Input: Phonemic awareness instruction should be:

Output: Integrated with other components of a balanced literacy program

Students contribute to the writing activity


Input: The smallest units of speech are known as:

Output: Phonemes

Students contribute to the writing activity


Input: Teachers guide their students through several stages of spelling development. In the Derivational Relations Spelling Stage, instruction focuses upon:

Output: Morphemes

Students contribute to the writing activity


Input: Six-year-old Rachel proudly said she could read the word fish because it looked like the word dish. This child was using the strategy of:

Output: Analogy

Students contribute to the writing activity


Input: Phonics instruction should be viewed as:

Output: Part of a balanced approach that includes authentic reading and writing

Students contribute to the writing activity


Input: Five-year-old Adam wrote the sentence, "My mom sed no". When Adam wrote sed for said, he showed that he was using:

Output: Invented Spelling

Students contribute to the writing activity


Input: A teacher examined the misspelled words in her students' compositions. An analysis of these misspelled words will most likely help the teacher assess her students':

Output: Ability to apply phonics generalizations

Students contribute to the writing activity


Input: The most powerful predictor of later reading achievement appears to be a child's:

Output: Phonemic Awareness

Students contribute to the writing activity


Input: The onset of the word skate is:

Output: Sk

Students contribute to the writing activity


Input: The belief that there should be a one-to-one correspondence between phonemes and graphemes so that each sound is consistently represented by one letter is known as:

Output: The Alphabetic Principle

Students contribute to the writing activity


Input: A first grade teacher conducted a lesson on word families and asked the children to write words on the chalkboard. This could best be described as a lesson in:

Output: Phonics- because they were writing them

Students contribute to the writing activity


Input: The best way to help children become better spellers is to

Output: Engage them in daily reading and writing activities

Students contribute to the writing activity


Input: When children have difficulty spelling a word, effective teachers should tell them to:

Output: Think it out

Students contribute to the writing activity


Input: Teachers should emphasize the phonics generalizations that have the highest degree of utility for readers. What are the most useful generalizations:

Output: CVC pattern CVCe pattern CV CVVC Sounds of c and g Kn and wr igh

Students contribute to the writing activity


Input: To help students take responsibility for their own learning and to individualize the instructional program in spelling, a fourth grade teacher appropriately encourages his students to:

Output: Correct their own pretests and develop their own study lists

Students contribute to the writing activity


Input: After reviewing research, the National Reading Panel (2000) concluded that the most effective phonics programs were:

Output: Systematic and taught in a predetermined sequence (Explicit)

Students contribute to the writing activity


Input: Although he knew that he should use a dictionary to find correct spellings, eight-year-old Nick said that he couldn't find the words he needed for his composition. His teacher correctly told him that he should:

Output: Predict possible spellings for the words and then check the most probable spellings in the dictionary

Students contribute to the writing activity


Input: In the word flat the rhyme is:

Output: at

Students contribute to the writing activity


Input: When a teacher asks a student to "Say the word star without the st", that teacher is primarily monitoring the student's:

Output: Phonemic Awareness

Students contribute to the writing activity


Input: Six-year-old Bill said he could read the word will because it looked like his name. Bill used the strategy of:

Output: Analogies

Students contribute to the writing activity


Input: When students explore an idea by writing rapidly without stopping, they are participating in:

Output: Quickwriting

Students contribute to the writing activity


Input: The ability to read silently for increasingly longer periods of time is known as reading:

Output: Stamina

Students contribute to the writing activity


Input: In the word spelled, ed is an example of a:

Output: Bound morpheme

Students contribute to the writing activity


Input: To become a fluent reader, a student must:

Output: Automatically recognize high-frequency words

Students contribute to the writing activity


Input: Students must develop a large stock of words that they recognize automatically because it is impossible for them to analyze every word that they encounter while reading. These recognizable words are known as:

Output: Sight Words

Students contribute to the writing activity


Input: One of the best ways to help students develop reading fluency is to use:

Output: Reader's Theater

Students contribute to the writing activity


Input: One of the most effective ways for a teacher to help his students spell high-frequency words correctly would be to:

Output: Post high-frequency words on a classroom word wall

Students contribute to the writing activity


Input: Every syllable must have at least:

Output: One vowel

Students contribute to the writing activity


Input: Word walls are appropriate:

Output: At any grade level

Students contribute to the writing activity


Input: Most children should become fluent writers by:

Output: The end of third grade

Students contribute to the writing activity


Input: To read fluently students need to read at least:

Output: 100 wpm

Students contribute to the writing activity


Input: Words such as for, the, and with which occur frequently but carry little meaning are known as

Output: Function words

Students contribute to the writing activity


Input: The ability to orally read sentences expressively, with appropriate phrasing and intonation, is known as:

Output: Prosody

Students contribute to the writing activity


Input: A teacher read a passage. The students repeated each phrase or sentence after the teacher read it. This class was participating in:

Output: Echo reading

Students contribute to the writing activity


Input: The best way to help children become fluent writers is to ask them to:

Output: Write sentences to express their ideas

Students contribute to the writing activity


Input: Research suggests that students become more fluent readers when they are taught to:

Output: Chunk parts of sentences into meaningful units as they read

Students contribute to the writing activity


Input: A first grade teacher introduced the word cat on Monday. On Tuesday, the teacher could help her students read the words bat, flat, and rat, by breaking those words into:

Output: Onsets and rhymes

Students contribute to the writing activity


Input: One of the best ways for teachers to monitor students' spelling of high- frequency words is to:

Output: Analyze children's writing samples

Students contribute to the writing activity


Input: When introducing new words, teachers should:

Output: Present the words in context so that students can attach meaning

Students contribute to the writing activity


Input: Effective teachers use minilessons to teach students about specific words, These minilessons:

Output: Can be provided before or after students read the text

Students contribute to the writing activity


Input: Research suggests that for students in grades 3 and up, the activity which leads to the greatest growth in vocabulary is:

Output: Reading

Students contribute to the writing activity


Input: A third grade teacher taught a lesson using pairs of words such as dull and sharp, hot and cold, and easy and hard. This lesson focused upon:

Output: Antonyms

Students contribute to the writing activity


Input: The expression quiet as a mouse is an example of a:

Output: Simile

Students contribute to the writing activity


Input: The best way to teach students to use context clues is to use:

Output: Modeling

Students contribute to the writing activity


Input: After visiting the library, a fourth grade teacher announced that the students would have time to read independently. She wisely told them that if they encountered a word they didn't recognize, their first step should be to:

Output: Reread the sentence containing the word

Students contribute to the writing activity


Input: To help his students revise their writing and engage in word-study activities, an effective teacher has decided to teach his students to use:

Output: A dictionary and thesarus

Students contribute to the writing activity


Input: Because a group of third grade students have difficulty using dictionaries to find the definitions they need, their teacher should:

Output: Model techniques for reading and using dictionary entries

Students contribute to the writing activity


Input: The term which refers to the history of a word is:

Output: Etymology

Students contribute to the writing activity


Input: When eight-year-old Eli encountered a word that he didn't know, he used the surrounding words and sentences to determine its meaning. In that situation, Eli used:

Output: Context clues

Students contribute to the writing activity


Input: The principal correctly told a newly hired teacher that she could most effectively expand her students' knowledge of words by:

Output: Providing daily opportunities for students to read books independently

Students contribute to the writing activity


Input: Research suggests what about vocabularies of students?

