Input: True of False The AMSA injection is best accomplished with a computer controlled delivery device because it regulates the pressure and volume ratio of agent delivered which is not readily attained with a manual syringe [Local infiltration]

Output: True

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Target site of the Anterior Middle Superior Alveolar (AMSA) Block is the [Local infiltration]

Output: tissues of the hard palate

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The injection site of the Anterior Middle Superior Alveolar (AMSA) block is [Local infiltration]

Output: an area bisecting the apex of the maxillary premolars, as well as being midway between the lingual gingival margin and the median palatal suture

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The symptoms of the Anterior Middle superior Alveolar (AMSA) block include [Local infiltration]

Output: - Numbness - lack of pain / discomfort during dental procedures

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The complications of the Anterior Middle Superior Alveolar (AMSA) block include [Local infiltration]

Output: - Blanching on palatal and buccal tissues after AMSA block, if excessive may lead to ischemia/sloughing - hematoma (rare)

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: True or False There is only one technique used to anestheszie the Mandibular nerve and its branches [Local infiltration]

Output: False - there are many different techniques used

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: True or False The infiltration anesthesia on the mandible is not as successful as on the maxilla due to the overall denseness of the mandible, especially in the area of the posterior teeth [Local infiltration]

Output: True

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The ________ is generally recommended for anesthesia of the mandibular teeth and their associated lingual tissues to the midline, as well as the facial tissues anterior to the mandibular first molar [Local infiltration]

Output: Inferior Alveolar (IA) block

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: the ________is generally recommended for anesthesia of the tissues buccal to the mandibular molars [Local infiltration]

Output: Buccal Block

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The ______ is generally recommended for anesthesia of the facial tissues anterior to the mental foramen (usually the mandibular premolars and anterior teeth) [Local infiltration]

Output: Mental Block

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The ________ is generally recommended for anesthesia of the teeth and associated facial tissues anterior to the mental foramen (usually the mandibular premolars and anterior teeth) [Local infiltration]

Output: Incisive block

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The _______ is the most commonly used injection in dentistry [Local infiltration]

Output: Inferior alveolar (IA) block

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The inferior alveolar (IA) block is indicated when procedure involves [Local infiltration]

Output: mandibular teeth and pulpal anesthesia (corresponding tissue)

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The inferior alveolar (IA) block is used for anesthesia for [Local infiltration]

Output: lingual periodontium of all mandibular teeth, as well as anesthesia of the facial periodontium of the mandibular anterior and premolar teeth

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: ________ may be used in addition to the inferior alveolar (IA) block if anesthesia of the buccal perodontium of the mandibular molars is necessary [Local infiltration]

Output: Buccal Nerve block

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: When troubleshooting the Inferior alveolar (IA) block, if the bone is contacted to soon that means [Local infiltration]

Output: that the needle tip is too far anterior on the ramus

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: When troubleshooting the Inferior Alveolar (IA) block, if bone is not contacted, then that means [Local infiltration]

Output: the needle tip is too far posterior

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: If the insertion / depostion of the Inferior alveolar (IA) is too shallow and bone is not contacted, then [Local infiltration]

Output: the medially locted sphenomandibular ligament can become a physical barrier that stops the important diffusion of the local anesthetic agent to the mandibular foramen and IA nerve

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Bilateral inferior Alveolar (IA) blocks are usually avoided unless absolutely necessary because [Local infiltration]

Output: bilateral mandibular injections produce complete anesthesia of the body of the tongue and floor of mouth, which can cause difficulty with swallowing and speech, especially in patients with full or partial removable mandibular dentures

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Sometimes there is an overlap of the left and right incisive nerves, in this case an _______ block or local infiltration at the apices of the mandibular teeth that fail to achieve initial pulpal anesthesia of the tissues would be used in addition to the Inferior Alveolar block [Local infiltration]

Output: Incisive block

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: True or False The IA block is the most commonly used dental injection, but it is not always initially succesful. Therefore the patient mus be reinjected to achieve the necessary anesthesia of the tissues [Local infiltration]

Output: True

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The lack of constant success in the inferior alveolar (IA) block is due in part to [Local infiltration]

Output: anatomical variation in the height of the mandibular foramen on the medial side of the ramus and the great depth of soft tissue penetration required to achieve pulpal anesthesia

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Other techniques to achieve mandibular anesthesia and may also be employed with failure of the IA block is the [Local infiltration]

Output: Gow-Gates mandibular nerve block

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: It is important not to deposit Inferior alveolar (IA) block if bone is not contacted on intial insertion of the needle because [Local infiltration]

Output: the needle tip may be too posterior and thus resting within the parotoid salivary gland near the seventh cranial or facial nerve resulting in facial nerve paralysis

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: If anesthesia is not achieved with the inferior alveolar (IA) block there may be ___________ of the mandibular teeth [Local infiltration]

Output: - accessory nerve innervation (mylohyoid nerve)

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Whenever a bifid IA nerve present (double mandibular canal) then [Local infiltration]

Output: a second IA block may be necessary and is injected inferiorly to the first one

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Symptoms of the Inferior Alveolar (IA) block include [Local infiltration]

Output: - numbness in lower limb (mental nerve), tongue and floor of mouth (lingual nerve) - patient may indicate lingual shock during injection - lack of pain/discomfort during dental procedure

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Complications of the Inferior Alveolar (IA) block include [Local infiltration]

Output: - facial paralysis (facial nerve) - hematoma - muscle soreness/ limited jaw movement - lip bitting - parasthesia - "pins and needles" due to trauma to lingual nerve, lack of adequate fascia, neurotoxicity from local anesthesia

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: target area for the IA block is [Local infiltration]

Output: slightly superior to the entry point of the IA nerve into the mandibular foramen, overhung anteriorly by the lingula

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The injection site for the IA block is [Local infiltration]

Output: the mandibular tissues on the medial border of the mandibular ramus at the correct height and anteroposterior direction for injection

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The buccal block is indicated when [Local infiltration]

Output: anesthesia of buccal periodontium of mandibular molars is needed

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: the buccal block is used for anesthesia for the [Local infiltration]

Output: buccal periodontium of the mandibular molars including the gingiva, periodontal ligament, and alveolar bone.

