's objections when the child refuses to conform “Reflection enhancing messages” –Exerts firm control when the young child disobeys, but does not hem the child in with restrictions –Love, Limits, & Latitude! [Entity view of ability]

Output: Authoritative

Socialization Exam 2 Flashcards - Cram.com


Input: Not warm and doesn’t set limits. Just doesn’t care [Entity view of ability]

Output: Uninvolved

Socialization Exam 2 Flashcards - Cram.com


Input: Authoritative parenting –Children tend to do very well in all aspects of life: socially mature, high self-esteem, responsible, more prosocial, high academic achievement, very little problem behavior Authoritarian parenting –Children tend to perform moderately well at school and avoid problem behavior, but poorer social skills, lower self-esteem, and higher levels of depression Permissive parenting –Children are more likely to be involved in problem behavior (impulse control problems, difficulty respecting others, coping with frustration), perform less well in school (little self-discipline), though they do not tend to have social skill, self-esteem, or depression difficulties Uninvolved parenting –Children perform most poorly in all domains [Entity view of ability]

Output: Children outcomes from parenting styles

Socialization Exam 2 Flashcards - Cram.com


Input: Control and compulsion are inconsistent with God’s nature and plan, as well as His style of caring for all of His spirit children Child rearing is individualistic—every child is unique—A matter of prayerful discernment You may not be entirely consistent, but where you find your greatest consistency matters a lot! “You have not failed as long as you have tried” [Entity view of ability]

Output: LDS perspectives on parenting styles

Socialization Exam 2 Flashcards - Cram.com


Input: -ecreased childbearing, many childless by choice –“The first commandment that God gave to Adam and Eve pertained to their potential for parenthood as husband and wife. We declare that God’s commandment for His children to multiply and replenish the earth remains in force.” More women are employed(63% w/child under 6) –“Mothers are primarily responsible for the nurture of their children.” –“Parents have a sacred duty to rear their children. . .” More divorce (up to 60% of couples) –“Husband and wife have a solemn responsibility to love and care for each other and for their children . . . Husbands and wives–mothers and fathers–will be held accountable before God for the discharge of these obligations.” –“Children are entitled to birth within the bonds of matrimony, and to be reared by a father and a mother who honor marital vows with complete fidelity.” More single parent families (60% of children, usually never married or divorced) –“. . . God has commanded that the sacred powers of procreation are to be employed only between man and woman, lawfully wedded as husband and wife.” –“Children are entitled to birth within the bonds of matrimony. . More children living in poverty (directly tied to single parenting) –“Parents have a sacred duty to rear their children in love and righteousness, to provide for their physical and spiritual needs . . . Husbands and wives–mothers and fathers–will be held accountable before God for the discharge of these obligations.” More remarriage, resulting in more blended or reconstituted families –“Children are entitled to birth within the bonds of matrimony, and to be reared by a father and a mother who honor marital vows with complete fidelity.” Relatively speaking, the traditional nuclear family is an increasingly rare phenomenon –Family disintegration OR simply a matter of increasing family diversity? –“. . . we warn that the disintegration of the family will bring upon individuals, communities, and nations the calamities foretold by ancient and modern prophets.” [Entity view of ability]

Output: Statistics regarding the state of the family today

Socialization Exam 2 Flashcards - Cram.com


Input: Respsiveness/warmth: Amount of support and affection that a parent displays. Control/demandingness: refers to the amount of regulation or supervision parents undertake with children [Entity view of ability]

Output: Two major dimensions of parenting

Socialization Exam 2 Flashcards - Cram.com


Input: Indirect: –Parental effects wherein the parent’s goal is not explicitly to modify the child’s relationships with peers Direct: –Parental effects which directly determine the sheer amount of contact a child has with peers Parents [Entity view of ability]

Output: Direct vs. indirect effects of family systems

Socialization Exam 2 Flashcards - Cram.com


Input: Friendship and peer social status are unique predictors of children’s psychosocial adjustment Friendships may ameliorate the effects of peer rejection Peers may enhance or diminish children’s sociability Peers can provide security, social support, and lessons in conflict resolution [Entity view of ability]

Output: Attachment and peer relations

Socialization Exam 2 Flashcards - Cram.com


Input: Managers: Facilitating peer contacts by acting as designersand mediators: –Enrolling children in organized play groups or activities –Chauffeuring children from one place to another –Getting together with their friends so their children can play together –Coaching children in how to initiate and maintain peer contacts [Entity view of ability]

