Input: Bathe, emetics, activated charcoal, cathartic

Output: What should you do to decontaminate an animal w/ acute organochlorine exposure?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: 1) Promote hepatic metabolism (phenobarb-poor) 2) Decreased enterohepatic recirculation/ increased excretion 3) Mobilize body fat- starvation, milking etc

Output: What 3 things can you do to decontaminate residue-contaminated livestock?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Sedation -Diazepam -Phenobarbital -Pentobarbital

Output: What is the second part of treating organochlorine toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Supportive care -Maintain fluid and electrolyte balance

Output: What is part 3 of treating organochlorine toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Poor

Output: What is the prognosis of pesticide toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: all species are susceptible but avian species are most affected

Output: What animals are susceptible to zinc phosphide poisoning?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Avian bc the strong pungent phosphorus odor attracts rodents but makes bait unattractive to other animals, but avian species aren't bothered by the smell

Output: What animals are most commonly affected by zinc phosphide poisoning and why?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: 1) Mole or gopher killers 2) Baits as rodenticides/grain fumigants for insect and rodent control

Output: What are 2 sources of zinc, magnesium, or aluminum phosphide?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: ~2 weeks under average climatic conditions

Output: How long is zinc, magnesium or aluminum phosphide stable in the environment?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: GI mucosa

Output: Zinc, magnesium or aluminum phosphide are all extremely irritating to______.

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Generates phosphine gas- accelerated in moist acidic environment

Output: **Why do phosphides have a garlic-like odor (rotten fish)?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: -Noncompetitively blocks cytochrome C oxidase -Blocks electron transfer and inhibits oxidative phosphorylation -Energy crisis in cells

Output: What is the mechanism of actin of Zinc, magnesium or aluminum phosphide?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Multiple organs are affected **heart, lungs

Output: What organs are affected by Zinc, magnesium or aluminum phosphide toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Cardiovascular collapse & arrhythmias

Output: What do victims of Zinc, magnesium or aluminum phosphide toxicity usually die from?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Non-specific - Garlic odor -Erythema of mucosal surfaces -Congestion of liver, kidney & lung -Interlobular lung edema, pleural effusion, subpleural hemorrhages

Output: What are the gross lesions of Zinc, magnesium or aluminum phosphide toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: 15 min- 4 h, dose dependent death w/in 3-5 h

Output: How long does it take for the signs of Zinc, magnesium or aluminum phosphide toxicity to become apparent?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: **Severe gastrointestinal pain **Vomiting -anorexia, lethargy, weakness/ recumbency -deep labored respirations

Output: What are the clinical signs of Zinc, magnesium or aluminum phosphide toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: All species Dogs, horses most common

Output: What animals are susceptible to Zinc, magnesium or aluminum phosphide toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Strychnine Metaldehyde Lead

Output: What are some differential diagnosis for Zinc, magnesium or aluminum phosphide toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Difficult to confirm bc goes off as a gas -Compatible clinical sign/ lesions and GI involvement

Output: How do you diagnose Zinc, magnesium or aluminum phosphide toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: **stomach contents, vomitus must be *frozen immmediately in *air tight container -Zing, magnesium, aluminum levels -Silver nitrate test -quick screen

Output: How can you identify the chemical related to Zinc, magnesium or aluminum phosphide toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Nonspecific; fatty change/ congestion of liver & kidneys -Degeneration/ hyaline change/ necrosis of renal tubular cells, hepatocytes and myocardium

Output: What are the microscopic lesions of Zinc, magnesium or aluminum phosphide toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: Non-specific, patients don't respond well if clinical signs have already appeared -Decontamination depending on time -Aluminum plus MgOH gel PO -Supportive care -H2 receptor antagonist

Output: What is the treatment for Zinc, magnesium or aluminum phosphide toxicity?

Toxicology Lecture 9 Pesticides and Rodenticides Flashcards - Cram.com

What are some chlorinated hydrocarbon pesticides (organochlorines)? What's so bad about pesticides?


Input: POOR!

Output: What is the prognosis of Zinc, magnesium or aluminum phosphide toxicity?


Input: The most likley symptom of folic acid deficency is [upright]

Output: Gastrointestinal disturbances

Nursing Concepts 2 Flashcards - Cram.com


Input: Which vitamin is lost in cooking. [upright]

Output: Vitamin C

Nursing Concepts 2 Flashcards - Cram.com


Input: What is the first sign of too much potassium [upright]

Output: irrability/anxiety

Nursing Concepts 2 Flashcards - Cram.com


Input: Chronically low oxygen levels delivered to the kidneys will cause an increase in. [upright]

Output: erythropoesis

Nursing Concepts 2 Flashcards - Cram.com


Input: Prolonged NG suction will cause [upright]

Output: hyponatremia and hypokalemia

Nursing Concepts 2 Flashcards - Cram.com


Input: When preparing to administer a gastroostomy feeding you should first. [upright]

Output: check for residual

Nursing Concepts 2 Flashcards - Cram.com


Input: An oil retention enema facilitates defecation by. [upright]

Output: lubricating the intestine

Nursing Concepts 2 Flashcards - Cram.com


Input: It is most important when digitally removing an fecal impaction is that vagal stimulation may cause a. tachycardia b. bradycardia [upright]

Output: Bradycardia

Nursing Concepts 2 Flashcards - Cram.com


Input: Increasing fluids in a patient with hypercalcemia will help decrease calcium levels by [upright]

Output: Excerting a dilutional effect

Nursing Concepts 2 Flashcards - Cram.com


Input: Which foods would supply the most vitamin C. a. oranges and apricots b. oranges and yellow vegtables. c. grapfruit and green leafy d. oranges and broccoli vegatables [upright]

Output: Oranges and broccoli vegtables

Nursing Concepts 2 Flashcards - Cram.com


Input: The most common side effect of iron is [upright]

Output: indigestion and constipation

Nursing Concepts 2 Flashcards - Cram.com


Input: Which fruit has the most potassium. a. oranges b.tomato c. avacado d. apricot [upright]

Output: Avacodo

Nursing Concepts 2 Flashcards - Cram.com


Input: [Scala Media] It is a collection of specialized cells to accomplish a specific function

Output: What is an organ?

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Specialized cells that run up the margin of the spiral ligament toward the superior Reissner's Membrane. They are not supporting cells; they have a different function. It secretes endolymph

Output: What is the stria vascularis?

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Perforate Habenulla

Output: Space between the vestibular lip and the tympanic lip

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Sound wave energy from stapes pushes down on the Reissner's membrane which then effects the basilar membrane and is released into the scala vestibule. Low frequency sounds will come through the scala media at the apex. High frequency sounds will come through the scala media to the scala tympani closer to the base of the cochlea...

Output: How does sound energy travel through the scala media.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] -2 sets of cells: inner and outer rod of chordi -2 rods separated by imaginary perpendicular line

Output: Rods of Chordi/Pillars of Chordi

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Inner Sulcus; Inner Tunnel of Corti; Space of Nuel; Outer Tunnel; Outer Spiral Sulcus

Output: 5 spaces that are filled with fluid

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Sensory cells

Output: Rows of hair cells

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Epithelium; large, flat, irregular, multisided, polygonal cells; cover vestibular lip; supporting cells for the inner hair cells; line the internal spiral sulcus

Output: Border Cells of Held

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Unique looking cell; 2 parts: body rests directly on the spiral lamina near the perforate habenulla and extends to lower limit of the inner hair cell.Phlangeal process of the inner phalangel cell begins near the base of the hair cell extends to the apex of hair cell and has a flattened head, a lamella, near the top of the hair cell.

Output: Inner Phalangeal Cell

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Phalangeal process as it expands at upper limit to form a flattened lamella. In this way the inner hair cells are strongly supported at their bases by the bodies of the phalangeal cells and at their apexes by the phalangeal processes.