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: True or False The buccal block is a successful injection because the buccal nerve is readily located on the surface of the tissue and not within bone [Local infiltration]

Output: True

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: the target area for the buccal block is the [Local infiltration]

Output: buccal nerve (or long buccal nerve) as it passes over the anterior border of the ramus and through the buccinator muscle before it enters the buccal region

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The injection site for the buccal block is [Local infiltration]

Output: the buccal tissues distal and buccal to the most distal molar tooth in the arch, on the anterior border of the ramus

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Symptoms of the buccal block included [Local infiltration]

Output: - lack of pain / discomfort during dental procedure - patient rarely feels symptoms

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Complications of the buccal block include [Local infiltration]

Output: - cheek biting - Hematoma (rare)

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: the mental block is used to anesthetize the [Local infiltration]

Output: facial periodontium of the mandibular premolars and anterior teeth on one side, including the gingiva, periodontal ligament, and other alveolar tissues

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: True or False The mental block provides anesthesia to the lingual tissue of the teeth involved [Local infiltration]

Output: FALSE the mental block DOES NOT provide any lingual tissue anesthesia of the involved teeth

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: the target area for the mental block is [Local infiltration]

Output: anterior to where the mental nerve enters the mental foramen to merge with the incisive nerve and form the IA nerve

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: the insertion site for the mental block is [Local infiltration]

Output: anterior to the depression created by the mental foramen at the height of the muccobuccal fold

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Symptoms of the mental block include [Local infiltration]

Output: - tingling or numbness of lower lip - lack of pain/discomfort during dental procedure

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Complications of the mental block include [Local infiltration]

Output: - hematoma (rare)

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: the incisive block anesthetizes the [Local infiltration]

Output: pulp tissue and facial tissues of the mandibular teeth anterior to the mental foramen (usually the mandibular premolars and anterior teeth)

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: If lingual anesthesia is necessary on mandible, an ______ block would be administered instead of incisive block, because the incisive block does not provide lingual anesthesia [Local infiltration]

Output: IA block

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: target are for the incisive block is [Local infiltration]

Output: the same as the mental block; anterior to where the mental nerve enters the mental foramen to merge with the incisive nerve and form the IA nerve

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The injection site for the incisive block is [Local infiltration]

Output: anterior to the depression created by the mental foramen

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: symptoms of the incisive block include [Local infiltration]

Output: - tingling or numbness of lower lip - lack of pain / discomfort during dental procedure

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Complications of the incisive block include [Local infiltration]

Output: hematoma (rare)

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The nerves anethetized by the Gow-Gates Mandibular Nerve block include [Local infiltration]

Output: the inferior alveolar, mental, incisive, lingual, mylohyoid, auriculotemporal, and buccal

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The Gow-Gates mandibular nerve block is considered a true nerve block because [Local infiltration]

Output: it anesthetizes almost the entire V3

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: A Gow-Gates mandibular nerve block is indicated for use in [Local infiltration]

Output: quadrant dentistry in which the buccal soft tissue anesthesia from most distal molar to midline and lingual soft tissue is necessary and in some cases when a conventional IA block is unsuccessful

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: the target area for the Gow-Gates mandibular nerve block is the [Local infiltration]

Output: anteromedial border of the mandibular condylar neck, just inferior to the insertion of the lateral pterygoid muscle

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: the injection site of the Gow-Gates mandibular nerve block is [Local infiltration]

Output: located intraorally on the oral mucosa on the mesial of the mandibular ramus, just distal to the height of the mesiolingual cusp of the maxillary second molar, following a line extraorally from the ipsilateral intertragic notch of the ear to the ipsilateral labial commisure

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Symptoms of the Gow-Gates mandibular nerve block include [Local infiltration]

Output: - Mandibular teeth to midline, buccal mucoperiosteum and mucous membranes and lingual soft tissues and periosteum are anesthetized - inadvertent anesthesia of anterior 2/3 of tongue, floor of mouth, body of mandible, inferior ramus, skin over zygoma, and posterior cheek and temporal region - lack of pain/discomfort during dental procedure

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: Complications of the Gow-Gates mandibular nerve block include [Local infiltration]

Output: - trismus (rare) - hematoma (rare)

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: The Gow-Gates mandibular nerve block is contraindicated in patients with [Local infiltration]

Output: limited jaw movement

Anatomy of Local Anesthesia Flashcards - Cram.com


Input: [Science of Human Development] Empirical

Output: Based on observation, experience, or experiment; not theoretical.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Dynamic-Systems Theory

Output: A view of human development as always changing. Life is the product of ongoing interactions between the physical and emotional being and between the person and every aspect of his or her environment, including the family and society. Flux is constant, and each change affects all the others.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Ecological-Systems Approach

Output: A vision of how human development should be studied, with the person considered in all the contexts and interactions that constitute a life.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Butterfly Effect

Output: The idea that a small effect or thing can have a large impact if it happens to tip the balance, causing other changes that create a major event.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Cohort

Output: A group of people who were born at about the same time and thus move through life together, experiencing the same historical events and cultural shifts.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Socioeconomic Status (SES)

Output: A person's position in society as determined by income, wealth, occupation, education, place of residence, and other factors.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Ethnic Group

Output: People whose ancestors were born in the same region and who often share a language, culture, and religion.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Race

Output: A group of people who are regarded (by themselves or by others) as genetically distinct from other groups on the basis of physical appearance.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Social Construction

Output: An idea that is built more on shared perceptions than on objective reality. Many age-related terms, such as childhood, adolescents, yuppies, and senior citizens are social constructions.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Mirror Neurons

Output: Brain cells that respond to actions performed by someone else, as if the observer had done that action. For example, the brains of dancers who witness another dancer moving onstage are activated in the same movement areas as would be activated if they themselves did that dance step, because their mirror neurons reflect the activity.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Scientific method

Output: A way to answer questions that requires empirical research and data-based conclusions.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Hypothesis

Output: A specific prediction that is stated in such a way that it can be tested and either confirmed or refuted.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Replication

Output: The repetition of a scientific study, using the same procedures on a similar (but not identical) group of participants, in order to verify, or refine, or dispute the original study's conclusions.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Scientific Observation

Output: A method of testing hypotheses by unobtrusively watching and recording participants' behavior in a systematic and objective manner, either in a laboratory or in a natural setting.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Experiment

Output: A research method in which the researcher tries to determine the cause-and-effect relationship between two variables by manipulating one variable (called the independent variable) and then observing and recording the resulting changes in the other variable (called the dependent variable).