Output: Parents as managers

Socialization Exam 2 Flashcards - Cram.com


Input: Educators: Supervising –Interactive interventions (Direct) Proactively regulating or scaffolding social interactions Most appropriate for infants and toddlers –Indirect Interventions Observing and reacting minimally to events in children’s play Ladd & Golter study –Monitoring Outside of direct parental involvement Advising/Consulting –Decontextualized discussions Outside of the peer context Proactive or reactive [Entity view of ability]

Output: Parents as eucators

Socialization Exam 2 Flashcards - Cram.com


Input: Parenting seems to vary by culture or subculture, depending on the demands of the culture or environment –Authoritarian parenting in Asian and African American families reportedly does not promote negative child outcomes (in contrast with European-American families) [Entity view of ability]

Output: The controversy over ethnicity and parenting styles (class discussion)

Socialization Exam 2 Flashcards - Cram.com


Input: Stage of growth issue –Need to hang on and realize that it goes with the territory Something is going awry in the present environment –Often have to dig for it –Seek to change the environment or the child’s perceptions, if appropriate Unfulfilled needs –Identify the need and work to fulfill it The child doesn’t know any better –An opportunity to teach and correct –Attack the problem, not the child [Entity view of ability]

Output: Hart’s four reasons for child misbehavior

Socialization Exam 2 Flashcards - Cram.com


Input: prosocial children are significantly more likely to hold a "benign attributional bias” prosocial children aresignificantly less likely to report feeling angry or upset by hypothetical altercations with peers prosocial children are significantly more likely to favor a relational goal over an instrumental goal prosocial children evaluate aggressive responses more negatively and prosocial responses more positively [Entity view of ability]

Output: Results of Nelson & Crick (1999)

Socialization Exam 2 Flashcards - Cram.com


Input: Hostile attribution and peer reported aggression, do parents intent attributions affect childrens intent attributions. boys’ instrumental intent attributions were related to physical aggression. Children’s relational intent attributions, however, were not associated with relational aggression. Contrary to expectations, most children responded with hostile intent attributions for relational provocations. Finally, in regard to parent–child connections, maternal intent attributions correlated with children’s intent attributions whereas paternal intent attributions corresponded with children’s relational aggression children distinguish between relational and instrumental provocation situations Parents, however, did not appear to distinguish between relational and instrumental scenarios Physical aggression was associated with instrumental intent attributions, but for boys only boys tend to be more physically aggressive than girls [Entity view of ability]

Output: Results of Nelson, Mitchell, & Yang (2008

Socialization Exam 2 Flashcards - Cram.com


Input: combined parenting effects were slightly more prevalent than differential effects in predicting aggression. Furthermore, physical coercion was predictive of aggression in boys whereas psychological control was primarily associated with aggression in girls [Entity view of ability]

Output: Results of Nelson, Hart, Yang, Olsen, & Jin (2006)

Socialization Exam 2 Flashcards - Cram.com


Input: 1. Married heterosexual parents (mothers and fathers) are not essential for children. 2. Fathers and mothers don’t make unique contributions to children’s development. 3. There is no evidence that parenting is reflected in child behavior outside of the home. 4. Genetics and peers matter, not parents. Besides the intuitive falseness of these views, research shows that parents do matter in the lives of children and adolescents. [Entity view of ability]

Output: 4 erroneous views that parents don't matter

Socialization Exam 2 Flashcards - Cram.com


Input: [Define "medical patient."] What is the most important source of information when assessing a medical patient?

Output: What a medical patient can tell you, which is why unconscious medical patients present a uniquely difficult situation.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] Why would the assessment of a medical patient be difficult if they've lost consciousness?

Output: Because the most important source of information pertaining to that patient is what they can tell you.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] How do you remember what questions to ask when interviewing a patient about the history of their present illness or complaint?

Output: OPQRST! Onset Provocation Quality Radiation Severity Time

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] What's a mnemonic device for remembering what vital signs you have to take?

Output: BPSPB Breathing Pulse Skin Pulpils Blood Pressure

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] What's the first determination you must make when dealing with a medical patient that will dictate the course of the rest of the assessment?

Output: Whether they're responsive or unresponsive

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] After your primary assessment of a responsive medical patient, what five steps do you take?

Output: 1) Take a history of the present illness 2) Take a SAMPLE history 3) Perform a focused physical exam 4) Obtain baseline vital signs 5) Administer interventions and transport

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] After your primary assessment of an unresponsive medical patient, what six steps do you take?