Output: Students with larger vocabularies tend to be more capable readers

Students contribute to the writing activity


Input: When the words subway and submarine appeared in a text, the teacher helped the children break the words apart. They then examined other words that began with sub. These children participated in a:

Output: Morphemic analysis

Students contribute to the writing activity


Input: As she was reading with her teacher, six-year-old Megan encountered a word she didn't recognize. Her teacher correctly said that if an unknown word is not essential to the meaning of the text, Megan should:

Output: Skip the word and continue reading

Students contribute to the writing activity


Input: Expressions which must be translated figuratively such as "raining cats and dogs", "chip off the old block", and "skeleton in the closet" are known as:

Output: Idioms

Students contribute to the writing activity


Input: A third grade teacher would like to help struggling readers enlarge their vocabularies and motivate them to read. He can accomplish this goal most effectively by:

Output: Reading aloud to the class

Students contribute to the writing activity


Input: A teacher has been encouraging her students to enliven their writing by using words that have nearly the same meaning as the tired words they have been using. This teacher should give a lesson in using:

Output: Synonyms

Students contribute to the writing activity


Input: While reading about the Olympic Games, a fourth grade class made a list of sports related words and then made a grid to classify the words according to their distinguishing characteristics. Those students participated in a(n):

Output: Semantic Feature Analysis

Students contribute to the writing activity


Input: The fifth grade students in Debbie Smith's classroom enjoy using morphemic analysis and context clues to determine the meaning of unknown words. This behavior shows that these students have developed:

Output: Word consciousness

Students contribute to the writing activity


Input: When introducing new words, sixth grade teacher Terri Crowley alerts her students if the new words were derived from the Spanish, French, or Latin languages. Effective teachers have found that knowing a word's history helps students to:

Output: Spell the word correctly

Students contribute to the writing activity


Input: Questions arise as readers engage with a text. Research suggests that comprehension improves most significantly when:

Output: Students learn to generate questions about a text

Students contribute to the writing activity


Input: When Mai, an English Language Learner, read the sentence, "Blow out your birthday candles", she became confused because she had never had a birthday cake. A lack of background knowledge that affects comprehension can be categorized as a:

Output: Reader Factor

Students contribute to the writing activity


Input: A group of fifth grade students in Alaska wanted to read the novel Hoot which is set in the Florida. Because their teacher suspected that they didn't have the background knowledge necessary for comprehension, she correctly decided to:

Output: Preteach key words to build background knowledge

Students contribute to the writing activity


Input: When students reflect upon their thinking they are engaging in:

Output: Metacognition

Students contribute to the writing activity


Input: Capable writers usually:

Output: Vary their writing to fit their purposes and audiences

Students contribute to the writing activity


Input: Capable readers usually:

Output: Creat mental images as they read

Students contribute to the writing activity


Input: To monitor comprehension, a teacher asked his students to supply missing words in the following passage: Today is Kyle's birthday. His father will bake a ________. Kyle's friends will come to his ________. That type of assessment is known as a(n):

Output: Cloze procedure

Students contribute to the writing activity


Input: Comprehension is a complicated process which begins:

Output: During prereading as students activate background knowledge

Students contribute to the writing activity


Input: Research suggests that students' motivation to read increases when:

Output: The classroom has a collaborative atmosphere

Students contribute to the writing activity


Input: As she was reading the novel Charlotte's Web, Helen thought about the farm on which she lived and the baby pig she received on her birthday. In this situation, Helen made a:

Output: Text-to-self connection

Students contribute to the writing activity


Input: What is one way to best help students summarize a text is a(n):

Output: Graphic organizer

Students contribute to the writing activity


Input: Many informal reading inventories (IRIs) have been published to help teachers assess literacy progress. Most IRIs include:

Output: Graded narrative and informational passages

Students contribute to the writing activity


Input: Comprehension depends on the 2 factors of:

Output: The reader and the text

Students contribute to the writing activity


Input: Fluent readers tend to have better comprehension primarily because they:

Output: Don't have to stop reading to decode words

Students contribute to the writing activity


Input: A teacher wants to help his students categorize questions and ask higher-level questions. To achieve this goal, the teacher should introduce the strategy known as:

Output: QAR

Students contribute to the writing activity


Input: Before they read a new text, fourth grade teacher Harry Clifton helps his students focus their attention and remember important details by:

Output: Helping them set a purpose for reading

Students contribute to the writing activity


Input: Teachers can help their students become more fluent readers by providing:

Output: Many opportunities for repeated readings

Students contribute to the writing activity


Input: New teacher Katrina Smith said that her students didn't seem to form inferences as they read. Her principal correctly responded that:

Output: Teachers can use modeling to help students form inferences

Students contribute to the writing activity


Input: What is the instructional procedure that allows readers to make the most choices?

Output: Reading workshop

Students contribute to the writing activity


Input: The best way to help students apply comprehension strategies is to provide time for them to:

Output: Read interesting books at their reading level

Students contribute to the writing activity


Input: Although ten-year-old Patty enjoys writing, her stories lack tension. When she is writing, the teacher should help Patty develop the:

Output: Plot

Students contribute to the writing activity


Input: When she won a medal in a gymnastics competition, twelve-year-old Alicia decided to tell her story in a poem. Poems that tell a story are:

Output: Narrative Poems

Students contribute to the writing activity


Input: A new teacher was introducing text structures. Veteran teachers correctly advised her that a teacher's most significant goal should be to help students:

Output: Use what they are learning about text structures when they are reading and writing

Students contribute to the writing activity


Input: One of the best ways to help students identify the themes of the novels they are reading is to:

Output: Provide time for discussion in LCs

Students contribute to the writing activity


Input: Ten-year-old Richard wrote a story about a little boy and his dog. The story seemed realistic until the dog began to sing and dance. Consequently, the story could best be classified as a(n):

Output: Fantasy

Students contribute to the writing activity


Input: A teacher would like to help her students write mysteries. The best time to teach students to write mysteries would be:

Output: When the students are reading mystery novels

Students contribute to the writing activity


Input: The best way to help students improve their ability to write expository texts is to:

Output: Discuss text factors that are present in the books the students are reading

Students contribute to the writing activity


Input: Fifth grade teacher Kathy Smyth helps the young writers in her class develop an awareness of expository text structures. Writers use expository text structures primarily because these structures:

Output: Help readers comprehend the material

Students contribute to the writing activity


Input: Author Carl Hiaasen has written several novels in which his knowledge and description of the Florida landscape is essential to the story's effectiveness. Settings which are essential to the story's effectiveness are known as:

Output: Integral settings

Students contribute to the writing activity


Input: The underlying meaning of a story is referred to as its:

Output: Theme

Students contribute to the writing activity


Input: Ten-year-old Belle wrote a story in which she described her characters' thought processes so vividly that the readers felt they were peeking inside the characters' minds. In this story, Belle wrote with a(n):

Output: Omniscient Viewpoint

Students contribute to the writing activity


Input: While teaching a social studies unit on the Revolutionary War, a fourth grade teacher sought books which would accurately describe the clothing, recreation, and culture of the period. To accomplish this goal, the school librarian wisely suggested that the teacher should select:

Output: Historical Fiction

Students contribute to the writing activity


Input: Fifth grade student Marie loves to gaze at the night sky and imagine planets filled with interesting people. Because of this interest, her teacher believes that Marie would enjoy reading:

Output: Science Fiction

Students contribute to the writing activity


Input: Children in the town of Ridley Park enjoy hearing stories about Claude, the town's first postmaster. Stories which have been passed down from generation to generation are known as:

Output: Folklore

Students contribute to the writing activity


Input: When sixth grade teacher Wally Briggs considered using picture books with his class, the school librarian correctly advised that:

Output: Appropriate picture books are available for every grade level

Students contribute to the writing activity


Input: Stories usually have:

Output: More than one theme

Students contribute to the writing activity


Input: After reading several autobiographies, eleven-year-old Shawn decided to write about her life. Because she told the story through her own eyes and used the pronoun "I", Shawn's story was told in the:

