Input: the "what" and the "how" of vocabulary development GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY

Output: WHAT? the "what" focuses on processes involved in knowing a word and the "how" involves students in learning strategies for unlocking words independently WHY? the "what" enables students to recognize and add words to their repertoire if a teacher teaches words; the "how" enables students to expand their vocabulary continually and read and understand more texts if a teacher teaches independent word-learning strategies

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: vocabulary reinforcement GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY

Output: WHAT? ability to own targeted words in multiple contexts through repeated exposure WHY? ensures students' reading fluency and understanding of vocabulary and increases the likelihood that students will use these words in various spoken and written contexts EXAMPLE: to implement, a math teacher does the following with key terms and symbols: (1) discusses them by exploring what students already know about them, (2) previewing how they are used in the textbook, (3) asking students to write them in their journals/notebooks, (4) practicing them through activities and exercises that encourage thinking and writing, (5) reviewing and testing in cumulative fashion

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: stimulating awareness/interest in words GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY

Output: WHAT? increasing students' awareness of words by creating situations in which learning new words is a valuable knowledge-seeking activity through 'modeling' WHY? students realize vocabulary is a lifelong goal if teachers discuss words they have recently heard (on TV, in newspaper, from others), look up words in the dictionary that they come across that they do not understand, and use essential words when responding to student writing and during class discussions or conversations so that students integrate these words into their own vocabulary; encourages students to take a 'metalinguistic stand on vocabulary' (playing with words and manipulating them)

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: language-rich word learning environment GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY.

Output: WHAT? environment in which new words are learned, celebrated, and used in authentic communication tasks WHY? if students are given opportunity to experience using words in low-risk situations, to discuss new ideas daily, to talk freely about how text concepts relate to their real-world concerns, to read works in a variety of genres related to concepts, and to write meaningful texts using keywords and concepts, they will build strong expressive and receptive vocabularies

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: recreational reading GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY

Output: WHAT? reading that intrigues, interests, and possibly instills a love for reading by students. It can include texts like newspapers, magazines, short stories, trade books, adolescent novels, etc. WHY? enhances students' breadth and depth of word knowledge necessary to understand content-area assignments

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: What are the three tasks involved in word learning? HOW STUDENTS LEARN NEW WORDS

Output: WHAT? (1) learning a new word for a concept when student understands the concept but has not heard of label for the concept, (2) learning a new concept for a known word, (3) learning a new concept for which student has no label and minimal understanding or background WHY? gives teachers understanding of the complexity of learning a new word or key concept for a content area

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: general words TYPE OF VOCABULARY

Output: WHAT? words not particularly associated with any single content area that could be found in any newspaper or weekly magazine WHY? forces teachers to select and emphasize the complexity and multiple meanings of words and shows that they are common to many communication situations

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: technical content-area words TYPE OF VOCABULARY

Output: WHAT? words unique to a particular subject; general words used in a specialized way and that have only one distinct meaning and application WHY? emphasizes fact that words take on specialized and unique meanings depending on particular content area

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: How can teachers effectively decide which terms and concepts to teach? GUIDELINE FOR SELECTING VOCABULARY TO TEACH

Output: WHAT? teachers should have pre-determined system for selecting appropriate vocabulary terms that will help students better understand key ideas in the unit; teachers should select important terms and concepts that represent the most important ideas WHY? selecting a few, essential words compensates for time constraints and contributes to students' enhanced understanding of the text itself

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: contextual analysis TRADITIONAL APPROACH TO WORD LEARNING

Output: WHAT? understanding the meaning of a word by analyzing the meaning of the words that surround it; figuring out a word by the manner in which it is used in the text WHY? through modeling , teachers emphasize the metacognitive nature of using context clues; encourage students to use the following steps through modeling: (1) looking at, before, and after the word, (2) reason by connecting what is known based on what the author has written, (3) predict possible meaning, (4) resolve or redo by deciding whether enough is known to proceed or try again using other source

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: previewing in context TRADITIONAL APPROACH TO WORD LEARNING

Output: WHAT? teacher-directed activity that relies on modeling and demonstrating to students how word meanings can sometimes be inferred from the context WHY? modeling how one must go about finding clues to word meanings allows students to see the practical application of this task; modeling includes activating students' prior knowledge of topic and other subjects, emphasizing importance of identifying obvious clues provided and clues within words, showing that context is more than just a few words surrounding an unknown word or sentence in which unknown word appears, and using the dictionary to validate assumptions about the meaning of a word

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: possible sentences TRADITIONAL APPROACH TO WORD LEARNING

Output: WHAT? teacher-directed prereading activity that prepares students for technical and general vocabulary they will encounter in a reading assignment WHY? actively engages students in word learning as they make predictions about content, establish connections between words and concepts, write, discuss, and read their assignments carefully to verify their predictions; modeling includes: identifying general or technical vocabulary that is key to objectives of the unit, asking students to choose a few words and formulate one sentence that may be in the text and sharing with the class, asking students to verify the accuracy of the sentences other students created, and having students create new sentences using the targeted words.

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: what problems do students encounter when looking words up in the dictionary? TRADITIONAL APPROACH TO WORD LEARNING

Output: WHAT? students (1) target only a part of the definition and ignore the rest of the entry, (2) find a familiar word in the definition and attempt to substitute it for the unknown word, (3) cannot construct adequate and precise meaning from vague and disjointed fragments provided in dictionary entries WHY? demonstrates for both teachers and students that the dictionary can be used for solving 'hunches' about words, but is in no way a 'tell all'; should be used in conjunction with personal experiences and textual contexts

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: morphemic analysis TRADITIONAL APPROACH TO WORD LEARNING

Output: WHAT? using familiar word parts or morphemes such as prefixes, suffixes, and roots to understand meaning of unknown words WHY? allows students to discover the meaning of words by breaking them into their meaningful parts; allows students to view it as an independent word-learning strategy

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: how can vocabulary be taught implicitly through explicit demonstrations? ACTIVITY THAT ENHANCES WORD KNOWLEDGE

Output: WHAT? allowing students to experience a vocabulary term or key concept firsthand by prompting an engaging activity that taps into their prior knowledge and past experiences WHY? firsthand concept development encourages students' deeper understanding of concepts and key terms EXAMPLE: In a lesson on factoring in a mathematics classroom, students are given pictures of different types of foods (fruits, vegetables, dairy products, proteins, carbohydrates, snacks) and are asked to organize foods into groups in whatever manner they feel appropriate. After a class discussion about what types of groups students created with their foods, the teacher explains that students were performing a task similar to 'combining like terms' in mathematics.

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: Besides teaching students words with an unusual history or origin, what other interesting sources are available that can build their interest in word learning? ACTIVITY THAT ENHANCES WORD KNOWLEDGE

Output: WHAT? (1) PLACES-words that owe their meaning to a particular place, (2) ACRONYMS-words formed from initial letters of other words, (3) PORTMANTEAU WORDS-words formed by blending portions of one word with another, (4) CLIPS-words formed when they are shortened in length, (5) NAMES OF PEOPLE-words that owe their heritage to famous individuals, (6)BORROWED WORDS FROM OTHER LANGUAGES-words borrowed from other languages and cultures WHY? tapping into students' interest and being playful with words helps them become actively engaged and committed to acquisition of new words

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: knowledge rating activity ACTIVITY THAT ENHANCES WORD KNOWLEDGE

Output: WHAT? activity in which students evaluate their level of knowledge about a set of words by placing each word in one of the following categories: "Don't Know It," "Somewhat Familiar," and "Very Familiar" WHY? actively involves students in learning new words and concepts; allows teachers to discuss the meaning of words and confusion students may have about them before tackling a lesson/unit including these words

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: word map STRATEGY THAT BUILDS VOCABULARY AND COMPREHENSION

Output: WHAT? a map with the following properties: the word to define is located in center box, a brief answer to question "what is it?" in top box, a response to "what is it like?" using words/phrases describing the word's critical attributes, characteristics, or properties in boxes on right-hand side, and answers to "what are some examples?" of the word in bottom boxes WHY? gives students a strategy for generating word meanings independently and encourages self-monitoring and metacognitive thinking through this test-questioning process; shows students there is more to knowing a word than recognizing and reciting a definition

