Input: [Bone Marrow] Iron deficiency anemia

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

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Iron deficiency anemia Assessment findings

Output: Reduced energy Feel cold all the time Fatigue Dyspnea with minor physical exertion Fast HR

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Management Iron deficiency anemia

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

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Pernicious anemia

Output: Develops when a client lacks intrinsic factor – Intrinsic factor is necessary for absorption of vitamin B12

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Intrinsic factor

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

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Assessment Findings Intrinsic factor

Output: Stomatitis Glossitis Digestion disturbances Diarrhea

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Intrinsic factor Management

Output: Vitamin B12 IM for life – Usually 100 g IM daily for 2 weeks – Then 100 g monthly

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Folic Acid deficiency anemia

Output: Causes anemia characterized by immature erythrocytes Related to an insufficient dietary intake of foods rich in folic acid

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Folic Acid deficiency anemia Assessment Findings

Output: Severe fatigue Sore and beefy-red tongue Dyspnea Nausea Anorexia H/A weakness

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Folic Acid deficiency anemia Management

Output: Oral folic acid supplements Food high in folate

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Sickle cell anemia

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

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Sickle Cell Crisis

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

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Chronic hemolytic anemia

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

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Assessment Findings Sickle Cell Crisis

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

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Medical Management Sickle Cell Crisis

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

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Hemolytic anemia S/S Management

Output: Chronic premature destruction of erythrocytes S/S – Jaundice – Enlarged spleen Management – Remove the cause

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Erythrocytosis

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

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Erythrocytosis Assessment Findings

Output: Face and lips are reddish-purple Fatigue Weakness H/A Excessive bleeding after an injury

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Erythrocytosis Management

Output: Phlebotomy Anticoagulants Antineoplastic drugs

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Erythrocytosis Patient Teaching

Output: Drinking 3 liters of fluid per day Avoid crossing legs Physically active

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Pancytopenia

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

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Pancytopenia Assessment Findings

Output: Infections Coagulation abnormalities Small skin hemorrhages Enlarged spleen

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Pancytopenia Management

Output: Transfusions Antibiotics Corticosteroids Bone marrow transplantation

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Thrombocytopenia

Output: Decreased number of platelets or thrombocytes Occurs when platelet manufacture by the bone marrow is decreased or platelet destruction by the spleen is increased

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Thrombocytopenia Assessment Findings

Output: **Purpura** Bleeding in other parts of the body Internal hemorrhage

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Management Thrombocytopenia

Output: Corticosteroids Platelet transfusion Splenectomy

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Thrombocytopenia Nursing interventions

Output: – Minimizing bleeding

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Hemophilia

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

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Hemophilia Assessment Findings

Output: Persistent oozing Spontaneous severe bleeding Bleeding in the joints

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [Bone Marrow] Hemophilia Management

Output: Transfusions Factor VIII concentrate FFP’s Nurse needs to assess joints Minimize bleeding episodes

The soft tissue the fills spaces in the interior of the long bones and spongy bones Manufactures blood cells


Input: [1] ARGUMENT [2]

Output: A value we pass to an object’s method is called an argument.

APCS vocab- Lecture notes 1-5 Flashcards - Cram.com


Input: [1] BEHAVIORS [2]

Output: An object’s behavior is determined by instructions within its methods.

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Input: [1] COMPILING [2]

Output: Compiling is the process of converting a program written in a high-level language into the bytecode language the Java interpreter understands. A Java compiler will generate a bytecode file from a source file if there are no errors in the source file.

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Input: [1] EDITOR [2]

Output: A programmer writes the text of a program using a software program called an editor.

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Input: [1] METHOD [2]

Output: To instruct an object to perform a task, we send a message to it. n Java, we refer to these messages as methods.

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Input: [1] INSTANCE [2]

Output: Suppose we take the DrawingTool and create an object myPencil. In OOP terminology, we say the object myPencil is an instance of the DrawingTool class. An object can only be an instance of one class.

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Input: [1] SOURCE CODE [2]

Output: The text of a program in a particular programming language is referred to as source code

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Input: [1] ATTRIBUTES [2]

Output: Attributes are aspects of an object that describe it. The attributes of a pencil are its drawing color, width of the line it draws, its location on the drawing surface, etc. Anything that describes an object is called an attribute

APCS vocab- Lecture notes 1-5 Flashcards - Cram.com


Input: [1] CLASS [2]

Output: 3. In order to use an object within a program, we need to provide a definition for the object. This definition is called a class. The class describes how the object behaves, what kind of information it contains, and how to create objects of that type. A class can be thought of as a mold, template, or blueprint that the computer uses to create objects.

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Input: [1] CONSTRUCTOR [2]

Output: A constructor is a method with the same name as the class.

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Input: [1] accessor [2]

Output: To see if the mutators worked correctly, we use other messages to access the object’s state (called accessors):

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Input: [1] actual parameter [2]

Output: Values passed to a method when it is invoked are called arguments or actual parameters.

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Input: [1] encapsulation [2]

Output: The combining of data and behavior into a single software package is called encapsulation.

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Input: [1] formal parameter [2]

Output: Parameters listed in a method’s definition are called formal parameters.

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Input: [1] identity [2]

Output: An object has its own unique identity, which distinguishes it from all other objects in the computers memory. An objects identity is handled behind the scenes by the JVM and should not be confused with the variables that might refer to the object. When there are no variables the garbage collector purges the object from memory.

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Input: [1] lifetime [2]

Output: The lifetime of a variable is the period during which it can be used. Local variables and formal parameters exist during a single execution of a method.

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Input: [1] mutator [2]

Output: Messages that change an object’s state are called mutators (or modifiers). To see if the mutators worked correctly, we use other messages to access the object’s state (called accessors):

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Input: [1] class [2]

Output: A class is a software package or template that describes the characteristics of similar objects.

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Input: [1] object [2]

Output: An object is a run-time entity that contains data and responds to messages.