Output: First-person viewpoint

Students contribute to the writing activity


Input: In the short story, Another Old Car, the central character, Mary Grady, is embarrassed to ride in her father's used car. This story could best be classified as:

Output: Realistic Fiction

Students contribute to the writing activity


Input: While enjoying a book of poetry a teacher reminded her students that:

Output: Poems have unique text factors

Students contribute to the writing activity


Input: Informational books are organized by:

Output: Expository text structures

Students contribute to the writing activity


Input: The child who is most likely to have difficulty learning to read is the child who has:

Output: Difficulty developing phonemic awareness

Students contribute to the writing activity


Input: A group of sixth grade students read independently and take computer-generated comprehension quizzes on their reading. These students are participating in a(n):

Output: Accelerated Reader Program

Students contribute to the writing activity


Input: When students participate in guided reading sessions, they should read texts written at their:

Output: Instructional Reading Level

Students contribute to the writing activity


Input: According to the program's design, Reading Recovery instruction should be delivered by:

Output: A specially trained teacher

Students contribute to the writing activity


Input: When his class was studying the Olympics, the teacher gathered multiple copies of related fiction and nonfiction books that varied in difficulty. This teacher compiled a:

Output: Text set

Students contribute to the writing activity


Input: Several fifth grade students have been having difficulty reading an assigned novel and they need teacher support to comprehend the text. Of the following, the most appropriate instructional technique to use with these students would be:

Output: Guided Reading

Students contribute to the writing activity


Input: Of the following, the most appropriate role for a school literacy coach is to:

Output: Collaborate with teachers to design instruction

Students contribute to the writing activity


Input: During Writing Workshop, it is most appropriate for students to work on projects

Output: They've chosen themselves

Students contribute to the writing activity


Input: Students often assume roles such as the Discussion Director or Word Wizard when the participate in:

Output: LCs

Students contribute to the writing activity


Input: Basal reading programs provide a wide variety of materials to support student learning. The essential component of a basal reading program is:

Output: A student textbook or anthology

Students contribute to the writing activity


Input: When students participate in literature focus units, the books they read are usually selected by:

Output: The teacher

Students contribute to the writing activity


Input: When they met in literature circles, some second grade students used inappropriate language and did not discuss the selected books. After observing this behavior, the principal the correctly advised their teacher to:

Output: Join the literature circle to model appropriate conversation

Students contribute to the writing activity


Input: All of the students in Al Gallo's class are reading the novel, Maniac Magee, by Jerry Spinelli. They have grand conversations about each chapter, respond in reading logs, and add important words from the chapters to the class word wall. These students are participating in a:

Output: Literature Focus Unit

Students contribute to the writing activity


Input: Students conduct authentic research when they:

Output: Search for answers to their questions

Students contribute to the writing activity


Input: Content-area textbooks should not be used as the entire social studies instructional program because these textbooks:

Output: Typically only survey topics

Students contribute to the writing activity


Input: A new teacher wants to use a thematic unit with her class. She should develop assessment plans for the unit:

Output: Before starting the unit

Students contribute to the writing activity


Input: Before her students read a textbook chapter about the Grand Canyon, the teacher introduced a set of statements and asked the students whether they thought the statements were true or false. Then they read the chapter to see if they were correct. This teacher was using a(n):

Output: Anticipation Guide

Students contribute to the writing activity


Input: Because a few students in Terry Ruby's class can't read their textbooks independently, their teacher should:

Output: Allow the students to read with buddies

Students contribute to the writing activity


Input: The principal gave new teacher Donna Rutgers a social studies textbook and correctly advised her that she should:

Output: Supplement the textbook with other print and Internet resources

Students contribute to the writing activity


Input: To help his students retain information as they read, a 6th grade teacher would like to teach a strategy that incorporates before, during, and after-reading components and encourages students to review material. An appropriate technique would be:

Output: SQ3R

Students contribute to the writing activity


Input: marketing mix elements do not include [marketing]

Output: marketing information systems

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: not a purpose of marketing in a customer-centered firm [marketing]

Output: maximize company revenue

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: instead of simply being defined as "freedom from defects," QUALITY should be defined as [marketing]

Output: in terms if customer satisfication

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: relationship marketing is a process where marketers work at building relationships with [marketing]

Output: suppliers

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: when backed by buying power, wants become [marketing]

Output: demands

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: building strong economic and social ties with customers delivering high-quality products and services is the foundation of [marketing]

Output: relationship marketing

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: when hotel management establishes non-smoking floors, bar managers no longer allow happy hour with free drink specials, and resort managers eliminate pollution from their properties, the ____ concept is being employed [marketing]

Output: social marketing

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: a _______ is anything that can be offered to a market to satisfy a want or need [marketing]

Output: product

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: a _____ is a state of felt deprivation [marketing]

Output: need

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: t or f the hospitality industry is the second largest employer in the united states [marketing]

Output: t

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: the fact services cannot be seen, tasted, felt, or smelled relates ti which service characteristic? [marketing]

Output: tangibility

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: the fact that a business traveler will have a positive check-in experience during one stay at a hotel and then a negative experience the next time is an issue to which service characteristic? [marketing]

Output: varability

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: if you manage a 200 room hotel and only sell 150 rooms tonight, you cant stockpile the extra 50 rooms to sell tomorrow. this a problem with the_____ of services [marketing]

Output: perishability

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: because services are characterized by the issue of inseparability, service providers will often have to [marketing]

Output: train the customers

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: not a link in the service-product chain [marketing]

Output: increasingly intangible services

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: perhaps the best measure of service quality is [marketing]

Output: customer retention

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: true or false one goal of CRM is to make switching costs high [marketing]

Output: false

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: a casino employees uniform or a restaurants fancy front lobby are means of [marketing]

Output: tangibilizing the service

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: studies have shown the best way to deal with service failure is [marketing]

Output: give the unhappy customer timely information regarding failure

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Most large companies consist or four organizational levels: corporate, division, business unit and: [marketing]

Output: product

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: A well worked out ______ provides company employees with a shared sense of purpose, direction, and opportunity. [marketing]

Output: mission statement

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The number of channel levels from raw material to final product and the distribution in which the company will engage is a example of ______ scope. [marketing]

Output: vertical

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The principle objective of a market-oriented mission statement is to: [marketing]

Output: satisfy basic customer needs

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Studies have shown that a well crafted mission statement aids a firm's performance as the mission statement serves a statement of: [marketing]

Output: purpose

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The example of the Las Vegas Hilton's change in strategic focus underscored how companies are increasingly refocusing their attention on the need to manage ______ instead of departments [marketing]

Output: processes

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: According to the Ansoff product-market expansion grid, management should first consider whether: [marketing]

Output: it should gain more market share with its current products in their current markets

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: When hotel chains enter such markets as the retirement home industry they are practicing which type of strategy? [marketing]

Output: conglomerate

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: If a hotel chain buys one of its suppliers it is engaging in what type of growth? [marketing]

Output: backward integration

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The ideal target market for a firm is the one in which it can profitably generate the greatest customer _______ and ______ it over time. [marketing]

Output: value; sustain and grow

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: If you were born between 1977 and 1994 you are a member of: [marketing]

Output: generation y

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: not a type of macro-environmental impact? [marketing]

Output: monopolistic

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The ______consists of the forces close to the company that affect its ability to serve its customers. [marketing]

Output: microenvironment

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: When analyzing the competition, a question is put to customers might be "Name the company from whom you would prefer to buy the product." In this case you are looking for: [marketing]

Output: share of heart

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: At the core or first level of competition, Hyatt Hotels would consider as their competition [marketing]

Output: marriott, intercontinental and westin

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: DINKs, DEWKs, MOBYs and WOOFs are all a part of: [marketing]

Output: the baby boom

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Which of the following is NOT a general trend in the United States? [marketing]