Output: What contributes to the formation of the reticular membrane?

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Greek, a line or array of soldiers

Output: Phalanx

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Supporting cells, widely spaced at bases, converge to meet at the top, enclose a triangular tunnel of corti. Contain the cell nuclei. Distance between teh bases of the inner and outer rods increases from the basal end to the apex of the cochlea, while the angles between the rods and the basilar membrane diminishes.

Output: Rods of Corti/Pillar Cells(describe key characteristics)

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Base rests at the point of junction of the tympanic lip of the osseous spiral lamina and the basilar membrane. Number about 6000.

Output: Inner Rods of Corti

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Base rests on the outer limit of the arcuate zone of the basilar membrane. Number about 4000

Output: Outer Rods of Corti

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Floor formed by the bases of the rods and the basilar membrane. Walls of tunnel are not solid, slits between rods allow endolymph to circulate and nerve fibers to pass through. However at heads and bases the rods are continous (no holes)

Output: Inner tunnel of Corti

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Bridge a gap between the inner hair cells and the first row of outer hair cells.

Output: What do the interlocking/overlapping headplates of the rods do?

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Phalangeal processess that unite with the phalangeal processes of other supporting cells to for reticular membrane

Output: Thin headplates of the outer pillar cells

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Reticular membrane

Output: Delicate netlike structure which lies over the spiral organ

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Bases of first row are in direct contact with the bases of the outer pillars but main bodies become widely seperated above to enclose space of Nuel. Bases rest on the pectinate zone of basilar membrane.

Output: Cells of Dieters/Outer Phlangeal Cells-Location

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Similar to inner cells in that they have a base and coming out of base is a phalangeal process as it rises up to the superior margin of the hair cells. Main body is cylindrical, but at when comes into contact with the base of the hair cell it forms a cup and also gives off an ascending phalangeal process.

Output: Cells of Dieter-Shape

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] It is composed of the inner phalanges, headplates of the inner rods, phalangeal processes of the outer rods and of the Dieters cells. Its function is the lend support to the apexes of the hair cells.

Output: Why is the reticular membrane/lamina not an independent structiure?

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Immediately adjeacent to the outer row of Dieters cells. Narrow bases of innermost row rest on the basilar membrane in direct contact with the bases of the outer row of Dieters cells. Toward apex are seperated slightly from outer row of hair cells giving rise to outer tunnel

Output: Supporting Cells of Henson-Location

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] 5-6 rows of tall columnar cells

Output: What are the supporting cells of Hensen made up of?

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Inverted, triangular endolymphatic space located inbetween main bodies of Deiters cells.

Output: Where is the space of Nuel located?

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] reticular

Output: net like

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] flat plate

Output: lamina

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Fabric put together loosely; formed by inner phalangeal cells, headplates of inner rods, phalangeal process of outer rods, upper heads of Dieter cells.

Output: Describe the composition of the Reticular Lamina/Membrane

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Lend support to the tops of the outer hair cells (outer hair cells project through this lamina)

Output: What is the purpose of the Reticular Membrane

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] They lie outside of the Hensen's cells. Form base of the outer tunnel or external spiral sulcus.

Output: What do the Cells of Claudius (and Boettcher) form?

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Additional rows of columnar and cuboidal cells, in decreasing height, Continuous with the highly vascular layer of epithelium lining the spiral ligament.

Output: Describe composition of Cells of Claudius

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Delicate, semitransparent, Floating Gelatinous mass of the cochlea. Connected at the vestibular lip and runs out over the top of the inner hair cells, inner phalangeal cells, rods of corti, space of Neul and Terminates at the start of the Border Cells of Hensen.

Output: Describe the Tectorial Membrane

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [Scala Media] Inner plate is flat and fits up over headplate of outer pillar

Output: Describe how the headplates of the pillars of corti fit together

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: A theory of development that holds that children internalize gender scripts that reflect the gender-related social practices of the culture. Once internalized, these gender scripts predisposed the kids to construct a self-identity that is consistent with them. [Masculinity Hypothesis]

Output: Gender-Schema Theory

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: The view that low female crime and delinquency rates are a reflection of the leniency with which police treat female offenders. [Masculinity Hypothesis]

Output: Chivalry/Paternalism Hypothesis

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Sexual experimentation in early adolescence. [Masculinity Hypothesis]

Output: Precocious Sexuality

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Asserts that females are less delinquent than males because their social roles provide them with fewer opportunities to commit crime; as the roles of girls and women become more similar to those of boys and men so too will their crime patterns. [Masculinity Hypothesis]

Output: Liberal Feminism

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Holds that gender inequality stems from unequal power of men and women become more similar to those of men and women and the subsequent exploitation of women and men; the cause of female delinquency originates with the onset of male supremacy and the efforts of males to control female sexuality. [Masculinity Hypothesis]

Output: Critical Feminism

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Holds that gender differences in the delinquency rate are a function of class differences and economic conditions that influence the structure of family life. [Masculinity Hypothesis]

Output: Power-Control Theory

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Husband and wife share power at home; daughters gain a kind of freedom similar to that of sons and their law-violating behaviors mirror those of their brothers. [Masculinity Hypothesis]

Output: Egalitarian Families

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: A family unit composed of parents and their children; this smaller family structure is subject to great stress due to the intense close contact between parents and children. [Masculinity Hypothesis]

Output: Nuclear Family

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Home in which one or both parents are absent due to divorce or separation; children in such an environment may be prone to antisocial behavior. [Masculinity Hypothesis]

Output: Broken Home

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Nuclear families that are the product of divorce and remarriage, blending one parent from each of two families and their combined children into one family unit. [Masculinity Hypothesis]

Output: Blended Families

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: An environment of discord and conflict within the family; children who grow up in dysfunctional homes often exhibit delinquent behaviors, having learned at a young age that aggression pays off. [Masculinity Hypothesis]

Output: Intra-family Violence

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Families in which parents are able to integrate their children into the household unit while at the same time helping assert their individuality and regulate their own behavior. [Masculinity Hypothesis]

Output: Parental Efficacy

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: A condition that occurs when parents have such large families that their resources, such as time and money, are spread too thin, causing lack of familial support and control. [Masculinity Hypothesis]

Output: Resource Dilution

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Non-accidental physical injury of children by their parent or guardian. [Masculinity Hypothesis]

Output: Battered Child Syndrome

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Any physical, emotional or sexual trauma to a child, including neglecting to give proper care and attention, for which no reasonable explanation can be found. [Masculinity Hypothesis]

Output: Child Abuse

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Passive neglect by a parent or guardian, depriving children of food, shelter, health care and love. [Masculinity Hypothesis]

Output: Neglect

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Mass murders in which a spouse and one or more children are slain. [Masculinity Hypothesis]

Output: Familicide

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: A preliminary protective or temporary custody hearing in which the court will review the facts and determine whether removal of the child is justified and notify parents of the charges against them. [Masculinity Hypothesis]

Output: Advisement Hearing

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: The attorney for the social services agency presents an overview of the case and a plea bargain or negotiated settlement can be agreed upon in a consent decree. [Masculinity Hypothesis]

Output: Pretrial Conference

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: The social service agency presents its case plan and recommendations for care of the child and treatment of the parents, including incarceration and counseling or other treatment. [Masculinity Hypothesis]

Output: Disposition Hearing

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Efforts of the courts to balance the parent's natural right to raise a child with the child's right to grow into adulthood without physical or emotional abuse. [Masculinity Hypothesis]

Output: Balancing-of-the-Interests Approach

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Periodic meetings to determine whether the conditions of the case plan for an abused child are being met by the parents or guardians of the child. [Masculinity Hypothesis]