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Input: What are the three major classes of carbohydrates? [the carbohydrates]

Output: monosaccharides, oligosaccharides, and polysaccharides


Input: What are monosaccharides? [the carbohydrates]

Output: they are simple sugars that can be either polyhydroxy aldehydes or polyhydroxy ketones


Input: What are oligosaccharides? [the carbohydrates]

Output: they are short chains of monosaccharide units joined together by covalent bonds, usually 2 to 10 units long


Input: Where are oligosaccharides located? [the carbohydrates]

Output: they are located on the cell membrane


Input: What are polysaccharides? [the carbohydrates]

Output: they are very long chains of monosaccharide units, usually made up of hundreds or thousands or units


Input: What are the functions of carbohydrates? [the carbohydrates]

Output: they provide energy when they are oxidized (sugar with lots of C and O is burned), they supply C building blocks after being broken down for the synthesis of cell components, and they store energy to form parts of structural elements and protection of some cells and tissues


Input: What is the general formula for a monosaccharide? [the carbohydrates]

Output: (CH2O)n where n is any integer from 3 to 7


Input: What is an aldose? [the carbohydrates]

Output: a monosaccharide that contains an aldehyde group


Input: What is a ketose? [the carbohydrates]

Output: a monosaccharide that contains a ketone group


Input: How are monosaccharides classified by number of carbons? [the carbohydrates]

Output: aldo- or keto- in front, then how ever many C atoms there are (-tri-, -tetr-, -pent-, -hex-, -hept-) and then -oses


Input: What family does the suffix -ose belong to? [the carbohydrates]

Output: the sugar family


Input: What are the two smallest monosaccharides? [the carbohydrates]

Output: glyceraldehyde and dihydroxyacetone


Input: What is the simplest aldose? [the carbohydrates]

Output: glyceraldehyde


Input: What is the structure of glyceraldehyde? [the carbohydrates]

Output: COH-CHOH-CH2OH


Input: [Multiply] Disease producing [Proliferate]

Output: Pathogenic

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Input: [Multiply] An invasion of body tissue by pathogenic microorganisms which proliferate and can cause damage to the tissue and possible loss of function (local cellular injury, secretion of toxin, or antigen-antibody reaction in the host) [Proliferate]

Output: Infection

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Input: [Multiply] A condition of abnormal function involving any structure, part, or system of the organism [Proliferate]

Output: Disease

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Input: [Multiply] Microorganisms that do not cause disease [Proliferate]

Output: Resident flora

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Input: [Multiply] The process by which strains of microorganisms may grow and multiply, but do not cause disease(resident flora) [Proliferate]

Output: Colonization

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Input: [Multiply] Cause [Proliferate]

Output: Definition of etiology

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Input: [Multiply] Bacteria, virus, fungi, parasites(includes Protozoa) [Proliferate]

Output: Etiology of infection

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Input: [Multiply] Communicable-infectious(community acquired) or nosocomial(HAI) [Proliferate]

Output: Source of transmission of infection

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Input: [Multiply] Healthcare associated infection; (AKA nosocomial); acquired during delivery of health care [Proliferate]

Output: HAI

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Input: [Multiply] Urinary tract [Proliferate]

Output: Most common site of HAI

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Input: [Multiply] E. coli, S. aureus, enterococci [Proliferate]

Output: Most common organisms of HAI

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Input: [Multiply] Costly, insurances won't pay for it [Proliferate]

Output: Price of HAI

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Input: [Multiply] Major cause is insufficient hand washing. Other contributing factors are iatrogenic & compromised host defenses [Proliferate]

Output: Contributing factors of HAI's & what is the major cause

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Input: [Multiply] Caused by treatment or diagnostic procedures [Proliferate]

Output: Iatrogenic

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Input: [Multiply] (CAMRSA); methicillin resistant staphylococcus aureus [Proliferate]

Output: MRSA

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Input: [Multiply] Vancomycin resistant staphylococcus aureus [Proliferate]

Output: VRSA

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Input: [Multiply] Vancomycin resistant enterococcus [Proliferate]

Output: VRE

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Input: [Multiply] Penicillin resistant streptococcal pneumonia [Proliferate]

Output: PRSP

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Input: [Multiply] Multi-drug resistant TB [Proliferate]

Output: MDRTB

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Input: [Multiply] Suprainfections [Proliferate]

Output: Resistant microbes lead to...

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Input: [Multiply] Age, heredity, stress, nutritional status, immunization status, personal habits, medical treatments and therapies, pre-existing diseases, recent illnesses or surgery, weakened defense systems, cultural practices, environmental factors [Proliferate]

Output: Susceptibility of risk for infection is influenced by...

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Input: [Multiply] Newborns (due to an immature immune system) and the elderly (deteriorating immune system, alterations in structure and function of skin, urinary tract & lungs, and depletion of lymphoid tissue, decreased T-cell and B-cell lymphocytes [Proliferate]

Output: What age groups are most at risk for infection and why?

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Input: [Multiply] Certain inherited conditions impair the individual's response to infection [Proliferate]

Output: What does heredity have to do with a person's risk for infection?

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Input: [Multiply] High level of stress can decrease resistance to infection [Proliferate]

Output: What does stress have to do with risk for infection?

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Input: [Multiply] Antibodies are proteins, poor intake of foods containing proteins decreases defenses against infection & impairs wound healing. Need for calories & protein increases. [Proliferate]

Output: What does nutritional status have to do with risk for infection?

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Input: [Multiply] Newborns get passive immunity for 3 months from mother along with artificial vaccines at specific intervals [Proliferate]

Output: What does immunization status have to do with risk for infection?

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Input: [Multiply] Smoking inhibits ciliary action & depletes vitamin C, alcohol( ETOH) ingestion decreases effectiveness of antibiotics & may result in poor nutritional choices, risky sexual behavior could lead to HIV, hepatitis B, etc. [Proliferate]

Output: What do personal habits have to do with risk for infection?

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Input: [Multiply] Certain medications, invasive procedures, radiation, etc make you more susceptible to infections [Proliferate]

Output: What do medical treatments and therapies have to do with risk for infection?

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Input: [Multiply] Chronic illnesses, cancer, diabetes, etc. [Proliferate]

Output: What kind of pre-existing diseases make you more susceptible to infections?

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Input: [Multiply] Can be nonspecific (skin, mucosal membranes, "free-flowing" fluids like urine, or can be specific, such as your immune system [Proliferate]

Output: What does a weakened defense system have to do with risk for infection?

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Input: [Multiply] Skin, protective mechanisms, inflammatory response & fever [Proliferate]

Output: What are the body's nonspecific host defenses?