Output: college graduation rates staying roughly the same

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The most dramatic force shaping our destiny is: [marketing]

Output: technology

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The ______environment includes institutions that affect society's basic values, perceptions, preferences and behaviors. [marketing]

Output: cultural

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The first stage of the environmental scanning process is: [marketing]

Output: determining the areas needed to be monitored

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The single most important element in any hospitality information system is a process for : [marketing]

Output: capturing guest history information

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: statement about guest comment cards is FALSE? [marketing]

Output: if they are left in hotel rooms for customers to fill out, they reflect the opinions of the customers as a whole

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The type of research used to gather preliminary information to help generate research hypothesis is called: [marketing]

Output: exploratory research

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Secondary data is: [marketing]

Output: can be found more quickly and cheaper than primary data

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: If you are in a hurry to collect survey data, the worst method to use is: [marketing]

Output: mail surveying

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: NOT a sampling decision that must be made? [marketing]

Output: who will do the sampling

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: this test is an example of [marketing]

Output: a close-ended survey

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: ____ is the most widely used method of primary data collection [marketing]

Output: survey research

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: "Customers" who are in reality undercover employees of hotel management are called: [marketing]

Output: mystery shoppers

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The factor that exerts the broadest and deepest influence on behavior is: [marketing]

Output: culture

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The stages through which families pass as they grow older are called: [marketing]

Output: family life cycles

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The technique used to measure lifestyles is called: [marketing]

Output: psychographics

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The most important consumer buying unit in the U.S. (one that has been researched extensively) is the: [marketing]

Output: family

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The first stage of the buyer decision process is: [marketing]

Output: need recognition

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: _______ are those groups we would like to belong to but do not [marketing]

Output: aspirational

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: According to Maslow, the most important need to be satisfied is: [marketing]

Output: physicological

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: When we screen out info coming at us, we are engaged in the act of: [marketing]

Output: selective retention

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: A belief describes a person's relatively consistent evaluations, feelings and tendencies toward an object [marketing]

Output: true

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: SRI's VALS framework is [marketing]

Output: framework is one of many different psychographic segmentation systems available today

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Those individuals that have the power to prevent sellers from reaching the buying center are called: [marketing]

Output: gatekeepers

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Those that have the formal authority to select suppliers and arrange the terms of the purchase are called: [marketing]

Output: buyers

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Which of the following is NOT an influence on organizational buying? [marketing]

Output: technological factors

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The first step in the buygrid framework is that of: [marketing]

Output: problem recognition

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: When meeting planners review proposals for a convention site and start to evaluate such feature as sleeping rooms and meeting rooms they are engaged in what stage of the buygrid framework? [marketing]

Output: supplier selection

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: _______are rewards participants receive for achieving a goal. [marketing]

Output: incentive meetings

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Which of the following is NOT a part of SMERF market? [marketing]

Output: economic

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: When ______ the seller identifies market segments, selects one or more, and develops products and services tailored to each selected segment [marketing]

Output: differentiation marketing

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The three stages or target marketing are market segmentation, market targeting, and: [marketing]

Output: marketing positioning

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Dividing buyers into groups based on their knowledge, attitudes, uses or responses to a product is called: [marketing]

Output: behavioristic segmentaion

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Which of the following is a psychographic segmentation variable? [marketing]

Output: social class

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Which of the following is NOT a requirement for effective segmentation? [marketing]

Output: accountability

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: In using an __________ marketing strategy, a company ignores the market segmentation and goes after the entire market with one market offer. [marketing]

Output: undifferentiated

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Evaluating each market segment's attractiveness and selecting one more of the market segments to enter is called: [marketing]

Output: mass marketing

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The increasing fragmentation of the mass market into hundreds of smaller markets is called: [marketing]

Output: micromarketing

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: A product's _______ is the way the product is defined by consumers on important attributes. [marketing]

Output: position

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The ______ product level answers the question of what is really being bought. [marketing]

Output: core

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The additional consumer services and benefits built around the actual product are called the: [marketing]

Output: supportive product

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: In the joining phase of the customer delivery system: [marketing]

Output: the consumer make the initial inquiry contact

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The stage of the new product development process where the number of new product ideas is reduced is called: [marketing]

Output: idea screening

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: About _______ percent of all new product ideas come from consumers. [marketing]

Output: 25

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: About _______ percent of new product ideas come from within the company. [marketing]

Output: 55

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: In the _______phase of the new product development process prototypes appear for the first time. [marketing]

Output: product development

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The final stage in the new product development process is: [marketing]

Output: commercializing

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: In the _______ of the product life cycle sales slow down and supplies start to exceed demand. [marketing]

Output: maturity

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Which of the following would NOT be considered a "moment of truth?" [marketing]

Output: guest pays bill by mail

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Staff that are happy and supported by management will remain with their employers _______ time longer than employees who feel less secure. [marketing]

Output: three to four

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The first stage in the internal marketing process should be: [marketing]

Output: establishment of a service culture

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: In a service-oriented organizational culture _______ are at the top of the organization. [marketing]

Output: customers

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: If a server in a restaurant convinces a patron to buy a t-shirt at the front counter s/he is: [marketing]

Output: cross selling

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: For which goods would the demand slope curve upward? [marketing]

Output: prestigue goods

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Which of the following is an example of an elastic demand situation? [marketing]

Output: demand rises by four percent if price falls six percent

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The factor that sets the floor for a products price is: [marketing]

Output: cost

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: In the short run, the most important pricing strategy is: [marketing]

Output: sales maximum

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: NOT a factor affecting price sensitivity? [marketing]

Output: customer satisfaction effect

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: When families go to the same resort year after year, and get to know and like both the resort employees and friends in the nearby town, they may be less sensitive to price increases at the resort due to the: [marketing]

Output: sunk investment effect

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The basic break-even price is [marketing]

Output: fixed costs divided by selling price

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Charging $.99 instead of $1.00, or using 3s in the price instead of 7s is an attempt to engage in: [marketing]

Output: psychological pricing

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: One function of the channel is ________, which involves gathering and distributing marketing research and intelligence. [marketing]

Output: information

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: NOT a function of the channel? [marketing]

Output: linking

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: All of the following are considered marketing intermediaries EXCEPT: [marketing]

Output: a direct marketing channel

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Supranational, Logis de France and Leading Hotels of the World are examples of: [marketing]

Output: consortia

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Companies that sell their own products door-to-door use: [marketing]

Output: direct marketing channel

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Today _______ out of ten travel sales are booked online. [marketing]

Output: seven

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: ______provide incentive travel for employees and distributors. [marketing]

Output: motivational houses

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Coordination and conflict management are attained through common ownership at different levels in the channel in a [marketing]

Output: corporate vertical marketing system

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The first step in selecting a location for a hotel is: [marketing]

Output: understanding the target market of the company

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The chances of succeeding are the highest if you: [marketing]

Output: buy a franchise

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The first stage of the promotion process is: [marketing]

Output: identifying the target audience

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: In the buyer readiness process, the state that precedes purchase is: [marketing]

Output: conviction

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The type of message appeal that relates to an audience's self interest is: [marketing]

Output: rational

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The most logical method of setting the promotion budget is: [marketing]

Output: objective and task method

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The promotional tool that rewards customers for a quick, short term response are: [marketing]

Output: sales promotions

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: When hospitality firms market to consumer markets, the least used element of the promotion mix is: [marketing]

Output: personal selling

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: _________advertising is used when introducing a new product. [marketing]

Output: informative

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: ______is a measure of the percentage of people in the target market who are exposed to an ad campaign over a given period of time. [marketing]

Output: reach

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The best measure in evaluating the success of PR is to: [marketing]

Output: determine the effect on sales profit

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: PR campaigns can contribute to all but which of the following objectives? [marketing]

