Input: [1] SEBORRHEIC DERMATITIS [2]

Output: Skin condition caused by an inflammation of the sebaceous glands. Often characterized by inflammation, dry or oily scaling or crusting and/or itchiness.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] SKIN TAG [2]

Output: A small brown or flesh-colored outgrowth of the skin.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] SQUAMOUS CELL CARCINOMA [2]

Output: Type of skin cancer more serious than basal cell carcinoma; often characterized by scaly red papules or nodules.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] STAIN [2]

Output: Abnormal brown or wine-colored skin discoloration with a circular and irregular shape.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] STEATOMA [2]

Output: Sebaceous cyst or fatty tumor.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] TAN [2]

Output: Change in pigmentation of skin caused by exposure to the sun or ultraviolet rays.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] TELANGIECTASIAS [2]

Output: Dilation of the surface blood vessels.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] TUBERCLE [2]

Output: Abnormal rounded, solid lump above, within, or under the skin; larger than a papule.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] TUMOR [2]

Output: A swelling; an abnormal cell mass resulting from excessive multiplication of cells, varying in size, shape, and color.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] ULCER [2]

Output: Open lesion on the skin or mucous membrane of the body, accompanied by pus and loss of skin depth.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] VERRUCA [2]

Output: Technical term for wart; hypertophy of the papillae and epidermis.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] VESICLE [2]

Output: Small blister or sac containing clear fluid, lying within or just beneath the epidermis.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] VITILIGO [2]

Output: Milky-white spots (leukoderma) of the skin. Vitiligo is hereditary and may be related to thyroid conditions.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] WHEAL [2]

Output: Itchy, swollen lesion that lasts only a few hours; caused by a blow, the bite of an insect, urticaria, or the sting of a nettle.

Cosmetology Milady's Ch 20 Skin Diseases & Disorders Foreign Language Flashcards - Cram.com


Input: [1] rhizoids [2]

Output: rootlike structures that anchor the thallus to the ground

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] thallus [2]

Output: plant body of a bryophyte

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] What is the symmetry of a liverwort thallus? [2]

Output: bilateral, dorsoventrally flat

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] What is the symmetry of a moss thallus? [2]

Output: radial, erect

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] In bryophytes which phase, gametophyte or sporophyte, is dominant? [2]

Output: gametophyte (eventually the sporophyte is completely dependent on the gametophyte)

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Antheridia [2]

Output: male sex organs that produce swimming, biflagellate sperm

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] How do sperm get to eggs? [2]

Output: swim through water and down the neck canal

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Archegonia [2]

Output: female sex organs

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Where does the zygote mature? [2]

Output: In the archegonium and produces a sporophyte that remains dependent on the gametophyte

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] hepaticophyta [2]

Output: liverworts

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] chlorenchyma [2]

Output: in the air chambers on the dorsal surface of the thallus that contain chloroplasts

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] How do liverworts asexually produce? [2]

Output: fragmentation and/or gemmae cups

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] gemmae cups [2]

Output: on dorsal surface of thallus near midrib vein; contain gemmae inside that're splashed out in the rain and if land in a favorable environment they produce a new gametophyte

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Are Marchantia dioecious or monoceious? [2]

Output: dioecious (separate male and female plants)

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Archegoniophores [2]

Output: stalks on female plants that have archegonia

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Antheridiophores [2]

Output: stalks on male plants that have antheridia

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] neck [2]

Output: narrow portion of the archegonium

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] neck canal [2]

Output: portion of the neck that sperm swim down to fertilize the egg in the archegonium

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] venter [2]

Output: dilated portion of the archegonium that contains the egg

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Which are there more of, eggs or sperm? [2]

Output: sperm

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] foot [2]

Output: structure that connects the nonphotosynthetic sporophyte to the photosynthetic gametophyte

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] spores [2]

Output: produced by meiosis in a capsule that is on a stalk that extends downward from foot

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] elaters [2]

Output: elongated cells amongst spores that help with dispersal by twisting (coil when humid and straighten when dry releasing spores)

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] are spores haploid or diploid? [2]

Output: haploid

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] how many cells thick is a Polytrichum? [2]

Output: 1

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] do moss and liverworts have stomata? [2]

Output: Moss do (can be open/closed) Liverworts don't, they have pores that can't be closed so they lose water more easily

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Compare the symmetry of a moss gametophyte and a liverwort gametophyte. [2]

Output: moss gametophyte is radially symmetrical liverwort gametophyte is bilaterally symmetrical

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] What moss is often used to ship items? [2]

Output: Sphagnum because it absorbs lots of water and can keep things moist

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] How do mosses asexually reproduce? [2]

Output: fragmentation

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Are mosses dioecious or monoecious? [2]

Output: dioecious

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] seta [2]

Output: stalks of moss with capsules on top that make up the sporophyte

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] calyptra [2]