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Independent Variable

Output: In an experiment, the variable that is introduced to see what effect it has on the dependent variable (also called experimental variable).

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Dependent Variable

Output: In an experiment, the variable that may change as a result of whatever new condition or situation the experimenter adds. In other words, the dependent variable depends on the independent variable.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Experimental Group

Output: A group of participants in a research study who experience some special treatment or condition (the independent variable).

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Comparison Group/Control Group

Output: A group of participants in a research study who are similar to the experimental group in all relevant ways but who do not experience the experimental condition (the independent variable).

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Survey

Output: A research method in which information is collected from a large number of people by interviews, written questionnaires, or some other means.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Case Study

Output: A research method in which one individual is studied intensively.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Cross-sectional Research

Output: A research design that compares groups of people who differ in age but are similar in other important characteristics.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Longitudinal Research

Output: A research design in which the same individuals are followed over time and their development is repeatedly assessed.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Cross-Sequential Research

Output: A hybrid research method in which researchers first study several groups of people of different ages (a cross-sectional approach) and then follow those groups over the years (a longitudinal approach). Also called cohort-sequential research or time-sequential research.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Correlation

Output: A number indicating the degree of relationship between two variables, expressed in terms of the likelihood that one variable will (or will not) occur when the other variable does (or does not). It does not indicate that one variable cause the other, only that the two variables are realted to the indicated degree.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Quantitative Research

Output: Research that provides data that can be expressed with numbers, such as ranks or scales.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Qualitative Research

Output: Research that considers qualities instead of quantities. Descriptions of particular conditions and participants' expressed ideas are often part of qualitative studies.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Code of Ethics

Output: A set of moral principles that members of a profession or group are expected to follow.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What are the 5 characteristics of development?

Output: Multidirectional, multicontextual, multicultural, multidisciplinary, and plastic

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Plasticity

Output: Change is always possible but is never unrestricted. Change is possible but each developing person must build on what has come before. Childhood becomes the foundation for future growth.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What are the five steps of the scientific method?

Output: 1) Ask a question. 2) Develop a hypothesis. 3) Test the hypothesis. 4) Draw conclusions. 5) Make the findings available.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What ethical issues must be addressed when conducting research on human subjects?

Output: 1) Participants must be protected 2) Results must be clearly reported and understood 3) Scientists must be mindful of the implications of their research 4) Is research that is critically needed being designed, conducted, anyalyzed, and published?

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What are the 3 domains of human development?

Output: Biosocial, Cognitive, and Pyschosocial

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] How is development multidirectional?

Output: Change occurs in every direction, not always in a straight line. Gains and losses, predictable growth and unexpected transformations, are evident.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] How is development multicontextual?

Output: Human lives are embedded in many contexts, including historical conditions, economic constraints, and family patterns.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] How is development multidisciplinary?

Output: Numerous academic fields - especially psychology, biology, education, and sociology, but also neuroscience, economics, religion, anthropology, history, medicine, genetics, and many more - contribute data and insight.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] How is development plastic?

Output: Every individual, and every trait within each individual, can be altered at any point in the life span. Change is ongoing, although neither random nor easy.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] How is development mutlicultural?

Output: Many cultures - not just between nations but also within them - affect how people develop.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What are the three nested levels that affect each person according to a ecological-systems approach?

Output: Microsystem, Exosystem, and Macrosystem

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What is a microsystem?

Output: Elements of a person's immediate surroundings such as family and peer group in a bioecological system.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What is an exosystem?

Output: Local institutions such as school and church in a bioecological system.

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What is a macrosystem?

Output: The larger social setting, including cultural values, economic policies, and political processes in a bioecological system.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What are the crucial elements of human development?

Output: Science, diversity, and change

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What is a science?

Output: It depends on theories, data, analysis, critical thinking and sound methodology to understand the "how and why" to discover the processes and reasons.

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What theory of development did Sigmund Freud subscribe to?

Output: Psychoanalytic

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What theory of development did Erik Erikson subscribe to?

Output: Psychoanalytic

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The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] John Watson was associated with what theory?

Output: Behaviorism

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Ivan Pavlov subscribed to what theory of developmen?

Output: Behaviorism

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] Jean Piaget is known for what theory of development?

Output: Cognitive Theory

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Science of Human Development] What are the characteristics of science?

Output: 1) it depends on theories, data, analysis, critical thinking and sound methodology 2) the goal is to understand the "how and why", to discover the processes and reasons for it 3) as scientists we ask questions and seek answers

Life Span Growth & Development Chapter 1 Flashcards - Cram.com

The science that seeks to understand how and why people change or remain the same over time. Developmentalists study people of all ages and circumstances.


Input: [Computer Security Risk] Computer Crime

Output: an illegal act involving acts

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Cybercrime

Output: online or internet based illegal acts

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] hacker

Output: someone who accesses a computer or network illegally

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] cracker

Output: a hacker that has the intent of destroying data or stealing information

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] script kiddle

Output: a cracker that does not have technical skills and knowledge

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] corporate spies

Output: people hired to break into a computer or network

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] cyberextortionist

Output: someone who uses email as a vehicle for extortion

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] malware

Output: programs altering a computer without the user knowing

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] payload

Output: destructive event or prank the program is intended to deliver

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Trusted source

Output: organization or person you believe will not send you a virus on purpose

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] botnet

Output: group of compromised computers connected to a network such as the Internet that are used as part of a network that attacks other networks usually for nefarious purposed

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] zombie

Output: a compromised computer that is unknownly controlled by an outside source

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] DoS

Output: an assault whose purpose is to disrupt computer access to an internet service such as the web or e-mail

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Back Door

Output: program or set of instructions in a program that allows users to bypass security controls when accessing a program, computer or network

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Spoofing

Output: a technique intruders use to make their network or internet transmission appear legitimate to a victim computer or network

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Unauthorized Use

Output: the use of a computer or its data for unapproved or possibly illegal activities

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Unauthorized Access

Output: use of a computer or network without permission

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] CAPTCHA

Output: program that verifies user input between human and computer input

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Possessed Object

Output: an item you must carry to gain access to a computer or computer security

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Biometric Device

Output: authenticates a person's identity by translating a personnal characteristic code and then compares it to the stored digital code

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Digital Forensics

Output: the discovery collection and analysis of evidence found on computers and networks

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] hardware theft

Output: the act of stealing computer equipment

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] hardware vandalism

Output: act of defacing or destroying computer equipment

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] software theft

Output: occurs when someone steals software media, intentionally erases programs, illegally copies a program, or illegally registers and/or activates a program.