Output: replace the most other promotion costs

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Cause-related marketing is directly used to create [marketing]

Output: goodwill

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: ________ crisis give warning before they occur. [marketing]

Output: smoldering

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Frequent guest points that hotel guests build up for repeat stays are an example of: [marketing]

Output: patronage rewards

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: objectives of the sales promotion process EXCEPT: [marketing]

Output: reducing bad publicity

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The largest of the web domains in terms of money is: [marketing]

Output: B2B

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Interchanges of ideas in forums and internet news groups are functions of which domain? [marketing]

Output: C2C

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Which of the following is a reason direct marketing has grown? [marketing]

Output: precision targeting

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: When dealing with issues of internet privacy, the group we have to be the most concerned with are: [marketing]

Output: the children

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: tourist classifications EXCEPT: [marketing]

Output: psychological travelers

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The fact that tourism dollars are recycled throughout the local economy, being spent and re-spent, is referred to as: [marketing]

Output: the multiplier effect

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: considered a macrodestination? [marketing]

Output: the united states

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: following destinations would allocentrics most likely visit? [marketing]

Output: mexican rain forest

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The travel segment where people have the least influence over their travel experience once it begins is the: [marketing]

Output: group mass tourist

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: 6.) The two major strategies used by tourist destinations to attract visitors are: ps [marketing]

Output: events and attractions

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: NOT an environmental factor in hospitality organizations? [marketing]

Output: geographic

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Generally, the first section of a formal, written marketing plan would be the: [marketing]

Output: executive summary

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Which is an example of a good objective? [marketing]

Output: have an occupancy of 79 percent next year

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Growing key accounts is an example of a: [marketing]

Output: sales strategy

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: Useful marketing trend info includes related industry trends, competitive trends, and: [marketing]

Output: visitor trends

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: The heart of any marketing plan is careful analysis of _______ and the selection of appropriate target markets. [marketing]

Output: available market segments

hospitality marketing smhm 3300 final Flashcards - Cram.com


Input: [1] To shine with a faint, wavering light; glimmer [2]

Output: shimmer

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [1] strange; in a scary way [2]

Output: eerie

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [1] to lie hidden [2]

Output: lurk

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [1] causes food or other substances to pass from the mouth into the stomach [2]

Output: swallows

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [1] the average weather conditions of a place or region through the year [2]

Output: climate

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [1] like silk in appearance and feel [2]

Output: silken

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [1] moving in a slow, clumsy way [2]

Output: lumbering

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [business cycle] economics

Output: the study of how society manages its scarce resources

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] efficiency (societal)

Output: the property of society getting the most it can from its scarce resources

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] equality

Output: the property of distributing economic prosperity uniformly among the members of society

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] externality

Output: the uncompensated impact of one person's actions on the well-being of a bystander

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] incentive

Output: something that induces a person to act

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] inflation

Output: an increase in the overall level of prices in the economy

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] marginal change

Output: a small incremental adjustment to a plan of action

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] market economy

Output: an economy that allocates resources through the decentralized decisions of many firms and households as they interact in markets for goods and services

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] market failure

Output: a situation in which a market left on its own fails to allocate resources efficiently

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] market power

Output: the ability of a single economic actor (or small group of actors) to have a substantial influence on market prices

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] opportunity cost

Output: whatever must be given up to obtain some item

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] productivity

Output: the quantity of goods and services produced from each unit of labor input

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] property rights

Output: the ability of an individual to own and exercise control over scarce resources

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] rational people

Output: people who systematically and purposefully do the best they can to achieve their objectives

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [business cycle] scarcity

Output: the limited nature of society's resources

Macroeconomics Key Terms Flashcards - Cram.com

luctuations in economic activity, such as employment and production


Input: [2] shimmer [1]

Output: To shine with a faint, wavering light; glimmer

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [2] eerie [1]

Output: strange; in a scary way

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [2] lurk [1]

Output: to lie hidden

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [2] swallows [1]

Output: causes food or other substances to pass from the mouth into the stomach

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [2] climate [1]

Output: the average weather conditions of a place or region through the year

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [2] silken [1]

Output: like silk in appearance and feel

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [2] lumbering [1]

Output: moving in a slow, clumsy way

A Walk in the Deser Vocab Foreign Language Flashcards - Cram.com


Input: [femoral nerve?] sacroiliac joins the pelvic girdle to the hip joints to the femora. Knee joints are directly under the trunk.

Output: How is weight destributed from the trunk into the pelvic girdle?

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] Iliopsoas contract to keep the body erect and keep the line of gravity anterior to knee

Output: What is the action of the iliopsoas in standing?

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] Greater sciatic foramen Lesser sciatic foramen Obturator foramen Space beneath inguinal ligament

Output: 4 Major openings from Pelvis to upper limb

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] Femoral ?

Output: Femoral n. innervation and opening?

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] Femur patella

Output: Osteology of the Lower Limb

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] Greater saphenous vein

Output: largest vein in lower limb?

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] Great saphenous vein drains into the femoral vein after it passes through the opening in the fascia lata

Output: what is the venous drainage of lower limb?

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] muscle compression pulse of the artery compresses the veins

Output: what aids in venous return?

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] at the inguinal ligament

Output: Where does External iliac artery changes its name to the femoral artery?

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] femoral artery passes through structure and becomes the popliteal artery

Output: Significance of the adductor hiatus?

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] Anterior rami L2 3 4 - descends laterally to psoas maj m.

Output: Femoral Nerve dorsal roots?

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] ?

Output: What is the Lumbosacral trunk?

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] Roots of the L4,5,S1,2,3 contribute to the sciatic nerve

Output: Sciatic Nerve is composed of?

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] saphenous nerve

Output: Nerve innervating the medial aspect of leg

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [femoral nerve?] Nerve to quadratus femoris Nerve to inferior gemellus Nerve to obturator internus and superior gemellus Posterior femoral cutaneous nerve Pudendal nerve (S2,3,4)

Output: Anterior Compartment Lower limb nerves

Lower Limb Overview Flashcards - Cram.com

What nerve is affected in tarsal tunnel syndrome?


Input: [stem cells] by turning some genes on and off in different cells and different proteins are made

Output: how do cells differentiate

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] structural

Output: cell specialization leads to ..... variation

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] cell differentiation

Output: the development of specific and distinctive features in cells is called

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] apoptosis

Output: programmed cell death

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] got stressed out cells, uneeded, excessive or aged

Output: why commit cellular suicide

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] no

Output: when cells undergo death, do they leak their content to other cells

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] F, remain fairly consistent

Output: during young adulthood cell numbers vary often

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] hyperplasia

Output: accelerated growth

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] cell aging

Output: most problems associated with old age is caused by

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] oxygen

Output: a sure way to kill a cell is by depriving it of

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] aging is caused by less oxygen getting to our cells and therefore dying, also toxins and free radical damage

Output: what is the wear and tear theory

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] autoimmune system gets bad and therefore cant destroy what can destroy cells, and the genetic theory, whole idea with the telomeres

Output: what are the other theories of aging

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] telomeres

Output: strings of nucleoties that cap the end of chromosmoes

Ch 3 development cells Flashcards - Cram.com


Input: [stem cells] the telomere

Output: everytime the cell divide what gets shorter

Ch 3 development cells Flashcards - Cram.com


Input: energy yielding process in which the terminal electron acceptor for an electron transport chain is a molecule other than oxygen [aerobic respiration]

Output: anaerobic respiration

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: photosynthesis that does not oxidize water to produce oxygen [aerobic respiration]

Output: anoxygenic photosynthesis

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: a membrane-bound enzyme that synthesizes ATP from ADP +Pi using the energy derived from the proton motive force [aerobic respiration]

Output: ATP Synthase

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: a modified chlorophyl that is the primary light trapping pigment in anoxygenic photosynthetic bacteria [aerobic respiration]