Output: 1) Rapid physical exam 2) Obtain baseline vital signs 3) Consider and call for ALS 4) History of present illness (info gathered from family, friends, bystanders, medicine cabinet, fridge, ID bracelets, etc.). 5) SAMPLE history 6) Administer interventions and transport

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] What does OPQRST stand for? When do you use it?

Output: OPQRST is a mnemonic device used to remember what information to gather when asking about the history of the present illness. Besides generally asking about the chief complaint, you will want to ask about: Onset (what were you doing when this started?) Provocation (does anything make the pain/illness worse?) Quality (Describe the pain for me. Is it an ache? A stabbing pain? etc.) Radiation (Does the pain spread to other parts of your body?) Severity (How much does it hurt on a 1-10 scale?) Time (How long has this been going on?)

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] At what stage do you determine the chief complaint of a medical patient?

Output: During the initial assessment.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] How do you determine if a patient is a medical patient or a trauma patient?

Output: Look for a mechanism of injury. If there's no mechanism of injury, the patient is a medical patient. If there is a mechanism of injury, treat the patient as a trauma case.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] Define "medical patient."

Output: A patient suffering form one or more medical diseases or conditions.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] What is the key to moving from the initial assessment to the focused history and physical exam?

Output: Determining the mechanism of injury (or lack thereof) and the chief complaint.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] When you're interviewing a patient about their present illness, what two things are you trying to do?

Output: 1) Gather important information 2) Reduce patient's fear and promote cooperation

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] When you have a conscious, responsive patient, who should you interview first about the illness?

Output: The patient

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] If the patient tells you that multiple things are bothering him, what do you do first?

Output: Ask what's bothering him the most

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] What kind of questions should you ask your patient: open-ended questions, or questions that give the patient a specific choice (such as "is your pain dull or sharp?)

Output: Ask open-ended questions to gather most of your information. Give the patient more pointed questions if they cannot answer open-ended questions adequately.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] What does SAMPLE stand for?

Output: Signs/symptoms Allergies Medications Pertinent past medical history Last oral intake Events leading up to the illness

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] To whom will you provide information gathered during the patient assessment?

Output: Emergency department staff

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] Why is it important to gather a SAMPLE history?

Output: This will help you determine what interventions to take on scene and during transport, and it will give you important treatment information that you can pass on to hospital staff.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] When obtaining OPQRST and SAMPLE info from a child, what important changes must you make in your approach?

Output: 1) Get to eye-level with the child 2) Speak simply, with easy to understand words. 3) Obtain necessary information from parents or guardians

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] What three situations involving a known prior history deserve special mention because the patient may carry the treatment on his person?

Output: 1) Patient with difficulty breathing that has an inhaler 2) Patient with chest pain who has nitroglycerin 3) Patient with an allergic reaction who has an epinephrine auto-injector

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] How might you deal with a 79-year old woman that keeps rambling about things unrelated to the chief complaint?

Output: Be kind, respectful, and assertive. Redirect the patient and let them know that it's very important that they answer some specific questions so you can help.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] How might you deal with a 16-year-old female, surrounded by her family, with abdominal pain that could be a result of a pregnancy... but you haven't asked her yet if she's pregnant?

Output: Speak with the patient privately. That may require sending parents on a quick errand to get some medications or medical info. You might even have to put the patient in the ambulance. Once you're in private, ask the sensitive question.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] How would you get information from a 32-year-old male with diabetes, who hasn't eaten lately, that just kind of stares vacantly when you speak with him?

Output: Get information from family. His inaction might be a result of his medical condition.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] How might you get information from a 22-year-old college student that has been acting strangely for weeks, according to his roommate? He's currently sitting on his bed, rocking back and forth, mumbling.

Output: Ensure your own safety first, then get to eye level with the patient, and try to develop a rapport and see if he's responsive. Reel him in if you can and get the pertinent info.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] When in doubt...

Output: ...get the patient to the hospital

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] When dealing with a medical patient, what object on their person might be of great help?

Output: A medical ID bracelet or necklace. If you find one, make sure to alert hospital staff to it during transfer of care.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] Must you check a patient's pupils when they're unresponsive and their eyes are closed?

Output: Yes!

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] When dealing with an unresponsive medical patient and you have to decide whether or not to request ALS backup, what do you do?

Output: You will request it.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] When obtaining a SAMPLE history from bystanders due to an unresponsive patient, what six questions should you ask?

Output: 1) Patient's name 2) What happened? 3) Did the bystander see anything else? 4) Has the patient had any recent complaints leading up to the incident? 5) Does the patient have any known illnesses or problems? 6) Is the patient taking any medications?