Output: Review Hearings

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Out-of-court statements made by one person and recounted in court by another; such statements are generally not allowed as evidence except in child abuse cases wherein a child's statements to social workers, teachers, or police may be admissible. [Masculinity Hypothesis]

Output: Hearsay

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Small groups of friends who share intimate knowledge and confidences. [Masculinity Hypothesis]

Output: Cliques

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Loosely organized groups who share interests and activities. [Masculinity Hypothesis]

Output: Crowds

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Aggressive kids who are either highly liked or intensely disliked by their peers and who are the ones most likely to become engaged in antisocial behavior. [Masculinity Hypothesis]

Output: Controversial Status Youth

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Group of youths who collectively engage in delinquent behaviors. [Masculinity Hypothesis]

Output: Gang

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Delinquent group that fills a crack in the social fabric and maintains standard group practices. [Masculinity Hypothesis]

Output: Interstitial Group

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Inner-city areas of extreme poverty where the critical social control mechanisms have broken down. [Masculinity Hypothesis]

Output: Disorganized Neighborhood

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Clusters of youth who, outwardly, seem unified but but actually have limited cohesion, impermanence, minimal consensus of norms, shifting membership, disturbed leadership and limited definitions of membership expectations. [Masculinity Hypothesis]

Output: Near-Groups

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: A Latin word meaning "neighborhood". [Masculinity Hypothesis]

Output: Barrio

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Subgroup of same-aged youths in Hispanic gangs that remain together and have separate names and a unique identity in the gang. [Masculinity Hypothesis]

Output: Klikas

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Inscriptions or drawings made on a wall or structure and used by delinquents for gang messages and turf definitions. [Masculinity Hypothesis]

Output: Graffiti

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Tossing or flashing gang signs in the presence of rivals, often escalating into a verbal or physical confrontation. [Masculinity Hypothesis]

Output: Representing

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Member of a white american supremacist gang, identified by a shaved head and Nazi or Ku Klux Klan markings. [Masculinity Hypothesis]

Output: Skinhead

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Stealing or assaulting someone to gain prestige in the neighborhood; often part of gang initiation rites. [Masculinity Hypothesis]

Output: Prestige Crimes

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Social workers who go out into the community and establish close relationships with juvenile gangs with the goal of modifying gang behavior to conform to conventional behaviors and help gang members get jobs and educational opportunities. [Masculinity Hypothesis]

Output: Detached Street Workers

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Involved in few delinquent activities and little dug use other than alcohol and marijuana - members more interested in social activities. [Masculinity Hypothesis]

Output: Social Gang

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Concentrates on drug use and sales, but forgoes most delinquent behavior. Drug sales are designed to finance members' personal drug use. [Masculinity Hypothesis]

Output: Party Gang

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Engages in serious delinquent behavior while avoiding drug dealing and usage. Drugs only used on social occasions. [Masculinity Hypothesis]

Output: Serious Delinquent Gang

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: Heavily involved in criminality. Drug use and sales are related to other criminal acts. Gang violence used to establish control over drug sales and territories. Gang is on verge of becoming formal criminal organization. [Masculinity Hypothesis]

Output: Organized Gang

Juvenile Justice System - Exam 2 Flashcards - Cram.com


Input: [2] - The region of the body that conatinsmuch of the diegestive tract and sometimes part of the reproductive system; in insects, the region behind the thorax [1]

Output: Abdomen

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Protein rich portion of the amniotes egg - When broken down creates large amount of metabolic water - Nutrient and water supply for embryo [1]

Output: Albumen

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - The place for waste products from the embryo inside the egg - Nitrogenous wastes: urea, uric acid [1]

Output: Allantois

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Fluid filled sack inside the amniote egg - Where the embryo is located [1]

Output: Amnion

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Amniote egg, which allows them to lay eggs on land instead of returning to the marine environment - Embryo develops in fluid filled sack the amnion [1]

Output: Amniotes

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Anura, Urodela, Gynophonia - Skin is the major site of gas exchange, most have moist skin restricting them to aquatic or humid terrestrial habitats - Many include larval and adult life stages [1]

Output: Amphibia

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Gametangia that sperm is formed in [1]

Output: Antheridia

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Fungi with symbiotic associations with plant roots - Colonize the roots of plants and proliferate in the soil around the plants, hyphae penetrate through cell walls and branch repeatedly to form arbuscles (little trees) - Fungus obtains sugars from the plant and in return provides the plant with a steady suppy of dissolved minerals that it has obtained from the surrounding soil - Leaven bread and produce ethanol in alcoholic beverages - Form mycorrhizas in lichens [1]

Output: Arbuscular mycorrhizal fungi

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Gametangia that bryophyte eggs are formed in - Flask shaped structure that shelters eggs [1]

Output: Archegonium

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - A reproductive body of an ascomycota that contains asci [1]

Output: Ascocarp

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Hyphal body type fungi - Sexual spores produced in sacs called asci - Very numerous more than 30 000 identified species - Have a dikaryotic life cycle [1]

Output: Ascomycota

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Saclike structures in which spores are formed in sexual reproduction, gives the name to the phylum Ascomycota - Often enclosed in a fruiting body [1]

Output: Ascus

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - One of two types of extinctions that occur, the type of extinction where most types of extinctions occur - Based on a rate of extinction for species for most species the average is about 10 million years [1]

Output: Background extinction

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Basidium is a small club shaped structure in which sexual spores of the basidiomycetes arise [1]

Output: Basidium

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - 24 000 species of fungi in this phylum, common name is club fungi - Hyphal body type - Sexual spores form in basidia of a prominent fruiting body e.g. mushrooms - Some degrade woody plant debris, some of the same species are carnivorous - Form mycorrhizas with roots of forest trees - Some produce very deadly toxins - Can be dikaryotic [1]

Output: Basidyomycota

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Dominated by large vascular seedless plants which were abundant in lignin - Buried remains of these plants became compressed and fossilized forming much of the worlds coal reserves [1]

Output: Carboniferous period

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - In an amniote egg, an extraembyronic membrane that surrounds the embryo and yolk sac completely and exchanges oxygen and carbon dioxide with the environment; becomes part of the placenta in mammals. [1]

Output: Chorion

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Used in annelid reproduction - Modification of a section of body wall consisting of glandular thickening near the gonopores - During copulation secretes mucus that keeps worms paired while sperm are being exchanged - Secretes a viscid sac in which the eggs are deposited [1]

Output: Clitellum

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Name used for large wetland carboniferous and Permian forests that later accumulated large deposits of peat and later changed into coal [1]

Output: Coal forests

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Most insects undergo this type of metamorphosis the larva that hatches from the egg differs greatly from the adult - Larva and adults occupy different habitats and consume different food - Larvae are often worm shaped with chewing mouthparts - Larvae will grow and moult several times before transforming into the sexually mature morphology [1]

Output: Complete metamorphosis

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - An outer waxy layer that prevents water loss from plant tissues - Or the exoskeleton of insects that give strength stability and waterproofing [1]

Output: Cuticle

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - The life stage in certain fungi in which a cell contains two genetically distinct haploid nuclei [1]

Output: Dikaryotic

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - A mycorrhiza that grows between and around the young roots of trees and shrubs but does not enter the root cells [1]

Output: Ectomycorrhiyzal fungi

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Water proofing portion of the insect exoskeleton - Made out of waxes (lipids) - Lack insect [1]

Output: Epicuticle

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - A hard external covering of an animal’s body that blocks the passage of water and provides support and protection - Made from a epi and procuticle - Chitin and glycoproteins form procuticle and waxes form epicuticle [1]

Output: Exoskeleton

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - When continental plates drift over mantle plumes and the earth melts and basalt lava floods out - E.g. Iceland lava flows out of the mantle and floods across the ocean floor or on land - Lava floods can be the size of continents and result in dust and debris that enter the atmosphere and cloud the sun - Causes a loss in primary productivity and an increase in carbon dioxide and sulphur dioxide [1]