Output: remains of archegonium that covers the apex of the capsule; falls off when capsule matures

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] what are inside the capsule? [2]

Output: haploid spores formed by meiosis

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] operculum [2]

Output: caplike structure at the tip of a capsule (if you remove it, there are hairlike teeth lining the capsule that help control release of spores)

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] How do teeth lining the capsule control the release of spores? [2]

Output: in wet weather, bend inward and prevent release. in dry weather, bend outward and help spore distribution by wind

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] what process produces spores? [2]

Output: meiosis

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Is the capsule haploid or diploid? [2]

Output: diploid

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] protonema [2]

Output: a structure that looks like a branching filamentous alga that forms from the germination of a moss' haploid spores

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] What is the smallest group of bryophytes? [2]

Output: hornworts

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Where are spores produced in hornworts? [2]

Output: in the horn

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] midrib vein [2]

Output: main vein down the center of a leaf

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: [1] Where do sporophytes develop? [2]

Output: in the archegonium after fertilization by sperm

Plant Kingdom-Liverworts, Mosses and Hornworts Flashcards - Cram.com


Input: Substance that makes the heart beat slower and stronger [Epinephrine]

Output: Digitalis


Input: Substance that facilitates the release of Ach from parasympathetic nerve endings [Epinephrine]

Output: Pilocarpine


Input: Substance that mimics the action of epinephrine by inhibiting the action of phosphodiesterase [Epinephrine]

Output: Caffeine


Input: Substance that stimulates the acetylcholine receptors of autonomic ganglia [Epinephrine]

Output: Nicotine


Input: Substance that blocks the acetylcholine receptors [Epinephrine]

Output: Atropine


Input: The drug used in this exercise that helps people with arterial fibrillation [Epinephrine]

Output: Digitolis


Input: The drug used in this exercise that is used to ophthalmologists to dilate pupils [Epinephrine]

Output: Atropine


Input: The term hyperkalemia means [Epinephrine]

Output: High blood potassium


Input: The pacemaker region of the heart is the? [Epinephrine]

Output: SA node


Input: The conducting tissue of the heart located in the Interventricular septum is the [Epinephrine]

Output: Bundle of his


Input: Indicate the electrical events that produce each of these waves P wave QRS wave T wave [Epinephrine]

Output: P waves – arterial depolarization QRS - ventricle depolarization / contraction T wave is the ventricle relaxation


Input: The electrical synapse between adjacent myocardial cells are called [Epinephrine]

Output: Gap junction / intercalated disc


Input: An abnormally fast rate of beat is called _________ an abnormally slow rate is called ____________ [Epinephrine]

Output: Tachycardia Bradycardia


Input: An Abnormally long P-R interval indicates a condition called _______________ [Epinephrine]

Output: AV blockage


Input: Leads I, II, and III are collectively called the ________leads [Epinephrine]

Output: Standard lib leads


Input: Which ECG wave must occur before the ventricles can contract? [Epinephrine]

Output: P


Input: Which ECG wave must occur before the ventricles can relax? [Epinephrine]

Output: QRS


Input: What is the value that helps in the venous system [Epinephrine]

Output: Venous valves


Input: The ECG wave that occurs at the beginning of ventricular systole is the ______ wave [Epinephrine]

Output: R


Input: The ECG wave that occurs at the end of systole and the beginning of diastole is the __________ wave [Epinephrine]

Output: T


Input: The ECG wave completed just before the end of ventricular diastole is the __________ wave [Epinephrine]

Output: Q


Input: The nerve that increases the rate of discharge of the SA node is a _________ nerve [Epinephrine]

Output: Sympathetic fibers


Input: The specific nerve that, when stimulated, causes a decrease in the cardiac rate is the [Epinephrine]

Output: Parasympathetic fibers


Input: The scientific term for insufficient blood flow to the heart muscle is [Epinephrine]

Output: Myocardial ischemia


Input: Depolarization of the atria produces the _________ wave [Epinephrine]

Output: P


Input: The difference in polarity between the Interventricular septum and the lateral walls of the ventricles produces the _________ wave [Epinephrine]

Output: R


Input: The mean electrical axis is determined using two bipolarization to the [Epinephrine]

Output: Lead I and lead III


Input: Hypertophy of the left ventricle would shift the mean axis of depolarization to the [Epinephrine]

Output: The hepertrophied ventricale (Left)


Input: A blockage in conduction in the right branch of the bundle of _________ would cause the mean axis of depolarization to shift to the [Epinephrine]

Output: Right


Input: The scientific term for listening carefully (as with a stethoscope) is [Epinephrine]

Output: Acusculatation


Input: The first heart sound (lub) is caused by [Epinephrine]

Output: Closing of the AV vaves ventricles relax


Input: During which phase of the cardiac cycle (systole or diastole) does the first heart sound occur [Epinephrine]