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: semantic-feature analysis STRATEGY THAT BUILDS VOCABULARY AND COMPREHENSION

Output: WHAT? grid in which essential vocabulary is listed on one axis of the grid and major features, characteristics, or important ideas are listed on the other axis; students fill in grid by indicating (possibly by simply placing check marks or number value) the extent to which each essential vocabulary word possesses the stated features, characteristics, or important ideas WHY? students discover the shared and unique characteristics of vocabulary words; serves as a good review and study guide for a unit of study

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: concept cards STRATEGY THAT BUILDS VOCABULARY AND COMPREHENSION

Output: WHAT? similar to flash cards, but contain additional information; the following is included on front of card: (1) targeted word and (2) subordinate idea; the following is included on the back of the card: (1) definition(s), (2) characteristics or features, (3) examples from the text and/or personal experiences, (4) personal sentences, and (5) personal cues, mnemonics, or images (OPTIONAL) WHY? involves students in learning more than just definitions for difficult terminology; provides for an excellent study tool that can be adapted to fit students' own purposes

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: word sort (open/closed) STRATEGY THAT BUILDS VOCABULARY AND COMPREHENSION

Output: WHAT? reinforcement activity that students use with their concept cards or any list of content-area words in which students groups their cards into different categories with common features; in open sorts, students determine their own ways in which cards can be grouped; in closed sorts, students know the categories in which they must place their cards in advance WHY? engages students in higher levels of thinking and processing; allows students to manipulate their cards in an interesting and flexible manner

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: imagery strategy ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Output: WHAT? use of mental pictures to help remember what a word means or how it relates to another word or superordinate concept WHY? powerful tool for reinforcing vocabulary knowledge because students are actively involved in their learning since they create their own, personal images

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: keyword strategy ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Output: WHAT? use of catchy phrase or sentences that helps in remembering a particular word WHY? powerful tool for reinforcing vocabulary knowledge because students are actively involved in their learning since they create their own, catchy phrases

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: statement plus a request activity ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Output: WHAT? activity in which students read two related statements, each containing the same targeted word; second sentence asks students to demonstrate their knowledge of the word by exceeding simple definition (may come in the form of a question) WHY? involves students in active and elaborative thinking processes by challenging them to demonstrate a full understanding of words

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: exclusion ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Output: WHAT? activity that requires students to discriminate between, negate, and recognize examples and non-examples WHY? involves students in active and elaborative thinking processes by challenging them to demonstrate a full understanding of concepts

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: paired word questions ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Output: WHAT? activity that includes a sentence containing two, paired targeted words that students must derive/come to an understanding of and then determine if any relationship exists between them WHY? involves students in active and elaborative thinking processes by challenging them to demonstrate a full understanding of words

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: sensing the big picture ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Output: WHAT? activity in which students are given a set of words or phrases and must select which of them subsumes all the other words or phrases WHY? students are able to discriminate the difference between a major concept and a detail or supporting idea

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: analogies ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Output: WHAT? activity in which students must identify the similarity or difference between a pair of words and then given a third word, must find a final word that demonstrates the same relationship with the third word as the first pair of words WHY? involves students in knowing synonyms and antonyms of important words and encourages them to sense relationships between words in a variety of ways

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: paired word sentence generation ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Output: WHAT? activity in which students are given two paired words that share some relationship and must write a sentence that utilizes the words correctly WHY? demonstrates students' conceptual understanding of words and their relationship;

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: MY REFLECTION

Output: Acquiring word knowledge is significant in order to become literate in any given content area. Students must realize the complex nature of words and understand that they can take on different meanings in different contexts and content areas. By participating in teacher-directed (possible sentences, previewing in context) and independent (word maps, semantic-feature analysis, imagery strategy, open word sorts) word learning activities, students will have a greater chance of owning more words and utilizing them and making them a part of their everyday language. An activity that was particularly interesting to me in this chapter was the 'interesting word origins' activity. An extension of this activity was described in one of my note cards and includes places, acronyms, names of people, clips, etc. I feel that this activity not only engages students in the surface meaning of the word, but also the true and interesting background knowledge of it. For example, in mathematics, it is useful for students to understand that Pythagoras formulated the Pythagorean Theorem as this can lead into a discussion of how the theorem was derived and with what intentions. This gives students not only a greater insight into the content area but also a better appreciation and, hopefully, interest in it. Generally, it is important for students to realize that truly owning a word does not simply mean knowing its dictionary definition. Similarly, in acquiring knowledge of a word, students have the opportunity to engage in several activities and practice various strategies that go beyond just glancing in the dictionary for its meaning.

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

WHAT? knowing a dictionary-like definition for a word WHY? limits students' understanding because they have difficulty making a connection between the definition of a word and the meaning of the text


Input: [gametophyte] plants have to be..

Output: eukaryotic multicellular photosynthetic

embedded in flower of tree haploid gametes


Input: [gametophyte] embryo

Output: sporophyte with root, shoot, and some leaves

embedded in flower of tree haploid gametes


Input: [gametophyte] sporophyte

Output: diploid multicellular phase that produces spores

embedded in flower of tree haploid gametes


Input: [gametophyte] ovule

Output: portion of flower for reproduction, can see red part which contains first cell that started dividing, growing within body of sporophyte

embedded in flower of tree haploid gametes


Input: [gametophyte] endosperm

Output: serves to store energy in embryo for later seed coat made from maternal tissue and protects

embedded in flower of tree haploid gametes


Input: [gametophyte] cotyledon

Output: energy storage, absorbs from endosperm

embedded in flower of tree haploid gametes


Input: [gametophyte] epicotyl

Output: above cotyledon

embedded in flower of tree haploid gametes


Input: [gametophyte] hypocotyl

Output: below cotyledon

embedded in flower of tree haploid gametes


Input: [gametophyte] dermal tissue

Output: covering for plant body

embedded in flower of tree haploid gametes


Input: [gametophyte] ground tissue

Output: basic cells of organs

embedded in flower of tree haploid gametes


Input: [gametophyte] vascular tissue

Output: forms in ground, specialized for water and metabolite transport

embedded in flower of tree haploid gametes


Input: [gametophyte] parenchyma

Output: vary in size, simple cell wall, stereotypical cell

embedded in flower of tree haploid gametes


Input: [gametophyte] sclerenchyma

Output: tough, hard cells, produce cell wall on outside, fibers to give support, not rubbery

embedded in flower of tree haploid gametes


Input: [gametophyte] collenchyma

Output: glue like, spongy, part of stem

embedded in flower of tree haploid gametes


Input: [gametophyte] lignin

Output: waxy substance

embedded in flower of tree haploid gametes


Input: [gametophyte] epidermal cells

Output: thin cell wall on inner wall, thick waxy layer on outer cell wall

embedded in flower of tree haploid gametes


Input: [gametophyte] guard cell

Output: chloroplast containing cells that occur in pairs around stomata pore, allows gas exchange and stomata to open and close

embedded in flower of tree haploid gametes


Input: [gametophyte] phellogen

Output: epidermal like tissue in trees

embedded in flower of tree haploid gametes


Input: [gametophyte] phloem

Output: transport minerals, waste, glucose, energy multidirectional transport system, forms pressure on outside through osmosis, pressure pushes things through it, osmosis requires membrane

embedded in flower of tree haploid gametes


Input: [gametophyte] xylem

Output: cells have lignin, secondary cell walls, transport water and minerals, forms when dead

embedded in flower of tree haploid gametes


Input: [gametophyte] tracheid

Output: cells that pull up water

embedded in flower of tree haploid gametes


Input: [gametophyte] vessel element

Output: pipes that make one long tube

embedded in flower of tree haploid gametes


Input: [gametophyte] sieve tube

Output: strainor

embedded in flower of tree haploid gametes


Input: [gametophyte] apoplastic

Output: cell wall

embedded in flower of tree haploid gametes


Input: [gametophyte] symplastic

Output: root hair and epidermal

embedded in flower of tree haploid gametes


Input: [gametophyte] root type: tap

Output: one main root, no nodes, anchorage, storage area for food

embedded in flower of tree haploid gametes


Input: [gametophyte] root type: fibrous

Output: finely branched, large surface area for food, more efficient absorption of water and minerals, roots hold soil to prevent erosion