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] license agreement

Output: right to use a software

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] information theft

Output: occurs when someone steals personal or confidential information

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] encryption

Output: process of converting readable data into unreadable characters to prevent unauthorized access

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] decrypt

Output: decipher into readable form

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] encryption algorithm

Output: set of stpes that can convert readable plaintext into unreadable ciphertext

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] encryption key

Output: programmed formula that the originator of the data uses to encrypt the plaintext and recipient of the data users to decrypt the cyphertext

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] plaintext

Output: readable data

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] digital signature

Output: encrypted code that a person or organization attaches to an electronic message to verify the identity of the message sender

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Digital Certificate

Output: contains information such as the user'sname, the issuing CA's name and signature, and theserial number of the certificate

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Certificate Authority

Output: an authorized person or a company that issues and verifies digital certificates

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] system failure

Output: prolonged malfunction of a computer

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] surge protector

Output: uses special electrical componentns to provide a stable current flow to the computer and other electronic equipment

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] UPS

Output: (uninterruptable power supply) device that contains surge protection circuits and one or more batteries that can provide power during a loss of power

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] backup

Output: duplicate file, program, or disk that can be used if the original is lost, damaged or destroyed

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] restore

Output: restore files by copying the backed up files to their original location on the computer

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] RSI

Output: repetitive strain injury; an injury or disorder of the muscles, nerves, tendons, lagaments, and joints

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] CVS

Output: computer vision syndrome: computer health related issue for prolonged use

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Ergonomics

Output: an applied science devoted to incorporating comfort, efficiency, and safety into the design of items in the workplace

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Computer Addiction

Output: occurs when the computer consumes one's entire social life

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Computer Ethics

Output: moral guidelines that govern the use of computers abd information sciences

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] National Press Photographers

Output: believes that allowing even the slightest alteration could lead to misinterpretation

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] intellectual property rights

Output: creators are entitled for their work

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] copyright

Output: gives authors and artists exclusive rights to duplicate, publish, and sell their materials

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] green computing

Output: involves reducing the electricity and environmental waste while using a computer

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Energy Star Program

Output: government program to help reduce the amount of electricity used by computers and related devices

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] information privacy

Output: refers to the right of individuals and comanies to denny or restrict the collection and use of info about them

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] electronic profile

Output: your information of a database

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] cookie

Output: small text file that a Web server stores on your computer

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] spyware

Output: program placed on a computer without the user's knowledge that secretly collects info

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Adware

Output: program that displays an online advertisement in a banner or pop-up window on Web pages, email messages, or other internet services

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Spam

Output: an unsolicited e-mail messgae or newsgroup posting sent to multiple recipients or newsgroups at once

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Phishing

Output: a scam in which a perpetruder sends an official looking em-mail message that attempts to obtain your personal info

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Pharming

Output: scam, similar to phishing, where a perpetruder attempts to obtain your personal and financial info

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Social engineering

Output: gaining unauthorized access or obtaining confidential info by taking advantage of the trusting nature of some visctims and the nivety of others

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] Content filtering

Output: process of restricting access to certain material on the wenb

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [Computer Security Risk] employee monitering

Output: use of computers to observe, record, and review an employees use of a computer, including e-mails, keyboard activity, and web sites visited

Comp Info Science CH 10 Vocab Flashcards - Cram.com

any event or action that could cause a loss of or harm to anything related to computers


Input: [All Hands] 2 quarts

Output: What minimum amount of water does your body need per day?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] Maintenance Requirement Card

Output: You are performing scheduled maintenance on a force draft air blower. Which of the following PMS documents contains a listing of the parts, tools, and materials you will need to accomplish the task?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] US Navy Regulations

Output: The general authority of a petty officer is set forth in which of the following documents?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] True

Output: Conviction on a charge of sexual harrasment could result in the end of your naval career. T or F

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] Improved equipment design and improved logistics support

Output: Information reported through the MDS is used to accomplish which of the following ends?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] NAVPERS 15560

Output: information on special qualifications such as aircrew, coxwain, and special warfare can be found in which reference?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] Chemical decontamination underway

Output: When using Navy standard damage control symbology, a triangle over the letter C indicates which of the following situations?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] Check for the type of sovent by reading the container label and immediately inform you supervisor of your discovery

Output: If you discover a leaking solvent container while inspecting your storage areas, what actions should you take?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] each member is responsible for his or her behavior

Output: With regard to sexual harrassment what statement holds true?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] three

Output: A total of how may injections of atropine may be injected into an individual without medical supervision?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] The Purple Heart

Output: Which award was authorized by General George Washington and was also the first decoration?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] High levels of carbon dioxide are frequently found in any refrigerated space

Output: Refrigerated spaces aboard ship should only be entered for a few minutes at a time for what reason?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] increased productivity

Output: What is the primary goal of Total Quality Leadership(TQL)?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] lifting gear

Output: What repair locker item contains come-alongs and chain falls?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] sliding feet of boilers, watertight door knife edges, electrical outlets and terminals

Output: Which shipboard surface should not be painted?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] notify the officer of the deck

Output: If you see another ship polluting, what action should you take?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] 1651

Output: Which OPNAV instruction contains detailed information on the Military Cash Awards Program?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] 24 hours a day, every day

Output: Your responsibilities as a petty officer extend over what time period?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] 15

Output: What article of the UCMJ authorized commanding officers to direct nonjudicial punishment?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] NAVMILPERSCOMINST 1616.9

Output: What instruction gives detailed, step by step directions to evaluation writing?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] Secretary of the Navy

Output: Who establishes general rates, general ratings and emergency ratings?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] emergency hull repairman

Output: Who in a repair party is thoroughly trained in shoring, welding, and pipe patching?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] Notify their supervisor

Output: When equipment deficiencies or casualties are discovered, what actions should maintenance workers immediately take?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] accept responsibility and avoid making the same mistake again