Output: bateriochlorophyll

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: a transmembranous protein to which retinal is bound; it functions as a light driven proton pump [aerobic respiration]

Output: bacteriorhodopsin

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: the hypothesis that a proton and electrochemical gradient are generated by electron transport and then used to perform work (e.g. drive ATP synthesis) [aerobic respiration]

Output: chemiosmotic hypothesis

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: oxidizes reduced inorganic compounds to derive both energy and electrons [aerobic respiration]

Output: chemolithotroph

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: the green photosynthetic pigment that consists of tetrapyrrole ring with a central magnesium atom [aerobic respiration]

Output: chlorophyl

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: the formation of ATP when light energy is used o move electrons cyclically though an electron transport chain during photosynthesis [aerobic respiration]

Output: cyclic photophosphorylation

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: pathways in which photosynthetically derived energy is used to drive CO2 fixation [aerobic respiration]

Output: dark reactions

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: a glycolytic pathway that degrades glucose to pyruvate and also generates several precursor metabolites [aerobic respiration]

Output: Embden-Meyerhoff pathway

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: a glycolytic pathway that converts glucose to pyruvate and glyceraldehyde3phosphate [aerobic respiration]

Output: Entner-Doudoroff pathway

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: an energy yielding process in which an organic molecule is oxidized without an exogenous electron acceptor or participation of an electron transport chain [aerobic respiration]

Output: fermentation

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: the conversion of glucose to pyruvic acid by use of the Embden-Meyerhof pathway, pentose phosphate pathway, or Entner-Doudoroff pathway [aerobic respiration]

Output: glycolosis

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: photochemical events that lead to the synthesis of ATP and in some cases, the reduction of NAD(P)+ to NAD(P)H [aerobic respiration]

Output: light reactions

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: the process in which light energy is sued to make ATP and reducing power when electrons are moved from water to NADP+ during oxygenic photosynthesis [aerobic respiration]

Output: noncyclic photophosphorylation

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: the synthesis of ATP from ADP+Pi using energy made available during electron trasnport initiated by the oxidaiton of a chemical energy source [aerobic respiration]

Output: oxidative phosphorilation

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: photosynthesis that oxidizes water to form oxygen; the form of photosynthesis characteristic of PLANTS, PROTISTS & CYANOBACTERIA [aerobic respiration]

Output: oxygenic photosynthesis

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: a glycolytic pathway that forms reducing power (NADPH) for biosynthesis and several precursor metabolites [aerobic respiration]

Output: pentose phosphate pathway

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: the synthesis of ATP from ADP + Pi using energy made available during electron transport initiated by the absorption of light energy [aerobic respiration]

Output: photophosphorylation

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: the trapping of light energy and its conversion to chemical energy, which is then used to reduce CO2 and incorporate into organic molecules [aerobic respiration]

Output: photosynthesis

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: the potential energy arising from a chemical and charge gradient of protons across a membrane [aerobic respiration]

Output: proton motive force

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: the synthesis of ATP from ADP by phosphorylation coupled with the exergonic break-down of a high-energy organic molecule [aerobic respiration]

Output: substrate level phosphorylation

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: the cycle that oxidizes acetyl coenzyme A to CO2 and generates NADH and FADH2 for oxidation in the electron transport chain; the cycle also supplies precursor metabolites; citric acid and Krebbs cycle. [aerobic respiration]

Output: tricarboxylic acid (TCA) cycle

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com


Input: [aerobic respiration] anaerobic respiration

Output: energy yielding process in which the terminal electron acceptor for an electron transport chain is a molecule other than oxygen

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] anoxygenic photosynthesis

Output: photosynthesis that does not oxidize water to produce oxygen

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] ATP Synthase

Output: a membrane-bound enzyme that synthesizes ATP from ADP +Pi using the energy derived from the proton motive force

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] bateriochlorophyll

Output: a modified chlorophyl that is the primary light trapping pigment in anoxygenic photosynthetic bacteria

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] bacteriorhodopsin

Output: a transmembranous protein to which retinal is bound; it functions as a light driven proton pump

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] chemiosmotic hypothesis

Output: the hypothesis that a proton and electrochemical gradient are generated by electron transport and then used to perform work (e.g. drive ATP synthesis)

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] chemolithotroph

Output: oxidizes reduced inorganic compounds to derive both energy and electrons

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] chlorophyl

Output: the green photosynthetic pigment that consists of tetrapyrrole ring with a central magnesium atom

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] cyclic photophosphorylation

Output: the formation of ATP when light energy is used o move electrons cyclically though an electron transport chain during photosynthesis

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] dark reactions

Output: pathways in which photosynthetically derived energy is used to drive CO2 fixation

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] Embden-Meyerhoff pathway

Output: a glycolytic pathway that degrades glucose to pyruvate and also generates several precursor metabolites

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] Entner-Doudoroff pathway

Output: a glycolytic pathway that converts glucose to pyruvate and glyceraldehyde3phosphate

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] fermentation

Output: an energy yielding process in which an organic molecule is oxidized without an exogenous electron acceptor or participation of an electron transport chain

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] glycolosis

Output: the conversion of glucose to pyruvic acid by use of the Embden-Meyerhof pathway, pentose phosphate pathway, or Entner-Doudoroff pathway

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] light reactions

Output: photochemical events that lead to the synthesis of ATP and in some cases, the reduction of NAD(P)+ to NAD(P)H

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] noncyclic photophosphorylation

Output: the process in which light energy is sued to make ATP and reducing power when electrons are moved from water to NADP+ during oxygenic photosynthesis

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] oxidative phosphorilation

Output: the synthesis of ATP from ADP+Pi using energy made available during electron trasnport initiated by the oxidaiton of a chemical energy source

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] oxygenic photosynthesis

Output: photosynthesis that oxidizes water to form oxygen; the form of photosynthesis characteristic of PLANTS, PROTISTS & CYANOBACTERIA

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] pentose phosphate pathway

Output: a glycolytic pathway that forms reducing power (NADPH) for biosynthesis and several precursor metabolites

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] photophosphorylation

Output: the synthesis of ATP from ADP + Pi using energy made available during electron transport initiated by the absorption of light energy

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] photosynthesis

Output: the trapping of light energy and its conversion to chemical energy, which is then used to reduce CO2 and incorporate into organic molecules

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] proton motive force

Output: the potential energy arising from a chemical and charge gradient of protons across a membrane

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] substrate level phosphorylation

Output: the synthesis of ATP from ADP by phosphorylation coupled with the exergonic break-down of a high-energy organic molecule

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: [aerobic respiration] tricarboxylic acid (TCA) cycle

Output: the cycle that oxidizes acetyl coenzyme A to CO2 and generates NADH and FADH2 for oxidation in the electron transport chain; the cycle also supplies precursor metabolites; citric acid and Krebbs cycle.

Microbiology Exam 1 Chapter 10 Flashcards - Cram.com

energy yielding process in which molecules, often organic, are oxidized with oxygen as the final electron receptor


Input: The inbound crew tells them the previous signal was an Advance Approach. Engineer Owens and Conductor Clark board the train and call the dispatcher. How must the train be handled to the next signal?

Output: (delayed within a block) proceed prepared to stop at the next signal until the signal can be seen and it's a proceed indication

TE & Y Study Guide 2013 B Flashcards - Cram.com

No, because there in restricted limits unless a block signal displays a proceed indication. A five minute wait is required when the switch is equipped with an electrical lock. Block signal governing movement to signaled track indicating proceed


Input: After helping Felty with his repair,how can the train proceed? This preceding signal was Clear.