embedded in flower of tree haploid gametes


Input: [gametophyte] spines

Output: modified leaves, axillary buds

embedded in flower of tree haploid gametes


Input: [gametophyte] prickles

Output: epidermal extensions, looks like rose thorns

embedded in flower of tree haploid gametes


Input: [gametophyte] thorns

Output: modified stem, can produce stems off these

embedded in flower of tree haploid gametes


Input: [gametophyte] stoma

Output: openings in epidermis to allow gas exchange

embedded in flower of tree haploid gametes


Input: [gametophyte] inflorescence

Output: indeterminate or not can vary in structure species to species depending on plants repro strategy

embedded in flower of tree haploid gametes


Input: [gametophyte] bracts

Output: leaves produces on inflorescnce not in flower

embedded in flower of tree haploid gametes


Input: [gametophyte] sepal

Output: modified leaves

embedded in flower of tree haploid gametes


Input: [gametophyte] actinmorphic

Output: radial

embedded in flower of tree haploid gametes


Input: [gametophyte] zygomorphic

Output: bilateral

embedded in flower of tree haploid gametes


Input: [gametophyte] epidermal cell

Output: thin primary wall, outer wall often thicker (waxy)

embedded in flower of tree haploid gametes


Input: [gametophyte] epidermal cell function

Output: protective covering over surface of plant body, reduce water loss

embedded in flower of tree haploid gametes


Input: [gametophyte] guard cell function

Output: open and close stomatal pores

embedded in flower of tree haploid gametes


Input: [gametophyte] trichone

Output: hair, may be uni or multicellular, occurs on variety of sizes and shapes

embedded in flower of tree haploid gametes


Input: [gametophyte] trichome function

Output: absorption, secretion, excretory, protection, reduction of water loss

embedded in flower of tree haploid gametes


Input: [gametophyte] cork cell

Output: dead at maturity, cell walls have waterproof material

embedded in flower of tree haploid gametes


Input: [gametophyte] cork cell function

Output: reduce water loss, prevents disease causing organisms from penetrating

embedded in flower of tree haploid gametes


Input: [gametophyte] primary growth

Output: increase in stem and root length

embedded in flower of tree haploid gametes


Input: [gametophyte] secondary growth

Output: increase in the girth of a plant

embedded in flower of tree haploid gametes


Input: [gametophyte] meristems

Output: composed of cells that form new cells by mitotic divison

embedded in flower of tree haploid gametes


Input: [gametophyte] buds

Output: dormant embryonic shoots that eventually develop into branches

embedded in flower of tree haploid gametes


Input: [gametophyte] primorida

Output: developing stage

embedded in flower of tree haploid gametes


Input: [gametophyte] vascular cambium

Output: layer of meristematic cells that form a long, thin cont. cylinder with stem and root in between wood and bark of plants. division adds cells to wood and inner bark

embedded in flower of tree haploid gametes


Input: [gametophyte] cork cambium

Output: located in outer bark composed of thin cylinder or irregular arrangement of meristematic cells

embedded in flower of tree haploid gametes


Input: [gametophyte] blade

Output: flat, broad portion of leaf

embedded in flower of tree haploid gametes


Input: [gametophyte] petiole

Output: stalk that attaches blade to stem

embedded in flower of tree haploid gametes


Input: [gametophyte] stipoles

Output: leaflike outgrowths usually present in pairs at the base of petiole

embedded in flower of tree haploid gametes


Input: [gametophyte] sessile

Output: leaves without petiole

embedded in flower of tree haploid gametes


Input: [gametophyte] node

Output: area of stem where one or more leaves are attached

embedded in flower of tree haploid gametes


Input: [gametophyte] abecission

Output: tree shedding leaves

embedded in flower of tree haploid gametes


Input: [Treatment Planning] Counseling

Output: Utilization of special skills, assisting individuals, families or groups in achieving objectives through exploring problems, ramifications, attitudes & feelings. Consideration of solution's & decision making.

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: [Treatment Planning] Case Management

Output: Activities intended to bring services, agencies, resources or people together within a planned framework of action toward the achievement of established goals. It may involve liason activities and collateral contacts.

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: [Treatment Planning] Screening (Intake)

Output: The administrative & initial assessment proceedures for admission to a program

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: [Treatment Planning] Assessment

Output: An ongoing process through which the counselor collaborates with the client & others to gather, interpret information necessary for planning treatment & evaluating client progress

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: [Treatment Planning] Crisis Intervention

Output: Those services which respond to an AODA's needs during acute emotional / physical distress

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: [Treatment Planning] Orientation

Output: General nature & goals of a program, rules regarding clients conduct / infractions, which can lead to diischarge, hrs., treatment cost & clients rights.

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: [Treatment Planning] Service Coordination

Output: Administrative, clinical, evaluative activities that bring the client, tx services, community agencies & other resources together to focus on issues & needs id'd in the treatment plan.

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: [Treatment Planning] Subjective / Objective / Assessment / Plan

Output: SOAP

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: [Treatment Planning] Subjective, What the patient relates to you by words, actions or body posture (language).

Output: What does the S mean in SOAP

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: [Treatment Planning] Objective, What the counselor observes,, reads or has been told by someone other than the patient.

Output: What does the O mean in SOAP

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: [Treatment Planning] Assessment, counselor assess what is observed; appears to be; seems to be taking place.

Output: What does the A mean in SOAP

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: [Treatment Planning] Plan, must directly relate to the treatment plan intervention / activities / action steps.

Output: What does the P mean in SOAP

Process by which counselor/client identify & rank problems needed to be resolved, establish immediate & long term goals, decide on treatment & resources


Input: What are fossils, and in what type of rock can they be found? [metamorphic]

Output: Fossils are plants, animals and insects, which lived thousands of years ago and have died and been trapped and buried in sedimentary rock.

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: Rocks move and change on the surface of the earth because of _________and__________. [metamorphic]

Output: weathering, erosion

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: Crystals are formed when Igneous rocks are cooled________. [metamorphic]

Output: slowly

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: Rocks move and change over time because of _______and_________inside the earth. [metamorphic]

Output: heat, pressure

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: Name,and draw, in order, from top to bottom, the three layers of rocks found on and in the earth. [metamorphic]

Output: 1. Igneous (found on the earth's surface as well as in magma), 2. Sedimentary, 3. Metamorphic

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: What can be moved by weather and wind and deposited as sediment? [metamorphic]

Output: weathered rock

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: Layers of sediments from the earth's surface that are cemented together, until the bottom layers slowly turn to rock are called________rocks. [metamorphic]

Output: sedimentary

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: _________and______are the wearing away of the earth's surface. [metamorphic]

Output: weathering, erosion

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: _________rocks are formed when Igneous rocks are erupted to the earth, surface and cooled________. [metamorphic]

Output: rapidly

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: Define the terms Weathering and Erosion. [metamorphic]

Output: The wearing away, breaking down of the earth's crust (surface).

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: Which type of rock is called "fire rock" and is formed from melting and cooling lava and magma? [metamorphic]

Output: igneous

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: Give an example of the process called weathering and erosion. [metamorphic]

Output: Weathering and erosion are the wearing away of sediments on the surface of the earth. An example of the process of weathering and erosion is, as rain, snow and wind hit the surface of the earth, over time they cause the crust of the earth to break down (wear away) into small particles called sediments.