Output: When you make a wrong decision, what action should you take?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] OPNAVINST 3100.7B

Output: A guide to preparing, maintaining, and submitting the ship's deck log may be found in which publicatition?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] part number, superseded stock number, nomenclature designation

Output: Identification data for supply items includes what reference information?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] COSAL

Output: A complete list of all parts required to operate and maintain the equipment installed at all ship/shore activities is contained in which document?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] begin planning your escape

Output: What does the Code of Conduct direct you to do as soon as you are captured?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] circuit is the auxillary sound-powered telephone system

Output: In a sound-powered telephone circuit with the designation X22JS1, what does the letter X indicate?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] crash and salvage crewman

Output: What individual is responsible for rescuing personnel from damage aircraft?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] never mix firearms with drugs and alcohol, always unload a weapon before transporting it, never point a weapon at something you do not intend to shoot

Output: What geneeral small arms safety precautions are applicable to all firearms?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] 85 percent

Output: The US imports approximately what percentage of the manganese needed to make steel?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] OOD

Output: If the barometer falls .04 inch or more in one hour, the POOW should notify who?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] to request replacement MRCs and MIP, to report discrepancies in semiannual force revisions

Output: Category A PMS FBRs are used for what reason?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] 5 minutes

Output: Exactly how many minutes before colors is the PREPARATIVE pennant flown?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] the storage and accounting of equipment

Output: The term "supply control" refers to

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] The Military Customs Inspection Program

Output: What program was establishe to help eliminate the flow of illegal drugs and other contraband into the US?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] maintains order among military personnel on liberty, assists military personnel, apprehends deserters

Output: The shore patrol serves what function?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] Division Officer

Output: Weekly updating of the Quartlerly PMS schedule is usuall the responsibility of which person?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] have the area checked by a gas free engineer, obtain the ventilation plan for the space

Output: Before starting any job that involves working with solvents, what precautions should be taken?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] Command Master Chief

Output: Who is the enlisted person's representative to the command for matters concerning rules, regulation, and policies?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] excess water affectin the stability of the ship, causing it to list

Output: Because of the volume of water needed to put out a large fire at sea, the fire party team must take corrective action to prevent what occurence?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] NAVLEAD

Output: What Navy program is designed to provide cradle-to-grave leadership training?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] high-test hypochlorite

Output: What materials can be used effectively to decontaminate water?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] known biological agents

Output: Protective masks provide protection from what environment?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] 50%

Output: Of all the noneffective days experience by the Navy annually, what total percentage is attributed to back injury?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] fleet ballistic missile weapons systems, Civilian maintained service craft

Output: What units are excepted from ships 3-M Systems reporting?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] 1790

Output: The US Coast Guard was first established as the United States Revenue Marine in what year?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: [All Hands] 30

Output: Prior to WWII the Navy had approximately how many ratings?

Military requirements for PO2&3 Flashcards - Cram.com

Damage control is the responsibility of which personnel?


Input: ACCEPT RISKS WHEN BENEFITS OUTWEIGH THE COST ACCEPT NO UNNECESSARY RISK ANTICIPATE & MANAGE RISK BY PLANNING MAKE RISK DECISION AT THE RIGHT LEVEL [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT ARE THE PRINCIPLES OF ORM?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: IDENTIFY HAZARDS ASSESS HAZARDS MAKE RISK DECISIONS IMPLEMENT CONTROLS SUPERVISE [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT IS IAMIS?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: ENGINEERING ADMINISTRATIVE PERSONAL PROTECTIVE EQUIPMENT [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT KIND OF CONTROLS ARE IMPLEMENTED?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: CONTROLS THAT USE ENGINEERING METHODS TO REDUCE RISKS BY DESIGN, MATERIAL SELECTION OR SUBSTITUTION WHEN TECHNICALLY OR ECONOMICALLY FEASIBLE [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT ARE ENGINEERING CONTROLS?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: CONTROLS THAT REDUCE RISK THROUGH SPECIFIC ADMINISTRATIVE ACTIONS, SUCH AS - PROVIDING SUITABLE WARNINGS, MARKINGS, PLACARDS, SIGNS, NOTICES - ESTABLISHING WRITTEN POLICIES, PROGRAMS INSTRUCTIONS & SOPs - TRAINING PERSONNEL TO RECOGNIZE HAZARDS & TAKE APPROPRIATE PRECAUTIONARY MEASURES - LIMITING THE EXPOSURE TO A HAZARD (EITHER BY REDUCINT THE NUMBER OF ASSETS OR PERSONNEL OR THE LENGTH OF TIME PERSONNEL ARE EXPOSED [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT ARE ADMINISTRATIVE CONTROLS?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: PERSONAL PROTECTIVE EQUIPMENT SERVES AS A BARRIER BETWEEN PERSONNEL & A HAZARD. IT SHOULD BE USED WHEN OTHER CONTROLS DO NOT REDUCE THE HAZARD TO AN ACCEPTABLE LEVEL [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT IS PPE?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: IDENTIFY DEFINE ASSESS ISSUES, PROBLEMS & NEEDS RECOMMEND CORRECTIVE MEASURES [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT IS THE PURPOSE OF SAFETY COMMITTEES & COUNCILS?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: - CREATE & MAINTAIN AN ACITVE INTEREST IN SAFETY - SERVES AS A MEANS OF COMMUNICATIONSS REGARDING SAFETY - PROVIDE PROGRAM ASSISTANCE TO COs, INCLUDING PROPOSING POLICY & PROGRAM OBJECTIVES [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT ARE THE 3 BASIC FUNCTIONS OF COUNCILS OR COMMITTEES?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: AIMED AT DETERMINING HOW & WHY THE EVENT OCCURRED NECESSARY TO PREVENT FUTURE OCCURRENCE OF SIMILAR EVENTS [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT IS THE PURPOSE OF A MISHAP INVESTIGATION?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: THE SAFETY OFFICE SHALL ENSURE PROPER INVESTIGATION OF ALL MIISHAPS & REVIEW ALL INVESTIGATION REPORTS. MANAGEMENT PERSONNEL MAY ASSIST IN MISHAP INVESTIGATIONS, HOWEVER, REGIONS & ACTIVITIES SHALL NOT USE INFORRMATION THEY OBTAIN THROUGH THE SAFETY INVESTIGATION FOR ADMIN OR DISCIPLINARY ACTION. [WHAT IS THE CONCEPT OF ORM?]

