Input: [What is somatic pain?] Normal values are 3.5-5.0

Output: What is a K+ level?

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] Normal hourly urine output

Output: What is 30 mL?

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] 5 Rights of Medication Safety

Output: What is: Right Patient Right Medication Right Dose Right Time Right Route

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] One grain is how many mg?

Output: What is 60 mg?

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] Who governs hospitalizations?

Output: insurance companies

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] What is the purpose of community based care facilities?

Output: health promotion

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] What is a nurse's role in outpatient care?

Output: pt education

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] What are the defining principles for home care?

Output: have to be bound to the home, must have a dr order, have a medical need

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] Intermediate care

Output: they don't have an acute problem but they really need someone to watch them

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] Transitional care

Output: care between hospital and home, people on ventilators, when you just can't send someone home

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] what is one of the largest reason's people miss work in America?

Output: pain

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] Acute pain

Output: sudden onset, less than 3 months

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] Does acute pain have to deal with sympathetic or parasympathetic?

Output: sympathetic

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] Which type of pain is typically localized?

Output: acute

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] Chronic pain

Output: a gradual onset, last 3 months or longer

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] What culture expresses themselves freely?

Output: latin

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] What culture doesn't express themselves?

Output: Asian

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] When doing a pain assessment, what do you look for?

Output: where, intensity, radiateing, description, nonverbal

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] Who shouldn't take NSAIDS and why?

Output: people with gastric bleeding, renal pt etc decreases blood flow to kidney

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] What are some S&S of death?

Output: decreased need to eat, death rattle, skin mottling, hypothalamus goes whack and temp goes up, pulse and B/P goes up and then down, urinary output decreases, increase in bowel and bladder incontinence, may get restless, agitated as the air hunger increases

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] What do you do to help a pt with air hunger?

Output: give them a fan or open a window

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] What do you do when someone dies?

Output: call the family while someone prepares the body, call the dr, call the coroner or the funeral home after all the family has left, cal the nurse in charge to let them know the pt has died, document

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: [What is somatic pain?] what do you document when someone dies?

Output: who you notified, who cam to see the pt, what time the pt died, how you disposed of the body, what you did, where they went, their belongings and what was done with them

Nurs 155 Test 1: Community, Pain, Death Flashcards - Cram.com

Pain which arises from musculoskeletal sources


Input: Malnourished and Alcoholics BeriBeri Wet and Dry [Thiamin Function]

Output: Thiamin Deficiency


Input: Grains and Pork Leaches into water [Thiamin Function]

Output: Thiamin Food Source


Input: Carries Hydrogen to Electron Transport Chain Helps as Coenzyme in Energy Metabolism [Thiamin Function]

Output: Riboflavin Function


Input: Riboflavinosis [Thiamin Function]

Output: Riboflavin Deficiency


Input: Milk and Milk Products and Erniched Breads and Cereals Breaks Down from sunlight [Thiamin Function]

Output: Riboflavin Food Source


Input: Two Co-enzyme forms Helps in Energy Metabolism [Thiamin Function]

Output: Niacin Function


Input: Grans and Meats [Thiamin Function]

Output: Niacin Food Source


Input: Niacin Flush [Thiamin Function]

Output: Niacin Toxicity


Input: Assists in Kreb Cycle by conversion of pyruvate to oxaloacetate Nucleogenisis and fatty acid synthesis Breakdown fatty acid and amino acids [Thiamin Function]

Output: Biotin Function


Input: Egg Yolk, Liver, Soy Note: also made in GI Tract [Thiamin Function]

Output: Biotin Food Source


Input: Skin Rash, Hair Loss, Nerves [Thiamin Function]

Output: Biotin Deficiency


Input: Irreversible Nerve Damage [Thiamin Function]

Output: B6 Toxicity


Input: Protects against Neural Tube Defects and Heart Disease [Thiamin Function]

Output: Folate Function


Input: Intrinisic Factor to bind with for digestion [Thiamin Function]

Output: B12 Needs


Input: 3 R's Beta Carotene Precursur Skin, Mucous Membranes, Youth Development, [Thiamin Function]

Output: Vitamin A Function


Input: xeropthallmalia death Children Most Likely [Thiamin Function]

Output: Vitamin A Deficiency


Input: What is the past participle for blow?

Output: past tense verb- blew Have you blown up that balloon yet?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the past participle for burst?

Output: past tense verb- burst The balloon burst when he popped it.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the past participle for come?

Output: past tense verb- came Why did you have to come?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the past participle for dive?

Output: past tense verb- dove (dived) He has dived in already.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the past participle for draw?

Output: past tense verb- drew She has drawn a picture.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the past participle for drink?

Output: past tense verb- drank He has drunk all of the tea.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the past participle for fall?

Output: past tense verb- fell He has fallen down.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the past participle for feel?

Output: past tense verb- felt She has felt like that before.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the past participle for get?

Output: past tense verb- got He has given her a ring.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for go?

Output: past tense verb- went She has gone to the store.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for hear?

Output: past tense verb- heard She has heard a scream from the other house.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for lay?

Output: past tense verb- laid He has laid down.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for lead?

Output: past tense verb- led He has led the race before.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for lie?

Output: past tense verb- lay He has lain to rest.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for put?

Output: past tense verb- put She has put it away for the day.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for quit?

Output: past tense verb- quit He has quit for the day.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for read?

Output: past tense verb- read He has read that already.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for ride?

Output: past tense verb- rode She had ridden that horse before.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for ring?

Output: past tense verb-rang That phone has rung off the hook all morning.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for rise?

Output: Past tense verb- rose He has risen from the grave.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for run?

Output: Past tense verb- ran He has run that marathon before.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for seek?

Output: Past tense verb- sought They have sought that answer out before.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for set?

Output: Past tense verb- set She has set them up already.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for shine?

Output: Past tense verb- shone (shined) He has shone in school.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for shrink?

Output: Past tense verb- shrank (shrunk) The shrunk heads in the past.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for sing?

Output: Past tense verb- sang They have sung that song before.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for swim?