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: Which two layers of the earth are composed mostly of rocky material ? [metamorphic]

Output: crust and mantle

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: ________and _______are greatly increased in the depths of the earth. [metamorphic]

Output: heat (temperature), pressure

Rocks, Weathering and Erosion Flashcards - Cram.com


Input: [Enuresis and frequency] Koplik's Spots on the Buccal Mucosa

Output: What appears two days prior to a rash in Measles (Rubeola)?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Gonorrhea

Output: About 20% of men and 80% of women are asymptomatic with this STD. Resistant to Penicillin, but not Suprax or Cipro.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Natural Immunity

Output: Protection by actually contracting the disease.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Active Acquired Immunity

Output: Developed by a person's own body and can be transferred in breast milk or across the placenta.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Passive Acqired Immunity

Output: Temporary Immunity from another source that has developed immunity through immunization.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] immunity that has occurred through immunization or the actual illness itself.

Output: Acquired Immunity

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Shingles

Output: Vesicles along one side of the thorax,face or trunk.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] To prevent crystalluria

Output: Why should a patient's fluid volume be increased to 3,000-4,000 per day when taking Sulfa?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Gantrinsin

Output: Given to decrease urine alkalinity.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Poultry and eggs

Output: Foods most likely to cause Salmonella

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Invades nerve ganglia when it's replication diminishes.

Output: How does HSV Herpes Simplex Virus type 2 survive in the body?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Fever and abdominal cramping

Output: What are often the initial manifestations of Shigella?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] A dilute solution of bleach (Sodium Hypochlorite)

Output: What should a pt. with AIDS clean surfaces with at home?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] None

Output: What is the normal bacterial count in urine?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Pneumonia

Output: Chills with some sort of respiratory distress such as crackle or use of accessorary muscles to breathe.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Pneumothorax

Output: No lung sounds

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Lung abscess

Output: Productive cough,Fever, foul, bloody sputum, chest pain, weakness and dyspnea.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Tuberculosis

Output: Night sweats, low grade fever, cough, fatigue and weight loss.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Pneumocystic Carinii

Output: Pulmonary infiltrates on CXR, fever, dyspnea and non-productive cough

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] The foam boot should be removed and skin checked t.i.d.

Output: How often should the skin of Buck's extension be checked?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Fat embolism

Output: S.O.B, chest pain and confusion after a fx.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Osteomyelitis

Output: Signaled by sx. of a systemic infection such as chills, fever and general malaise.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Bleeding from a loosened suture.

Output: What will cause bleeding with a saturated dressing after a below the knee amputation?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Hip Spica Cast.

Output: With this type of cast the shoulders should be higher than the buttocks.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Pt with Scoliosis

Output: Should ideally wear a brace 23 hours per day.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Obtain ABGs as this may indicate a fat embolus

Output: What is the first thing you should do for a pt with a fx. who becomes irritable, restless and confused?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Pain with dorsiflexion of the right foot (positive Homan's sign)

Output: What is the best indicater of circulatory compromise in a pt. who under went right hip replacement 3 days ago?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Drink eight glasses of water per day to flush out any uric acid.

Output: What should a pt taking Probenecid (Colcichine) be instructed to do?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Give the prescribed analgesic

Output: A pt is c/o right greater toe pain after a right below the knee amputation, what should you do?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Quadreplegia

Output: Injury occurring from C1 through C8

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] paraplegia

Output: Injury occurring from T1 through L4

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] CAT scan

Output: What test is it important to lye still during?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Increased Stress, insomnia and alcohol use.

Output: What are precipitating factors for seizure activity?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Agnosia

Output: Difficulty recognizing or interpreting objects.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Do a neuro assessment

Output: What is the initial reaction of the nurse if a patient with Meningitis c/o increased severe headache and has a fever of 102.3.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] be able to self feed

Output: Pt with a C-5 injury eventual goal is to...

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Destruction of myelin interrupts nerve impulses. The nerves which would be affected would be those leading to the frontal lobe of the cerebrum.

Output: If a pt. with M.S laughs continuously you would know this was caused by...

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] I.V Heparin

Output: Anticoagulant given after a CVA for quick prevention of thrombus formation.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Lateral position with the HOB elevated.

Output: What is the initial intervention for a pt. who has just had a CVA?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Duodenal Ulcer

Output: Pain is located in the epigastrium and occurs 1-3 hours after eating.

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Curling's Ulcer

Output: Developes a few weeks after a burn when the patient expels a black stool

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] To eat small frequent meals that are low in simple sugars.

Output: What should a pt. who has just had a gastrectomy with Dumping Syndrome be taught?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Low residue such as cottage cheese

Output: What type of a diet should a pt. with Ulcerative Colitis be on?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] To reduce hypertrophic scarring

Output: What is the purpose of using an elastic pressure garment after a severe burn?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Ileostomy

Output: The skin is most susceptible to skin excoriation after which surgical procedure?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Protein

Output: Burn healing consumes large amounts of what?

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Diverticulitis

Output: An early manifestation is crampy pain in the LLQ

What would indicate a UTI in a school aged child?


Input: [Enuresis and frequency] Collagen production is diminished. (Collagen is dependent on protein)

Output: A client with malnutrition has abdominal surgery and experiences wound dehiscence, what is the cause?

What would indicate a UTI in a school aged child?


Input: Definition: Chain of Title [Specific Performance]

Output: The line of ownership of a piece of property connecting current owner to the original owner.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Action of Ejectment [Specific Performance]

Output: The act of legally throwing someone off of property that you rightfully own.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Patent [Specific Performance]

Output: The original title to land granted by the US Government.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Right of Occupancy [Specific Performance]

Output: The right that someone has to be on the property, regardless of if they have full ownership rights to the land.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Owner of the Locus [Specific Performance]

Output: Owner of the Property, applies in acquisition by find scenarios.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Chattel [Specific Performance]

Output: Private Property, a thing.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Easement [Specific Performance]

Output: The legal right to use the property of another, for an express purpose (usually access to your property).

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Color of title [Specific Performance]

Output: A document that appears to establish title to land but turns out to be void for some reason.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: First in Time [Specific Performance]

Output: the doctrine that whoever had established their claim to the land first had superior title to the land. Not necessarily applicable in all situations (doctrine of discovery v. doctrine of conquest)

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Gift Causa Mortis [Specific Performance]

Output: A gift that is made upon or in expectance of death.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Gift Inter Vivos [Specific Performance]

Output: A gift that is made during ones life

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: donative intent [Specific Performance]

Output: one has the intent to give a gift, giving of a gift must be voluntary.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Freehold estate [Specific Performance]

Output: an estate that is freely alienable

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: NonFreehold estate [Specific Performance]

Output: an estate that is not freely alienable

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: alienability [Specific Performance]

Output: the ability to sell a piece of property or otherwise seperate yourself of it.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Fee Simple (FS) [Specific Performance]

Output: an freehold interest in land that endures forever

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Intestate [Specific Performance]

Output: without a will

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Testate [Specific Performance]

Output: with a will

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Devise [Specific Performance]

Output: "willing" something

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Devisee [Specific Performance]

Output: a person to whom property is devised

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Beneficiary [Specific Performance]

Output: A person to whom property is bequethed

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Heir [Specific Performance]

Output: The person who receive the property if a person dies intestate by the laws of intestate succession. A living person CANNOT have heirs (only heirs apparent)

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Laws of Intestate Succession [Specific Performance]

Output: Laws that govern to whom property goes when someone dies intestate.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Issue [Specific Performance]

Output: a persons children or other lineal descendants

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Descendants [Specific Performance]

Output: biological descendants of a person, not limited to children.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Ancestors [Specific Performance]

Output: biological predecessors of a person, not limited to parents.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Collaterals [Specific Performance]

Output: All persons related by blood to the person who are neither descendants nor ancestors are collateral kin. (siblings, nephews, uncles, and cousins)

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Escheat [Specific Performance]

Output: when the land passes to the state because there are no heirs.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Representation [Specific Performance]

Output: receiving property intestate on behalf of another.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Per Stirpes [Specific Performance]

Output: The distribution when a beneficiary dies before the person whose estate is being divided.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Life Estate [Specific Performance]

Output: The right to use or occupy a piece of property for one's life.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Reversion [Specific Performance]

Output: Future interest held by the conveyer of a life estate.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Remainder [Specific Performance]

Output: Time left over in a life estate after the recipient dies but the conveyer is still alive.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Remainderman [Specific Performance]