Output: Systole


Input: The second heart sound is caused by [Epinephrine]

Output: Closing of semilunar valves


Input: The second heart sound occurs at the (beginning or end) of _________ (systole or diastole) _________ [Epinephrine]

Output: Beginning of diastole


Input: Abnormal heart sounds are called [Epinephrine]

Output: Heart murmur


Input: The first heart sound (lub) is correlated with which ECG wave [Epinephrine]

Output: End of the QRS


Input: The second heart sound (dub) is correlated with which ECG wave [Epinephrine]

Output: End of T


Input: When blood pressure measurements are taken, the first sound of Korotkoff occurs when the cuff pressure equals the ____________ pressure [Epinephrine]

Output: Systolic


Input: The last korotkoff sound occurs when the cuff pressure equals the _________ pressure [Epinephrine]

Output: Diastolic


Input: The sound of Korotkoff are produced by [Epinephrine]

Output: Turbulent flow of blood


Input: Suppose a person’s blood pressure is 168/112 a) what is the systolic pressure b) what is the diastolic pressure c) what is the pulse pressure what is the mean arterial pressure [Epinephrine]

Output: a) 168 b) 112 c) 56 d) 130


Input: What condition does the person described in question 4 have [Epinephrine]

Output: Hypertension


Input: The arterial blood pressure is directly proportional to two factors: the __________ and the __________ [Epinephrine]

Output: Cardiac output Peripheral resistance


Input: The scientific name of the device used to take device used to take a blood pressure reading is the [Epinephrine]

Output: Sphygmomanometer


Input: As a person gets older, the maximum cardiac rate [Epinephrine]

Output: Decreases


Input: If a person has athlete’s bradycardia , the resting heart rate is _________ than the average [Epinephrine]

Output: Lower


Input: The condition described in question 2 is caused by [Epinephrine]

Output: Maximum cardiac rate


Input: Define the aerobic capacity [Epinephrine]

Output: Maximum rate of O2 consumption by body


Input: Define the lactate threshold [Epinephrine]

Output: When the body enters anerobic exercise


Input: The primary cause of the higher aerobic capacity of endurance trained athletes is [Epinephrine]

Output: Higher maximum cardiac output


Input: Na and K diffusion sequences [Epinephrine]

Output: na+ flow in K flows out restablising resting memberane then na flows back in


Input: SYNAPSE CLEFT [Epinephrine]

Output: neurotransmitters,


Input: EEG [Epinephrine]

Output: electroencephalograph - alpha, beta, theta, delta


Input: Afferent neurons [Epinephrine]

Output: sensory nerons CNS - dorsal


Input: efferent neurons [Epinephrine]

Output: out of CNS ventreal


Input: ventral root of spinal cord [Epinephrine]

Output: motor neurons


Input: dorsal root of spinal cord [Epinephrine]

Output: sensory neurons


Input: cutaneous senstion [Epinephrine]

Output: tempauter, touch, and pain


Input: meissners corpuscle [Epinephrine]

Output: texture


Input: pacinian [Epinephrine]

Output: pressure


Input: ruffini [Epinephrine]

Output: sustained pressure


Input: merkel's disc [Epinephrine]

Output: sustained touch


Input: central sulcus [Epinephrine]

Output: front senosry, back is motor


Input: how to test for noraml vision [Epinephrine]

Output: snellen eye chart


Input: one hemoglobin molecule contains __________ heme groups; each heme group normally combines with one molecule of ___________ [Epinephrine]

Output: 4 central ferrous ion Fe2+


Input: amount of red blood cell production by bone marrow [Epinephrine]

Output: erythropoietin


Input: RBC [Epinephrine]

Output: amount of rbc in 1 cubic millimeter of blood


Input: hemocytometer [Epinephrine]

Output: determining RBC ratio of volume of packed red bloold cells to total blood volume


Input: deoxyhemoglobin [Epinephrine]

Output: high O2 content


Input: carboxyhemoglobin [Epinephrine]

Output: hemoglobin combined with carbon monoxide


Input: methemoglobin [Epinephrine]

Output: Fe3 hemogloin in oxideized state


Input: how does body get ride of red blood cells [Epinephrine]

Output: phagocytes, fixed reticuloendothelial system


Input: bilirubin [Epinephrine]

Output: iron from old RBC released in the bile can lead to jaundice


Input: [equitable access] access options

Output: technology usage for PK-12. Access to one or more stand alone computers, a computer learning center for students for the advanced technology lessons.

Preparing to Use Technology Chapter 2 Flashcards - Cram.com

the condition states that "robuost and reliable access to current and emerging technologies and digital resources, with connectivity for all students, all teachers all staff, and school leaders."


Input: [equitable access] computer system

Output: refers to the computer ans other support devices, called peripheral device. Which works as a team to receive, process, and out output information or data.