Output: Past tense verb- swam She has swum in the pool today.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for understand?

Output: Past tense verb- understood They have understood the rules a long time ago.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: What is the Past Participle verb for wake?

Output: Past tense verb- woke (waked) He has woken him up already.

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com

past tense verb- was, were Jason has been lazy lately.


Input: past tense verb- blew Have you blown up that balloon yet?

Output: What is the past participle for blow?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- burst The balloon burst when he popped it.

Output: What is the past participle for burst?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- came Why did you have to come?

Output: What is the past participle for come?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- dove (dived) He has dived in already.

Output: What is the past participle for dive?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- drew She has drawn a picture.

Output: What is the past participle for draw?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- drank He has drunk all of the tea.

Output: What is the past participle for drink?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- fell He has fallen down.

Output: What is the past participle for fall?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- felt She has felt like that before.

Output: What is the past participle for feel?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- got He has given her a ring.

Output: What is the past participle for get?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- went She has gone to the store.

Output: What is the Past Participle verb for go?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- heard She has heard a scream from the other house.

Output: What is the Past Participle verb for hear?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- laid He has laid down.

Output: What is the Past Participle verb for lay?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- led He has led the race before.

Output: What is the Past Participle verb for lead?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- lay He has lain to rest.

Output: What is the Past Participle verb for lie?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- put She has put it away for the day.

Output: What is the Past Participle verb for put?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- quit He has quit for the day.

Output: What is the Past Participle verb for quit?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- read He has read that already.

Output: What is the Past Participle verb for read?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb- rode She had ridden that horse before.

Output: What is the Past Participle verb for ride?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: past tense verb-rang That phone has rung off the hook all morning.

Output: What is the Past Participle verb for ring?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: Past tense verb- rose He has risen from the grave.

Output: What is the Past Participle verb for rise?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: Past tense verb- ran He has run that marathon before.

Output: What is the Past Participle verb for run?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: Past tense verb- sought They have sought that answer out before.

Output: What is the Past Participle verb for seek?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: Past tense verb- set She has set them up already.

Output: What is the Past Participle verb for set?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: Past tense verb- shone (shined) He has shone in school.

Output: What is the Past Participle verb for shine?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: Past tense verb- shrank (shrunk) The shrunk heads in the past.

Output: What is the Past Participle verb for shrink?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: Past tense verb- sang They have sung that song before.

Output: What is the Past Participle verb for sing?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: Past tense verb- swam She has swum in the pool today.

Output: What is the Past Participle verb for swim?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: Past tense verb- understood They have understood the rules a long time ago.

Output: What is the Past Participle verb for understand?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: Past tense verb- woke (waked) He has woken him up already.

Output: What is the Past Participle verb for wake?

ENGL 0098 Irregular Verbs Flash Cards Flashcards - Cram.com


Input: [psyhophysics] 2-point threshold

Output: Two-point threshold: what is the smallest separation between two points that is still perceived as two separate points – Depends on location on the body where this is measured

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] just noticeable difference JND

Output: the amount of change needed for people to detect a change

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] distance of discriminablity

Output: very large differences are judged faster than small differences

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] symbolic distance effect

Output: large symbolic differences (1 vs. 100) are judged faster than small symbolic differences (2 vs. 3)

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] semantic congruity effect

Output: symbolic differences are faster when the question is phrased in a way that matches our semantic knowledge of the symbols -EX: which is smaller? A rhino or an elephant? vs. which is BIGGER?

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] Give an example of the Semantic congruity effect and explain how it shoes the role of knowledge in even simple decisions

Output: just remember that we are quicker when the wording is congruent with our knowledge

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] what is semantic orderings?

Output: People can also judge differences between concepts that do not have any underlying physical, quantitative dimension – Which one is better: • lose vs. peace • hate vs. pressure – Results in the distance effects and congruity effects

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] define algorithm and give an example

Output: a specific rule or solution procedure that is guaranteed to furnish the correct answer if it is followed correctly – For example, a formula or a recipe

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] define heuristics and give an example

Output: a strategy or approach that works under some circumstances but that is not guaranteed to yield the correct answer – For example, a rule-of-thumb, a quick-and-dirty solution

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] normative model of reasoning

Output: the algorithms to use given a certain problem – how people should make decisions if they wanted to optimize their outcomes

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] descriptive model of reasoning

Output: what people actually do when they make a decision

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] what is the representativeness heuristic, what is it used for. and on which 2 features is it based?

Output: an estimate of the probability or likelihood of an event is determined by one of 2 characteristics: how similar the event is to the population of events it came from or whether the event seems similar to the process that produced it

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] conjunction fallacy

Output: rating the co-occurrence of two events as more probable than only one event by itself

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] confirmation bias

Output: the tendency to seek and pay attention to evidence and information that supports, instead of falsifies, current beliefs

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] availability heuristic

Output: Estimating the frequency or likelihood of events based on how easily examples of the event come to mind, the ease with which relevant examples can be remembered

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] salience and vividness bias

Output: Availability heuristic works if information in memory is representative of objective frequency • But, some information is more salient: more noticeable, important or prominent – News coverage is selective, providing us with non-representative frequencies

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] simulation heuristic

Output: a mental construction or imagining of outcomes, a forecasting of how some event will turn out or how it might have turned out under another set of circumstances

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] counterfactual reasoning

Output: reasoning about an event by deliberately contradicting the facts in a “what if” kind of way - i'm going to act like something didn't just happen the way it happened

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] anchoring

Output: first initial answer

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: [psyhophysics] adjustment

Output: change original answer, usually based off of general world knowledge

Cognition exam 3 ch. 11 Flashcards - Cram.com

the discipline that investigates the relationship between – the physical dimensions of stimuli and – the subjective, psychological experience of those stimuli


Input: Because QM1 or QMC will take part in types of training which may involve personnel from other divisions.

Output: Why is it important to know the duties and responsibilities of personnel in other ratings?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: Because it is important to act as a military person above all else.

Output: Why are military obligations similar for all ratings in the navy?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: A correct knowledge of the english language.