Output: One who receives a remainder.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Holding of: Johnson v. M'Intosh [Specific Performance]

Output: The government alone has rights to ORIGINALLY sell or grant property within its borders.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Holding of: Keeble v. Hickeringill [Specific Performance]

Output: One CAN be held liable for disabling anothers capture or a wild animal.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Holding of: Pierson v. Post [Specific Performance]

Output: A person does not acquire right to a wild animal simply by pursuit of it.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Holding of: Cheney Brothers v. Doris Silk Corp. [Specific Performance]

Output: A man's property is limited to the chattels which embody his invention. Others may imitate at their pleasure.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Holding of: Armory v. Delamirie [Specific Performance]

Output: Public policy is to maximize likelihood that object will be returned to its true owner.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition of: Mislaid Property [Specific Performance]

Output: Property that the true owner intentionally places or leaves behind with the intent to reclaim.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition of: Lost Property [Specific Performance]

Output: Property that is unintentionally left/placed by the true owner.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition of: Abandoned Property [Specific Performance]

Output: Property that is intentionally lef/placed by the true owner with no intent to reclaim.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition of: Treasure Trove [Specific Performance]

Output: Certain types of property that is intnetionally hidden [in the earth] with intent to reclaim.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition of: Claim of Title [Specific Performance]

Output: Hostility or claim of right on the part of an adverse possessor.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the purpose of adverse possession? [Specific Performance]

Output: - to automatically quiet all title which are openly and consistently asserted - to provide proof of meritorious titles - to correct errors in conveyancing - to promote the economic use of land

05-06 Fall - Property Law Flashcards - Cram.com


Input: Requirements to gain title by adverse possession. [Specific Performance]

Output: 1. Actual entry giving exclusive possession 2. Must be open and notorious 3. Must be adverse under a claim of right 4. Continuous for the statutory period.

05-06 Fall - Property Law Flashcards - Cram.com


Input: 3 theories of required states of mind standards of an adverse possessor [Specific Performance]

Output: 1. Objective Standard: State of mind is irrelevant 2. Good-Faith Standard: "I thought I didn't own it, but intended to make it mine" 3. Aggressive Trespass standard: I thought I didn't own it, but I intended to make it mine"

05-06 Fall - Property Law Flashcards - Cram.com


Input: What did the Maine Doctrine require? [Specific Performance]

Output: The possessing party must be aggressively adverse possessing the property, A knowing wrongful taking.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the required elements of a legal gift? [Specific Performance]

Output: - Intent - Delivery - Acceptance

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the three kinds of delivery of a gift? [Specific Performance]

Output: 1. Manual(actual) 2. Constructive 3. Symbolic

05-06 Fall - Property Law Flashcards - Cram.com


Input: What type of delivery would occur in the following situation: A hands a gift to B? [Specific Performance]

Output: Manual/Actual Delivery

05-06 Fall - Property Law Flashcards - Cram.com


Input: What type of delivery would occur in the following situation: A hands B a key to his house, giving the house as a gift. [Specific Performance]

Output: Constructive Delivery

05-06 Fall - Property Law Flashcards - Cram.com


Input: What type of deliver would occur in the following situation: A hands a letter to B declaring X as a gift to B. [Specific Performance]

Output: Symbolic Delivery

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the working definition of manual delivery? [Specific Performance]

Output: actually handing a gift over, from the giver to the recipient.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the working definition of constructive delivery? [Specific Performance]

Output: handing a key or some object that will allow access to the gift.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the working definition of symbolic delivery? [Specific Performance]

Output: Handing over something symbolic of the property given (piece of paper)

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which state is harder to show proof of delivery? Causa Mortis or Inter Vivos? [Specific Performance]

Output: Causa Mortis

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the Priority of intestate succession? (who gets what first) [Specific Performance]

Output: 1. Issue 2. Ancestors 3. Collaterals 4. Ancestors Collaterals 5. State

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is Fee Simple Freehold or Nonfreehold? [Specific Performance]

Output: Freehold

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is Fee Simple Determinable Freehold or nonfreehold? [Specific Performance]

Output: Freehold

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is Life Estate Freehold or nonfreehold? [Specific Performance]

Output: Freehold

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is Fee Tail Freehold or nonfreehold? [Specific Performance]

Output: Freehold

05-06 Fall - Property Law Flashcards - Cram.com


Input: What does the following convey? O to A [Specific Performance]

Output: Fee Simple

05-06 Fall - Property Law Flashcards - Cram.com


Input: What does the following convey? O to A and his heirs [Specific Performance]

Output: Fee Simple

05-06 Fall - Property Law Flashcards - Cram.com


Input: When ambiguous, did common law prefer Fee Simple or Life Estate? [Specific Performance]

Output: Life Estate

05-06 Fall - Property Law Flashcards - Cram.com


Input: When ambiguous, does modern law prefer Fee Simple or Life Estate? [Specific Performance]

Output: Fee Simple

05-06 Fall - Property Law Flashcards - Cram.com


Input: In the conveyance "O to A and his heirs" What does A have presently? [Specific Performance]

Output: Nothing, A's heirs do not have, and are not guaranteed to receive anything. A can sell or give away the property whenever he chooses since he has a Fee Simple. If A keeps the land and dies intestate, then his heirs will receive the land.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Conveyance: "O to A and his heirs." A does not sell the land and dies testate devising the land to B. What rights do A's heirs have? [Specific Performance]

Output: No rights. A owned a Fee Simple and was free to devise the property to B if he chooses.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the following conveyance an example of? "O to A and his heirs so long as liquor is not sold on the premises. [Specific Performance]

Output: Fee Simple Determinable

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are words of limitation that signal a Fee Simple Determinable? [Specific Performance]

Output: So long as, as long as, while, during, until.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the following words of limitation signals of? "So long as", "as long as", "while", "during", "until" [Specific Performance]

Output: Fee Simple Determinable

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the remainder for a Fee Simple Determinable? [Specific Performance]

Output: Possibility of Reverter

05-06 Fall - Property Law Flashcards - Cram.com


Input: A Possibility of Reverter is the remainder for which estate? [Specific Performance]

Output: Fee Simple Determinable

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False? Possibility of Reverter is effective immediately upon the occurence of a specified event. [Specific Performance]

Output: True, occurence constitutes the expiration of the granted estate.

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False? Possibility of reverter is not effective immediately upon the occurence of a specified event. [Specific Performance]

Output: False, occurence constitutes the expiration of the granted estate.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the following conveyance an example of? "O to A and his heirs, on the express condition that if liquor is ever sold on the premises, O retains the power to enter and reacquire title." [Specific Performance]

Output: Fee Simple Subject to a Condition Subsequent.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are "magic words" signifying a FSSCS? [Specific Performance]

Output: "but", "but if", "on the condition that", "subject to the condition that", "provided that", or "unless"

05-06 Fall - Property Law Flashcards - Cram.com


Input: What estate are the following magic words signals of? "but", "but if", "on the condition that", "subject to the condition that", "provided that", or "unless" [Specific Performance]

Output: Fee Simple Subject to Condition Subsequent.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the remainder for a FSSCS? [Specific Performance]

Output: Right of Entry

05-06 Fall - Property Law Flashcards - Cram.com


Input: What estate is the right of entry the remainder for? [Specific Performance]

Output: Fee Simple Subject to Condition Subsequent.