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Input: [Multiply] The immune system [Proliferate]

Output: What is the body's specific host defense

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Input: [Multiply] Intact skin & mucous membranes [Proliferate]

Output: The body's #1 defense

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Input: [Multiply] Found in orifices, body structures, phagocytosis, cilia, etc. [Proliferate]

Output: What are the body's protective mechanisms

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Input: [Multiply] It's an adaptive response to neutralize pathogens and repair body cells. "-itis" is the suffix implying inflammation. Characterized as pain, swelling (edema), redness, heat, impaired function. Inflammatory response may be delayed in the elderly-no redness, swelling, fever but may have fatigue, confusion, disorientation, agitation, incontinence, lethargy. [Proliferate]

Output: What is the body's inflammatory response? What about in the elderly?

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Input: [Multiply] It stimulates the immune system to produce antibodies & T-cells. It can be beneficial. [Proliferate]

Output: What is the function of fever

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Input: [Multiply] A complex, biochemical response that resists infection [Proliferate]

Output: What is the definition of immunity

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Input: [Multiply] 1. Recognizes "foreign" invading protein-antigens(bacteria, virus, etc.) 2. Stimulates production of antibodies to destroy the "invaders" 3. Constantly surveys the body to maintain homeostasis. Removes old/aging cells, destroys mutated cells & looks for invaders [Proliferate]

Output: What are the functions of the immune system?

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Input: [Multiply] Antibody mediated & cell mediated [Proliferate]

Output: What are the types of immunity

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Input: [Multiply] 100.4 degrees F or higher [Proliferate]

Output: What is an considered an official fever

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Input: [Multiply] B cell lymphocytes [Proliferate]

Output: What types of cells are involved in antibody mediated immunity

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Input: [Multiply] Humoral, circulating, acquired [Proliferate]

Output: What are other names for antibody mediated immunity

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Input: [Multiply] Active & passive [Proliferate]

Output: What are the types of antibody mediated immunity

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Input: [Multiply] When the host produces it's own antibodies [Proliferate]

Output: What is active antibody mediated immunity

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Input: [Multiply] When the host receives antibodies [Proliferate]

Output: What is passive antibody mediated immunity

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Input: [Multiply] 1. Natural exposure to antigens like through an infection (life long) 2. Artificial antigens given via vaccines (many years, may need booster) [Proliferate]

Output: What are the types of active antibody mediated immunity

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Input: [Multiply] 1. Natural source-nursing mother(6 months-1year) 2. Artificial source-injection of an immune serum(2-3weeks) [Proliferate]

Output: What are the types of passive antibody mediated immunity

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Input: [Multiply] T cell lymphocytes [Proliferate]

Output: What cells are involved in cell mediated immunity

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Input: [Multiply] Cellular [Proliferate]

Output: What are other names for cell mediated immunity

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Input: [Multiply] No [Proliferate]

Output: Can cell mediated immunity be given

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Input: [Multiply] Malnutrition [Proliferate]

Output: What causes a decrease in cell mediated immunity

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Input: [Multiply] Localized response and systemic response [Proliferate]

Output: What are the body's responses to infection

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Input: [Multiply] Hyperemia(redness due to blood rushing to the area), edema(swelling), heat (due to increased blood flow in the area), pain, impaired or loss of function, possible exudate(drainage) in open wounds [Proliferate]

Output: What are the 5 cardinal signs of the body's localized response to infection

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Input: [Multiply] Fever, increased pulse & respiratory rate if fever is high, malaise (feeling of weakness, discomfort), anorexia (loss of appetite), nausea, vomiting, lymphadenopathy- enlarged, tender lymph nodes [Proliferate]

Output: What are the 5 cardinal signs of the body's systemic response to infection

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Input: [Multiply] Elevated WBC(leukocytes). Normal is 4500-11000 per ml; elevated erythrocyte sedimentation rate(ESR or sed rate). The RBC's settle more rapidly in the presence of the inflammatory process; positive cultures (culture urine, blood, sputum, wound, iv tips, etc). [Proliferate]

Output: What laboratory data will show if there is an infection

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Input: [Multiply] Incubation period, prodromal period, illness period, convalescent period [Proliferate]

Output: What are the stages of the infectious process

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Input: [Multiply] No signs or symptoms, period between invasion of the microorganism and before the first sign of disease. Time varies with the illness(days, weeks, months, years) [Proliferate]

Output: Describe the incubation period

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Input: [Multiply] one of the 2 major types of immunity. aka passive immunity, when the host receives natural(from a nursing mother) or artificial(from an injection of immune serum) antibodies produced by another source [Proliferate]

Output: acquired immunity

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Input: [Multiply] one of the 2 major types of immunity. When the host produces its own antibodies in response to natural antigens (infectious microorganisms) or artificial antigens(vaccines). [Proliferate]

Output: active immunity

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Input: [Multiply] aka immunoglobulins. part of the body's plasma proteins [Proliferate]

Output: antibody

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Input: [Multiply] a substance that induces a state of sensitivity or immune responsiveness (immunity). [Proliferate]

Output: antigen

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Input: [Multiply] agents that inhibit the growth of some microorganisms [Proliferate]

Output: antiseptics

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Input: [Multiply] the freedom from disease-causing microorganisms [Proliferate]

Output: asepsis

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Input: [Multiply] those microorganisms carried in blood & body fluids that are capable of infecting other persons with serious & difficult to treat viral infections, such as hep b, hep c, & hiv. [Proliferate]

Output: blood-borne pathogens

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Input: [Multiply] 1. A biological agent, such as an infectious microorganism, or a condition that constitutes a threat to humans, especially in biological research or experimentation. 2. The potential danger, risk, or harm from exposure to such an agent or condition. [Proliferate]

Output: biohazard

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Input: [Multiply] labratory cultivations of microorganisms in a special growth medium [Proliferate]

Output: cultures

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Input: [Multiply] agents that destroy pathogens other than spores [Proliferate]

Output: disinfectants

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Input: [Multiply] erythrocyte sedimentation rate. RBC's normally settle slowly, but the rate increases in the presence of an inflammatory process [Proliferate]

Output: ESR

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Input: [Multiply] inflammation of the liver [Proliferate]

Output: Hepatitis

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Input: [Multiply] human immunodeficiency virus [Proliferate]

Output: HIV

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Input: [Multiply] 1 of the 4 stages of the infectious process. The acute phase, marked by signs & symptoms that are specific to the type of infection(strep throat manifested by sore throat, mumps by earache, carotid & salivary gland swelling). Fever is often present. [Proliferate]

Output: Illness period

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Input: The most important nursing intervention in patients with epidemic keratoconjunctivitis is A. applying patches to the affected eyes. B. accurately measuring intraocular pressure. C. monitoring near visual acuity every 4 hours. D. teaching patient and family members good hygiene techniques.