Preparing to Use Technology Chapter 2 Flashcards - Cram.com

the condition states that "robuost and reliable access to current and emerging technologies and digital resources, with connectivity for all students, all teachers all staff, and school leaders."


Input: [equitable access] central processing unit(CPU)

Output: often referred as processor. located inside the computer body in the form of a computer chip. works with three units the control unit, the arithmetic unit, and the memory unit.

Preparing to Use Technology Chapter 2 Flashcards - Cram.com

the condition states that "robuost and reliable access to current and emerging technologies and digital resources, with connectivity for all students, all teachers all staff, and school leaders."


Input: [equitable access] arithmetic logic unit

Output: or ALU, is the sector of CPU that performs the mathematical calculation that are required in many data processing programs.

Preparing to Use Technology Chapter 2 Flashcards - Cram.com

the condition states that "robuost and reliable access to current and emerging technologies and digital resources, with connectivity for all students, all teachers all staff, and school leaders."


Input: [equitable access] equitable access

Output: the condition states that "robuost and reliable access to current and emerging technologies and digital resources, with connectivity for all students, all teachers all staff, and school leaders."

Preparing to Use Technology Chapter 2 Flashcards - Cram.com

the condition states that "robuost and reliable access to current and emerging technologies and digital resources, with connectivity for all students, all teachers all staff, and school leaders."


Input: [equitable access] RAM

Output: Random Access Memory. temporary memory that is designed to hold new data and available only while the computer is turned on.

Preparing to Use Technology Chapter 2 Flashcards - Cram.com

the condition states that "robuost and reliable access to current and emerging technologies and digital resources, with connectivity for all students, all teachers all staff, and school leaders."


Input: [equitable access] Binary coding system, ASCLL

Output: a numbering system that is consisting only zeros and ones.

Preparing to Use Technology Chapter 2 Flashcards - Cram.com

the condition states that "robuost and reliable access to current and emerging technologies and digital resources, with connectivity for all students, all teachers all staff, and school leaders."


Input: [equitable access] Bit=4

Output: the smallest unit of binary information

Preparing to Use Technology Chapter 2 Flashcards - Cram.com

the condition states that "robuost and reliable access to current and emerging technologies and digital resources, with connectivity for all students, all teachers all staff, and school leaders."


Input: [equitable access] Byte=8

Output: which can represent one alphabetic (A,B,C).

Preparing to Use Technology Chapter 2 Flashcards - Cram.com

the condition states that "robuost and reliable access to current and emerging technologies and digital resources, with connectivity for all students, all teachers all staff, and school leaders."


Input: [equitable access] gigabytes

Output: computer memory is measured in the amount of ino that can hold.

Preparing to Use Technology Chapter 2 Flashcards - Cram.com

the condition states that "robuost and reliable access to current and emerging technologies and digital resources, with connectivity for all students, all teachers all staff, and school leaders."


Input: [1] Aloe Vera [2]

Output: Hydrating, softening, healing, antimicrobial & anti-inflammatory properties


Input: [1] Camellia Oil [2]

Output: Nongreasy emollient. Plays an important role in antioxidation as a result of its high content of oleic acid.


Input: [1] Chamomile [2]

Output: Clinically proven anti-inflammatory & repair properties. Bactericidal, anti-itching properties, soothing


Input: [1] Rosemary Extract [2]

Output: Promotes wound-healing Helps improve blood circulation, thereby aiding in skin regeneration.


Input: [1] Cocamide DEA [2]

Output: A thickener & viscosity builder for cosmetic surfactant systems.


Input: [1] Cucumber Extract [2]

Output: Moisturizing, soothing, tightening, softening, healing, anti-inflammatory properties. Amino Acids & Organic Acids Aftershave, Eye Treatment Good for Oily Skin


Input: [1] Allantoin [2]

Output: Botanical extract said to be healing and soothing. Excellent temporary anti-irritant & aids in the healing of damaged skin by stimulating new tissue growth Good for sensitive, irritated, and acne skins


Input: [1] Sage Extract [2]

Output: Astringent, antibacterial, antiseptic, anti-inflammatory, stimulating, softening, invigorating, healing properties


Input: [1] Coltsfoot Extract [2]

Output: astringent, emollient, conditioning, moisturizing properties. Possible skin lightening effect. Good for soothing delicate or easily inflamed skin.


Input: [1] Glycolic Acid [2]

Output: Exfoliates (through chemical action) Alphahydroxy Acid Woks my loosening the cells in the surface of the corneum.


Input: [1] Lactic Acid [2]

Output: Multipurpose ingredient used as a preservative, exfoliant and moisturizer. Increase water holding capacity of the corneum layer. Provide mild to moderate improvement in fine wrinkling. Softer smoother skin.


Input: [1] Witch Hazel [2]

Output: Used in topical treatments of burns, sunburns, skin irritation, insect bites, & brusies. Anti-inflammatory and wound healing. Regenerates overstrained skin.