Output: What is the basic requirement for effective communication in the u.s.navy?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: The improvement of understanding

Output: What is the primary purpose of all communications?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: BUPERSINST 1430.16

Output: Which u.s. navy instruction shows the requirements for advancement in rating?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: at least once a day.

Output: How often should the leading QM check the log and station file on the signal bridge?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: Mandatory files and optional files

Output: What are the 2 main classes of files?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: It is a record of the entire history of each signal watch and is a register of all messages transmitted by visual methods

Output: What is contained in the visual log?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: NTP 4.

Output: Which pub sets forh the requirement that a visual log is required to be maintained on the signal bridge?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: Time of receipt

Output: What is ment by the abbreviation TOR?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: Time of delivery

Output: What is ment by the abbreviation TOD?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: At all times, even if no traffic is transmitted to them

Output: When are exempted addees to be recorded in the visual log?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: Just the last transmission only

Output: What must be logged in the visual log for multiple address messages?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: The recording of visual numbers.

Output: What is the last column in the visual station log used for?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: Black ink pens

Output: What type of markers are authorized for making entries in the visual log?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: The visual number assigned is circled in the visual log.

Output: What notations is made in the visual log, once a message has been internally routed and/or relayed?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: Yes, as well as any important event which affects the watch.

Output: Would a change in the local time zone be entered in the visual log?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: The visual station file.

Output: Which file is a chronological record of all the visual traffic which is dealt with by the signal crew?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: Never

Output: When are tactical signals to be inserted into the visual station file?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: The date-time group file

Output: What is another informal name for the communication center file?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: They are either filed in their encrypted form or are filed by means of a dummy or a filler.

Output: How are classified messages to be filed in the communications center file?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: They are filed by message heading

Output: How is a copy of a dummy or filler marked for filing in the communications center file?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: They are held in the crypto file

Output: Where are the plain language translations of classified messages maintained?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: yes under usual circumstances

Output: Are top secred messages stowed separately from other classified messages?

QM admin procedures Flashcards - Cram.com

What aspects of a quartermaster's importance to the navy are enchanced when they advance in rate?


Input: Either from the constitution or from an act of congress. When the president acts with the express or implied authority of Congress, his authority is at its maximum When Congress is silent, his action will be upheld as long as the act does not over take the powers of another branch of government [Interpretive Limits]

Output: Powers of Pres. Origin

ConLaw Executive Powers Flashcards - Cram.com


Input: Invalid [Interpretive Limits]

Output: State laws conflicting with treaties

ConLaw Executive Powers Flashcards - Cram.com


Input: "Which ever one is passed last. If treaty first, Federal Law controls Treaties are invalid if they conflict with the constitution" [Interpretive Limits]

Output: Treaties and federal law conflict

ConLaw Executive Powers Flashcards - Cram.com


Input: "An executive agreement is an agreement effective between US and a nation, and effective when signed by president and that other nation. No senate approval. Binding like a treaty Can be used for any purpose (Supreme Court has never struck one down) Prevail over conflicting state laws, but not over federal statutes or the constitution" [Interpretive Limits]

Output: Executive Agreements

ConLaw Executive Powers Flashcards - Cram.com


Input: Has broad powers to use troops in a foreign country. Never been struck down as unconstitutional [Interpretive Limits]

Output: War Powers

ConLaw Executive Powers Flashcards - Cram.com


Input: No limit to delegate legislative power to executive agencies by Congress. Congress can give up its powers, regardless of broadness [Interpretive Limits]

Output: Domestic Affairs

ConLaw Executive Powers Flashcards - Cram.com


Input: "President appoints ambassadors, federal judges, and officers of the US. Senate confirms the nomination. Congress can vest the appointment of inferior officers in the President, heads of departments, and the lower federal courts (Congress can choose who gets appointment power) Congress cannot give the appointment power to itself or its officers." [Interpretive Limits]

Output: Appointment power

ConLaw Executive Powers Flashcards - Cram.com


Input: Can be removed by officers of the US. Atty Gen. Can remove US Attorneys for example. [Interpretive Limits]

Output: Inferior officers

ConLaw Executive Powers Flashcards - Cram.com


Input: "unless removal is limited by federal statute, president can fire any executive officer. (Nixon fired Special Prosecutor who was investigating him) Two limits- Must be an office where independence of the executive is desirable (Cabinet... yes.... Special Officer... not any more) Statute cannot prohibit removal, but can limit removal for good cause, even if there is a reason that independence would be needed" [Interpretive Limits]

Output: Removal Power

ConLaw Executive Powers Flashcards - Cram.com


Input: President has absolute immunity for money damages under civil suits for anything done while carrying out the office of the president. No immunity for acts that occurred prior to taking office (Clinton v. Jones) [Interpretive Limits]

Output: Immunity

ConLaw Executive Powers Flashcards - Cram.com


Input: Privilege must yield to overriding needs for the information. (Watergate) [Interpretive Limits]

Output: Executive privilege and info it has in

ConLaw Executive Powers Flashcards - Cram.com


Input: congress can override by 2/3 vote (Art. I §7) President has 10 days (excepting Sunday) to Veto. ----- Bill becomes law if congress is in session ----- if it is not in session, the bill is pocket vetoed (10 Days) [Interpretive Limits]

Output: Veto power

ConLaw Executive Powers Flashcards - Cram.com


Input: congress may not delegate its legislative power to administrative agencies [Interpretive Limits]

Output: Nondelegation doctrine

ConLaw Executive Powers Flashcards - Cram.com


Input: “hot oil and presidential executive orders” (Panama, 1935). The president cannot determine and clarify the laws enacted by congress (in this case oil limits into states)... to do so is to legislate on his own by adding to a bill [Interpretive Limits]

Output: Presidential discretionary limits

ConLaw Executive Powers Flashcards - Cram.com


Input: no it does not... the reason being is that there is a scope of discretion that allows administrative bodies... there does not need to b e a determinate criterion... only what the organization determines is adequate within the scope of the legislation. (in this case the requisite amount to ensure public safety) [Interpretive Limits]

Output: Does the congressional grant of authority to the EPA to determine air quality standards every 5 years and to alter them violate discretionary limits?