Output: D. teaching patient and family members good hygiene techniques.

B. the crystalline lens becomes inflexible


Input: Patients with an eye inflammation or infection should be taught A. to wear dark glasses to prevent irritation from UV light. B. that acute conditions commonly lead to chronic problems. C. to apply a cold washcloth with pressure to the inflamed area frequently. D. that regular careful hand washing may prevent the infection from spreading.

Output: C. to apply a cold washcloth with pressure to the inflamed area frequently.

B. the crystalline lens becomes inflexible


Input: Rubella can cause hearing problems if A. exposure is after 20 weeks of gestation. B. exposure is before 16 weeks of gestation. C. the mother had rubella before age 18 years. D. the mother is vaccinated during the postpartum.

Output: B. exposure is before 16 weeks of gestation.

B. the crystalline lens becomes inflexible


Input: In preparing patients for retinal detachment surgery, the nurse should A. begin explaining how to care for an ocular prosthesis. B. assure patients that they can expect 20/20 vision following surgery. C. teach the family how to recognize when the patient is hallucinating. D. assess the patient’s level of knowledge about retinal detachment and provide information appropriate to the situation.

Output: D. assess the patient’s level of knowledge about retinal detachment and provide information appropriate to the situation.

B. the crystalline lens becomes inflexible


Input: The nurse should instruct patients with glaucoma that A. they should see their family practitioner or internist every 2 months. B. punctal occlusion will lessen systemic absorption of glaucoma eyedrops. C. if they use their drops properly, they can expect full resolution of the glaucoma. D. the frequent pain caused by the increased intraocular pressure can be controlled with analgesics.

Output: B. punctal occlusion will lessen systemic absorption of glaucoma eyedrops.

B. the crystalline lens becomes inflexible


Input: The nurse would suspect otosclerosis from assessment findings of hearing loss in A. a 26-year-old woman who has three biologic children under 5 years of age. B. a 52-year-old man whose hearing loss is accompanied by vertigo and tinnitus. C. a 42-year-old African American woman who has a history of serous otitis media. D. a 63-year-old man who can hear high-pitched sounds more effectively than low-pitched sounds.

Output: A. a 26-year-old woman who has three biologic children under 5 years of age.

B. the crystalline lens becomes inflexible


Input: The patient who has a sensorineural hearing loss A. has difficulty understanding speech. B. experiences clearer sounds with the use of a hearing aid. C. may have a reversal of damage caused by ototoxic drugs. D. hears low-pitched sounds better than high-pitched sou

Output: A. has difficulty understanding speech.

B. the crystalline lens becomes inflexible


Input: Patients with permanent visual impairment A. feel most comfortable with other visually impaired persons. B. may feel threatened when others make eye contact during a conversation. C. usually need others to speak louder so they can communicate appropriately. D. may experience the same grieving process that is associated with other losses.

Output: D. may experience the same grieving process that is associated with other losses.

B. the crystalline lens becomes inflexible


Input: In teaching a patient who is using topical corticosteroids to treat an acute dermatitis, the nurse should tell the patient that A. the cream form is the most efficient system of delivery. B. topical corticosteroids usually do not cause systemic side effects. C. creams and ointments should be applied with a glove in small amounts to prevent further infection. D. abruptly discontinuing the use of topical corticosteroids will cause a reappearance of the dermatitis.

Output: B. topical corticosteroids usually do not cause systemic side effects.

B. the crystalline lens becomes inflexible


Input: In teaching a patient with malignant melanoma about this disorder, the nurse recognizes that the prognosis of the patient is most dependent on A. the thickness of the lesion. B. the degree of color change in the lesion. C. how much superficial spread the lesion has. D. the amount of ulceration present in the lesion.

Output: A. the thickness of the lesion.

B. the crystalline lens becomes inflexible


Input: During assessment of a patient the nurse notes an area of red, sharply defined plaques covered with silvery scales that are mildly itchy on the patient’s knee and elbow. The nurse recognizes this finding as A. lentigo. B. psoriasis. C. actinic keratoses. D. seborrheic keratoses.

Output: B. psoriasis.

B. the crystalline lens becomes inflexible


Input: Age-related changes in the skin include A. oily scalp. B. a loss of collagen. C. thinner, flexible nails. D. improved blood supply.

Output: B. a loss of collagen.

B. the crystalline lens becomes inflexible


Input: Of the following patients, the nurse recognizes that the one with the highest risk for a stroke is A. an obese 45-year-old Native American. B. a 35-year-old Asian American woman who smokes. C. a 32-year-old white woman taking oral contraceptives. D. a 65-year-old African American man with hypertension.

Output: D. a 65-year-old African American man with hypertension.

B. the crystalline lens becomes inflexible


Input: The factor related to cerebral blood flow that most often determines the extent of cerebral damage from a stroke is the A. amount of cardiac output. B. oxygen content of the blood. C. degree of collateral circulation. D. level of carbon dioxide in the blood.

Output: C. degree of collateral circulation.

B. the crystalline lens becomes inflexible


Input: Information provided by the patient that would help differentiate a hemorrhagic stroke from a thrombotic stroke includes A. sensory disturbance. B. a history of hypertension. C. presence of motor weakness. D. sudden onset of severe headache.

Output: D. sudden onset of severe headache.

B. the crystalline lens becomes inflexible


Input: A patient with right-sided hemiplegia and aphasia resulting from a stroke most likely has involvement of the A. brainstem. B. vertebral artery. C. left middle cerebral artery. D. right middle cerebral artery.

Output: C. left middle cerebral artery.

B. the crystalline lens becomes inflexible


Input: Nursing management of the patient with hemiplegia during the acute phase of a stroke includes A. restricting active movement. B. positioning each joint higher than the proximal joint. C. performing passive range of motion on all limbs every 4 hours. D. maintaining the patient in a recumbent, side-lying position.