Output: Proceed at resticted speed to the next signal is visible it is proceed signal,track is clear

TE & Y Study Guide 2013 B Flashcards - Cram.com

No, because there in restricted limits unless a block signal displays a proceed indication. A five minute wait is required when the switch is equipped with an electrical lock. Block signal governing movement to signaled track indicating proceed


Input: They stop short of the signal and call for the dispatcher,but there is no reply.How can they proceed?

Output: Verbal permission first or pull ahead 100ft, wait 5 minutes,then proceed at restricted speed until the leading wheels pass next governing signal.

TE & Y Study Guide 2013 B Flashcards - Cram.com

No, because there in restricted limits unless a block signal displays a proceed indication. A five minute wait is required when the switch is equipped with an electrical lock. Block signal governing movement to signaled track indicating proceed


Input: At what speed can the train operate in Platte Siding?

Output: not exceeding 20mph

TE & Y Study Guide 2013 B Flashcards - Cram.com

No, because there in restricted limits unless a block signal displays a proceed indication. A five minute wait is required when the switch is equipped with an electrical lock. Block signal governing movement to signaled track indicating proceed


Input: At what speed should the train be moving once they are clear of the siding?

Output: 25mph

TE & Y Study Guide 2013 B Flashcards - Cram.com

No, because there in restricted limits unless a block signal displays a proceed indication. A five minute wait is required when the switch is equipped with an electrical lock. Block signal governing movement to signaled track indicating proceed


Input: Foreman Garcia contacts the train, relaying for Foreman Walter, and asks if the train is still on the move. The crew tells him no, that they are waiting for permission through the Form B. He says, " Foreman Garcia, relaying for Foreman Walter on gang 8-5-0-7, using track warrant form B bulletin number 1-4-7-1-6-2, line one, main one, Big Rivers Sub. UP 8482 may pass the red flag at MP 30.0 without stopping at maximum authorized speed. " What is there response?

Output: were at the siding at RO33 and we need permission to enter the siding at R033, inform Garcia it's an East bound train

TE & Y Study Guide 2013 B Flashcards - Cram.com

No, because there in restricted limits unless a block signal displays a proceed indication. A five minute wait is required when the switch is equipped with an electrical lock. Block signal governing movement to signaled track indicating proceed


Input: While the crew is informing the dispatcher that all switches are back in power the dispatcher calls and says "FF" is in effect between MP17 and 15." How should the crew handle there train?

Output: proceed prepared to stop, operate the engine at 5 mph or less if water is above the top of the rail, it it's above 3 inches a mechanical department supervisor needs to authorize movement

TE & Y Study Guide 2013 B Flashcards - Cram.com

No, because there in restricted limits unless a block signal displays a proceed indication. A five minute wait is required when the switch is equipped with an electrical lock. Block signal governing movement to signaled track indicating proceed


Input: The train passes over a dragging equipment detector at MP 22.0. If the scanner identifies a defect, when should Owens stop the train?

Output: immediately and inspect for dragging equipment and notify the dispatcher

TE & Y Study Guide 2013 B Flashcards - Cram.com

No, because there in restricted limits unless a block signal displays a proceed indication. A five minute wait is required when the switch is equipped with an electrical lock. Block signal governing movement to signaled track indicating proceed


Input: Clark and the track inspector physically count 462 axles back and are now looking at the car marked ITLX 40429. They do not see anything underneath the car. What do they do now if the train is on concrete ties?

Output: an audible inspection, position yourself 10 car lenghs ahead and drag by 20 cars

TE & Y Study Guide 2013 B Flashcards - Cram.com

No, because there in restricted limits unless a block signal displays a proceed indication. A five minute wait is required when the switch is equipped with an electrical lock. Block signal governing movement to signaled track indicating proceed


Input: Before the coupling is made, Clark stop the move. The drawbars need adjustment. What separation and protection does he need before going between equipment?

Output: 100ft seperation, red zone, tie hand brakes on no less than 2 cars

TE & Y Study Guide 2013 B Flashcards - Cram.com

No, because there in restricted limits unless a block signal displays a proceed indication. A five minute wait is required when the switch is equipped with an electrical lock. Block signal governing movement to signaled track indicating proceed


Input: Narrowly missing the fertilizer truck, the train is now stopped at Columbia. Since the train was placed in emergency, is a Class III air brake test required before departing? Will the crew be required to inspect the train to ensure all wheels are properly position on the track?

Output: no Class III, no if the break pipe pressure is immediately restored and it exceeds 20 mph

TE & Y Study Guide 2013 B Flashcards - Cram.com

No, because there in restricted limits unless a block signal displays a proceed indication. A five minute wait is required when the switch is equipped with an electrical lock. Block signal governing movement to signaled track indicating proceed


Input: A system of law that does not rest its authority upon any express statutes, but derives its force and authority from universal consent and immemorial usage. [Clear and Convincing]

Output: Common Law


Input: an agreement between competent parties, upon legal consideration, to do or abstain from doing some act. [Clear and Convincing]

Output: Contract


Input: a flexible term for violations of law that are punished by the state or nation because of their effect on the public. [Clear and Convincing]

Output: Crime


Input: Made after the occurrence; any law that makes criminal an act that was innocent when done, or that inflicts a greater punishment than the law annexed to the crime when committed. [Clear and Convincing]

Output: Ex post facto


Input: A type of crime that is of a relatively serious nature; usually various offenses for which the maximum penalty can be death or imprisonment, regardless of such lesser penalty that may be imposed. [Clear and Convincing]

Output: Felony


Input: Acts that are wrong in and of themselves, whether prohibited by human law or not. [Clear and Convincing]

Output: Mala in Se


Input: Acts that are prohibited by human laws, not necessarily wrong in and of themselves. [Clear and Convincing]

Output: Mala Prohibita


Input: Any crime or offense not amounting to a felony. [Clear and Convincing]

Output: Misdemeanor


Input: Sufficient evidence to overcome doubt or speculation. [Clear and Convincing]

Output: Preponderance of the Evidence


Input: Law created by, or depending upon, a statute, as distinguished from common law rules. [Clear and Convincing]

Output: Statutory Law


Input: not a mere possible doubt,...but the state of the case which...leaves the minds of the jurors in that condition that they...feel and abiding conviction of the truth of the charge. [Clear and Convincing]

Output: Beyond a Reasonable Doubt


Input: 1. the enforceability of the law 2. the effects of the law 3. the existence of other means to protect society against undesirable behavior [Clear and Convincing]

Output: What are the 3 factors that determine what behavior should be made criminal?


Input: The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the states respectively, or to the people. [Clear and Convincing]

Output: What does the 10th ammendement to the United States consitution say?


Input: 1. the law must apply to events occuring before its enactment 2. it must disadvantage the offender affected by it. [Clear and Convincing]

Output: What are the 2 elements necessary to establish an ex post facto claim?


Input: Murder Rape Arson Burglary Larceny [Clear and Convincing]

Output: Name some examples of mala in se crimes.


Input: 1. Mala in se 2. Mala Prohibita [Clear and Convincing]

Output: What are the two crime classifications according to the nature of the crime?


Input: Felonies Misdemeanors Treason [Clear and Convincing]

Output: In what three ways are crimes categorized according to their degree?


Input: Treason [Clear and Convincing]

Output: What is the only crime described in the constitution?


Input: Treason because those who commit treason threaten every existence of the nation. [Clear and Convincing]

Output: Which is considered a more severe crime. A felony or treason? Why?


Input: A year and a day [Clear and Convincing]

Output: What is the usual minimum sentence for a felony charge?


Input: 364 days [Clear and Convincing]

Output: What is the usual maximum sentence for a misdemeanor charge?


Input: When they are claiminag an affirmative defense such as self defense, entrapment, alibi, or insanity. [Clear and Convincing]

Output: When does the defedant have the burden of proof?


Input: Preponderence of the evidence [Clear and Convincing]

Output: What is the burden of proof required in a tort case?