ConLaw Executive Powers Flashcards - Cram.com


Input: The legislative veto (Power of congress to override administrative actions) is unconsitutional. The power was delegated to one house of congress and making decisions as to the legislation is a power shared by two houses. [Interpretive Limits]

Output: Immigration and Naturalization Service (1983)

ConLaw Executive Powers Flashcards - Cram.com


Input: (Olson, 1988) There are two forms of appointments under article 2.. primary and inferior. The president, with the advice and CONSENT of the Senate, appoints the primary. The inferior can be appointed by POTUS, the primary, or the Judiciary Determining an inferior, look who they can be fired by. If they have a ranking officer, they are likely inferior The president does not hold the SOLE power to appoint officers IF someone is a “Purely executive” official, he has the ability to fire them and congress CANNOT hobble the president in firing them.You must look at the functions of that person [Interpretive Limits]

Output: Primary and Inferior Officers

ConLaw Executive Powers Flashcards - Cram.com


Input: Can limit when indepenence from the President is desirable and the only limitation is that removal has to be based on good cause [Interpretive Limits]

Output: Congressional limitations on removal

ConLaw Executive Powers Flashcards - Cram.com


Input: President can appoint to office druing a formal recess, lasts until the end of the senate term [Interpretive Limits]

Output: Recess appointments

ConLaw Executive Powers Flashcards - Cram.com


Input: the president can choose to not enforce a bill, and congress’s counter is to withhold funds to counter for programs he likes [Interpretive Limits]

Output: Ignoring bills by the president

ConLaw Executive Powers Flashcards - Cram.com


Input: there is no constitutional determination of what a declaration of war is [Interpretive Limits]

Output: What is a declaration of war

ConLaw Executive Powers Flashcards - Cram.com


Input: Enemy can only be held as long as there is an on going war (Following a gongressional authorization) [Interpretive Limits]

Output: Hamdi v Rumsfeld

ConLaw Executive Powers Flashcards - Cram.com


Input: Fitzgerald 1982 President has absolute immunity for civil damages for all official actions taken while in office US Air force officer is fired by Nixon in retaliation for testifying with information to Congress that was embarrassing for the department of defense The president should not have to worry about private lawsuits for efficiency reasons [Interpretive Limits]

Output: Presidential Immunity

ConLaw Executive Powers Flashcards - Cram.com


Input: The court is not required to grant immunity for all cases that act against the private actions of a president. When Jones sued Clinton for alleged acts prior to his election, the president was not being curtailed in his duties as president, nor was the judiciary acting as an executive [Interpretive Limits]

Output: Clinton v Jones 1997

ConLaw Executive Powers Flashcards - Cram.com


Input: [physician's fee profile] primary diagnosis

Output: initial identification of the condition or chief complaint for which the patient is treat for outpatient medical care

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] secondary diagnosis

Output: reason subsequent to the primary diagnosis for an encounter that may contribute to the condition or define the need for a higher level of care but is not the underlying cause

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] syndrome

Output: a set of complex signs, sypmtoms, or other manifestations resulting from a common cause or appearing in a combination presenting a distinct clincical picture of a disease or inhereited abnormality

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] CC

Output: patient's statement describing symptoms, problems, or conditions as the reason for seeking health care services from dr

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] CM

Output: clinically modified

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] ICD-10-PCS

Output: ICD-10- Procedure Coding System

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] LMRP

Output: local medical review policy

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] NCHS

Output: National Center for Health Statistics

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] SNOMED

Output: Systemtatized Nomenclature of Human and Veterinary Medicine

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] ABCs

Output: alternative billing codes

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] CF

Output: conversion factor

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] DME

Output: durable medical equipment

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] EMTALA

Output: Emergency Medical Treatment and Active Labor Act

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] FTC

Output: Federal Trade Commission

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] GAF

Output: geographic adjustment factor

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] GPCIs

Output: geographic practice cost indicies

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] NCCI edits

Output: National Correct Coding Initiative edits

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] PC

Output: professinal component

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] PPS

Output: physician provider group

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] RVS

Output: relative value studies

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] RVU

Output: relative value unit

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] RBRBS

Output: resource-based relative value scale

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] TC

Output: technical component

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] UCR

Output: usual, cusomary, resonable

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] comprehensive code

Output: a single procedural code that describes 2 or more CPT codes bundled together

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] conversion factor

Output: the dollars and cents amount for one unit as applied to a procedure or service rendered, and then is used to convert procedures into fee-schedule payments

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] customary fee

Output: the amount that a physician usually charges most of his or her patients

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] downcoding

Output: this occurs when the coding system used by the physician office on a claim does nt match the coding system receiving the claim

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] fee schedule

Output: a list of charges or established allowances for specific medical services and procedures

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] modifier

Output: in CPT coding, a two-digit add-on number placed after the usuall procedure nuber to indicate that a px has been altered in a specific way

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] reasonable fee

Output: a charge is deemed reasonable if it is deemed acceptable after peer review criteria.

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] relative vlue studies (RVS)

Output: a list of procedure codes for professional services and procedures that are assigned unit values that indicate the relative value of one procedure over another

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] relative value unit (RVU)

Output: a monetary value assigned to each service based on the amount of physician work, practice expenses, and professional liabiliby insurance

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] resource-based relative value scale (RBRVS)

Output: a system that ranks physician services by units and proveds a formula to determine a Medicare fee schedule

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] upcoding

Output: deliberate manipulation of CPT codes for increased payment

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [physician's fee profile] usual, customary, and reasonable (UCR)

Output: a method used by insurance compaines to establish their fee schedules

Coding for Physician Offices Flashcards - Cram.com

compilation of each dr's charges & payments made to him oaver a given period of time for each specific service rendered to a pateint


Input: [Interpretive Limits] Powers of Pres. Origin

Output: Either from the constitution or from an act of congress. When the president acts with the express or implied authority of Congress, his authority is at its maximum When Congress is silent, his action will be upheld as long as the act does not over take the powers of another branch of government