Output: B. positioning each joint higher than the proximal joint.

B. the crystalline lens becomes inflexible


Input: Bladder training in a male patient who has urinary incontinence after a stroke includes A. limiting fluid intake. B. keeping a urinal in place at all times. C. assisting the patient to stand to void. D. catheterizing the patient every 4 hours

Output: C. assisting the patient to stand to void.

B. the crystalline lens becomes inflexible


Input: The most common response of the stroke patient to the change in body image is A. denial. B. depression. C. disassociation. D. intellectualization.

Output: B. depression.

B. the crystalline lens becomes inflexible


Input: The home health care nurse is providing instructions to a nursing assistant regarding care of an older client with visual loss. The nurse is considering normal age-related visual changes by telling the nurse assistant that clients with visual loss: A. Have better visual acuity with fluorescent lighting B. Are able to live independently in restricted environments C. Have reduced adaptation to the dark; however, peripheral vision is unchanged D. Often use colored tape to distinguish settings on electrical appliances and to highlight the edge of stairs

Output: D. Often use colored tape to distinguish settings on electrical appliances and to highlight the edge of stairs

B. the crystalline lens becomes inflexible


Input: The client is a 74-year-old woman who has returned to the nursing home following surgical removal of bilateral cataracts. She reports feeling a little uncertain about walking by herself. Which of the following approaches should a nurse use to assist the client with ambulation? A. Walk one half step behind the client and slightly to the side of the client. B. If the client requires assistance, place a hand around the client's waist. C. Allow the client to stand alone in unfamiliar areas to encourage confidence building. D. Have the client grasp the nurse's arm just above the elbow and walk at a comfortable pace, warning the client when obstacles are approached.

Output: D. Have the client grasp the nurse's arm just above the elbow and walk at a comfortable pace, warning the client when obstacles are approached.

B. the crystalline lens becomes inflexible


Input: The nurse is conducting discharge teaching for a client with diminished tactile sensation. Which of the following statements, if made by the client, would indicate that teaching was ineffective? A. "I may be able to dress more easily if I wear clothes with zippers or pullover sweaters." B. "I am at risk for injury from temperature extremes." C. "A home health referral may help me to achieve a maximum degree of independence." D. "I have right-sided partial paralysis and reduced sensation, so I should dress the left side of my body first.

Output: D. "I have right-sided partial paralysis and reduced sensation, so I should dress the left side of my body first.

B. the crystalline lens becomes inflexible


Input: To help prevent sensory overload the nurse controls stimuli and: A. Orients the client to the environment B. Uses a communication board with the client C. Provides the client with books and a pocket magnifier D. Keeps the lights on in the client's room both day and night

Output: A. Orients the client to the environment

B. the crystalline lens becomes inflexible


Input: . A client in the intensive care unit (ICU) seems withdrawn and is mumbling to herself. Her hands keep fidgeting with her intravenous (IV) tubing. Her daughter expresses concern because her mother has never acted this way before. The nurse bases her response on the knowledge that: A. Some senses may become more acute to compensate for a sensory deficit. B. Symptoms of sensory overload may include scattered attention, restlessness, and anxiety. C. Many adults are sensitive about admitting sensory losses and may hesitate to share information. D. The absence or presence of visitors has little effect on the sensory status of clients in hospital intensive care settings.

Output: B. Symptoms of sensory overload may include scattered attention, restlessness, and anxiety.

B. the crystalline lens becomes inflexible


Input: An older adult client experienced a stroke (cerebrovascular accident) and has garbled speech, although he seems to understand what is being said. The nurse recognizes this as: A. Global aphasia B. Receptive aphasia C. Perception aphasia D. Expressive aphasia

Output: D. Expressive aphasia

B. the crystalline lens becomes inflexible


Input: A client does not seem to be paying attention during conversations with the nurse. When asked how she rates her hearing, the client states, "Poor." An appropriate nursing diagnosis may be: A. Social isolation B. Self-care deficit C. Disturbed thought processes D. Disturbed sensory perception (auditory)

Output: D. Disturbed sensory perception (auditory)

B. the crystalline lens becomes inflexible


Input: Clients may be at risk for a sensory perception deficit if they: A. Keep their ears free of cerumen B. Are taking a vitamin supplement C. Have been immunized for rubella D. Have a family history of glaucoma

Output: D. Have a family history of glaucoma

B. the crystalline lens becomes inflexible


Input: The nurse is assessing a client for sensory alterations. Which of the following pieces of information would not be a significant finding suggesting risk of sensory impairment? A. African American ethnicity B. Noticeably low self-esteem C. History of having worn hearing protection devices D. Decreased involvement in social activities over the past 6 months

Output: C. History of having worn hearing protection devices

B. the crystalline lens becomes inflexible


Input: In promoting health maintenance for prevention of strokes, the nurse understands that the highest risk for the most common type of stroke is present in: a. African-Americans b. women who smoke c. individuals with hypertension and diabetes d. obese with high dietary fat intake

Output: c. individuals with hypertension and diabetes

B. the crystalline lens becomes inflexible


Input: A patient comes to the ER immediately after experiencing numbness of the face and inability to speak, but while the patient awaits exam, symptoms disappear and the patient requests discharge. The nurse stresses importance to be evaluated, primarily because: a. the patient probably experienced an asymptomatic stroke b. symptoms are likely to return c. neurologic deficits that are transient occur most often as a result of small hemorrhage that clot off d. the patient has probably experienced a TIA that is a sign of progressive cerebral vascular disease

Output: d. the patient has probably experienced a TIA that is a sign of progressive cerebral vascular disease

B. the crystalline lens becomes inflexible


Input: Patient with right sided paresthesia and hemiparesis is hospitalized and diagnosed with a thrombotic stroke. Over the next 72 hrs the nurse plans care wit hthe knowledge that the patient: a. is ready for aggressive rehab b. will show gradual improvement of initial neurologic deficits c. may show signs of deteriorating neurologic function as cerebreal edema increases d. should not be turned or exercised to prevent extension of the thrombus

Output: c. may show signs of deteriorating neurologic function as cerebreal edema increases

B. the crystalline lens becomes inflexible


Input: The neurologic funtions that are affected by a stroke are primarily related to: a. the amt of tissue area involved b. rapidity of the onset of symptoms c. the brain area perfused by the affected artery d. presence or absence of collateral circulation