Input: [1] Salicylic Acid [2]

Output: has keratolytic activity when used in proper concentrations. Helps dissolve the top layer of corneum cells, improving the look and feel of the skin. Reduces sebacceaus follicle blockage. Good for acne products.


Input: [1] Alpha hydroxy Acid (AHA) [2]

Output: Family name for a group of naturally occuring acids. "Fruit Acids" Exfoliants, moisturizes. Treat conditions such as photodamage & hyperpigmentation.


Input: [1] Beta hydroxy Acid (BHA) [2]

Output: Refines skin texture through exfoliation. Excellent for use in acne products.


Input: Rectus Femoris Distal Attachment

Output: Quadriceps tendon


Input: Rectus Femoris Innervation

Output: Femoral nerve


Input: Rectus Femoris Action

Output: Extends leg at knee Stabilizes the hip joint Assists Iliopsoas flex thigh


Input: Tensor Fascia Lata Proximal Attachment

Output: ASIS Anterior part of iliac crest


Input: Tensor Fascia Lata Distal Attachment

Output: IT band to lateral condyle of tibia


Input: Tensor Fascia Lata Innervation

Output: Superior gluteal nerve


Input: Tensor Fascia Lata Action

Output: ABD and medially rotates thigh Tightens so glutes and thigh muscles can act effectively


Input: Femoral Triangle Superior

Output: Ingunial Ligament


Input: Femoral Triangle Lateral

Output: Sartorius


Input: Femoral Triangle Medial

Output: Adductor Longus


Input: Femoral Triangle Floor

Output: Pectinius Iliopsoas


Input: Femoral Triangle Roof

Output: Fascia lata Subcutaneous tissue Skin


Input: Femoral Triangle Contents

Output: NAVL Femoral and Deep inguinal lymph nodes


Input: Femoral Sheath

Output: Femoral artery and vein


Input: Lateral and Medial Circumflex Femoral Artery

Output: From deep artery of the thigh


Input: Pectineus Distal Attachment

Output: Pectineal line inferior to the lesser trochanter


Input: Pectineus Proximal Attachment

Output: Superior pubic ramus


Input: Pectineus Innervation

Output: Femoral nerve


Input: Pectineus Action

Output: Adducts and flexes thigh Some medial rotation


Input: Sartorius Proximal Attachment

Output: ASIS Superior part of notch below ASIS


Input: Sartorius Distal Attachment

Output: Superior part of medial tibia


Input: Sartorius Innervation

Output: Femoral Nerve


Input: Sartorius Action

Output: Flexes, abducts and laterally rotates thigh Flexes knee


Input: Adductor Longus Proximal Attachment

Output: Body of pubis inferior to pubic crest


Input: Adductor Longus Distal Attachment

Output: Middle 1/3 of linea aspera


Input: Adductor Longus Innervation

Output: Obturator Nerve


Input: Adductor Longus Action

Output: Adduct the thigh


Input: Adductor Brevis Proximal Attachment

Output: Body and inferior ramus of the pubis


Input: Adductor Brevis Distal Attachment

Output: Pectineal line Proximal linea aspera


Input: Adductor Brevis Innervation

Output: Obturator Nerve


Input: Adductor Brevis Action

Output: Adduct thigh (some flexions)


Input: Adductor Magnus Proximal Attachment

Output: A: Inferior pubic ramus Ischial ramus H: ischial tuberosity


Input: Adductor Magnus Distal Attachment

Output: A: Gluteal tuberosity Linea aspera medial supracondylar line H: adductor tubercles of femur