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] State laws conflicting with treaties

Output: Invalid

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Treaties and federal law conflict

Output: "Which ever one is passed last. If treaty first, Federal Law controls Treaties are invalid if they conflict with the constitution"

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Executive Agreements

Output: "An executive agreement is an agreement effective between US and a nation, and effective when signed by president and that other nation. No senate approval. Binding like a treaty Can be used for any purpose (Supreme Court has never struck one down) Prevail over conflicting state laws, but not over federal statutes or the constitution"

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] War Powers

Output: Has broad powers to use troops in a foreign country. Never been struck down as unconstitutional

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Domestic Affairs

Output: No limit to delegate legislative power to executive agencies by Congress. Congress can give up its powers, regardless of broadness

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Appointment power

Output: "President appoints ambassadors, federal judges, and officers of the US. Senate confirms the nomination. Congress can vest the appointment of inferior officers in the President, heads of departments, and the lower federal courts (Congress can choose who gets appointment power) Congress cannot give the appointment power to itself or its officers."

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Inferior officers

Output: Can be removed by officers of the US. Atty Gen. Can remove US Attorneys for example.

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Removal Power

Output: "unless removal is limited by federal statute, president can fire any executive officer. (Nixon fired Special Prosecutor who was investigating him) Two limits- Must be an office where independence of the executive is desirable (Cabinet... yes.... Special Officer... not any more) Statute cannot prohibit removal, but can limit removal for good cause, even if there is a reason that independence would be needed"

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Immunity

Output: President has absolute immunity for money damages under civil suits for anything done while carrying out the office of the president. No immunity for acts that occurred prior to taking office (Clinton v. Jones)

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Executive privilege and info it has in

Output: Privilege must yield to overriding needs for the information. (Watergate)

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Veto power

Output: congress can override by 2/3 vote (Art. I §7) President has 10 days (excepting Sunday) to Veto. ----- Bill becomes law if congress is in session ----- if it is not in session, the bill is pocket vetoed (10 Days)

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Nondelegation doctrine

Output: congress may not delegate its legislative power to administrative agencies

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Presidential discretionary limits

Output: “hot oil and presidential executive orders” (Panama, 1935). The president cannot determine and clarify the laws enacted by congress (in this case oil limits into states)... to do so is to legislate on his own by adding to a bill

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Does the congressional grant of authority to the EPA to determine air quality standards every 5 years and to alter them violate discretionary limits?

Output: no it does not... the reason being is that there is a scope of discretion that allows administrative bodies... there does not need to b e a determinate criterion... only what the organization determines is adequate within the scope of the legislation. (in this case the requisite amount to ensure public safety)

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Immigration and Naturalization Service (1983)

Output: The legislative veto (Power of congress to override administrative actions) is unconsitutional. The power was delegated to one house of congress and making decisions as to the legislation is a power shared by two houses.

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Primary and Inferior Officers

Output: (Olson, 1988) There are two forms of appointments under article 2.. primary and inferior. The president, with the advice and CONSENT of the Senate, appoints the primary. The inferior can be appointed by POTUS, the primary, or the Judiciary Determining an inferior, look who they can be fired by. If they have a ranking officer, they are likely inferior The president does not hold the SOLE power to appoint officers IF someone is a “Purely executive” official, he has the ability to fire them and congress CANNOT hobble the president in firing them.You must look at the functions of that person

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Congressional limitations on removal

Output: Can limit when indepenence from the President is desirable and the only limitation is that removal has to be based on good cause

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Recess appointments

Output: President can appoint to office druing a formal recess, lasts until the end of the senate term

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Ignoring bills by the president

Output: the president can choose to not enforce a bill, and congress’s counter is to withhold funds to counter for programs he likes

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] What is a declaration of war

Output: there is no constitutional determination of what a declaration of war is

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Hamdi v Rumsfeld

Output: Enemy can only be held as long as there is an on going war (Following a gongressional authorization)

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Presidential Immunity

Output: Fitzgerald 1982 President has absolute immunity for civil damages for all official actions taken while in office US Air force officer is fired by Nixon in retaliation for testifying with information to Congress that was embarrassing for the department of defense The president should not have to worry about private lawsuits for efficiency reasons

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: [Interpretive Limits] Clinton v Jones 1997

Output: The court is not required to grant immunity for all cases that act against the private actions of a president. When Jones sued Clinton for alleged acts prior to his election, the president was not being curtailed in his duties as president, nor was the judiciary acting as an executive

ConLaw Executive Powers Flashcards - Cram.com

Different views- Orginalists (Founder’s intent and the text itself) Non Originalists (important that the constitution evolve by interpretations) What are the issues that the framers intended to address


Input: What does The Theory of Steinitz says about equilibrium ?

Output: As long as the equilibrium is maintained, an attack, however skilful, cannot succeed against correct defence. Such a defence will eventually necessitate the withdrawal and regrouping of the attacking pieces and the attacker will then inevitably suffer disadvantage.

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What does The Theory of Steinitz says about winning in chess ?

Output: Correct play on both sides maintains this equilibrium and leads to a drawn game. Therefore a player can win only as a consequence of an error made by the opponent. (There is no such thing as a winning move.)

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: When does The Theory of Steinitz say about when and where player must attack ?

Output: When a sufficient advantage has been obtained, a player must attack or the advantage will be dissipated." The right to attack belongs to that side which has a positional advantage, and this is not only a right, but also a duty, otherwise there is the risk of losing the advantage. The attack is to be directed against the weakest spot in the opposing position.

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What does The Theory of Steinitz says about defending ?

Output: The defending side must be prepared to defend and make concessions, e.g making a weakening pawn move. However, the defender should avoid making concessions until forced, and then should make only the minimum concession necessary to meet the threats.

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: How does one improve in Chess ?

Output: "You improve (and your rating goes up) when you 1) learn a new pattern or principle or 2) when you identify a mistake and are able to avoid repeating it - not when you win a bunch of games." = adding positives and subtracting negatives. Figuring out how to identify and avoid repeating mistakes is one of the best things you can do!