Output: WHO IS RESPONSIBLE FOR CONDUCTING A MISHAP INVESTIGATION?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: - SAFETY - JAG - CRIMINAL & SECURITY [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT ARE THE 3 TYPES OF MISHAP INVESTIGATIONS?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: A - > $1M OR LOSS OF LIFE B - $200K - $1M C - $10K - $200K D - < $10K [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT ARE THE 4 CLASSES OF MISHAPS?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: ALL PERSONNEL COMMANDS MILITARY PERSONNEL CONTRACTORS CIVILIANS FOREIGN NATIONALS [WHAT IS THE CONCEPT OF ORM?]

Output: WHO IS RESPONSIBLE FOR SAFETY?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: TO PROTECT PERSONNEL FROM HAZARD EXPOSURE IN THE WORKPLACE ELIMINATE HAZARD [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT IS THE USE OF PPE?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: EYE & FACE HEARING RESPIRATORY HEAD FOOT HAND ELECTRICAL PROTECTIVE DEVICES SAFETY CLOTHINGH PERSONAL FALL PROTECTION EQUIPMENT [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT ARE THE PPEs?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: - WHEN PPE IS NECESSARY - WHAT PPE IS NECESSARY - HOW TO PROPERLY DON, DOFF, ADJUST & WEAR PPE - LIMITATIONS OF PPE - PROPER CARE & MAINTENANCE, USEFUL LIFE, STORAGE & DISPOSAL OF PPE - ABILITY TO RECOGNIZE THE DEFECTIVE OR DAMAGED PPE NOT USEFUL [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT KIND OF TRAINING IS NECESSARY?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: BRING AWARENESS TO ALL [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT IS THE PURPOSE OF A SAFETY STAND-DOWN?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: ANNUALLY UPON SIGNIFICANT TURN-OVER OF PERSONNEL INCREASE OF MISHAP OR SEVERITY OF MISHAP [WHAT IS THE CONCEPT OF ORM?]

Output: WHEN IS A SAFETY STAND-DOWN?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: FIELD OF STUDY THAT INVOLVES THE APPLICATION OF KNOWLEDGE ABOUT PHYSIOLOGICAL, PYSHOLOGICAL & BIOMECHANICAL CAPACITIES & LIMITATION OF THE HUMAN BODY KNOWLEDGE IS APPLIED IN THE PLANNING, DESIGN & EVALUATION OF WORK ENVIRONMENTS, JOBS, TOOLS & EQUIPMENT TO ENHANCCE WORRKER PERFORMANCE, SAFETY & HEALTH ESSENTIALLY FITTING THE WORKPLACE TO THE WORKER [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT IS ERGONOMICS?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: WORK-RELATED MUSCHUOLOSKELETAL DISORDERS [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT IS WMSDs?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: FORCE - USES EQUIPMENT W HEAVY LIFTING, PUSHING, PULLING, GRASPING OR CARRYING REPETITION - TYPING, ASSEMBLING COMPONENTS & REPETITIVEE HAND TOOL USAGE VIBRATION - POWERED HAND TOOLS (CHAIN, SAW, DRILL) OR EQUIPMENT (WOOD PLANER, PUNCH PRESS, PACKAGING MACHINE) CONTACT STRESS - RESULTS FROM OCCASIONAL , REPEATED OR CONTINUOUS CONTACT BETWEEN SENSITIVE BODY TISSUES & A HARD OR SHARP OBJECT [WHAT IS THE CONCEPT OF ORM?]

Output: WHAT RISK) FACTORS DOES WMSDs SEEK TO PREVENT?

EXW CC 101 SAFETY FUNDAMENTALS Flashcards - Cram.com


Input: [to cry until you fall asleep] ...never knowing if I Could Take It...

Output: I Can't take it = I can't stand it = = I can't BEAR it

Z Unit 4 Motivation and encourag... Flashcards - Cram.com

I often cried myself to sleep... to cry Yourself to Sleep


Input: [to cry until you fall asleep] ...if I would make it through the night...

Output: to make it through the night = to survive one more night in that terrible situation

Z Unit 4 Motivation and encourag... Flashcards - Cram.com

I often cried myself to sleep... to cry Yourself to Sleep


Input: [to cry until you fall asleep] ...I held on to my faith

Output: Hold on To... if you hold on To your faith (belief/principle) you continue to believe in it.

Z Unit 4 Motivation and encourag... Flashcards - Cram.com

I often cried myself to sleep... to cry Yourself to Sleep


Input: [to cry until you fall asleep] I can't stand it =

Output: I can't take it I can't bear it

Z Unit 4 Motivation and encourag... Flashcards - Cram.com

I often cried myself to sleep... to cry Yourself to Sleep


Input: [to cry until you fall asleep] Just hold on tight and don't let go

Output: to Let Go - opposite of to Hold on Tight

Z Unit 4 Motivation and encourag... Flashcards - Cram.com

I often cried myself to sleep... to cry Yourself to Sleep


Input: [to cry until you fall asleep] Don't let go... the same as...

Output: don't give up don't give in

Z Unit 4 Motivation and encourag... Flashcards - Cram.com

I often cried myself to sleep... to cry Yourself to Sleep


Input: Which of the following do you apply to an open wound: Antiseptic Ointment Powder

Output: NONE - can further contaminate. Ointments will also just make washing and debridement more difficult. *Topical Antibiotic Sprays might help if used immediately, but still do not replace debridement.

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: Objective of care in all open wounds

Output: Convert an open contaminated wound into a surgically clean wound which can be closed.

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: What is the "golden period"

Output: Within first 6-8 hrs after injury - hopefully no bacterial invasion/colonization yet. Can be extended with use of topical antibiotics

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: Describe the process of Wound Cleansing

Output: LAVAGE An ASEPTIC Procedure 1. Cover wound with sterile dressing or H2O soluble gel 2. Clip and clean surrounding area 3. Remove dressing/gel 4. Irrigate wound with normal saline or a balance electrolyte soln 5. Surrounding area cleaned with soap/water or Betadine or Chlorhexidine *Heavy infections should be cleaned with Betadine/Chlorhexidine first and then irrigated.