Output: Flood basalts

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - An individual of the haploid generation produced when a spore germinates and grows directly by mitotic divisions in organisms that undergo alternation of generations. [1]

Output: Gametophyte

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Methane gas that is solidified due to water pressure and temperature return to a gas state and are released into the atmosphere - Decreased pressure or falling ocean levels or increased water temperature could cause this release of methane - Causes mass extinction [1]

Output: Gas hydrates

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - A seed plant that produces naked seeds not enclosed in an ovary (fruit) - First seen in the Devonian period [1]

Output: Gymnosperm

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Anterior most part of the body containing the brain, sensory structures, and feeding aparatus [1]

Output: Head

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Organism that contains the mechanism in which both mature egg-producing and mature sperm-producing tissue are present in the same individual. [1]

Output: Hermaphrodite

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Organisms that produce two types of spores - Male microspores and female megaspores [1]

Output: Heterosporous

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Producing only one type of spore [1]

Output: Homosporous

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - A structure consisting of muscles and fluid that, by themselves, provide support for the animal or part of the animal; no rigid support, such as a bone, is involved. [1]

Output: Hydrostatic skeleton

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - The threadlike filaments that form the mycelium of a fungus - These fine filaments spread through whatever substrate the fungus is growing in forming a network (mycelium) - Tubes of cytoplasm surrounded by cell walls of chitin - Grow and exert mechanical force which allows them to push through their substrate, release enzymes and absorb nutrients as they go [1]

Output: Hyphae

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Nuclear fusion of recently combined haploid cells that are sexually compatible [1]

Output: Karyogamy

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - A sexually immature stage in the life cycle of many animals that is morphologically distinct from the adult [1]

Output: Larva

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - A compound organism formed by an association between a fungus (ascomycete or basidiomycete called a mycobiont) and a green alga or cyanobacterium (photobiont). - Secrete acids that eat away at rock breaking it down and converting it to soil - 13500 different speices many reproduce asexually by fragmentations called soredia [1]

Output: Lichen

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - A tough intert polymer that strengthens the secondary walls of various plant cells and thus helps vascular plants grow taller and stay erect on land [1]

Output: Lignin

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: [2] - Enzyme produced by some bacidiomycetes fungi to decompose woody plant debris [1]

Output: Lignase

Carboniferous and Permian Foreign Language Flashcards - Cram.com


Input: What is an organ? [Scala Media]

Output: It is a collection of specialized cells to accomplish a specific function

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: What is the stria vascularis? [Scala Media]

Output: Specialized cells that run up the margin of the spiral ligament toward the superior Reissner's Membrane. They are not supporting cells; they have a different function. It secretes endolymph

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Space between the vestibular lip and the tympanic lip [Scala Media]

Output: Perforate Habenulla

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: How does sound energy travel through the scala media. [Scala Media]

Output: Sound wave energy from stapes pushes down on the Reissner's membrane which then effects the basilar membrane and is released into the scala vestibule. Low frequency sounds will come through the scala media at the apex. High frequency sounds will come through the scala media to the scala tympani closer to the base of the cochlea...

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Rods of Chordi/Pillars of Chordi [Scala Media]

Output: -2 sets of cells: inner and outer rod of chordi -2 rods separated by imaginary perpendicular line

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: 5 spaces that are filled with fluid [Scala Media]

Output: Inner Sulcus; Inner Tunnel of Corti; Space of Nuel; Outer Tunnel; Outer Spiral Sulcus

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Rows of hair cells [Scala Media]

Output: Sensory cells

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Border Cells of Held [Scala Media]

Output: Epithelium; large, flat, irregular, multisided, polygonal cells; cover vestibular lip; supporting cells for the inner hair cells; line the internal spiral sulcus

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Inner Phalangeal Cell [Scala Media]

Output: Unique looking cell; 2 parts: body rests directly on the spiral lamina near the perforate habenulla and extends to lower limit of the inner hair cell.Phlangeal process of the inner phalangel cell begins near the base of the hair cell extends to the apex of hair cell and has a flattened head, a lamella, near the top of the hair cell.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: What contributes to the formation of the reticular membrane? [Scala Media]

Output: Phalangeal process as it expands at upper limit to form a flattened lamella. In this way the inner hair cells are strongly supported at their bases by the bodies of the phalangeal cells and at their apexes by the phalangeal processes.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Phalanx [Scala Media]

Output: Greek, a line or array of soldiers

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Rods of Corti/Pillar Cells(describe key characteristics) [Scala Media]

Output: Supporting cells, widely spaced at bases, converge to meet at the top, enclose a triangular tunnel of corti. Contain the cell nuclei. Distance between teh bases of the inner and outer rods increases from the basal end to the apex of the cochlea, while the angles between the rods and the basilar membrane diminishes.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Inner Rods of Corti [Scala Media]

Output: Base rests at the point of junction of the tympanic lip of the osseous spiral lamina and the basilar membrane. Number about 6000.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Outer Rods of Corti [Scala Media]

Output: Base rests on the outer limit of the arcuate zone of the basilar membrane. Number about 4000

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Inner tunnel of Corti [Scala Media]

Output: Floor formed by the bases of the rods and the basilar membrane. Walls of tunnel are not solid, slits between rods allow endolymph to circulate and nerve fibers to pass through. However at heads and bases the rods are continous (no holes)

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: What do the interlocking/overlapping headplates of the rods do? [Scala Media]

Output: Bridge a gap between the inner hair cells and the first row of outer hair cells.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Thin headplates of the outer pillar cells [Scala Media]

Output: Phalangeal processess that unite with the phalangeal processes of other supporting cells to for reticular membrane

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Delicate netlike structure which lies over the spiral organ [Scala Media]

Output: Reticular membrane

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Cells of Dieters/Outer Phlangeal Cells-Location [Scala Media]

Output: Bases of first row are in direct contact with the bases of the outer pillars but main bodies become widely seperated above to enclose space of Nuel. Bases rest on the pectinate zone of basilar membrane.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Cells of Dieter-Shape [Scala Media]

Output: Similar to inner cells in that they have a base and coming out of base is a phalangeal process as it rises up to the superior margin of the hair cells. Main body is cylindrical, but at when comes into contact with the base of the hair cell it forms a cup and also gives off an ascending phalangeal process.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Why is the reticular membrane/lamina not an independent structiure? [Scala Media]

Output: It is composed of the inner phalanges, headplates of the inner rods, phalangeal processes of the outer rods and of the Dieters cells. Its function is the lend support to the apexes of the hair cells.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Supporting Cells of Henson-Location [Scala Media]

Output: Immediately adjeacent to the outer row of Dieters cells. Narrow bases of innermost row rest on the basilar membrane in direct contact with the bases of the outer row of Dieters cells. Toward apex are seperated slightly from outer row of hair cells giving rise to outer tunnel

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: What are the supporting cells of Hensen made up of? [Scala Media]

Output: 5-6 rows of tall columnar cells

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Where is the space of Nuel located? [Scala Media]

Output: Inverted, triangular endolymphatic space located inbetween main bodies of Deiters cells.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: net like [Scala Media]

Output: reticular

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: lamina [Scala Media]

Output: flat plate

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Describe the composition of the Reticular Lamina/Membrane [Scala Media]

Output: Fabric put together loosely; formed by inner phalangeal cells, headplates of inner rods, phalangeal process of outer rods, upper heads of Dieter cells.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: What is the purpose of the Reticular Membrane [Scala Media]

Output: Lend support to the tops of the outer hair cells (outer hair cells project through this lamina)

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: What do the Cells of Claudius (and Boettcher) form? [Scala Media]

Output: They lie outside of the Hensen's cells. Form base of the outer tunnel or external spiral sulcus.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Describe composition of Cells of Claudius [Scala Media]

Output: Additional rows of columnar and cuboidal cells, in decreasing height, Continuous with the highly vascular layer of epithelium lining the spiral ligament.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Describe the Tectorial Membrane [Scala Media]

Output: Delicate, semitransparent, Floating Gelatinous mass of the cochlea. Connected at the vestibular lip and runs out over the top of the inner hair cells, inner phalangeal cells, rods of corti, space of Neul and Terminates at the start of the Border Cells of Hensen.