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: How else does one improve in Chess ?

Output: "Play mostly opponents 100-200 points higher than you - you need to be punished for your mistakes so you won't make them again.".

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What's the right attitude to learn chess ?

Output: "Play as much as you can, especially slow chess - it helps you develop board vision." "*Don't be afraid of losing. Be afraid of playing a game and not learning something." Losing can be a great motivator if it helps you identify and correct things you are doing that cause the loss. "A good game is one where you learn something!"

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What's the right attitude to win a game ?

Output: "Don't play a game or even a move if you don't feel like trying your best." You improve the most if you seek out the strongest competition, learn from your mistakes, but always play with confidence, win or lose. Fight hard every move - or resign! Always play your best... "If it wins, do it!" Don't worry about all the other guidelines on this page. You can make a complete mess of your position if you checkmate first or get up enough material.

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: Is Chess good for the brain ?

Output: "Chess is good for the brain - even for adults - no one has ever seen a senile chess player!"

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: General though process , if you see a ..... ?

Output: "If you see a good move, look for a better one - you are trying to find the BEST one."

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What's Real Chess ?

Output: "In 'Real Chess' you make sure you can meet all of your opponent's threats before he makes them; otherwise, it is 'Hope Chess.'"

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What's Hope Chess ?

Output: Hope Chess is not when you make a threat and you hope your opponent does not see it. Hope chess is when you make a move, wait for what your opponent does, and then hope you can meet his threats. "If you play a bad move and hope your opponent plays a worse one, that is not Hope Chess - that is bad (or "hopeful") chess!"

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What must I assume from my opponent ?

Output: "Always assume your opponent will make his best move. Never make a bad move and hope your opponent will make a worse one." But...When your opponent makes a move you have to assume it might be a mistake. So check to see if your opponent's previous move is safe, whether it no longer guards a piece, etc.

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: Players that play Hope Chess ..?

Output: Players that play Hope Chess will never get very good because some threats cannot be met."

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What really is Chess ?

Output: "*Playing chess is primarily a series of puzzles, move after move, where you have to take your time and solve the puzzle: 'What is the best move?'" "The primary goal of most moves is to make the best move you can find, given the time constraints." "The final, main part of a good thought process is proving that the move you think you are going to make results in a better position (assuming opponent's best play) than any other candidate move does!"

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What must be done before one moves ?

Output: "Write your move down before you make it and then take a fresh look around to look for the most obvious errors." This is called a Sanity Check. One move is only better than another if, considering your opponent's best replies, it leads to a position that is better than the position to which the other move leads.

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What about playing with time constrains ?

Output: Pace yourself to use almost all your time every game." - this is an underrated and VERY IMPORTANT skill! A major time management goal is to identify critical moves and allocate more time to these. In general, the more tactical the position, the more critical it is, the more precise analysis is required, and slow play is required. Alternately, the less tactics in a position, the less critical it likely is, the more general principles can be used, and you can play relatively quickly. Your judgement won't improve in 10 minutes but your analysis should, so save your time for critical/tactical moves.

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What Never do ?

Output: Never play a bad move fast! (Unless you are in time trouble) It only takes one bad move to lose a game. So be careful on every move!

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What are the most important principles ?

Output: *"The most important principle in chess is SAFETY; second is ACTIVITY; everything else on the board is relatively unimportant." "Don't worry about winning or losing - worry about taking your time to find your best move every move."

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: If one is Losing a game ?

Output: "If you are losing and no longer are going to try to make your best move every move, resign and do something better with your time, like going over your game with your opponent or a good player." "The a-file is always on White's left - the first rank is always in front of White."

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: In the beginning one should play like ...? In the middle ...? In the end ... ?

Output: "In the opening a player should play like a book, in the middle like a magician, and in the ending like a machine."

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: When a choices of Capturing with tow pawns one should ?

Output: "If you can capture with more than one pawn, usually capture toward the center." This is especially true if the capture was on a knight (b or g) file.

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: What are The only three times you should make a threat ?

Output: When your opponent meets the threat (which he almost always will), the result is that your threatening move does more for you than his defending move does for him (i.e., the threat and reply is a net positive, or at least even, result for you. Otherwise you are making a bad gamble your opponent will not make his best move.), or When the threat cannot be met, or When you are losing badly; in this case you need to give your opponent opportunities to make key decisions so he might blunder and let you back in the game.

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: How to trade off pieces ?

Output: "Trade off your bad pieces/pawns for your opponent's good pieces/pawns." "If it wins, do it!" Don't worry about all the other guidelines on this page. You can make a complete mess of your position if you checkmate first or get up enough material. Donald Byrne rule: "If you see what looks like a mate, but instead you can easily win a lot of material, just take the material and mate later."

CHESS GENERAL CONCEPTS Flashcards - Cram.com

Should not at once seek to attack. Instead, seek to disturb the equilibrium to your favour by inducing the opponent to make an error.


Input: [Biceps Brachii] Brachialis

Output: true flexion of the elbow O= distal half of the anterior shaft of the humerus I= coronoid process of the ulna

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Brachioradialis

Output: flexion of the elbow O= distal 2/3 of the lateral condyloid ridge of the humerous I= lateral surface of the distal end of the radius at the styloid process

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Triceps Brachii

Output: Extension of the elbow O= long head: infraglenoid tubercle below inferior lip of the glenoid fossa of the scapula lateral head: upper half of the posterior surface of the humerus medial head: distal 2/3 of the posterior surface of the humerous I= olecranon process of the ulna

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Anconeus

Output: Extension of the elbow O= posterior surface of the lateral condyle of the humerus I= Posterior surface of the lateral olecranon process and proximal 1/4 of ulna

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Pronator teres

Output: Pronation of the forearm O= Distal part of the medial condyloid ridge of the humerus and medial side of the proximal ulna I= middle third of the lateral surface of the radius

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Pronator quadratus

Output: Pronation of the forearm O= distal fourth of the anterior side of the ulna I= distal fourth of the anterior side of the radius