Input: Beyond a reasonable doubt [Clear and Convincing]

Output: What is the burden of proof required in a criminal case?


Input: by clear and convincing evidence [Clear and Convincing]

Output: When the defense has the burden of proving an affirmative defense, how must they do so?


Input: The branch or division of law that defines crimes, their elements, and provides for their punishment. [Clear and Convincing]

Output: Criminal Law


Input: Common law [Clear and Convincing]

Output: where lies the origins of present day crimes?


Input: Make it possible for individuals to coexist in society Define the wrongs that are considered necessary to protect the individuals Define the method of determining guilt or innocence Designate the type of punishment or treatment following conviction for violating laws [Clear and Convincing]

Output: What are the objectives of criminal law in a free society?


Input: Computer-USB cable-Digital Camera

Output: Sketch and annotate a diagram showing the three pieces of hardware required to transfer images from a digital camera to a computer

Digital Photography Assessment 1 Flashcards - Cram.com

What are the three common main viewing modes on a digital camera?


Input: Hard Drive/ Usb Stick/Memory Card or any appropriate answer

Output: Name 2 commonly used pieces of hardware for backing up image files.

Digital Photography Assessment 1 Flashcards - Cram.com

What are the three common main viewing modes on a digital camera?


Input: Thumbnail View

Output: In an operating system which viewing mode is used to display small versions of image files?

Digital Photography Assessment 1 Flashcards - Cram.com

What are the three common main viewing modes on a digital camera?


Input: Removes dust and scratches

Output: What does infrared scanning do on a modern scanner?

Digital Photography Assessment 1 Flashcards - Cram.com

What are the three common main viewing modes on a digital camera?


Input: Changes the colour of the red area

Output: In reality, what does the red eye removal feature in software actually do?

Digital Photography Assessment 1 Flashcards - Cram.com

What are the three common main viewing modes on a digital camera?


Input: They can be compressed but still retain a high quality

Output: Why are JPEG images suitable for Web Pages?

Digital Photography Assessment 1 Flashcards - Cram.com

What are the three common main viewing modes on a digital camera?


Input: They are uncompressed so retain a high quality

Output: Why are TIFF images suitable for printing?

Digital Photography Assessment 1 Flashcards - Cram.com

What are the three common main viewing modes on a digital camera?


Input: They have not been processed before being saved

Output: Why are RAW files the most versatile format for editing in a graphics editor?

Digital Photography Assessment 1 Flashcards - Cram.com

What are the three common main viewing modes on a digital camera?


Input: Many images can be compressed into one file

Output: How can zip files be useful when transferrring many image files?

Digital Photography Assessment 1 Flashcards - Cram.com

What are the three common main viewing modes on a digital camera?


Input: To reduce the file size

Output: Briefly state why it is desirable to use a compressed image format

Digital Photography Assessment 1 Flashcards - Cram.com

What are the three common main viewing modes on a digital camera?


Input: When the flash is seen reflected against the background

Output: What is a “hot spot” when using flash photography?

Digital Photography Assessment 1 Flashcards - Cram.com

What are the three common main viewing modes on a digital camera?


Input: [Genetic Disease] Congenital Disease

Output: disease present at birth

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Familial Disease

Output: disease transmitted in gametes through generations

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Hereditary Disease

Output: Disease derived from parents

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Autosomal Dominant

Output: -seen in heterozygous state -seen and is transmitted in males and females equally -enzyme proteins NOT affected -ex: Marfans/Hunington's

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Autosomal Recessive

Output: -largest group -both alleles are mutated -males and females affected equally -INVOLVES enzyme proteins -ex: sickle cell anemia, Cystic Fibrosis

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] X linked

Output: transmitted by heterozygous female to their sons

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Marfans Syndrome

Output: -autosomal dominant of connective tissue affecting fibrillin -mutations found in FBN1 -skeleton-long legs and ams, kyphoscoliosis, hyperextensible joints -cardiovascular-aneurysms, aortic dissection/incompetente,cardiac failure

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Ethler Danlos Syndrome (EDS)

Output: -defects in collegen synthesis -deficiency in (lysyl hydroxylase) enzyme -symptoms-strechabe and fragile skin, vulnerable to trauma

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Familial Hypercholesterolemia

Output: -most common medelian disorder -causes by mutations in the LDL receptor genes -heterozygous-symptomless until adulthood, elevated serum cholesterol -homozygous-greater risk, die at 15 do to MI

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Phenylketonuria

Output: -due to inability to convert phenylaline to tyosine -features-MR, seizures,hypo pigmentation of skin and hair -avoid-phenylalanine in diet

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Galactosemia

Output: -inability to convert galactose to glucose due to lack of transferase enzyme -features- -infancy-heptosplenomegally,aminoaciduria,ecoli sepsis,jaundice,vomiting,diarrhea -children-cataract,speech/neurological deficits,ovarian failure -prevention- avoidance of galactose during first 2 years

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] mucopolysaccharidoses

Output: -accumulation in liver,spleen,heart,brain -features-course face,corneal clouding,joint stiffness

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] glycogen storage diseases

Output: -inherited deficiency of any one of the enzymes involved in glycogen synthesis or degradation

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] hepatic type/Von Gierke disease

Output: -most important -due to glucose-6-phospahte deficiancy -results in hepatomegaly

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] myopathic type

Output: -muscle weakness -cramps -myoglobinuria

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] type II glycogenisis

Output: -Pompe disease -deposition of glycogen in all organs -cardiomegaly prominent

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Cytogenetic disorders

Output: -1/200 are corn with some type of chromosomal abnormality -results from alterations of number or structure -affects sex or autosomal chromosomes

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] types of cytogenetic disorders

Output: -euploid-exact multiple of haploid -polypoid-increasing multiples, greater than 2 -aneuploid-not an exact multiple of (n) -gametes-have extra chromosome -barr bodies- (1 inactive sex chromosome) female 1 males 0 XXX 2

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] trisomy 21/ downs syndrom

Output: -increases with maternal age -translocation(familial form) -MR, large forhead, wide eyes, epithelial fold,curvature of 5th finger, singular palm crease -complications-CHD, leukemia,brain similar to alzheimers,

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Cri du chat (le Jeune's)

Output: -deletion of short arm (p) on chromosome 5 -MR, micrcephaly, catlike cry

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Patau Syndrome (trisomy 13)

Output: -MR,microcephaly,micropthalmia, cleft lip and palate,polydactyle,rocker bottom feet,umbilical hernia

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] edwards syndrome

Output: -nondisjunction in trisomy 18 -MR,microganthis,rocker bottom feet, flexion deformities, congenital heart disease

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Klinefelters syndrome

Output: -male hypogandism with 2x or 1 or more Ys -single barr body -atrophic testes, tall stature, low testosterone

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] Turners syndrome

Output: -hypogonadism is females -primary cause of amenorrhea(no period) -no barr body -not complicated with MR -overies replaced by fiberous streaks -decreased estrogen -short stature, webbed neck, shield chest with widely spaced nipples

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] sudden infant death syndrome

Output: -death under 1 year with unexplained cause -occurs in sleep due to soft bedding or sleep position -pitechiae in thymus,pleura and epicardium

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration


Input: [Genetic Disease] cystic fibrousis

Output: -most common lethal disease in caucasions -mutation in CFTR gene on chromosome 7 (facilitates movement of chloride across membrane) -increased viscosity of mucous and increased sodium and chloride in tears and sweat -clinical manifestation-chronic pulmonary disease, pancreatic insufficiency,liver involvment in males (absence of vas deferens) -symptoms- malabsorption,large foul stool, chronic cough

Pathology Foreign Language Flashcards - Cram.com

pathological condition caused by an absent or defective gene or by a chromosomal aberration