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: Describe how the headplates of the pillars of corti fit together [Scala Media]

Output: Inner plate is flat and fits up over headplate of outer pillar

Exam 3: CM 17 Support Cells of Corti Flashcards - Cram.com


Input: [2] A proposition that is taken for granted, as if it were true based on presupposition without support of the facts [1]

Output: Assumption

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] A statement including premises along with the conclusion [1]

Output: Argument

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] Moral rules or principles have no exceptions and are context-independent [1]

Output: Absolute

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] A moral judgment that is based on consequences [1]

Output: Consequentialist

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] A moral judgment that is based on duties and rights [1]

Output: Deontological

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] Empirically grounded [1]

Output: Descriptive

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] A moral theory that is based on moral rules given by God or gods [1]

Output: Divine Command Theory

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] Systematic exposition of a view about the nature of what is good or right [1]

Output: Ethical theory

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] The process of asking basic questions about the good life, about whether there is right and wrong, and, if so, how we can know what it is [1]

Output: Ethics

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] Judging the world from the perspective of one's own culture [1]

Output: Ethnocentrism

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] The study of the meaning of ethical terms like “right” and “wrong” [1]

Output: Meta-ethics

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] The discipline that addresses ethical questions [1]

Output: Moral Philosophy

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] A moral judgment that is not based on the consequences or action [1]

Output: Nonconsequentialist

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] Evaluatively grounded [1]

Output: Normative

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] Standards [1]

Output: Norms

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] Independent of minds [1]

Output: Objective

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] Indicates duty or obligation [1]

Output: Ought

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] The view that there is a variety of equally valid moral principles or equally moral values [1]

Output: Pluralism

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] Also called a proposition: is a declarative sentence about something known or taken for granted [1]

Output: Premise

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] The view that there exists a reality independent of those who know it [1]

Output: Realism

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] The view that there is no objective right or wrong [1]

Output: Relativism

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] The view that it is difficult, if not impossible, to know something [1]

Output: Skepticism

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] A valid argument with true premises, therefore having a true conclusion [1]

Output: Sound Argument

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] Applicable to all times and places [1]

Output: Universal

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] A worthwhile principle, standard, or quality [1]

Output: Value

Ethics keys words from week 1 Flashcards - Cram.com


Input: [2] A goal-orientated view [1]

Output: Teleological

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] An infectious agent [2]

Output: pathogen

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] This refers to when a pathogen invades a host, and multiplies without causing infection [2]

Output: colonization

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] An _______ is infectious or communicable. It may pose a risk to the patient, but not to others. [3] Example: pneumonia, viral meningitis [2]

Output: infectious disease

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] If the infectious disease can be transmitted directly from one person to another, it is termed a _______. [2]

Output: communicable disease

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] If the pathogens multiply and cause clinical signs and symptoms, the infection is _____. [2]

Output: symptomatic

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] If the pathogens do not cause physical signs and symptom, this is referred to as _______. [3] Ex. Hepatitis C is a communicable disease that can be asymptomatic [2]

Output: asymptomatic

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] These steps are the _______. 1. Infectious agent 2. Reservoir 3. Portal of exit 4. Mode of transmission 5. Portal of entry 6. Host [3] The presence of a pathogen does not mean an infection will occur. It requires a presence of all of the following elements. [2]

Output: chain of infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The ability for a microorganism to survive in the host or outside the body is called ___. [3] Resident skin microorganisms are not virulent, but can cause serious infection when surgery allows them to enter deep tissues or when a patient is immunocompromised. [2]

Output: virulence

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Bacteria that requires oxygen for survival and for multiplication sufficient to cause disease is called _____. [2]

Output: aerobic bacteria

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] ______ thrive where little or no free oxygen is available. [2]

Output: Anaerobic bacteria

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] _______ is the term used to describe a cold environment that prevents the growth and reproduction of bacteria. [2]

Output: Bacteriostasis

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] This destroys bacteria [2]

Output: bactericidal

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Most organisms prefer an environment with a PH range of ____. [3] Acid-reducing medications may cause an overgrowth of gastrointestinal organisms such as health care-associated pneumonia. [2]

Output: PH range of 5-7

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] ______ depends on the individual degree of resistance to a pathogen. [2]

Output: susceptibility

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The severity of the clients illness depends on the extend of the infection, the ______ of the microorganisms. [2]

Output: pathogenicity

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Pain and tenderness in a wound site, redness, heat, or loss of function of the body part affected would be considered a ____ infection. [2]

Output: localized

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] A ____ is a mode of transmission that requires an external mechanical transfer. [2]

Output: vector

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] A situation where you have personal contact with infected inanimate objects is an ____ mode of transmission. [2]

Output: indirect

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Touching client feces is an example of a _____ mode of transmission. [2]

Output: direct

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The _______ refers to the interval between entrance of pathogen into body and appearance of first symptoms. [2]

Output: incubation period

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The ______ refers to the interval from onset of specific signs and symptoms to more specific symptoms. [3] Ex. an onset of symptoms such as fever or malaise [2]

Output: prodromal stage

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The _____ refers to the interval when a client manifests signs and symptoms specific to type of infection. [3] Ex. strep throat is manifested by sore throat pain [2]

Output: illness stage

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] _____ do not usually cause disease when residing in their usual area of the body but instead participate in maintaining health. [3] Ex. Normal flora maintains a balance with other microorganisms to prevent infection. The skins normal flora exerts a bactericidal action. [2]

Output: Normal flora

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The use of ______ can disrupt the normal flora of the body, and lead to a suprainfection. [3] Why? It kills microbes that aid in defense against those that grow at will. [2]

Output: broad-spectrum antibiotics

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] _____ is a protective vascular reaction that delivers fluid, blood products and nutrients to an area of injury. [3] Serum proteins such as kinins, vasoactive amines, and prostaglandins serve to increase vasodilation. They play a key role in the inflammatory response. [2]

Output: inflammation

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Fluid and cells that are discharged from cells or blood vessels are called _____. [3] Ex. pus or serum [2]

Output: exudates

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The accumulation of fluid appears as localized swelling referred to as ____. [3] Injury causes tissue damage, and as a result the body releases chemical mediators that increases the permeability of small blood vessels. As a result, fluid, protein, and cells enter interstitial spaces causing fluid buildup. [2]

Output: edema

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The cellular response of inflammation involves _____, which describes the destruction and absorption of bacteria [3] Fever is caused by phagocytic release of pyrogens from bacterial cells that cause a rise in the hypothalmic set point. [2]

Output: phagocytosis

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] An increase in the number of circulating WBC's, is referred to as ____. [2]

Output: leukocytosis

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Normal Serum WBC count: [2]

Output: 5,000 to 10,000/mm3

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Exudate may be ____ in color, or clear. [2]

Output: serous

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Exudate may be ______, in that the color is red from containing RBC's. [2]

Output: sanguineous

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Exudate may be ____, or white in color in that it contains pus, WBC's or bacteria. [2]

Output: purulent

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] When it comes to tissue repair, tissue defects may fill with _____. [3] GT is not as strong as collagen and assumes the form of scar tissue. [2]