Input: Adductor Magnus Innervation

Output: Obturator nerve Tibial sciatic nerve


Input: Adductor Magnus Action

Output: Adducts thigh Flexes thigh Extends thigh


Input: Illiopsoas Distal attachment

Output: Lesser trochanter


Input: Illiopsoas Innervation

Output: Ventral rami L1, L2, L3


Input: Illiopsoas Action

Output: Flex thigh Stabilize hip joint


Input: Vastus Medialus Proximal Attachment

Output: Intertrochanter line Medial lip of linea aspera


Input: Vastus Medialus Distal Attachment

Output: Patellar tendon Patella and tibia via medial aponeurosis


Input: Vastus Medialus Innervation

Output: Femoral nerve


Input: Quadriceps Action

Output: Extend leg at Knee


Input: Vastus Lateralus Proximal Attachment

Output: Greater trochanter Lateral lip of linea aspera


Input: Vastus Lateralus Distal Attachmet

Output: Patellar tendon Patella and tibia via lateral aponeurosis


Input: Gracilis Proximal Attachment

Output: Body and inferior ramus of pubis


Input: Gracilis Distal Attachment

Output: Superior medial aspect of tibia


Input: Gracilis Innervation

Output: Obturator


Input: Gracilis Action

Output: Adduction flex leg some medial rotation


Input: Obturator Externus Proximal Attachment

Output: Margins of obturator foramen Obturator membrane


Input: Obturator Externus Distal Attachment

Output: Trochanteric fossa


Input: Obturator Externus Innervation

Output: Obturator


Input: Obturator Externus Action

Output: Lateral rotation Steadies head of femur


Input: Vastus Intermedius Proximal Attachment

Output: Anterior and lateral surface of shaft of femur


Input: Vastus Intermedius Distal Attachment

Output: Patellar tendon


Input: Vastus Intermedius Innervation

Output: Femoral nerve


Input: Vastus Intermedius Action

Output: Extend leg at knee


Input: Femoral artery origin

Output: from external iliac artery


Input: Course of femoral artery

Output: through Fem. triangle through adductor canal through adductor hiatus becomes popliteal artery


Input: Hole in top of femur head

Output: fovea (for the ligament of the head of the femur and blood vessles)


Input: Post. line down shaft of femur

Output: Linea Aspera Attachments for adductors


Input: Inferior split of Linea Aspera

Output: Lateral and Medial supracondylar line


Input: Alignment of greater trochanter

Output: Greater trochanter, middle of head of femur to pubic tubrecule


Input: Intertrochanteric Line

Output: Anterior, where neck and shaft meet. Attachment of Iliofemoral ligament


Input: Intertrochanteric Crest

Output: Posterior btwn two trochanters


Input: Shape of Shaft of femur

Output: Bowed, convex, anteriorly


Input: Gluteal tuberosity

Output: Bump at top top of lateral lip of linea aspera.


Input: Pectineal line

Output: Medial linea aspera up to the lesser trochanter


Input: Adductor Tubercle

Output: Medial, above medial epicondyle. Attachment of Add. Magnus


Input: Completes the sphere of the acetabulum

Output: Transverse acetabular ligament


Input: 2 parts of hip joint capsule

Output: Fibrous capsule on outside and synovial capsule on inside


Input: Thickened parts of hip capsule

Output: Ligaments- allow for flexion but limit the degree of hip extension


Input: Dislocation of pelvis

Output: Legs crossed in car accident


Input: Coxa Vara vs. Valga

Output: Angle of acetabulum and femur= 125 Vara- small angle, knocked knees Valga- big angle, bow legged


Input: Iliofemoral ligament

Output: AIIS and rim of acetabulum to intertrochanteric line. Y shaped. Lat- restricts add Med- restricts lat rotation


Input: ischiofemoral Ligament

Output: Acetabular rim to neck of femur and base of greater trochanger


Input: Pubofemoral ligament

Output: acetabular rim and iliopubic eminence to medial part of fibrous capsule Restricts abd and ext


Input: Ligament of head of femur

Output: doesn't limit and movement


Input: Intermuscular septa

Output: From deep fascia of abs and attaches to Linea Aspera


Input: Adductor canal Anterior

Output: Sartorius


Input: Adductor Canal Posterior and Medial

Output: Adductor longus and magnus


Input: Adductor Canal Lateral

Output: Vastus medialis


Input: Adductor Canal Contents

Output: Saphenous Nerve Femoral Artery and Vein- to adductor hiatus


Input: Artery to supply post thigh

Output: Deep Profunda Artery from Femoral Wraps around femur


Input: superficial iliac circumflex

Output: Artery around hip joint


Input: genicular vessels

Output: Arteries around knee joint


Input: Femoral circumflex arteries

Output: wrap around neck of femur


Input: Great saphenous vein

Output: Ant. to medial malleolus....all the way up to popliteal fossa to groin to femoral vein


Input: [ARDS stands for?] ARDS is a clinical response to a significan _____ damage

Output: Bodily

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] ARDS is know as STIFF ________

Output: Lungs

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] ARDS is the sudden often severe lung inflammation. It usually involves ______ lungs

Output: Both

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] The _________ of the lungs cause a scarring of the lungs

Output: Inflammation

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] ARDS is when hypoxia that persists even when ________% of oxygen is adminstered

Output: 100

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] The decreased ___________ compliance is what makes the lungs feel stiff

Output: Pulmonary

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] ARDS is a non- _________ issue

Output: Cardiac

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] A dense pulmonary infiltrated are seen on __________

Output: x-ray

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] Acute lung injury which damages the alveolar capillary membrane and lungs become _________

Output: Fibrotic

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] When atelectasis occurs, the _______ become less compliant which makes for impaired gas exchangeq

Output: Lungs

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] Refactory hypoxemia develops which makes the ARDS resistant to ___________ even with supplemental oxygen

Output: Improvement

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] When Metabolic Acidosis occurs it leads to multiple ________ system dysfunction

Output: Organ

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] Response to ____ physical or toxic injury to the lungs can cause ARDS...ex: Chest Trauma Crushing Injury Inhalation injury Toxic or gastric aspiration