05-06 Fall - Property Law Flashcards - Cram.com


Input: If the stated condition of a Fee Simple Subject to Condition Subsequent is violated does the estate automatically go back to the grantor? [Specific Performance]

Output: No, the grantor has a right of entry, but has only the power to reacquire title by taking steps to achieve that.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What remainder requires the grantor to take active steps to achieve the reclamation of title? [Specific Performance]

Output: Right of Entry

05-06 Fall - Property Law Flashcards - Cram.com


Input: If O gives A a FSSCS, and A violates the condition, and O does nothing, does A keep the title? [Specific Performance]

Output: Yes

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the following Conveyance an example of? "O to A and his heirs on the express condition that if liquor is ever sold on the premises, title passes to B and his heirs" What do A and B own? [Specific Performance]

Output: A has a Fee Simple Subject to Executory Limitation. B has an Executory Interest.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Does the following conveyance violate the Rule Against Perpetuities? "O to A and his heirs on the express condition that if liquor is ever sold on the premises, title passes to B and his heirs" [Specific Performance]

Output: Yes, "if liquor is EVER sold on the premesis" extends indefinately.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Does the following conveyance violate the Rule Against Perpetuities? "O to A and his heirs on the express condition that if A evers sells liquor on the premises, title passes to B and his heirs." [Specific Performance]

Output: No, the executory limitation is to A alone. Since A is a life in being the interest MUST vest or fail within A's lifetime.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the future interest for the estate of Fee Simple Subject to Executory Limitation? [Specific Performance]

Output: Executory Interest

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False, in a FSSEL (O --> A --> B), if A violates the limitation the title automatically is transferred to B? [Specific Performance]

Output: True

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False, in a FSSEL (O --> A --> B), if A violates the limitation the title is not automatically is transferred to B? [Specific Performance]

Output: False

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which are MORE similar? Executory limitation and Right of Entry or Executory limitation and Possibility of Reverter [Specific Performance]

Output: Executory Interest and Possiblity or Reverter. Both automatically transfer title upon the occurence of a specified event.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the estate in the following conveyance? "O to A for Life" [Specific Performance]

Output: Life Estate

05-06 Fall - Property Law Flashcards - Cram.com


Input: What happens to the estate "O to A for Life" after A dies? [Specific Performance]

Output: Reverts back to O, if O is dead then to O's heirs, if O has no heirs it will escheat to the state.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Does the death of the holder of a life estate constitute a natural termination of the estate or a forfeiture of the estate? [Specific Performance]

Output: natural termination The Life estate ends and becomes a Fee Simple when reverted back to O

05-06 Fall - Property Law Flashcards - Cram.com


Input: When O conveys a life estate to A, must O necessarily reserve a reversion? [Specific Performance]

Output: No, the reversion is retained as a matter of law.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the estate in the following conveyances? "O to A so long as A shall live", "O to A during A's Life", "O to A while A lives", "O to A until A dies" [Specific Performance]

Output: A Life Estate, the "magic words" are those of a Fee Simple Determinable

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the following conveyance an example of? "O to A and the heirs of his body" [Specific Performance]

Output: Fee Tail

05-06 Fall - Property Law Flashcards - Cram.com


Input: What does an attempted conveyance of Fee tail amount to at modern law? [Specific Performance]

Output: Courts will interpret an attempted Fee Tail as a Fee Simple.

05-06 Fall - Property Law Flashcards - Cram.com


Input: When does a future interest become vested? [Specific Performance]

Output: when there is not condition standing in the way of its becoming possessory other than the natural termination of the preceding estate, and it is possible to ascertain who will acquire title to the land when the preceding estate terminates.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are required in order to a future interest to vest? [Specific Performance]

Output: 1. natural termination of preceding estate 2. ascertainable recipient of title.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Are Possibilities of reverter subject to the Rule Against Perpetuities? [Specific Performance]

Output: No

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is a Right of Entry created as an operation of law? need O expressly reserve the Right of Entry? [Specific Performance]

Output: No it is not created as an operation of law. Yes O need expressly reserve the Right of Entry.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What occurs if O fails to reserve a Right of Entry in an attempted conveyance of Fee Simple Subject to Condition Subsequent? [Specific Performance]

Output: The title conferred becomes a Fee Simple in A. O has NO further property interest in the estate.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What occurs if O fails to reserve a Right of Entry in an attempted conveyance of Fee Simple Determinable? [Specific Performance]

Output: HA! Trick Question... Right of Entry applies to FSSCS, not FSD. If O fails to reserve a ROE in an attempted FSD, then he did nothing more than NOT look like a dumbass. His FSD has an implied POR as a matter of law.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is the Possibility of Reverter a "vested" future interest? [Specific Performance]

Output: no, because it does not depend upon the termination of a preceding conveyed estate

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False, the Right of entry is not a "vested" future interest? [Specific Performance]

Output: True, because it does not depend upon the termination of a preceding conbeyed estate.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is a reversion effective "as a matter of law?" [Specific Performance]

Output: Yes, reversion automatically follows a Life Estate and need not be expressly stated.

05-06 Fall - Property Law Flashcards - Cram.com


Input: O to A for life, and if B reaches 21, then to B and his heirs. A dies before B reaches 21. [Specific Performance]

Output: A has a life estate B has a contingent remainder But since the required event did not occur before the end of A's estate (B turning 21) B's Contingent remainder is destroyed and O's reversion becomes a Fee Simple.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, and if B reaches 21, then to B and his heirs" A dies after B reaches 21. [Specific Performance]

Output: A has/had a LE B had a contingent remainder that, upon A's death becomes a FS. O had a reversion, which was destroyed upon B's turning 21 during A's lifetime.

05-06 Fall - Property Law Flashcards - Cram.com


Input: at common law "O to A for life, and if B reaches 21, then to B and his heirs" A grants to C. What does everyone have? [Specific Performance]

Output: O has a reversion A has a life estate B has a contingent remainder C has a life estate that will end upon A's death, regardless of whether or not B has reached 21. If B is 21 at A's death the estate goes to B, if not the estate goes to O

05-06 Fall - Property Law Flashcards - Cram.com


Input: in modern law, "O conveys to A for life, and if B reaches 21, then to B and his heirs" A dies before B reaches 21. What effect would modern statute have on this situation? [Specific Performance]

Output: A's Fee simple would leave O with a FSSEL and B with an Executory Interest. If B subsequently reaces 21 B gets a FS and O's interest is extinguished. If B dies before 21 O receives a FS and B's EI is extinguished.

05-06 Fall - Property Law Flashcards - Cram.com


Input: How do modern statutes effect Contingent Remainders? [Specific Performance]

Output: The effectively make them indestructable, "temporarily" creating in O a FSSEL and an EI in the party who held the CR.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is a reversion a vested interest? [Specific Performance]

Output: yes. the only condition standing in the way of it becomin possessory is the natural termination of the previous LE.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is a reversion subject to the Rule Against Perpetuities? [Specific Performance]

Output: No.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, then to B and his heirs" is B's interest vested? [Specific Performance]

Output: Yes, there is no condition standing in the way of its becoming possessory other than the natural termination of the preceding estate.

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False, ALL remainders, whether vested or contingent depend upon a preceding estate. [Specific Performance]

Output: True

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False, if a future interest of a claimant other than the grantor relies upon the termination of an estate other than a LE the interest MUST be an Executory Interest? [Specific Performance]

Output: True

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False if a grantee purchases a reversion it is relabeled an Executory Interest? [Specific Performance]

Output: False, it is still a reversion.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Can someone who owns a possessory Life Estate in Blackacre convey a Fee Simple in Blackacre? [Specific Performance]

Output: No, one can not convey any more than they have.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, remainder to A's Children" A has one child B at the time. [Specific Performance]

Output: A has a LE B has a vested remainder that is certain to occur upon the death of A, however A may have more children during his life. So, while it is certain that B will recieve an interest that class of people is still open to more children being born, thus the amount of interest that they will share is not certain.