Output: granulation tissue

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] An infection that results from being in a health care facility. [2]

Output: hospital-acquired infection (nosocomial)

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] _____ is a type of HAI from a diagnostic or therapeutic procedure. [3] Ex. Following a gastrointestinal endoscopy the client developed a P. aeruginosa infection. [2]

Output: Iatrogenic infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] A HAI that is present outside the client. [3] Ex. A postoperative infection [2]

Output: exogenous infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] An _____ can occur when part of the client's flora becomes altered and an overgrowth results. [2]

Output: endogenous infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Assessment for infection prevention and control should include: [2]

Output: 1. Immunizations/ vaccinations 2. Susceptibility 3. Client knowledge of how disease is transmitted 4. Review past diseases 5. Travel history 6. Status of defense mechanisms 7. Clinical appearance 8. Lab results

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] A _____ causes more generalized symptoms that a local infection. They usually result in fever, fatigue, nausea, vomiting and malaise. [2]

Output: systemic infections

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] True/False It is not uncommon to find that an older adult has an advanced infection before it is identified. [3] Why? This is because older adults may have a reduced inflammatory and immune response. Older adults have increased fatigue and diminished pain sensitivity [2]

Output: TRUE

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] True/False A reduced or absent fever response can occur from chronic use of aspirin or non-steroidal anti-inflammatory drugs. [2]

Output: TRUE

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] True/False Checking a client for breakage in skin would be an example of the status of defense mechanisms. [2]

Output: TRUE

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Normal Value for Erythrocyte Sedimentation Rate (ESR): [2]

Output: up to 15mm/hr for men up to 20mm/hr for women

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Normal Value for Iron: [2]

Output: 60-90g/100ml

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Normal culture for urine and blood: [2]

Output: normally sterile without microorganism growth

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Normal cultures and gram stain of wound, sputum, and throat: [2]

Output: No WBC's on Gram stain, possible normal flora

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] An example for a nursing diagnosis related to infection prevention and control would be... [2]

Output: -risk for infection -imbalanced nutrition:less than body requirements -impaired oral mucous membrane -risk for impaired skin integrity -social isolation -impaired tissue integrity

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Common goals of care applicable to clients with infection often includes: [2]

Output: -preventing exposure to infectious organisms -controlling or reducing the extent of infection -maintaining resistance to infection -verbalizing understanding of infection prevention and control techniques

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Some implementation methods for infection and prevention control include: [2]

Output: -flu vaccine -hand hygiene -proper nutrition -rest

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] True/False A short term plan is written with a goal. And a long term plan is written with an outcome. [2]

Output: TRUE

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] ____, or clean technique, includes procedures used to reduce the number of organisms present and prevent transfer of organisms. [2]

Output: Medical asepsis

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The absence of pathogenic microorganisms is called ___. [2]

Output: asepsis

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Procedures used to reduce the number of organisms present and prevent the transfer of organisms is called ____. [2]

Output: medical asepsis

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The nurse follows ____ which are principles and procedures to prevent and control infection. [2]

Output: standard procedures

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] True/False Personal protective equipment does not need to be changed after contact with each client and between procedures. [2]

Output: FALSE

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] This transmission based precaution requires a private room, mask for caregiver and visitor, negative pressure airflow exchange in the room of at least 6-12 exchanges/hr. [2]

Output: airborne precaution

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] This transmission-based precaution requires a private room or room with others with the same infection, and a mask for caregivers and visitors [2]

Output: droplet precaution

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] This transmission based precaution requires private room or room with others of same infection. Gloves and gown for both the caregiver and visitors, dispose of materials in a single nonporous bag without touching the outside of the bag. [2]

Output: contact precaution

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] This transmission based precaution requires a private room, positive-pressure room with 12 or more air exchanges/hr, and a HEPA filtration for incoming air. It also requires the caregiver and visitors to wear respirator mask, gloves, and gown. [3] This type of precaution protects the patient from us and outside visitors [2]

Output: protective environment precaution

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] In ______ infection prevention and control, you would measure the success of the techniques, compare the client's response with expected outcomes, and if goals are not achieved, determine what steps must be taken. [2]

Output: evaluation of

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The chain of infection begins with a _________ [2]

Output: pathogen - a microorganism capable of causing disease. Could be bacteria, fungus, protozoa, or virus

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] E. coli [2]

Output: bacteria present in the colon, may cause gastroenteritis or UTI

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Staphylococcus aureus [2]

Output: bacteria found on skin, hair, anterior nares, mouth. May cause wound infection, pneumonia, food poisoning

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Streptococcus (beta hemolytic group A) [2]

Output: bacteria that may be found in the oropharynx, skin, and perianal area. Can cause strep throat, rheumatic fever, scarlet fever, or wound infections

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Streptococcus (beta hemolytic group B) [2]

Output: bacteria that may be found on adult genitalia. May cause UTI, wound infection postpartum or neonatal sepsis

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Staphylococcus epidermis [2]

Output: bacteria found on skin, may cause wound infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Hepatitis A [2]

Output: virus found in feces, causes Hep A

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Hepatitis B [2]

Output: virus found in blood and certain body fluids, sexual contact with infected person causes Hep B

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Herpes simplex virus (type 1) [2]

Output: virus found in lesions of the mouth or skin, saliva, or genitalia. Can cause cold sores, aseptic meningitis and STDs

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] HIV [2]

Output: Human Immunodeficiency Virus: found in blood, semen, vaginal secretions, breast milk

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Candidia Albicans [2]

Output: Fungus present on skin, mouth, colon, genital tract. Can cause cadnidas (yeast infection) pneumonia and sepsis

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Plasmodium falciparum [2]

Output: Blood-borne protozoa causes malaria

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Ideal conditions for microbes [2]

Output: warm, dark, moist, ideal PH, aerobic or anaerobic conditions depending on microbe, adequate food source

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Microbes are present [2]

Output: just about everywhere - in air, on: food, plants, animals, soil, every surface you touch, in and on the body

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] A disease caused by a microorganism that is potentially transferrable but may or may not be easy to catch - is not generally a great threat to others (viral menengitis, pneumonia) [2]

Output: Infectious disease

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] An infectious disease that readily spreads from person to person and is easily caught from an infected person (common cold, flu, chicken pox) [2]

Output: communicable disease

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Disease-causing microorganisms must be present in sufficient numbers - this refers to the infectious ______. [2]

Output: dose

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] the ability of any agent of infection to produce disease. Equal to the severity of the disease it is capable of causing [2]

Output: Virulence

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The degree to which the patient is prone to a disease [2]

Output: susceptibility

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] In all people, susceptability is influenced by these 4 factors - [2]

Output: normal flora, body system defenses, the inflammatory response, the immune response.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Microorganisms that exist as a part of normal body function. Found on the surface and in deep layers of skin, saliva, oral mucosa, genitourinary, gastrointestinal tract. Exist in a sensitive balance with other microorganisms to prevent infection. [2]

Output: Normal flora

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Name 10 body system defenses [2]

Output: Skin, mucus membranes, saliva, tears, blinking, pH levels, cilia, cough reflex, stomach acidity, gastric acidity, normal flora

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The body's cellular response to injury, infection, or irritation. A protective vascular reaction that delivers fluid, blood products, and nutrients to an area of injury. [2]

Output: Inflammatory response

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Name the 3 stages of the inflammatory response. [2]

Output: Vascular and cellular Formation of inflammatory exudates Tissue repair

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Increased blood flow to the site of injury Serum proteins (complement, kinins, prostaglandins, and vasoactive amines) cause increased vasodilation Cell-mediated (WBC) immune response [2]

Output: Vascular and cellular inflammatory response

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] a foreign molecule that, when introduced into the body, triggers the production of an antibody by the immune system. [2]