Output: Direct

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] Physiologica response to an ______ lung injury can cause ARDS...ex: Sepsis Severe Hemorrhage Drug OVerdoses

Output: Indirect

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] ARDS occurs ___-____ hours post initial injury

Output: 24-48hrs

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] Early manifestations of ARDS is Dyspnea, tachypnea and ________

Output: Anxiety

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] S&S of ARDS: Increased RR and use of accessory muscles Increased Cyanosis Decreased lung complaince Continued respiratory failure results in mental ________

Output: Confusion

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] Younger and healther patients will experience less _____ with lower mortality

Output: Damage

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [ARDS stands for?] Always monitor patients with ARDS for symptoms of respiratory _________

Output: Failure

ARD and Mechanical Ventilation Flashcards - Cram.com


Input: [1] Sonar [2]

Output: stands for "SOund" "NAvigation" and "Ranging" A system that uses sound waves to calculate the distance to an object

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] Scuba [2]

Output: Self-Containing Underwater Breathing Apparatus

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] Continental shelf [2]

Output: A gently sloping shallow area of the ocean floor that extends outward from the edge of a continent.

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] Continental Slope [2]

Output: THe steep edge of the continental shelf. The true edge of the continente where the rock that makes up the continent stops and rock of the ocean floor begins

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] Seamounts [2]

Output: mountains completely underwater

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] Abyssal plain [2]

Output: Smooth nearly flat region of the ocean floor, covered with silt and mud

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] mid-ocean ridge [2]

Output: a continuous range of mountains that winds around the Earth passing through all of Earth's oceans. Actually consists of two parrallel chains of mountains separated by a central valley

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] Trench [2]

Output: A deep canyon in the ocean floor

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] What are the layer that cover the earth's core? [2]

Output: crust mantel core

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] crust [2]

Output: thin rocky outer layer of Earth

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] mantel [2]

Output: the thick layer between the crust and the core.

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] magma [2]

Output: hot liquid made by hot temperatures inside the earth of material in the earth's mantel

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] lava [2]

Output: Magma that reaches the earth's surface through cracks in the crust and volcanos. As lava cools it forms a new crust

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] plates [2]

Output: pieces of the Earth's crust along with the upper mantle that lie beneath the continents and the oceans

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] seafloor spreading [2]

Output: a process by which the ocean floor is produce. When plates move apart (diverge) magma squeezes up through the cracks and hardens addd ing a new strip of rock to the ocean floor.

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] Into what zones do scientists divide the ocean? [2]

Output: Intertidal zone, Neritic zone, Open-ocean zone

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] How are marine animals classified? [2]

Output: according to where they live and how they move.

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] What are the three categories of ocean organisms? [2]

Output: Plankton, Nekton, Benthos

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] Where does the intertidal zone begin? [2]

Output: A the highest high tide line on land

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] Where does the intertidal zone end? [2]

Output: At the lowest low tide line on the continental shelf

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] Where does the neritic zone start and end? [2]

Output: It starts at the lowest low tide line on the continental shelf and ends at the end of the continental shelf

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] Where is the open ocean zone? [2]

Output: Beyond the edge of the continental shelf

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] What are Plankton [2]

Output: tiny algae and animals that float in the water and are carried by waves and currents. include diatoms, copepods, microscopic crustaceans and tiny young fish

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] What are Nekton [2]

Output: free swimming animals that can move throughout the water column (squid, fish, whales, seals)

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] What are Benthos [2]

Output: organisms that inhabit the ocean floor like crabs, octopus, lobsters sponges and sea anemones

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] What are "producers"? [2]

Output: photosynthetic plankton-- use sunlight to produce their own food

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] What are consumers? [2]

Output: eat either algae or other producers

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] What are decomposers? [2]

Output: breakdown waste and the remains of other organisms

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [1] What is a food web? [2]

Output: The feeding relationships that exist in a habitat

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [Twice in one cycle] Frequency

Output: Fundamental wavelength does not depend on _______

How many times does an object pass equilibrium position.


Input: [Twice in one cycle] 4L/ n

Output: Fundamental Wavelength of closed air column

How many times does an object pass equilibrium position.


Input: [Twice in one cycle] 2L/n

Output: Fundamental wavelength (open air & regular waves)

How many times does an object pass equilibrium position.


Input: [Twice in one cycle] ODD

Output: What type of harmonics do close air columns support

How many times does an object pass equilibrium position.


Input: [Twice in one cycle] √TL/m

Output: Velocity of Waves on a String

How many times does an object pass equilibrium position.


Input: [Twice in one cycle] where sinθ= 0

Output: Where is the brightest point in the interference pattern of Young's Double Slit

How many times does an object pass equilibrium position.


Input: [Twice in one cycle] Dark & Light Alternate

Output: How is the interference for the double slits, displayed

How many times does an object pass equilibrium position.