Output: c. the brain area perfused by the affected artery

B. the crystalline lens becomes inflexible


Input: Patient admitted to hospital with left hemplegia. To determine the size, location, and whether a stroke is ischemic or hemorrhagic the nurse anticipates that the physician will request a: a. CT b. lumbar puncture c. cerebral arteriogram d. PET

Output: a. CT

B. the crystalline lens becomes inflexible


Input: A carotid endarterectomy is being considered as treatment for a patient who has had several TIAs. The nurse eplains to the patient that this surgery: a. is used to restore blood circulation to the breain b. involves intracranial surgery to joina superficial extracranial artery to an intracranial artery c. involves removing an atherosclerotic plaque in the carotid artery to prevent an impending stroke d. used to open a stenosis in a carotid artery wit ha balloon and stent

Output: c. involves removing an atherosclerotic plaque in the carotid artery to prevent an impending stroke

B. the crystalline lens becomes inflexible


Input: A nursing intervention that is indicated for the patient with hemiplegia is: a. use of a footboard to prevent plantar flexion b. immobilization of the affected arm against the chest with sling c. positioning the patient in bed with each joint lower than the joint proximal d. having the patient perform passive ROM of the affected limb with the unaffected limb

Output: d. having the patient perform passive ROM of the affected limb with the unaffected limb

B. the crystalline lens becomes inflexible


Input: A newly admitted patient who has suffered a right brain stroke has a nursing diagnosis of disturbed visual sensory perception related to homonymous hemianopsia. Early in the care of the patient, the nurse should: a. place objects on the right side within the patient's field of vision b. approach patient from the left side to encourage pt to turn head c. place objects on the pt's left side to assess ability to compensate d. patch teh affected eye

Output: `a. place objects on the right side within the patient's field of vision

B. the crystalline lens becomes inflexible


Input: Four days following a stroke, a patient is to start oral fluids and feedings. Before feeding the patient, the nurse should first: a. check patient's gag reflex b. order a soft diet c. raise HOB to sitting d. evaluate ability to swallow small sips of water

Output: a. check patient's gag reflex

B. the crystalline lens becomes inflexible


Input: Appropriate food for a patient with a stroke who has mid dysphagia is: a. fruit juice b. pureed meat c. scrambled eggs d. fortified milkshakes

Output: c. scrambled eggs

B. the crystalline lens becomes inflexible


Input: Patient who has suffered a stroke is expereincing urinary incontinence. Nursing management includes: a. limiting fluid b. ambulating patient to bathroom q 4 hrs c. determining the pattern and cause of incontinence d. using briefs

Output: c. determining the pattern and cause of incontinence

B. the crystalline lens becomes inflexible


Input: To promote communication during rehab of patient with aphasia, an appropriate nursing intervention is to: a. use gestures, pix, and music b. talk about ADLs that are familiar to patient c. structure statements in yes /no d. use flash cards with simple words

Output: b. talk about ADLs that are familiar to patient

B. the crystalline lens becomes inflexible


Input: A patient with right hemisphere stroke has a nursing diagnosis of unilateral neglect r/t sensory perceptual deficits. During rehab it is important for the nurse to: a. avoid positioning the patient on affected side b. place all objects on patient's unaffected side c. teach patient to consciously care for the affected side d. protect the affected side from injury

Output: c. teach patient to consciously care for the affected side

B. the crystalline lens becomes inflexible


Input: Patient with stroke has a right-sided hemiplegia. The nurse prepares family members to help control behavior changes seen with this type of stroke by teaching them to: a. ignore undesirable behaviors b. provide directions to patient verbally in small steps c. distract patient from inappropriate emotional responses d. supervise all acitivites before allowing the patient to usue them independently

Output: c. distract patient from inappropriate emotional responses

B. the crystalline lens becomes inflexible


Input: Nurse can assist patient and the family in coping with the long term effects of a stroke by: a. informing that patient will need assistance with almost all ADLs b. explain that patient's prestroke behavior will return c. encourage support groups d. helping the patient and family understand the significance of residual stroke damage to promote problem solving and planning

Output: d. helping the patient and family understand the significance of residual stroke damage to promote problem solving and planning

B. the crystalline lens becomes inflexible


Input: A patient tells the nurse on admission that he recently has been classified as legally blind. The nurse recognizes that the patient: a. has lost usuable vision but has some light perception b. will need time for grieving and adjustment c. will be dependent on others for a safe environment d. may be able to perform many tasks and activities with vision enhancement techniques

Output: d. may be able to perform many tasks and activities with vision enhancement techniques

B. the crystalline lens becomes inflexible


Input: Nurse teaches all patients with conjunctival infections to use: a. artificial tears to moisten and soothe eyes b. dark glasses to prevent discomfort c. warm moist compresses to eyes to promote drainage and healing d. frequent and thorough hand washing to avoid spreading infection

Output: d. frequent and thorough hand washing to avoid spreading infection

B. the crystalline lens becomes inflexible


Input: Patient with early cataracts tell the nurse that he is afraid of cataract surgery. Nurse informs patient that: a. progression of cataracts can be prevented by avoidance of UV light and good diet b. cataracts will only become worse with time and should be removed as early as possible c. cataract surgery is very safe and need for corrective lenses will be eliminated d. vision enhancement techniques may improve vision until surgery becomes an acceptable option to maintain desired activities

Output: d. vision enhancement techniques may improve vision until surgery becomes an acceptable option to maintain desired activities

B. the crystalline lens becomes inflexible


Input: 60 yr old patient with cataracts would have symptoms of: a. painless, sudden, severe loss of vision b. blurred vision, colored halos, and eye pain c. gradual loss of vision with abnormal color perception and glare d. light flashes, floaters, and loss of central / peripheral vision

Output: c. gradual loss of vision with abnormal color perception and glare

B. the crystalline lens becomes inflexible


Input: Patient with bilateral cataracts is scheduled for an extracapsular cataract extraction with an intraocular lens implantation of one eye. Preop the nurse should: a. assess the visual acuity in the inoperative eye to plan the need for postop assistance b. inform patient that the operative eye will be patched for 3-5 days c. assure patient vision in operative eye will return immediately d. teach routine TCDB

Output: a. assess the visual acuity in the inoperative eye to plan the need for postop assistance