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] When dealing with medical patients, what extremely important clue should you be on the lookout for?

Output: A "Vial of Life" sticker on the main door, front window, or fridge. This will alert you to the presence of a "Vial of Life," which is a bottle or baggie with specific medical information inside it.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [Define "medical patient."] What's the main difference between the focused history and exam of a trauma patient and that of a medical patient?

Output: In the case of a medical patient, the most important information will likely come straight from the patient's mouth rather than from examining the scene and the patient.

EMT: Brady Emergency Care 11th Edition - Chapter 11 - Assessment of the Medical Patient Flashcards - Cram.com

A patient suffering from one or more medical diseases or conditions.


Input: [1] Natality [2]

Output: the addition of new individuals to a population by birth

Global Health Lexicon Flashcards - Cram.com


Input: [1] Neocolonialism [2]

Output: the relationships btwn multinational corporations & low income countries in which the economic power of the multinational dominates low income countries in ways similiar to the polical control previously exercised by forein governments

Global Health Lexicon Flashcards - Cram.com


Input: [1] Passive community [2]

Output: an immune response that is acquired through breast milk or immunoglobulin shots

Global Health Lexicon Flashcards - Cram.com


Input: [1] Per capita GNP [2]

Output: the total value of the goods & services produced in a country each year, divided by the number of people in the country population

Global Health Lexicon Flashcards - Cram.com


Input: [1] Population density [2]

Output: land area per person

Global Health Lexicon Flashcards - Cram.com


Input: [1] population momentum [2]

Output: when a population contains a larg number of pre-reproductive individuals

Global Health Lexicon Flashcards - Cram.com


Input: [1] population planning [2]

Output: accounting for current and future population needs for the purpose of policy development

Global Health Lexicon Flashcards - Cram.com


Input: [1] population pyramid [2]

Output: age structure diagram that depicts males & females graphed against a central axis (2 back to back graphs)

Global Health Lexicon Flashcards - Cram.com


Input: [1] Precautionary Principle [2]

Output: when an activity (policy) threatens to create harm, it is best to be cautious even if there is no solic scientific proof that harm w manifest

Global Health Lexicon Flashcards - Cram.com


Input: [1] Prevalence [2]

Output: the total number of cases accumulated during a period of measurement; often one year

Global Health Lexicon Flashcards - Cram.com


Input: [1] QUALYs [2]

Output: quality of life years

Global Health Lexicon Flashcards - Cram.com


Input: [1] Refugee [2]

Output: person who has been forced to involuntarily move from their home country for security relative to war, civil war, political strife

Global Health Lexicon Flashcards - Cram.com


Input: [1] Relative poverty [2]

Output: the poor lack many of the resources available to the rest of the population, but have the basic necessities of life

Global Health Lexicon Flashcards - Cram.com


Input: [1] Social class [2]

Output: an individuals socioeconomic position in society based on their role in production

Global Health Lexicon Flashcards - Cram.com


Input: [1] Social institutions [2]

Output: a set of social processes & social structures that operate to address social need; teach individuals wha to expect of others

Global Health Lexicon Flashcards - Cram.com


Input: [1] Social stratification [2]

Output: a system of ranking people in a hierarchy according to certain attributes

Global Health Lexicon Flashcards - Cram.com


Input: [1] Sub-replacement fertility [2]

Output: a total fertility rate this is not high enough to replace the area's population

Global Health Lexicon Flashcards - Cram.com


Input: [1] Total fertility rate (TFR) [2]

Output: the average number of children born per woman for a given geography

Global Health Lexicon Flashcards - Cram.com


Input: [1] Upper middle income countries [2]

Output: countries with an annual per capita GNI between $3856 and $11,905

Global Health Lexicon Flashcards - Cram.com


Input: [1] Vital statistics [2]

Output: the info maintained by a govt, recording of birth and death of individuals . National Center for Health Statistics of the CDC

Global Health Lexicon Flashcards - Cram.com


Input: [1] Wealth [2]

Output: the material component of stratification's, determined by income and other assets

Global Health Lexicon Flashcards - Cram.com


Input: [1] WHO definition of health [2]

Output: a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity

Global Health Lexicon Flashcards - Cram.com


Input: [1] World systems theory [2]

Output: a theory that emphasizes interconnections of countries in the global capitalist production process, which results in an uneven distr. of profits across countries

Global Health Lexicon Flashcards - Cram.com


Input: [Phylum of velvet worms] The ____ worm has sac-like appendages and an internally segmented body [onychophora]