Output: antigen

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] also known as an immunoglobulin, is a large Y-shaped protein used by the immune system to identify and neutralize foreign objects such as bacteria and viruses. The antibody recognizes a unique part of the foreign target, termed an antigen. [2]

Output: Antibody

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Immunity gained through exposure to a pathogen or vaccine [2]

Output: Active immunity

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Immunity gained across the placenta prenatally, via antibodies in breast milk that enter the baby's blood stream, or via injection of antibodies from a human or animal. [2]

Output: Passive immunity

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] The suceptability of a particular person is affected by [2]

Output: Age, nutritional status, chronic disease, trauma, smoking, medical therapy

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Describe the chain of infection (6 parts) [2]

Output: presence of infectious agent reservoir portal of exit from reservoir mode of transmission to host portal of entry susceptible host

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] HAI [2]

Output: Healthcare associated infection - new term for nosocomial infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Infection that resulted from a medical procedure [2]

Output: Iatrogenic infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Infection that did not originate from flora in or on the body [2]

Output: exogenous infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Infection that was the result of normal flora becoming pathogenic either through transportation to a different part of the body or some shift in balance that allowed it to thrive in an area where it is typically controlled. [2]

Output: endogenous infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Number of deaths per year due to HAIs [2]

Output: 99,000

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Top 4 types of HAI in order starting with most frequently occuring [2]

Output: Urinary tract infections (32%) Surgical site infection (22%) Pneumonia (15%) Blood stream infections (14%)

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] An attempt to eliminate 100% of microoganisms and spores through sterilization of all equipment and use of sterile technique. [2]

Output: surgical asepsis

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] With nuclei smaller than 5mcg, measles, chickenpox, pulmonary and larangeal TB require this type of precautions [2]

Output: airborne precaution - private room, negative pressure airflow of at least 6-12 air exchanges per hour. Mask or respiratory device for guest and caregivers.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Typically greater than 5 mcg, flu, Diptheria, rubella, streptococcal pharyngitis, pneumonia, scarlet fever, pertusis, mumps, mycoplasmal pneumonia require this type of precautions - [2]

Output: droplet precaution - private room or cohort clients. Mask or respiratory device required.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Colonization or infection with multidrug-resistant organism such as VRE and MRSA, Clostridium difficile, or respiratory syncytial virus (RSV); draining wounds where secretions are not contained and scabies require what type of precautions [2]

Output: Contact precaution - Private room or ccohort clients, gloves, gowns.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Patients receiving allogenic hematopoietic stem cell transplants must have what type of precautions - [2]

Output: protective environment precaution - private room, positive pressure room with 12 or more exchanges per hour, HEPA filtration for incoming air, respirator mask, gloves and gowns.

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] CDC standard precautions [2]

Output: Assume that every person is potentially infected Hand hygiene Personal protective equipment Gowns Mouth, nose, eye protection Cough etiquette Patient placement Care of environment and equipment Safe injection practices

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Time of exposure to time of first symptom [2]

Output: incubation period

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Time from first symptom to conditions typical of illness [2]

Output: prodromal stage

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Timeframe that patient experiences symptoms specific to a particular illness [2]

Output: illness stage

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Recovery phase of an illness [2]

Output: Convalescence stage

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Normal (adult) WBC count is [2]

Output: 5000 to 10,000 /mm3

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Abnormal WBC counts can indicate [2]

Output: They will be higher in acute infection, decreased in certain viral or overwhelming infections

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Normal (adult) Erythrocyte sedimentation rate [2]

Output: Up to 15 mm/hr for men Up to 20 mm/hr for women

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Abnormal Erythrocyte sedimentation rates indicate [2]

Output: Rates are elevated in presence of inflammatory process

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Normal (adult) iron levels [2]

Output: 60-90 g/100 mL

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Abnormal iron levels may indicate [2]

Output: Lower in chronic infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Cultures of urine and blood are usually - [2]

Output: Sterile without microorganism growth

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Cultures and Gram stain of wound, sputum, and throat [2]

Output: No WBC's on Gram stain, possible normal flora

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Differential Count indicates [2]

Output: The percentage of each type of WBC

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] % neutrophils in a normal differential WBC count [2]

Output: 55 % - 70 %

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] A high % of neutrophils in differential WBC count may indicate [2]

Output: Acute suppurative (pus-forming) infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] A low % of neutrophils in differential WBC count may indicate [2]

Output: Overwhelming bacterial infection (esp. in older adult)

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] % Lymphocytes in a normal (adult) differential WBC count [2]

Output: 20%-40%

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] A higher % of lymphocytes may indicate [2]

Output: Chronic bacterial or viral infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] A lower % of lymphocytes may indicate [2]

Output: Sepsis

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Typical % of monocytes in WBC count [2]

Output: 5%-10%

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Increased % of monocytes in WBC count may indicate [2]

Output: protozoan, rickettsial, TB infections

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Typical % of Eosinophils in WBC [2]

Output: 1%-4%

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Higher % of eosinophils in WBC count may indicate [2]

Output: parasitic infection

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Typical % of Basophils in differential WBC count [2]

Output: 0.5% - 1.5%

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] How does % of Basophils change with infection [2]

Output: The percentage remains the same

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Typical nursing diagnoses associated with risk for infection - [2]

Output: Risk for infection Imbalanced Nutrition: less than body requirements Risk for impaired skin integrity impaired oral or mucous membranes impaired tissue integrity social isolation

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Nursing planning related to risk for infection [2]

Output: Client will remain free from infection Client will describe risks for infection before discharge Client will practice proper hand hygiene Client will demonstrate significant protein intake with every meal Client will verbalize correct use of antibiotics

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Nursing process implementation related to risk for infection - [2]

Output: Observe for signs and symptoms of infection Provide supportive therapy Identify interventions to reduce risk Patient teaching

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: [1] Evaluating outcomes related to risk for infection - [2]

Output: Temperature remains within normal range WBC remains within normal limits Cultures do not exhibit pathogenic growth Patient demonstrates appropriate hygiene Respiratory secretions remain clear Urine remains clear Incision or wound remains clear

*Exam 3 Chapter 34 Potter Perry Fundamentals of Nursing Flashcards - Cram.com


Input: To avoid the ultraviolet catastrophe, Planck proposed that _______. [ultraviolet catastrophe]

Output: To avoid the ultraviolet catastrophe, Planck proposed that the electromagnetic field could take up energy only in discrete amounts.

Physical Chemistry (Group 3) Flashcards - Cram.com


Input: The thermal properties of solids, specifically their heat capacities, also provide evidence that the vibrations of atoms ________. [ultraviolet catastrophe]

Output: The thermal properties of solids, specifically their heat capacities, also provide evidence that the vibrations of atoms can take up energy only in discrete amounts.

Physical Chemistry (Group 3) Flashcards - Cram.com


Input: True or False: Atomic and molecular spectra show that atoms and molecules can take up energy only in discrete amounts. [ultraviolet catastrophe]

Output: True

Physical Chemistry (Group 3) Flashcards - Cram.com


Input: True or False: Atomic and molecular spectra show that atoms take up energy in discrete amounts, but molecules do not. [ultraviolet catastrophe]

Output: False: Atomic and molecular spectra show that atoms and molecules can take up energy only in discrete amounts.

Physical Chemistry (Group 3) Flashcards - Cram.com


Input: The __________ establishes the view that electromagnetic radiation, regarded in classical physics as wave-like, consists of particles called photons. [ultraviolet catastrophe]

Output: photoelectric effect

Physical Chemistry (Group 3) Flashcards - Cram.com


Input: What are the implications of the photoelectric effect? [ultraviolet catastrophe]

Output: The photoelectric effect establishes the view that electromagnetic radiation, regarded in classical physics as wave-like, consists of particles called photons.