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: Does irrigation remove the bacteria?

Output: Not really, once on tissues they are pretty resistant to removal by gentle irrigation. Benefit of irrigation = removal of gross wound debris and contaminated fat and blood clots.

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: Describe the goal of Wound Excision

Output: DEBRIDEMENT Remove tissue to convert an accidental wound into a surgically clean wound containing only viable tissues with adequate blood supply.

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: How do you decide what to cut out?

Output: Only cut out if necessary Try to keep skin! Small bone fragments may be removed, but try to keep large ones. Muscle - Pinch and Cut, if it contracts and bleeds - then it is viable, don't cut it out!

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: Pick the lesser of two evils: A. Fix everything right now! B. Let wound heal, go back in for surgery to fix deeper structures (like tendons and nerves)

Output: B. Fix that stuff later. No need to cause unnecessary trauma - AND the surgery will go better if the tissues are more healed/viable.

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: In First Intention Healing, is having Dead Space a good thing or bad thing?

Output: BAD Obliterate by bandaging and draining or by burying sutures (though not always the best because it may increase possibility of infection)

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: How might you keep tension down on sutures?

Output: Tension Relieving Suture = Vertical Mattress with padding beneath external loops Removed ~3 days, tissue should be stable

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: After wound closure in 1st Intetion - what do you do next?

Output: Apply a bandage dressing. Rests, Immobilizes, Controls Edema/Oozing, Obliterates Dead Space

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: Describe Healing by Delayed Primary Closure

Output: A 3-4 day old wound with granulation tissue may still be sewn shut. (after that the tissue gets thick/stiff and this is no longer an option) Humans use in very contused/contaminated injuries. Vets don't use much - just do a primary closure and place a drain.

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: Describe Healing by Contracture and Epithelialization (Second Intention Healing)

Output: For wounds which cannot close because too much tissue is removed - OR for wounds with too much contamination

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: How do you manage a Second Intention Healing?

Output: 1. Lavage and Debride 2. Cover with Vaselined-Gauze 3. Make cotton pressure bandage (if too big to bandage, wash daily with warm saline) *antibiotic dressings may be used if systemic infection suspected 4. Bandage changed every 2-7 days Changed immediately if animal biting or distal area swelling.

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: General recommendations for Puncture Wounds?

Output: Typically give systemic antibiotics Only enlarge external wound if necessary to check for deeper stuff (foreign body, deep injury, etc)

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: Bite wound worries?

Output: Obviously rabies... and also - Small surface wounds may represent large underlying problems (avulsion, emphysema, muscle damage) Don't suture small holes. If muscle involved - open it up, lavage, debride, drain, and suture

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: What is a clever way to control bleeding?

Output: Inflate a cuff up just enough so that there is a slow drip

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: What are the 4 phases of wound healing?

Output: Coagulation Inflammation Proliferation Maturation

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: What's the issue in cleaning a wound with Antiseptics?

Output: Antiseptics can kill fibroblasts... the cells which heal wounds.

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: What instruments should you use when lavaging? (to ensure proper amount of pressure)

Output: 18g on a 35cc syringe

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: If you prescribe antibiotics because a wound looks horrid - when should you cease them?

Output: When a healthy layer of granulation tissue has been produced

Surg 4, Management of Accidnetal Wounds, Dr. Holt Flashcards - Cram.com

Compression with a sterile dressing Do NOT apply a tourniquet


Input: What happens to T cells in the thymus?

Output: They are processed to become T cells

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: When a macrophage leaves the bloodstream and enters the tissues, what do they become?

Output: macrophages, containing presenting antigens.

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: Why did Nick black out after his bee sting?

Output: Besides causing your airways to narrow histamine also causes them to leak fluid, and your blood pressure falls

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: What does an epi-pen do for an allergic response?

Output: it raises your blood pressure and relaxes your airways

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: What was the condition that Nick suffered from?

Output: anaphylaxis

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: How do T cells help B cells?

Output: T cells release cytokines that stimulate both nonspecific and specific defenses

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: In order for a T cell to attack an antigen, what has to happen?

Output: The antigen has to be displayed to them by an an antigen presenting cell, such as a macrophage.

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: What happens to the antigen inside of a macrophage or dentritic cell?

Output: After phagocytizing a pathogen, antigen presenting cells travel to a lymph node or spleen, where T cells also congregate. In the meantime, it breaks down the pathogen apart in the lysosome. A piece of the pathogen is then displyayed in the groove of a major histocompatability complex protein on the cell's surface.

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: What is the groove where a piece of a pathogen is displayed once an antigen presenting cell has phagocytzed a pathogen?

Output: The major histocompatability complex protein on the cell's surface

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: What is the ajor histocompatiabiltiy complex?

Output: The piece of a pathogen is displayed on this. It's a protein on the cell's surface.

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: What are human MHC proteins called?

Output: human leukocyte antigens or HLA's

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: Where are the human leukocyte antigens found?

Output: on all of our body's cells.

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: No 2 sets of human leukocyte antigens are alike except for when?

Output: In identical twins

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: Because they mark the cell as belonging to a particular individual, HLA antigens are called what?

Output: self proteins

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: What is the importance of self proteins in plasma membranes?

Output: When it was discovered that they contribute to the specificity of tissues and make it difficult to transplant tissue from one human to another.

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: Before a transplant is attempted, what must be carried out? What would the results indicate?

Output: comparison studies of the more than 50 MHC antigens, the greater number of proteins that match, the more likely the transplant will be successful

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: What happens when an antigen-presenting cell links a foreign antigen to the self protein on its plasma membrane when the T cell sees it?

Output: The T cell to be activated compares the antigen and self protein side by side, and recognize the foreign from self, and destroy the cells carrying foreign antigens while leaving the normal body cells unharmed

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: What does the T-cell compare side by side when it sees an antigen-presenting cell?

Output: The self protein on its plasma membrane and the antigen

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: How are B cells different than T cells?

Output: T cells are unable to recognize an antigen without help

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: Where is a piece of the bacteria a macropahge or antigen presenting cell displayed for a T cell?

Output: in the major histocompatibility complex.

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: what do you call the antigens on the groove of a macrophage?

Output: self proteins

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: Where does an APC break a pathogen apart?