Output: velvet

Bio2 Unit 4 Foreign Language Flashcards - Cram.com


Input: [Phylum of velvet worms] Condition caused by damaged lymph vessels resulting in build-up of fluid in lower extremities and genitalia. [onychophora]

Output: elephantiasis

Bio2 Unit 4 Foreign Language Flashcards - Cram.com


Input: [Phylum of velvet worms] Type of fertilization in most arthropods [onychophora]

Output: internal

Bio2 Unit 4 Foreign Language Flashcards - Cram.com


Input: [Phylum of velvet worms] parasitic nematode that cuts into the intestine wall and feeds on body though bare feet [onychophora]

Output: hookworm

Bio2 Unit 4 Foreign Language Flashcards - Cram.com


Input: [Phylum of velvet worms] sessile crustacean that suspension feeds; gooseneck or acorn [onychophora]

Output: barnacle

Bio2 Unit 4 Foreign Language Flashcards - Cram.com


Input: [Phylum of velvet worms] number of body regions in cheliceerates and crustaceans [onychophora]

Output: two

Bio2 Unit 4 Foreign Language Flashcards - Cram.com


Input: [Phylum of velvet worms] number of pairs of legs on each trunk segment of a millipede [onychophora]

Output: two

Bio2 Unit 4 Foreign Language Flashcards - Cram.com


Input: [Phylum of velvet worms] type of larva in most crustaceans [onychophora]

Output: nauplius

Bio2 Unit 4 Foreign Language Flashcards - Cram.com


Input: [Phylum of velvet worms] myriapod with a flat body that subdues prey with poisonous fangs [onychophora]

Output: centipede

Bio2 Unit 4 Foreign Language Flashcards - Cram.com


Input: [Reference Group:] Normative influence

Output: small informal groups, part of day-to-day lives, and more important to us.

Buyer Behavior Group Influence Opinion Leadership Flashcards - Cram.com

an actual or imaginary individual or group conceived of having significant relevance upon an individual’s evaluations, aspirations, or behavior.


Input: [Reference Group:] Comparative influence

Output: large formal groups, more product or activity specific.

Buyer Behavior Group Influence Opinion Leadership Flashcards - Cram.com

an actual or imaginary individual or group conceived of having significant relevance upon an individual’s evaluations, aspirations, or behavior.


Input: [Reference Group:] Brand Communities

Output: A group of consumers who share a set of social relationships based upon usage or interest in a product.

Buyer Behavior Group Influence Opinion Leadership Flashcards - Cram.com

an actual or imaginary individual or group conceived of having significant relevance upon an individual’s evaluations, aspirations, or behavior.


Input: [Reference Group:] Consumer Tribes

Output: A group of people who share a lifestyle, and identify with each other because of shared allegiance to an activity or a product.

Buyer Behavior Group Influence Opinion Leadership Flashcards - Cram.com

an actual or imaginary individual or group conceived of having significant relevance upon an individual’s evaluations, aspirations, or behavior.


Input: [Reference Group:] Tribal Marketing

Output: Linking of product(s) to the needs of a group as whole.

Buyer Behavior Group Influence Opinion Leadership Flashcards - Cram.com

an actual or imaginary individual or group conceived of having significant relevance upon an individual’s evaluations, aspirations, or behavior.


Input: [Reference Group:] Self-Designating:

Output: Ask consumers themselves. Not accurate, but easier in large group.

Buyer Behavior Group Influence Opinion Leadership Flashcards - Cram.com

an actual or imaginary individual or group conceived of having significant relevance upon an individual’s evaluations, aspirations, or behavior.


Input: [Reference Group:] Sociometry:

Output: Ask group members. Precise, but difficult and expensive in small group.

Buyer Behavior Group Influence Opinion Leadership Flashcards - Cram.com

an actual or imaginary individual or group conceived of having significant relevance upon an individual’s evaluations, aspirations, or behavior.


Input: [Reference Group:] Market Maven:

Output: Actively involved in transmitting information. May not interested in or purchase early

Buyer Behavior Group Influence Opinion Leadership Flashcards - Cram.com

an actual or imaginary individual or group conceived of having significant relevance upon an individual’s evaluations, aspirations, or behavior.


Input: [Reference Group:] Surrogate consumers:

Output: hired to provide input. (decorators, stockbrokers)

Buyer Behavior Group Influence Opinion Leadership Flashcards - Cram.com

an actual or imaginary individual or group conceived of having significant relevance upon an individual’s evaluations, aspirations, or behavior.