Physical Chemistry (Group 3) Flashcards - Cram.com


Input: The __________ establishes the view that electrons, regarded in classical physics as particles, are wave-like with a wavelength given by the de Broglie relation. [ultraviolet catastrophe]

Output: diffraction of electrons

Physical Chemistry (Group 3) Flashcards - Cram.com


Input: The diffraction of electrons establishes the view that electrons, regarded in classical physics as particles, are wave-like with a wavelength given by the ____________. [ultraviolet catastrophe]

Output: de Broglie relation

Physical Chemistry (Group 3) Flashcards - Cram.com


Input: a range of wavelengths, from radio waves to gamma rays. [electromagnetic energy?]

Output: electromagnetic spectrum?

Energy Beyond Visible light Flashcards - Cram.com


Input: the study of radio waves from space -are recieved from dark places in the sky that seem empty [electromagnetic energy?]

Output: Radio Astronomy?

Energy Beyond Visible light Flashcards - Cram.com


Input: to improve the radio images [electromagnetic energy?]

Output: Interferometry

Energy Beyond Visible light Flashcards - Cram.com


Input: the distance two radio telescopes. The reater the baseline the greater the accuracy [electromagnetic energy?]

Output: Baseline

Energy Beyond Visible light Flashcards - Cram.com


Input: radio telescopes arranged in groups -reasoning:because when a group of them works as one it produces a stronger image [electromagnetic energy?]

Output: Radio telescope arrays

Energy Beyond Visible light Flashcards - Cram.com


Input: because mos infrared wavelengths are absorbed by the Earth's atmosphere [electromagnetic energy?]

Output: Why are there no ultraviolet, X-ray, or gamma ray on earth's surface?

Energy Beyond Visible light Flashcards - Cram.com


Input: -Infrared Astrononmy Satillite -was used to detect unknown galaxies [electromagnetic energy?]

Output: What does IRAS stand for?

Energy Beyond Visible light Flashcards - Cram.com


Input: [1] Assumption [2]

Output: A proposition that is taken for granted, as if it were true based on presupposition without support of the facts

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Argument [2]

Output: A statement including premises along with the conclusion

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Absolute [2]

Output: Moral rules or principles have no exceptions and are context-independent

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Consequentialist [2]

Output: A moral judgment that is based on consequences

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Deontological [2]

Output: A moral judgment that is based on duties and rights

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Descriptive [2]

Output: Empirically grounded

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Divine Command Theory [2]

Output: A moral theory that is based on moral rules given by God or gods

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Ethical theory [2]

Output: Systematic exposition of a view about the nature of what is good or right

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Ethics [2]

Output: The process of asking basic questions about the good life, about whether there is right and wrong, and, if so, how we can know what it is

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Ethnocentrism [2]

Output: Judging the world from the perspective of one's own culture

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Meta-ethics [2]

Output: The study of the meaning of ethical terms like “right” and “wrong”

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Moral Philosophy [2]

Output: The discipline that addresses ethical questions

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Nonconsequentialist [2]

Output: A moral judgment that is not based on the consequences or action

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Normative [2]

Output: Evaluatively grounded

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Norms [2]

Output: Standards

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Objective [2]

Output: Independent of minds

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Ought [2]

Output: Indicates duty or obligation

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Pluralism [2]

Output: The view that there is a variety of equally valid moral principles or equally moral values

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Premise [2]

Output: Also called a proposition: is a declarative sentence about something known or taken for granted

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Realism [2]

Output: The view that there exists a reality independent of those who know it

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Relativism [2]

Output: The view that there is no objective right or wrong

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Skepticism [2]

Output: The view that it is difficult, if not impossible, to know something

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Sound Argument [2]

Output: A valid argument with true premises, therefore having a true conclusion

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Universal [2]

Output: Applicable to all times and places

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Value [2]

Output: A worthwhile principle, standard, or quality

Ethics keys words from week 1 Flashcards - Cram.com


Input: [1] Teleological [2]

Output: A goal-orientated view

Ethics keys words from week 1 Flashcards - Cram.com


Output: CWO applicants must have at least ___ years of service but not more than __years

14504 Military requirements for third and second class chapter 4 Flashcards - Cram.com

Provides centralized oversight of career petty officers with identified performance or behavior deficiencies, to provide guidance to improve those deficiencies, and to monitor their performance for improvement


Output: LDO applicants must have at least ___ years of service but not more than ___


Input: second

Output: Which part of a page 2 provides an immediately accessible, up-to-date record of emergency data for casualty reporting and notification of the next of kin.


Input: First

Output: Which part of a page 2 is the application for dependency allowances.


Output: enlisted qualification sheet is a page?


Input: Fleet Reserve

Output: While serving as a member of the ______ _____, you may be ordered to active duty without your consent.

14504 Military requirements for third and second class chapter 4 Flashcards - Cram.com

Provides centralized oversight of career petty officers with identified performance or behavior deficiencies, to provide guidance to improve those deficiencies, and to monitor their performance for improvement


Input: Navy Retired List.

Output: Any enlisted member of the regular Navy who has completed at least 30 years of active federal service

14504 Military requirements for third and second class chapter 4 Flashcards - Cram.com

Provides centralized oversight of career petty officers with identified performance or behavior deficiencies, to provide guidance to improve those deficiencies, and to monitor their performance for improvement


Input: Secretary of the Navy

Output: As a retired member, you may be ordered to active duty in time of war or national emergency at the discretion of the.

14504 Military requirements for third and second class chapter 4 Flashcards - Cram.com

Provides centralized oversight of career petty officers with identified performance or behavior deficiencies, to provide guidance to improve those deficiencies, and to monitor their performance for improvement


Input: Naval Reserve Retired List

Output: Composed of members of the Naval Reserve who are entitled to receive retired pay.

14504 Military requirements for third and second class chapter 4 Flashcards - Cram.com

Provides centralized oversight of career petty officers with identified performance or behavior deficiencies, to provide guidance to improve those deficiencies, and to monitor their performance for improvement


Input: Retired Reserve.

Output: consists of reservists who have been transferred to the Retired Reserve List without pay.

14504 Military requirements for third and second class chapter 4 Flashcards - Cram.com

Provides centralized oversight of career petty officers with identified performance or behavior deficiencies, to provide guidance to improve those deficiencies, and to monitor their performance for improvement


Output: A transfer to the Fleet Reserve requires that you complete __ years at your duty station and submit the application no sooner than __ months or later than __ months before your requested transfer date.


Input: [validity] internal validity

Output: integrity of the experimental design - effects are true for study participants (given IV and DV, is there evidence that one causes the other)

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] external validity

Output: appropriateness and extent by which results can be applied to non-study patients or populations (can results be generalized outside of experiment)

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] maturation (definition and how to control)

Output: subjects may chance in the course of the experiment or between repeated measurements of the DV due to passage of time multiple baseline measures

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] repeated testing (definition and how to control)

Output: prior measurement of the dependent variable may affect the results obtained from subsequent measurements practice first, don't reveal results, randomize order

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] instrumentation error (definition and how to control)

Output: reliability of the instrument used to measure the DV variable or manipulate IV may change in the course of an experiment calibration, multiple baseline measures

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] selection bias

Output: subjects can have unique characteristics which can affect testing and measurement, some learned and some inherent random selection

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] mortality/attrition

Output: some subjects may drop out before completed large sample size, intention to treat analysis for EBM

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] content validity

Output: items that make up instrument adequately sample the universe of content that defines the variable being measured

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)


Input: [validity] construct validity

Output: ability of an instrument to actually measure an abstract concept or construct

Research Exam 1: Set 6 Flashcards - Cram.com

extent to which an instrument measures what it is intended to measure (validity is continuum - no perfect research construct in all validity domains)