05-06 Fall - Property Law Flashcards - Cram.com


Input: recipients of a VRSO have what legal relation to each other? [Specific Performance]

Output: Joint tenants with rights of survivorship.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, remainder to A's Children" A has no children at the time. What do A's yet to be born children own? [Specific Performance]

Output: A's children (pre-birth) have a contingent remainder. Their remainder vests upon birth creating a VRSO. Before A's children are born (if none are born) O has a reversion interest.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, remainder to B and his heirs, on the express condition that if B should fail to reach the age of 21, then title to the land shall pass to C and his heirs." Is B's remainder vested? Is C's remainder vested? [Specific Performance]

Output: B's interest is vested C's interest is not vested.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, remainder to B and his heirs, on the express condition that if B should fail to reach the age of 21, then title to the land shall pass to C and his heirs." B dies before reaching 21, but after A has dies. What does C (or his heirs get) what does B's heirs get? [Specific Performance]

Output: C's former EI becomes a FS B's heirs get nothing.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, remainder to B and his heirs, on the express condition that if B should fail to reach the age of 21, then title to the land shall pass to C and his heirs." What does A, B, and C have? [Specific Performance]

Output: B has a reversion, which upon A's death would become a FSSEL C has an Executory Interest A has a life estate

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is a Contingent Remainder vested? [Specific Performance]

Output: No.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, and if B reaches 21, then to B and his heirs" B is not yet 21. Is B's interest vessted? What is B's Interest? [Specific Performance]

Output: B's interest is NOT vested. B's interest is a contingent remainder.

05-06 Fall - Property Law Flashcards - Cram.com


Input: A Remainder (in one form or another) ALWAYS follows what two estates? [Specific Performance]

Output: Life Estate and Fee Tail.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, remainder to B and his heirs, but if B fails to reach 21, title shall pass to C and his heirs" A dies before B reaches 21. [Specific Performance]

Output: B receives a FSSEL. If B subsequently reaches 21 then C's interest is extinguished and B's FSSEL becomes a FS. If B still dies before 21 the C's EI becomes a FS.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A and the heirs of his body, remainder to B and his heirs if B reaches 21" A dies with no children before B reaches 21. [Specific Performance]

Output: O's reversion becomes a Fee Simple, all other interests (B and his heirs) are extinguished.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is a contingent remainder with a double aspect referred to as? [Specific Performance]

Output: Alternative Contingent Remainders.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, and if B reaches 21 then to B and his heirs, but if B fails to reach 21 then to C and his heirs. What do B and C have? [Specific Performance]

Output: B and C BOTH have Contingent Remainders. Both remainders depend on B reaching 21 or not.

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False, in "O to A for life, and if B reaches 21 then to B and his heirs, but if B fails to reach 21 then to C and his heirs" If A dies C's interest vests. [Specific Performance]

Output: True, regardless of whether B is 21 yet or not, because once A has died C need only wait for the natural termination of the previous estate.

05-06 Fall - Property Law Flashcards - Cram.com


Input: When there are contingent remainders involved does O still retain a reversion? [Specific Performance]

Output: Yes, as a matter of law a reversion is implied.

05-06 Fall - Property Law Flashcards - Cram.com


Input: O conveys a Life Estate to A with Contingent Remainders to B and C. O subsequently purchases A's Life Estate back from A. What happens to The Interests of all parties? [Specific Performance]

Output: O's LE and Reversion merge and create a FS B and C's Contingent Remainders are extinguished by the merging of O's two interests.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is an Executory Interest a Vested Future Interest? [Specific Performance]

Output: No

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, remainder to B and his heirs, on the express condition that if B should fail to reach 21, then to C and his heirs." What does A have, What does B have, and what does C have? [Specific Performance]

Output: A has a life estate B has a vested remainder subject to executory limitation C has an executory interest until B reaches 21.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What does the doctrine of worthier title stand for? [Specific Performance]

Output: The idea that it is "worthier" to acquire title by descent than by purchase.

05-06 Fall - Property Law Flashcards - Cram.com


Input: The idea that it is worthier to acquire title by descent than by purchase, is what doctrine? [Specific Performance]

Output: The Doctrine of Worthier Title.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A and her heirs" A's only child, B, is a spendthrift and runs up large, unpaid bills. B's creditors can attach B's property to satisfy their claims. Does B have an interest reachable by B's creditors? [Specific Performance]

Output: No, A has a FS and B has no guaranteed interest in the property.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A and her heirs" A has one child, Z, Can Z stop A from selling the property to finance an off-broadway play? What if it's on-broadway? [Specific Performance]

Output: No and No. Z has no interest in the property unless A conveyes an interest to him.

05-06 Fall - Property Law Flashcards - Cram.com


Input: At Common Law, "O to A for life and then to B forever" [Specific Performance]

Output: A has a LE B has a LE O (or heirs) had a FS

05-06 Fall - Property Law Flashcards - Cram.com


Input: At Modern Law, "O to A for life and then to B forever" [Specific Performance]

Output: A has a LE B has a FS O has nothing

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A and her heirs." If A dies intestate without issue, will the land escheat to the state? [Specific Performance]

Output: No, A can have heirs that aren't issue (descendants, ancestors, collateral)

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, remainder to B and her heirs." B then dies intestate without heirs. A then dies. Who owns the land? [Specific Performance]

Output: The land escheats to the state.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which Fee Simple is so limited that it will end automatically when a stated event happens? [Specific Performance]

Output: Fee Simple Determinable

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which fee simple does not automatically terminate, but may be cut short or divested at the transferor's election when a stated condition happens? [Specific Performance]

Output: Fee Simple Subject to Condition Subsequent

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is meant when a will is "Holographic"? [Specific Performance]

Output: it is a handwritten will.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Partial Intestacy [Specific Performance]

Output: a testator bequethed some of her possessions, but not all. The remaining, unbequethed property will be devised according to the laws of intestate succession.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Do Future Interests have any value? [Specific Performance]

Output: Yes

05-06 Fall - Property Law Flashcards - Cram.com


Input: Can a Future Interest be sold, even if it is not vested? [Specific Performance]

Output: Yes and Yes.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is a Defeasible Fee? [Specific Performance]

Output: A Fee Simple with some condiition that will cause it to end. (FSD, FSSCS, FSSEL)

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False, a FSSEL is an Indefeasible Fee? [Specific Performance]

Output: False, it can be ended by the limitation occuring and then it becomes the estate of the holder of the Executory Interest.

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False, a FSD is a Defeasible Fee? [Specific Performance]

Output: True

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False, a FSSCCS is an indefeasible Fee? [Specific Performance]

Output: False

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Doctrine of Waste [Specific Performance]

Output: The owner of a Future interest has the right to protect the property and limit the actions of the present possessory owner.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, then to B and her heirs if B attains the age of 21 before A dies." What does everyone have? [Specific Performance]

Output: A has a LE B has a CR O has a Reversion

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for 20 years" What do they have? [Specific Performance]

Output: A has a Term of Years (20) O has a Reversion after the 20 years.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, then to B for life." O dies with a will devising all of O's property to C. Then A dies, then B dies. Who owns the property? [Specific Performance]

Output: A has a LE B has a Vested Remainder in LE O has a Reversion C will inherit O's FS

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, then to B if B gives A a proper funeral. Does B have a remainder or an executory interest? If it is an executory interest, whose interest will be divested if B gives A a propert funeral? [Specific Performance]

Output: A has a LE O has a a Reversionary interest in a Fee Simple Subject to Executory Limitation B has an Executory Interest

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, then to B and her heirs" what do they have? [Specific Performance]

Output: A has a LE B has a reversion when A dies, B will have a FS

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, then to B and her heirs" However B and his whole family were on the wrong side of Noah's flood and everyon B had ever known died. Who gets the land when A dies? [Specific Performance]

Output: B's heirs by the laws of intestate succession would be any collateral left alive. If everyone died in the flood, The land would escheat to the state. O has no Interest in the property.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, then to A's children and their heirs." A has one child, B. What do they have? [Specific Performance]

Output: A has a Life Estate. B has a Vested Remainder Subject to Open.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, then to the heirs of B" B is alive. What do they have? [Specific Performance]

Output: A has a LE B has nothing. B's Heirs have a CR O has a Reversion

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, then to B and her heirs if B survives A." What do they have? [Specific Performance]

Output: A has a LE B has a CR O has a Reversion

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, then to B and her heirs if B survives A, and if B does not survive A to C and his heirs." What do they have? [Specific Performance]

Output: A has a Life Estate B has a ACR C has a ACR O has a Reversion

05-06 Fall - Property Law Flashcards - Cram.com


Input: In "O to A for life, then to B and her heirs if B survives A, and if B does not survive A to C and his heirs." What situation would cause the land to go to O? [Specific Performance]

Output: C dies without heirs, then B dies, then A dies. The land would revert back to O

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False, Contingent Remainders are destroyed if problems aren't worked out before the preceeding estate ends. [Specific Performance]

Output: True.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is a Contingent Remainder Alienable? [Specific Performance]

Output: Yes

05-06 Fall - Property Law Flashcards - Cram.com


Input: Are Contingent Remainders subject to the Rule against Perpetuities? [Specific Performance]

Output: Yes.