Input: [Reference Group:] Innovative communicators:

Output: active, appearance conscious

Buyer Behavior Group Influence Opinion Leadership Flashcards - Cram.com

an actual or imaginary individual or group conceived of having significant relevance upon an individual’s evaluations, aspirations, or behavior.


Input: [Reference Group:] Opinion seekers:

Output: involved and active search

Buyer Behavior Group Influence Opinion Leadership Flashcards - Cram.com

an actual or imaginary individual or group conceived of having significant relevance upon an individual’s evaluations, aspirations, or behavior.


Input: [One-way workflow] Material Management Department

Output: The healthcare department responsible for researching, ordering, receiving, and managing inventory (consumable supplies).

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Career Ladder

Output: A succession of progressively more responsible professional positions that serves as the foundation of a profession development plan

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Certification

Output: Association and industry recognition given to individuals with educational and/or work experience who successfully complete an examination process that demonstrates their knowledge of a subject

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] -oscopy

Output: visual examination of an organ or joint

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Cystectomy

Output: Removal of a cyst

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] -itis

Output: Inflammation

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] -ectomy

Output: Surgical removal

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Gynecology

Output: The study of diseases affecting the female

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Herniorrhaphy

Output: Surgical repair of a rupture

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] intercosto

Output: Between the ribs

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Derma

Output: Skin

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] BKA - Below the Knee Amputation

Output: Surgical removal of the leg below the knee

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] CABG - Coronary Artery Bypass Graft

Output: Creation of a new blood supply to an area of the heart with a clotted/blocked artery

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Cystoplasm

Output: The lining matter of a cell between the cell membrane and the cell nucleus

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Cell

Output: The basic unit of life

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Nucleus

Output: The functional center ("brain center") of a cell

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Connective Tissue

Output: Tissue that provides support, stores energy, and connections other tissues

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Epithelial Tissue

Output: Tissue that covers the body's external surface and linings of the body cavities

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Nervous Tissue

Output: Tissue of communication that is located throughout the body

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Muscular Tissue

Output: When attached to bone, this tissue makes body movement possible

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Tendon

Output: A cord of fibrous tissue that attaches a muscle to a bone

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Joint

Output: Any place where two bones meet

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Ossification

Output: The process by which cartilage is replaced by bone

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Open Reduction Internal Fixation - ORIF

Output: This surgery uses implants, like screws and plates, to realign a fractured bone.

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Rotator Cuff Repair

Output: This surgery repairs muscles and ligaments of the shoulder joint

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Cerebellum

Output: This portion of the brain controls muscle coordination, body balance, and posture

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Cerebrum

Output: This portion of the brain controls mental activities and movement

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Body balance is regulated by fluid in the ____.

Output: Inner Ear

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] This surgery reconstructs the ear drum so sound waves can be sent to the middle and inner ear.

Output: Tympanoplasty

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Hormones

Output: Chemical messengers that travel through the body and act on target organs

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] This gland is considered the master gland

Output: Pituitary Gland

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The name for the surgical procedure that involves removing a testicle

Output: Orchiectomy

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] These organs act as a filter to remove excess water and waste substances from the blood

Output: Kidneys

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The voice box

Output: Larynx

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Surgical term for the removal of a lung

Output: Pneumonectomy

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The pathway food takes through the digestive system

Output: Alimentary Canal

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The removal of the gall bladder

Output: Cholecystectomy

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] This surgery is commonly performed to treat morbid obesity

Output: Gastric Bypass

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The part of the digestive system where the greatest absorption of nutrients into body cells takes place.

Output: Small Intestines

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] These carry blood away from the heart

Output: Arteries

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] These carry blood back towards the heart

Output: Veins

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The upper chambers of the heart

Output: Atria

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The lower chambers of the heart

Output: Ventricles

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Surgery that removes lymph tissue in the pharynx (throat)

Output: Tonsillectomy

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] These thread-like "tails" attached to cells, allow bacteria to move through liquids

Output: Flagella

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Name the two stain tests used to identify bacterial traits

Output: Gram Stain and Ziehl-Neilson Stain

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Microorganisms capable of forming a thick wall around themselves that enables them to survive in adverse conditions

Output: Spores

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Round or spherical-shaped bacteria

Output: Cocci

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Rod-shaped Bacteria

Output: Bacillus

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Spiral-shaped bacteria

Output: Spirillum

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Bacteria that grow best at body temperature

Output: Mesophiles

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The typical method of bacterial reproduction