B. the crystalline lens becomes inflexible


Input: Following scleral bulking the nurse plans postop care based on the knowledge that: a. specific positioning and activity restrictions are likely to be required for several days b. patient hospitalized for 7-10 days c. experience little or no pain d. reattachment commonly fails

Output: a. specific positioning and activity restrictions are likely to be required for several days

B. the crystalline lens becomes inflexible


Input: In caring for the patient with age-related macular degeneration ARMD, it is important to: a. teach how to correctly use topical eyedrops for treatment b. emphasize the use of vision enhancement techniques to improve what vision is present c. encourage to undergo laser treatment d. explain that nothing can be done

Output: b. emphasize the use of vision enhancement techniques to improve what vision is present

B. the crystalline lens becomes inflexible


Input: Visual impairment occuring with glaucoma results from: a. ischemic pressure on the retina and optic nerve b. clouding of aq humor in anterior chamber c. deposition of drusen and degeneration of the macula d. loss of accommodation

Output: a. ischemic pressure on the retina and optic nerve

B. the crystalline lens becomes inflexible


Input: An important health promotion nursing intervention that is relevant to glaucoma is: a. teaching individuals at risk about early signs and symptoms b. preparing patients with glaucoma for lifestyle changes to adapt to blindness c. promoting regular measurements of intraocular pressure for early detection and treatment of gluacoma d. informing patients that glaucoma is curable if eye meds are administered before visual imparement has occured

Output: c. promoting regular measurements of intraocular pressure for early detection and treatment of gluacoma

B. the crystalline lens becomes inflexible


Input: One of the nurse's roles in preservation of hearing includes: a. advising patients to keep the ears clean of wax with Q-tips b. monitoring patients at risk for drug-induced ototoxicity for tinnitus and vertigo c. promoting use of ear protection at work

Output: b. monitoring patients at risk for drug-induced ototoxicity for tinnitus and vertigo

B. the crystalline lens becomes inflexible


Input: Nursing intervention for patient during an acute attack of Meniere's disease includes providing a. TV for diversion b. quiet darkened room c. padded side rails on bed

Output: b. quiet darkened room

B. the crystalline lens becomes inflexible


Input: [Genetics] Genetic Material

Output: DNA, or RNA (viruses) where the information for life is stored in organisms.

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Heredity

Output: The transmission of genetic material from organism to offspring

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Chromosomes

Output: A circular (prokaryotes) or linear (eukaryotes) threadlike molecule of DNA and its associated proteins

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Plasmids

Output: an extra-chromosomal circular strand of DNA that contains genetic information which supplements information in the chromosome

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Characteristics of plasmids

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Genome

Output: The total sum of an organism's genetic information

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Nucleotide

Output: made up of sugar (5C sugar deoxyribose), Phosphate, and a base

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Bases

Output: A- Adenine pairs with T G- Guanine pairs with C C- Cytosine pairs with G T- Thymine pairs with A

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Arrangement

Output: Nucleotides arranged in helix, with base pairs held together by hydrogen bonds

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Gene

Output: -A linear sequence of nucleotides -contains information for structure and function of an organism

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Allele

Output: different molecular forms of the same gene

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Mutation

Output: -permanent alteration in DNA -usually change the sequence of nucleotides in DNA and thereby change the information in DNA

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] dsDNA Structure

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] 5'-3'

Output: referes to carbon 5 and carbon 3 of the deoxyribose molecule

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] antiparelel

Output: 2 strands are parallel but oriented in opposite directions

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Helicase

Output: 1st step in DNA replication. Splits DNA into 2 strands, creating 2 replication forks traveling in opposite direction

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] DNA Polymerase

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Ligase

Output: 3rd step DNA replication. links the Okazaki fragments making one continuous strand

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Kinda of RNA

Output: Ribosomal RNA Messenger RNA Transfer RNA

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] rRNA

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] mRNA

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Codon

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] First codon

Output: AUG (methionine)

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] End Codons

Output: UAA, UAG or UGA

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] tRNA

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] regulatory mechanisms

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Categories of regulatory mechanisms

Output: -feedback inhibition -enzyme induction -enzyme repression

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Feedback inhibition

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Constituitive Enzymes

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Inducible Enzymes

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Repression

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Induction

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Operon Model of Gene Expression

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Structural Genes

Output: carry information for the synthesis of specific proteins such as enzyme molecules

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Operator region

Output: a short sequence that repessor-proteins and inducer-proteins bind to in order to prevent or enhance transcription

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Promoter Region

Output: a common sequence that RNA polyamerase recognizes, binds and begins transcription from

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Structural Region

Output: the actual coding-sequence, which will represent the transcribed mRNA sequence

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Enzyme Repression

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Genotype

Output: the genetic information contained in the DNA of the organism

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Phenotype

Output: refers to the specific characteristics displayed by the organisms

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Mutations

Output: always change the genotype but not necessarily be expressed in the phenotype

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Inversions

Output: when a segment of DNA is excised and reinserted upside down

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Transposition

Output: When a segment of DNA is excised and reinserted somewhere else

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Are mutations the cause of all phenotypic variations?

Output: no

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] What else can cause a phenotypic variation?

Output: Environmental factors

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Spontaneous Mutations

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Induced Mutations

Output: produced by mutagens

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Mutagens

Output: -increase rate of mutation compared to spontaneous mutation rate -include chemical agents and radiation

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] light repair (photoreactivation)

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Dark Repair

Output: occurs in some bacteria in the presence or absence of light, requires several enzyme controlled reactions

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Vertical Gene Transfer

Output: When genes pass from parents to offspring (asexual reproduction-binary fission in bacteria)

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Lateral Gene Transfer

Output: genes are passed to other microbes of the same generation (not associated with reproduction)

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Significance of Transduction

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Conjugation Mechanism

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Conjugation Significance

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] What are Viruses?