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A and his heirs, but if A dies without issue surviving him, to B and her heirs." [Specific Performance]

Output: A has a FSSEL B has an EI

05-06 Fall - Property Law Flashcards - Cram.com


Input: "O to A for life, then to B and her heirs, but if B dies under 21, to C and her heirs." B is 15 [Specific Performance]

Output: A has a LE B has a VRSEL C has a EI

05-06 Fall - Property Law Flashcards - Cram.com


Input: In a Trust situation, who has legal ownership and who has equitable ownership? [Specific Performance]

Output: The Trustee has Legal Ownership The Beneficiaries have Equitable Ownership

05-06 Fall - Property Law Flashcards - Cram.com


Input: If rights are divided into a Legal-Equitable relationship, what kind of a situation are we dealing with? [Specific Performance]

Output: A trust

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the "rule" for the Rule Against Perpetuities? [Specific Performance]

Output: No interest is good unliss it must vest, if at all, not later than 21 years after some life in being at the creation of the interest.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the future interests that ARE subject to the Rule Against Perpetuities? [Specific Performance]

Output: CR EI VRSO

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the unities involved in Concurrent Interests? [Specific Performance]

Output: - Property - Interest - Title - Time

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the three Concurrent Interests? [Specific Performance]

Output: - Tenancy in Common - Joint Tenancy - Tenancy by the Entirety

05-06 Fall - Property Law Flashcards - Cram.com


Input: What Concurrent Interest requires only the unity of property? [Specific Performance]

Output: Tenancy in Common

05-06 Fall - Property Law Flashcards - Cram.com


Input: What Concurrent Interest requires the unities of Property, Interest, Time, and Title? [Specific Performance]

Output: Joint Tenancy

05-06 Fall - Property Law Flashcards - Cram.com


Input: What Concurrent Interest requires the unities of Property, Interest, Time, Title, and that the holders be married? [Specific Performance]

Output: Tenancy by the Entirety.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the unities required for a Tenancy in Common? [Specific Performance]

Output: Property

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the unities required for a Joint Tenancy? [Specific Performance]

Output: Property, Interest, Time, Title

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the unities required for a Tenancy by the entirety? [Specific Performance]

Output: Property, Interest, Time, Title, Marriage

05-06 Fall - Property Law Flashcards - Cram.com


Input: What Concurrent Interests have Rights of Survivorship? [Specific Performance]

Output: Joint Tenancy, Tenancy by the Entirety

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which Concurrent Interest does not have Rights of Survivorship? [Specific Performance]

Output: Tenancy in Common

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Rights of Survivorship [Specific Performance]

Output: The right to receive full title or ownership due to having survived another person.

05-06 Fall - Property Law Flashcards - Cram.com


Input: A and B have a Joint Tenancy in Z, A dies bequeathing all possessions to C. What is C's interest in Z? [Specific Performance]

Output: C has no interest in the property that A was Joint Tenant with B in. B recieves full right to the property by Rights of Survivorship.

05-06 Fall - Property Law Flashcards - Cram.com


Input: A and B have a Tenancy in Commons in Z. A dies bequeathing all possesions to C. What is C's interest in Z? [Specific Performance]

Output: C's interest in Z is the same as what A had. TC does not have Rights of Survivorship.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Did common law prefer Joint Tenancy or Tenancy in Common? Why? [Specific Performance]

Output: Joint Tenancy. Because JT has Rights of Survivorship

05-06 Fall - Property Law Flashcards - Cram.com


Input: Does modern law prefer Joint Tenancy or Tenancy in Common? [Specific Performance]

Output: Tenancy in Common.

05-06 Fall - Property Law Flashcards - Cram.com


Input: O conveys Blackacre to A, B, and C as Joint Tenants. What does each of the Joint tenants own? [Specific Performance]

Output: An undivided 1/3

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the types of partition? [Specific Performance]

Output: Partition in Kind Partition in Sale

05-06 Fall - Property Law Flashcards - Cram.com


Input: If A has a Joint Tenancy in Z with B, but then conveys his interest in Z to C. What does C own? Why? [Specific Performance]

Output: C owns a Tenancy in Common in Z, because the only unity that he shares in common with B is the Property.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which Partition divides up land between interested parties? [Specific Performance]

Output: Partition in Kind

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which partition divides up the money between interested parties after the land is sold? [Specific Performance]

Output: Partition in Sale

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which Partition is GENERALLY preferred at modern law? [Specific Performance]

Output: Partition in kind.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which partition is preferred at modern law when dealing with agricultural land? Why? [Specific Performance]

Output: Partition in sale. Because the land is less valuable when it is broken into smaller pieces

05-06 Fall - Property Law Flashcards - Cram.com


Input: How can you be sure to convey a Joint Tenancy to people if that is what you intend? [Specific Performance]

Output: Use the specific words "as joint tenants with right of survivorship and not as tenants in common" in the conveyance.

05-06 Fall - Property Law Flashcards - Cram.com


Input: If courts are faced with a decision between substantive legal preference or intention of construction, which should the choose? [Specific Performance]

Output: Following the Substantive Legal Preference.

05-06 Fall - Property Law Flashcards - Cram.com


Input: True or False, if ANYTHING is done to change ANY of the unities of a Joint Tenancy, the Joint Tenancy is destroyed? [Specific Performance]

Output: True.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Definition: Straw Man [Specific Performance]

Output: A 3rd person used as an intermediary in a conveyance to achieve an intended goal.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the benefit of a Tenancy in Common? [Specific Performance]

Output: The interest is inheritable.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which Liens did we cover in class? [Specific Performance]

Output: - Mechanics - Materialman's

05-06 Fall - Property Law Flashcards - Cram.com


Input: Is one tenant in common liable to another for rent? [Specific Performance]

Output: No, not unless there is an express agreement.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which leasehold is "an estate that lasts for some fixed period of time or for a period computable by a formula that results in fixing calendar dates for beginning and ending, once the term is created or becomes possessory?" [Specific Performance]

Output: Term of Years.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the elements of a Term of Years? [Specific Performance]

Output: - Fixed or computable term of length - No notice of termination necessary.

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which leasehold requires no notice of termination? [Specific Performance]

Output: Term of Years

05-06 Fall - Property Law Flashcards - Cram.com


Input: What norice of termination does a Term of Years require? [Specific Performance]

05-06 Fall - Property Law Flashcards - Cram.com


Input: Which is the following leashold estate? "A lease for a period of some fixed duration that continues for succeeding periods until either the landlord or tenant gives notice of termination." [Specific Performance]

Output: Periodic Tenancy

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the elements of a Periodic Tenancy? [Specific Performance]

Output: - Indefinite duration as to when it will end - Self renews for the same period. - Notice requirements determined by the length of term.

05-06 Fall - Property Law Flashcards - Cram.com


Input: How much notice is required in a Periodic Tenancy? At both common law and modern law. [Specific Performance]

Output: At Common Law: notice required was equal to the period, not exceeding 6 months. At Modern Law: many states have shortened the requirement to 30 days.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What is the following leasehold estate? "a tenancy of no fixed period that endures so long as both landlord and tenant desire" [Specific Performance]

Output: Tenancy at Will

05-06 Fall - Property Law Flashcards - Cram.com


Input: What are the elements of a Tenancy at Will? [Specific Performance]

Output: - Indefinite Duration - Terminated by death (of either party), change in landlord, or any other change in the relationship.

05-06 Fall - Property Law Flashcards - Cram.com


Input: What doe sthe Tenancy at sufferance deal with? [Specific Performance]

Output: holdover of previous tenants.

05-06 Fall - Property Law Flashcards - Cram.com