Output: Binary Fission

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] A minute infectious agent that grow only in living tissue or cells

Output: Virus

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Name the links in the chain of infection

Output: - Causative agent - Reservoir of the agent - Portal of exit of the agent to the reservoir - Mode of transmission - Portal of entry into the host - Susceptible host

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Bacteria that are capable of growing in the absence of free oxygen

Output: Anaerobic Bacteria

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] This government agency is dedicated to ensuring a fast, safe, and efficient transportation system

Output: Department of Transportation, or DOT

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] This government agency reulates the reprocessing of single use devices and the approval of medical devices

Output: Food and Drug Administration, or FDA

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Organization that establishes standards and guidelines for the processing of flexible endoscopes

Output: Society of Gastroenterology Nurses and Associates, or SGNA

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The percentage of hospital patients that develop a healthcare facility-associated infection

Output: Approximately 10%

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The invasion of human body tissue by microorganisms which multiply and produce a reaction

Output: Infection

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Minimum length of time Central Service Technicians should scrub their hands during hand washing.

Output: 15 seconds

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Specialized clothing or equipment worn by an employee for protection against a hazard

Output: Personal Protective Equipment, or PPE

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Considers all patients potentially infectious and requires that healthcare professionals protect themselves from contact with blood and other body fluids

Output: Standard Precautions

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Vaccine provided to healthcare workers who may come in contact with bloodborne pathogens

Output: Hepatitis B Vaccine

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Recommended temperature for the Decontamination area of Central Service

Output: 60 to 65 degrees F (or 16 to 18 degrees C)

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Recommended air exchanges for the clean/sterile storage area of the Central Service Department

Output: 4 air exchanges per hour

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Recommended humidity for the clean/sterile storage area of the Central Service Department

Output: Less than 70%

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Open wire racks used in the sterile storage area should have a _____ bottom.

Output: Solid

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] An inanimate object that can transmit bacteria

Output: Fomite

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] What is the requirement for routine cleaning of the floors in the Central Service Department?

Output: Floors should be wet-mopped daily.

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Name the 5 principles of asepsis

Output: - Know what is dirty - Know what is clean - Know what is sterile - Keep the 3 conditions separate - Remedy contamination immediately

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The process by which ions with an electrical charge are removed from water

Output: Deionization

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Water softeners remove _____ and _____ from water

Output: Calcium and Magnesium

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Used to remove the chalky-powdery substance that appears on equipment and sinks

Output: Descalers

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The instrument preparation process begins in the _____.

Output: User Department

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Failure to perform soiled pick up rounds as scheduled can lead to:

Output: Instrument and equipment shortages

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Contaminated items should be transported in:

Output: Enclosed containers or carts

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Horizontal work surfaces in the decontamination area should be cleaned and disinfected ______.

Output: ...at the beginning and end of each shift

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The measurement of acidity or alkalinity is called:

Output: pH level

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] A pH of 0-6 is considered

Output: Acidic

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] These enzymes break down fatty deposits such as bone marrow and adipose tissue.

Output: Lipase

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] These enzymes break down blood, mucous, feces, and albumin

Output: Protease Enzymes

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] A surface-acting agent that lowers the surface tension of a liquid so it can penetrate deep and prevents debris from being re-deposited on the item to which the soil was attached is called a:

Output: Surfactant

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The mechanical process by which an ultrasonic cleaner cleans is called:

Output: Cavitation

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The spray-force action of water against instruments being processed to physically remove bioburden is called:

Output: Impingement

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The use of heat to kill all microorganisms except spores is called:

Output: Thermal disinfection

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The destruction of nearly all pathogenic microorganisms on an inanimate surface is called:

Output: Disinfection

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Name 2 high-level disinfectants that might be recommended for semi-critical items such as flexible endoscopes and laryngoscopes

Output: Glutaraldehyde and OPA

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Which is more corrosion-resistant, Austenitic or Martensitic stainless steel

Output: Austenitic

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] A chemical process applied during instruments manufacturer that provides a corrosion-resistant finish by forming a thin, transparent oxide film

Output: Passivation

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] When applying instrument marking tape, it should be wrapped ______ times around the instrument.

Output: 1 to 1.5 times

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The internal path through a needle, tube, or surgical instrument is called a:

Output: Lumen

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] AER's are used to:

Output: Clean, disinfect, and rinse flexible endoscopes

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] This scope would be used to visually inspect the upper digestive tract

Output: Gastroscope

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Peel pouches used for low temperature sterilization:

Output: Spundbond polyolefin-plastic combination pouches

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] An approved absorbent material that allows for air removal, steam penetration, and facilitates drying

Output: Wicking Material

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The point of use process by which unwrapped instruments are sterilized for immediate use when an emergency situation arises

Output: Flash Sterilization

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] A liquid oxidizing agent that is an effective biocide at low temperatures. It is used in a sterilization system that processes immersible instruments for immediate use.