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Supinator

Output: Supination of the forearm O= lateral epicondyle of the humerus and neighboring posterior part of the ulna I= lateral surface of the proximal radius just below the head

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] flexor carpi radialis

Output: flexion of the wrist O= medial epicondyle of the humerus I= base of the second and third metacarpals, anterior surface

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Palmaris longus

Output: Flexion of the wrist O= medial epicondyle of the humerus I= palmar aponeurosis of the 2nd 3rd 4th and 5th metacarpals

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Flexor carpi ulnaris

Output: Flexion of the wrist O= medial epicondyle of the humerous, posterior aspect of the proximal ulna I= pisiform, hamate, and base of the 5th metacarpal

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Extensor carpi ulnaris

Output: Extension of the wrist O= lateral epicondyle of the humerus midlle 2/4 of the posterior border of the ulna I= base of the 5th metacarpal

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Extensor carpi radialis brevis

Output: Extension of the wrist O= lateral epicondyle of the humerus I= base of the 3rd metacarpal

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Extensor carpi radialis longus

Output: Extension of the wrist O= lower 3rd of the lateral supracondylar ridge of humerus and lateral epicondyle of the humerus I= base of the 2nd metacarpal

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Flexor digitorum superficialis

Output: Flexion of the fingers at the metacarpophalangeal and proximal interphalangeal joints O= medial epicondyle of the humerus ulnar head: medial coronoid process radial head: upper 2/3 of the anterior border of radius just distal to the radial tuberosity I= each tendon splits and attaches to the sides of the middle phalanx of four fingers

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] flexor digitorum profundus

Output: flexion of the four fingers at the metacarpophlangeal, proximal interphalangeal, and distal interphalangeal joints O= proximal 3/4 of the anterior and medial ulna I= base of the distal phalanxes of the four fingers

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] flexor pollicis longus

Output: flexion of the thumb carpometacarpal, metacarpalphalangeal, and interphlangeal joints O= middle anterior surface of the radius and the anterior medial border of the ulna just distal to the coronoid process I= base of the distal phalanx of the thumb

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Extensor digitorum

Output: Extension of the 2nd, 3rd, 4th, and 5th phalanges at the metacarpophalangeal joints O= lateral epicondyle of the humerus I= four tendons to bases of middle and distal phalanxes of four fingers

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Extensor indicis

Output: Extension of the index finger at the metacarpophalangeal joint O= middle to distal 1/3 of the posterior ulna I= base of the middle and distal phalanxes of the second phalange

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Extensor digiti minimi

Output: extension of the little finger at the metacarpophalangeal joint O= lateral epicondyle of the humerus I= base of the middle and distal phalanxes of the 5th phalange

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Extensor pollicis longus

Output: Extension of the thumb at the carpometacarpal metacarpalphalangeal and interphalangeal joints O= posterior lateral surface of the lower middle ulna I= base of the distal phalanx of the thumb

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Extensor pollicis brevis

Output: extension of the thumb at the carpometalcarpal and metacarpophalangeal joint O= posterior surface of the lower middle radius I= base of the proximal phalanx of the thumb

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [Biceps Brachii] Abductor pollicis longus

Output: abduction of the thumb at the carpometacarpal joint O= posterior aspect of the radius and midshaft of the ulna I= base of the first metacarpal

Elbow and Radioulnar Joint Muscles Foreign Language Flashcards - Cram.com

flexion of elbow O=long head: supraglenoid tubercle above the superior lip of the glenoid fossa short head: coracoid process of the scapula and upper lip of the glenoid fossa I= tuberosity of the radius and bicipital aponeurosis


Input: [2] a form of frozen rain [1]

Output: Sleet

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] opposite of humid [1]

Output: Arid

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] in sea water but not in rain [1]

Output: Salt

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] an instrument that measures atmospheric pressure [1]

Output: Barometer

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] the amount of water vapor in the air [1]

Output: Humidity

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] force exerted by the weight of air [1]

Output: Atmospheric Pressure

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] sound that results from rapidly expanding gasses along the heated channel of lightning discharge [1]

Output: Thunder

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] an instrument that tells wind direction [1]

Output: Wind Vane

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] water falling to the earth's surface in any form [1]

Output: Precipitation

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] it freezes at 32 degrees F and boils at 212 degrees F [1]

Output: Water

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] no two are the same [1]

Output: Snowflakes

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] the measure of how hot or cold something is [1]

Output: Temperature

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] what the roads become in icy weather [1]

Output: Slick

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] water changing from a liquid into a gas [1]

Output: Evaporation

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] nitrogen and oxygen [1]

Output: What 2 primary gases are in our atmosphere?

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] mesosphere [1]

Output: What is the layer of the atmosphere where meteors travel?

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] exosphere [1]

Output: What is the layer of the atmosphere closest to space?

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] troposphere [1]

Output: What is the layer of the atmosphere where weather occurs?

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] stratosphere [1]

Output: Which layer of the atmosphere contains ozone?

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: [2] thermometer [1]

Output: What measures air temperature?

5th Grade Science Vocabulary - Weather Flashcards - Cram.com


Input: A poll is a method of what, and is not what? [Public Opinion Poll]

Output: Method of measuring the concept, not the concept itself


Input: What are the 3 things that Pubop invovle? [Public Opinion Poll]

Output: 1.range of attitudes on current political topics 2.the origins of thses attitudes 3.effects of theses attitudes on behavior


Input: Why do we study pubop? [Public Opinion Poll]

Output: Because the democratic institutions should result in government decisions that reflect the views of everyday people


Input: When and why did people begin to worry about pubop? Who were the 3 important people of that time? [Public Opinion Poll]

Output: -The emergence of democratic theories in late 17th-early 18th century -Hobbes, Locke, Rousseau


Input: Since the emergence of pubop, what has been the focus? [Public Opinion Poll]

Output: the nature of pubop, and its impact on govt.