Output: Obligate intracellular parasites

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Viral Components

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Virion

Output: a complete virus particle, including its envelope

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Viral Nucleic Acids

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Capsids

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Capsomeres

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Envelopes

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Spikes

Output: serve to attach virions to specific receptor sites on host cell surfaces

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Spikes advantages

Output: help viruses infect new cells by fusion of the envelope with the host’s cell membrane

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Helical

Output: consists of ribbon like protein that forms a spiral around the nucleic acid

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Polyhedral

Output: many-sided, Icosahedral viruses have 20 triangular faces

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Complex

Output: combination of helical and icosohedral shapes

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Viral Host Range

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Viral Specificity

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] enterovirus

Output: Polio

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Rhinovirus

Output: Common Cold

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Hepatovirus

Output: Hep A

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Rubellavirus

Output: Rubella

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Equine Encephalitis

Output: Equine Encephalitis

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Falvirus

Output: Yellow Fever

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] HTLV-I

Output: Adult Leukemia, tumors

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Morbillivirus

Output: Measles

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Lyssavirus

Output: Rabies

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Influenzavirus

Output: Influenza A&B

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Filovirus

Output: Marburg, Ebola

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Hantavirus

Output: Respiratory Distress, Hemorrhagic Fevers

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Rotavirus

Output: Respiratory and Gastrointestinal Infections

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Classification if Viruses

Output: double stranded, single stranded, shape (linear or circular), capsid shape, and presence or absence of an envelope

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Human adenovirus

Output: Respiratory Infections

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Simplexvirus

Output: oral and genital herpes

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Varicellovirus

Output: Chickenpox/shingles

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Orthopoxvirus

Output: Smallpox/Cowpox

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Human papilloma virus

Output: warts, cervical cancer, penile cancer

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Hepatitus B virus

Output: Hep B

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] B19

Output: Fifth Disease (erythema infectiosum) in children

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Adsorption

Output: Phage is adsorbed onto bacterial cell wall

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Penetration

Output: Phage penetrates bacterial cell wall and cell membrane, injects its DNA, bacterial DNA is disrupted

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Biosynthesis

Output: the phage DNA directs the cell's metabolism to produce viral components-- proteins and copies of phage DNA

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Maturation

Output: collars, sheaths, heads, and tails come together and are packaged

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Release

Output: Bacterial cell lyses, releasing mature phages

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Lytic cycle

Output: adsorption, penetration, biosynthesis, maturation, release

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Latent Viruses

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Cytomegalovirus

Output: Infections found in 1% of live births, most defects are neurological and children have mental retardation

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Herpes Simplex Virus

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Rubella Virus

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Viroids

Output: an infectious RNA particel smaller than a virus -Have no capsids -Infect plants

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Genetics] Prions

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

The study of the structure of genes, their function, and how genes and their cumulative effects are passed between organisms (heredity)


Input: [Intro] The Quest

Output: Describes the search for someone or something which, when found and brought back, will restore fertility to a wasted land. (The desolation of the land is often mirrored by a leader's illness and disability.) Life is restored to the way it should be or has been. This is the ultimate goal of the main character.

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

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


Input: [Intro] The Task

Output: This is not the same as the quest, but merely a step to complete it. This is one of the challenges (often a superhuman deed) which the main character must face in order to complete his quest.

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

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


Input: [Intro] The Initiation

Output: This is usually takes the form of an initiation into adult life. The adolescent comes into his/her maturity with a new awareness, and he faces his problems with a new sense of hope. This awakening usually takes place near the end of the story.

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

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


Input: [Intro] Situation Archetypes

Output: Archetypes that define the overall plot of the story.

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

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


Input: [Intro] The Journey

Output: The hero journeys in search of some truth or information necessary to restore fertility to the kingdom. Usually the main character descends into a real or psychological hell and is forced to discover the blackest truths, quite often concerning his own faults. Once the hero is at this low point, he must accept personal responsibility to return to the world of the living. A second use of this pattern is the depiction of a limited number of travelers on a sea voyage, a bus ride or another trip where they are isolated and viewed as a microcosm of society

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

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


Input: [Intro] The Fall

Output: This describes a descent from a higher to a lower state of being. The experience involves a loss of innocence and bliss. It is often accompanied by the expulsion from a kind of paradise as a penalty for disobedience and moral transgression.

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

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


Input: [Intro] Death and Rebirth

Output: THis grows out of the parallel between the cycle of nature and the cycle of life. Thus morning and springtime represent birth, youth or rebirth; evening and winter suggest old age and death.

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

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


Input: [Intro] Light vs. Darkness

Output: Light usually suggests hope, renewal, or intellectual illumination. Darkness implies the unknown, ignorance, or despair.

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

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


Input: [Intro] Water vs. Desert

Output: Water is necessary to life and growth , and it commonly appears as a birth or rebirth symbol as in baptisms, which symbolize spiritual birth. The desert represents alienation, loneliness, desolation, near starvation (both physically and spiritually).

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

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


Input: [Intro] Heaven vs. Hell

Output: man has traditionally associated parts of the universe not accessible to him with the dwelling places of primordial forces that govern his world. The skies and mountaintops house his gods; the bowels or the earth contain the diabolic forces that inhabit his universe.

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

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


Input: [Intro] Haven vs. Wilderness

Output: Heroes are often sheltered for a time in places of safety (havens) for a time to regain their health or spiritual strengh before they are thrust out into the dangerous wilderness.

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

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


Input: [Intro] Innate Wisdom vs. Educated Stupidity

Output: Some characters exhibit wisdom and understanding of situations instinctively as opposed to those supposedly in charge who have extensive book learning, yet usually make poor decisions.

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

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


Input: [Intro] Fire vs. Ice

Output: Fire represents knowledge, light, life, and rebirth. Fire is usually present when these forces are affecting the hero. Ice (like the desert) represents ignorance, darkness, desolation, sterility, or death. Ice would be present when these forces are affecting the hero or another character.

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

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


Input: [Intro] Nature vs. the Mechanistic World

Output: Nature is good while technology and society is often evil.

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

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


Input: [Intro] Good vs. Evil

Output: The battle between two primal forces. Mankind shows eternal optimism in the continual portrayal of good triumphing over evil despite enormous odds.

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

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


Input: [Intro] Supernatural Intervention

Output: A supernatural force, god, or being intervenes either on the side of the hero or sometimes against him.

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

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


Input: [Intro] The Unhealable Wound

Output: The hero or some other character has a wound, either physical or psychological, that cannot be fully healed. This wound often indicates a loss of innocence. It always aches and often drives the sufferer to desperate measures.

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

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


Input: [Intro] The Ritual

Output: Actual ceremonies that initiate experiences. They will mark his rite of passage into the next level of his journey into adulthood.

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

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