Output: Peracetic Acid, or PA

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The most commonly used method of sterilization used in healthcare facilities

Output: Steam Sterilization

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] This type of steam sterilizer is used for sterilizing liquids

Output: Gravity Air Displacement Sterilizer

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The process of sterilizing an item that is packaged

Output: Terminal Sterilization

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Steam sterilizers that use an active air removal system

Output: Pre-vacuum Steam Sterilizer Steam Flush Pressure-Pulse, or SFPP

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Name the two most commonly used temperatures for steam sterilization

Output: 250 degrees F (121 degrees C) and 270 degrees F (132.2 - 134 degrees C)

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] How often should the screen strainer in a steam sterilizer by removed, checked, and cleaned?

Output: Daily

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Which type of dry heat sterilizer is more efficient?

Output: Mechanical Convection Sterilizer

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Procedures used by equipment manufacturers to obtain, record, and interpret test results required to establish that a process consistently produces a sterile product.

Output: Validation

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Procedures used by a healthcare facilities to confirm that the validation undertaken by the equipment manufacturer is applicable to the specific setting.

Output: Verification

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Test used to evaluate the efficacy of the air removal in a dynamic-air-removal steam sterilizer

Output: Bowie-Dick Test

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The amount of time required to kill 90% of the microorganisms present on an object

Output: D-value

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] Prion disease that requires that instruments be processed differently than standard protocols

Output: Creutzfeldt-Jakob Disease, or CJD

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The process by which a device is actively subjected to moving air to facilitate the removal of ethylene oxide gas

Output: Aeration

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] What is the name of the spore used to test the H202 sterilizers

Output: Geobacillus stearothermophilus

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] A method of inventory distribution in which item needs are requested by the user department and filled from a central storage location

Output: Requisition System

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The difference between the amount of supply that should be available (from records) and the amount that is available (from physical count) when a perpetual inventory system is used

Output: Variance

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] These technicians are specially trained to test, inspect, and repair patient care equipment

Output: Bio-medical Technicians

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] This unit provides for auto administration of pain medication

Output: Patient-controlled agalgesia pump, or PCA Pump

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The consistent deliver of products and services according to established standards

Output: Quality

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The strategy of finding solutions to eliminate the root causes of process performance indicators

Output: Process Improvement

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The primary goal of an ergonomics program is to

Output: Reduce work-related musculoskeletal disorders (WMSD's)

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The weight of combustible materials per square foot of area in which those materials are located

Output: Combustible loading

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] A communication roadblock that occurs when a person is favored because of a quality found to be attractive or valuable

Output: Halo Effect

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] A group of employees from different departments within the healthcare facility that work together to resolve operating problems

Output: Cross-functional team

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] The sequence of steps used to address customer complaints and problems that yields a win-win situation

Output: Service Recovery

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] A voluntary process by which an organization measures its performance and services against nationally recognized standards

Output: Accreditation

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: [One-way workflow] A healthcare facility that allows patients to have selected surgical procedures performed that do not require hospitalization

Output: Ambulatory Surgery Center

The desired flow of materials in a Central Service Department; from soiled to clean to sterile


Input: delivers hepatic TGs to peripheral tissue [chylomicron]

Output: VLDL

apolipoproteins and lipoproteins Flashcards - Cram.com


Input: delivers triglycerides and cholesterol to liver [chylomicron]

Output: IDL

apolipoproteins and lipoproteins Flashcards - Cram.com


Input: delivers hepatic cholesterol to peripheral tissues [chylomicron]

Output: LDL

apolipoproteins and lipoproteins Flashcards - Cram.com


Input: mediates reverse cholesterol transport from periphery to liver [chylomicron]

Output: HDL

apolipoproteins and lipoproteins Flashcards - Cram.com


Input: secreted by intestinal epithelial cells [chylomicron]

Output: chylomicron

apolipoproteins and lipoproteins Flashcards - Cram.com


Input: secreted by liver [chylomicron]

Output: VLDL

apolipoproteins and lipoproteins Flashcards - Cram.com


Input: formed when VLDL is degraded [chylomicron]

Output: IDL

apolipoproteins and lipoproteins Flashcards - Cram.com