Input: -Walter Lippman was a part of what polling era? -Lippman was influential and prescient critic of what? -In the books, public opinion, and phantom public, the mass public is said to be 4 things? [Public Opinion Poll]

Output: -pre-polling era -mass opinion in the pre-polling era -1. not informed by facts or social theories 2. sees events as "pictures in their heads" 3.incompetent in matter of politics 4. manipulated by elites


Input: What did Lippman believe about choosing leaders? [Public Opinion Poll]

Output: the public should choose leaders, then let leaders use their own judgment to guide govt.


Input: -George Gallup was during which era? -What did he introduce? -What was Gallups beliefs on pubop? [Public Opinion Poll]

Output: -Post-polling -modern opinion polls (1936) -pubop is the aggregation of individual opinions on a particular topic. Pubop is the sum of its individiual parts


Input: -Was Gallup a populist? -Gallup believed that polls did what 3 things? [Public Opinion Poll]

Output: -Yes 1. Mandate form the people 2.Gave clarity and reliability to mass opinion 3.Defeated earlier, elitist arguments


Input: Who are the two people that responed to Gallup? [Public Opinion Poll]

Output: Herbert Blumer and Lindsay Rogers


Input: Blumer beleive that public opinion is not what? -He beleives that pubop is the product of what? [Public Opinion Poll]

Output: The aggregation of individual opinions -Group interactions, shaped by social context


Input: Blumer: What is preference falsificaiton? Preference conversion? [Public Opinion Poll]

Output: -People will hide their true opinions to avoid ostracism -In time, people will change their true opinions in response to social context


Input: How do you retrieve values on the posting page from a cross-page post?

Output: PreviousPage object which is filled in with the @PreviousPageType Directive In 1.x Page caller = (Page) Context.Handler

5 - Working with the Page Flashcards - Cram.com

SFI is ASP.Net's use of self-posting forms. You cannot post a form to another form without viewstate corruption


Input: How do you check if the posting page has valid data

Output: Check PreviousPage.IsValid

5 - Working with the Page Flashcards - Cram.com

SFI is ASP.Net's use of self-posting forms. You cannot post a form to another form without viewstate corruption


Input: What are the different methods of handling errors?

Output: Page Level: Page_Error Global Level: Application_Error

5 - Working with the Page Flashcards - Cram.com

SFI is ASP.Net's use of self-posting forms. You cannot post a form to another form without viewstate corruption


Input: What is tracing

Output: ability to output messages commenting on execution

5 - Working with the Page Flashcards - Cram.com

SFI is ASP.Net's use of self-posting forms. You cannot post a form to another form without viewstate corruption


Input: How do you invoke the trace viewer tool

Output: trace.axd

5 - Working with the Page Flashcards - Cram.com

SFI is ASP.Net's use of self-posting forms. You cannot post a form to another form without viewstate corruption


Input: How does page personalization work?

Output: The developer defines personalization properties or data model in web.config, create database using WSAT, ASP.Net parses and compiles properties into a class and adds it to Request, loading and saving data is transparent to users and developers, developer uses Profile class in pages

5 - Working with the Page Flashcards - Cram.com

SFI is ASP.Net's use of self-posting forms. You cannot post a form to another form without viewstate corruption


Input: How do you activate anonymous profiles

Output: set

5 - Working with the Page Flashcards - Cram.com

SFI is ASP.Net's use of self-posting forms. You cannot post a form to another form without viewstate corruption


Input: the court will enforce an agreement where to do so serves to protect those the statutory limitation intended to protect [Hands off]

Output: Rights of protected parties

Business Law Chapter 15 Flashcards - Cram.com


Input: no financial interest other than that created by the bet, the contract will not be enforced [Hands off]

Output: Wagering statute

Business Law Chapter 15 Flashcards - Cram.com


Input: where the parties agree who bears an existing risk the contract is enforceable [Hands off]

Output: Risk shifting agreements

Business Law Chapter 15 Flashcards - Cram.com


Input: such as stock and commodities transactions are enforceable [Hands off]

Output: Speculative bargains

Business Law Chapter 15 Flashcards - Cram.com


Input: prohibit charging more than a stated amount of interest for the use of money [Hands off]

Output: Usury

Business Law Chapter 15 Flashcards - Cram.com


Input: prohibit performance of certain work and/or transactions of business on Sunday [Hands off]

Output: Sunday/Blue laws

Business Law Chapter 15 Flashcards - Cram.com


Input: one major exception [Hands off]

Output: Revenue rising statutes

Business Law Chapter 15 Flashcards - Cram.com


Input: a person in a position of trust or confidence like a trustee, agent, or partner [Hands off]

Output: Fiduciary

Business Law Chapter 15 Flashcards - Cram.com


Input: provision in a contract that attempts to relieve one party to the contract from liability for the consequences of his or her own negligence [Hands off]

Output: Exculpatory clause

Business Law Chapter 15 Flashcards - Cram.com


Input: no broader than reasonably necessary [Hands off]

Output: Ancillary

Business Law Chapter 15 Flashcards - Cram.com


Input: shock the conscience of the court [Hands off]

Output: Unconscionable contract

Business Law Chapter 15 Flashcards - Cram.com


Input: contract does not amount to a contract at all – no bargaining [Hands off]

Output: Adhesion contracts

Business Law Chapter 15 Flashcards - Cram.com


Input: a long fictional story whose length is usually between one hundred and five hundred book pages [autobiography]

Output: novel


Input: a work of literature meant to be preformed for an audience by actors [autobiography]

Output: drama


Input: an exaggerated, far fetched story that is obviously untrue but is told as though it should be believed [autobiography]

Output: tall tale


Input: a play, novel, or other narrative in which the main character comes to an unhappy ending [autobiography]

Output: tragedy


Input: a song or songlike poem that tells a story [autobiography]

Output: ballad


Input: an account of a persons life or of part of it, written or told by another person [autobiography]

Output: biography


Input: a short piece of non fiction prose that examines a single subject [autobiography]

Output: essay


Input: a very short humorous or nonsensical poem [autobiography]

Output: limerick


Input: a kind of rhythmic, compressed language that uses figures of speech and imagery designed to appeal to our imagination [autobiography]

Output: poetry