Output: In the lysosyme

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: On humans, what are all the names of the place where a antigen presenting cell displays the bacteria?

Output: Human leukocyte antigens or self proteins

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: In animals, what is the name of the place where a antigen presenting cell displays bacteria it eats?

Output: Major histocompatability complex

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: What stimulates antibody mediated immunity and humeral immunity or B cells?

Output: cytokynes released by T cells

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: What happens when an antigen-presenting cell links a foreign antigen to the self protein on its plasma membrane?

Output: The T cell to be activated can compare the antigen and self protein side by side. If the antigen is foreign, it will destroy it!

Nonspecific (innate) and Specific (Acquired) Defenses Flashcards - Cram.com

T cell lymphocytes, characterized by a direct attack on diseased and cancerous cells.


Input: [CLIMATE] PHYSICAL MAP

Output: A map that shows the location of physical features such as land forms, bodies of water, or resources

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] POLITICAL MAP

Output: A map that shows cities, states, and countries

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] SCARCITY

Output: Not having as much of something as people would like

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] REGION

Output: An area that has one or more features in common

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] SPECIALIZATION

Output: The result of people making the goods they are best able to produce with the resources they have

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] EROSION

Output: A process by which water and wind wear away the land.

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] GEOGRAPHY

Output: The study of the world and the people and things that live there.

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] NAME MAJOR LANDFORMS IN ORDER FROM WEST TO EAST. Appalachian Mountains Rocky Mountains Sierra Nevada range Grand Canyon Atlantic Coastal Plain Mississippi River

Output: WEST 1. Sierra Nevada 2. Grand Canyon 3. Rocky Mountains 4. Mississippi River 5. Appalachian Mountains 6. Atlantic Coastal Plain

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] CAPITAL RESOURCE

Output: A capital resource is a tool, machine, or building people use to produce goods and services.

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] HUMAN RESOURCES

Output: A human resource is a person and the skills and knowledge he or she brings to a job.

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] CONSERVATION

Output: Conservation is the protection and wise use of natural resources.

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] OPPORTUNITY COST

Output: Opportunity cost is the thing you give up when you decide to do or have something else.

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] Find the Omaha and the Erie. In what kind of vegetation and landform regions did they live?

Output: The Omaha Lived in the Great Plains which were grasslands. The Erir lived in the Central Plains which were forest.

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] Which vegetation label covers most of the land in North America?

Output: Forest covers most of the land.

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [CLIMATE] TRADE

Output: Trade is the buying and selling of goods.

Vocabulary Houghton Mifflin Social Studies (5th grade) Ch 1 Flashcards - Cram.com

Is the type of weather a place has over a long period of time


Input: [2] SKULL [1]

Output: entire bony framework of the head, including the lower jaw (cranium + mandible)

SKULL Foreign Language Flashcards - Cram.com


Input: [2] MANDIBLE [1]

Output: lower jaw

SKULL Foreign Language Flashcards - Cram.com


Input: [2] CRANIUM [1]

Output: skull without the mandible

SKULL Foreign Language Flashcards - Cram.com


Input: [2] CALVARIA [1]

Output: cranium without the face

SKULL Foreign Language Flashcards - Cram.com


Input: [2] CALOTTE [1]

Output: calvaria without the base

SKULL Foreign Language Flashcards - Cram.com


Input: [2] SPLANCHNOCRANIUM [1]

Output: facial skeleton

SKULL Foreign Language Flashcards - Cram.com


Input: [2] NEUROCRANIUM [1]

Output: braincase

SKULL Foreign Language Flashcards - Cram.com


Input: [2] FRONTAL SQUAMA [1]

Output: forms the forehead

SKULL Foreign Language Flashcards - Cram.com


Input: [2] FRONTAL EMINENCES [1]

Output: dominate ectocranial surface (mark original centers of ossification of this bone)

SKULL Foreign Language Flashcards - Cram.com


Input: [2] TEMPORAL LINES [1]

Output: [frontal] on the lateral ectocranial surface - mark the attachment of the temporalis muscle

SKULL Foreign Language Flashcards - Cram.com


Input: [Electromagnetic spectrum] Photon

Output: light in a stream of particles (like bullets fired from a machine gun) that give off radiation

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies


Input: [Electromagnetic spectrum] Spectroscopy

Output: study of properties of light that depend on wavelength. (think of light going through a prism that produces a rainbow of colors)

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies


Input: [Electromagnetic spectrum] Continuous spectrum

Output: when light is produced by solid, liquid or gas under high pressure. (example: light bulb)

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies


Input: [Electromagnetic spectrum] Absorption spectrum

Output: when light is produced by visible light passing through cool gas under low pressure

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies


Input: [Electromagnetic spectrum] Emission spectrum

Output: light produced by hot gas under low pressure. (think light produced by most stars)

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies


Input: [Electromagnetic spectrum] Doppler effect

Output: perceived change in wavelength of sound and light waves that are moving toward or away. (example: an ambulance siren seems higher pitched when approaching and lower when moving away). used to determine if body in space is moving toward or away from Earth.

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies


Input: [Electromagnetic spectrum] Refracting telescope

Output: telescope built by Galileo that used a lens to bend light. could magnify up to 30 times.

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies


Input: [Electromagnetic spectrum] Chromatic aberration

Output: when red, blue and purple objects appear to be out of focus and have halos when seen through a refracting telecope

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies


Input: [Electromagnetic spectrum] Reflecting telescope

Output: telescope built by Newton that used a mirror to reflect light. no chromatic abberration (colors out of focus) with this kind.

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies


Input: [Electromagnetic spectrum] Radio telescope

Output: focuses the incoming radio waves on an antenna, which absorbs and transmits the waves to an amplifier (like a radio antenna)

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies


Input: [Electromagnetic spectrum] Photosphere

Output: bottom layer in solar atmosphere. radiates most of the light we see. think of as the visible "surface" of the sun

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies


Input: [Electromagnetic spectrum] Chromosphere

Output: second layer in solar atmosphere. thin layer of hot gases that appears as a thin, red rim around the sun.

Earth Science- Chapter 24 Flashcards - Cram.com

arrangement of light waves (ex. ultraviolet, visible, infrared, x-rays) according to wavelengths and frequencies