Input: [Endogamy] 1967

Output: In what year were laws prohibiting interracial marriage struck down in the United States?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Monogamy

Output: A social structure in which a person can partner with only one other person in marriage is known as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Polygamy

Output: A social structure in which people can have more than one spouse at the same time is known as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Polyandry

Output: In some rural areas of Asia, women can have several husbands at one time. This practice is known as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Nuclear Family

Output: A traditional family consisting of a mother, father, and their biological children is known as a/an:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Talcott Parsons

Output: In the 1950s, which of the following structural functionalists identified the traditional nuclear family model as a functional necessity in modern industrial society?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] 7

Output: According to research in Chapter 7, what percentage of today’s U.S. families consist of a male breadwinner, a female housewife, and their children?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] 40

Output: Approximately what percentage of U.S. marriages end in divorce?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] 19th Century

Output: The U.S. divorce rate has been steadily rising since:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] 90%

Output: Approximately what percentage of Americans marry at some point in their lives?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Cohabitation

Output: Amy and Raymond live together in an intimate relationship without formal legal or religious sanctioning. This arrangement is known by sociologists as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Kinship Network

Output: John and Monique are married. Both of their parents live with them, as does John’s sister and brother-in-law, and some nieces and nephews. This is known as a:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Thought of as “small adults”

Output: Aries wrote that children of preindustrial families were:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Cult of Domesticity

Output: The notion that true womanhood centers on domestic responsibilities and child rearing is known as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] 1950’s

Output: The Ozzie and Harriet Nelson type of family was in its prime during which time period?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] 2/3rd

Output: Today, what fraction of all mothers, married or not, works outside of the home in the United States?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] $8,000 less per year

Output: According to research in Conley’s The Pecking Order, how does the average income of daughters raised by stay-at-home mothers compare to that of daughters of working moms?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] “Gender Factory”

Output: Sarah Fenstermaker Berk has characterized the American family by examining how women and men learn to take on distinct roles paralleling the divide between public and private spheres. She call the family a:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Betty Freidan

Output: Who wrote The Feminine Mystique (1963)?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Second Shift

Output: The domestic duties that still fall disproportionately on working women’s shoulders are labeled by Hochschild (1989) as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] "Leisure Gap”

Output: Working wives generally get less leisure time than their husbands. This is known as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Standards of cleanliness rose

Output: According to Ruth Schwartz Cowan’s 1983 research, time-saving devices like the vacuum cleaner and washing machine have actually increased the amount of time that women spend on housework. What explanation is given for her finding?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Supermom Strategy

Output: Sociologist Arlie Hochschild (1980) has found that many women who would traditionally be expected to take care of the home and children also try to have a career. She calls this the:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] W.E.B. DuBois

Output: Who has argued all along that African American female-headed families are the outcome, rather than the cause, of racial oppression and poverty?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Barbara Ehrenreich

Output: Which sociologist tried to make ends meet by living on low-wage work in 1989 to study this first-hand?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Personal Work, Opportunity, and Responsibility Act

Output: Which 1996 legislation led to national welfare reform during the Clinton administration?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Civil Unions

Output: Legally recognized unions of gays and lesbian couples that are explicitly intended to offer similar state-mandated legal rights and benefits of marriage as are given to heterosexual couples are known as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] 1. The process through which academic, social, and cultural ideas and tools, both general and specific, are developed.

Output: Broadly defined, education is:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] 14%

Output: According to your text, approximately what percentage of the nation’s population 16 years and older are functionally illiterate?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Human Capital

Output: Knowledge and skills that make someone more productive and bankable are known as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Assimilate

Output: When the Bureau of Indian Affairs attempted to “civilize” Native American children by taking them away from their homes to reduce the influence of their families, educating them in boarding schools, and forbidding them to speak languages other than English, it was attempting to ____________ the children to dominant American values.

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Brown vs. Board of Education

Output: What was the name of the landmark court ruling that mandated desegregation of American schools?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] A study conducted to see if there were measurable differences between the schools blacks and whites attended.

Output: What was the Coleman Report?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] The researcher found that the difference in resources between schools didn’t matter.

Output: Results from the Coleman Report were surprising because findings indicated that:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Tracking

Output: When classrooms are divided into ability levels, type of preparation, or according to future plans it is called:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Asians

Output: In part because of their educational success, which group has been called the “model minority” in America?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] College Degree

Output: The same jobs required a high school diploma 50 years ago now require a(n) ____________________

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] A system of beliefs and practices around sacred things, a asset of shared “stories” that guide the belief and action.

Output: Defined broadly, religion is:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Refers to holy things that are put to special use for the worship of gods or supreme beings.

Output: The sacred realm is:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Things of mundane, everyday life.

Output: Objects and behaviors that are profane are:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Sacred things derive their power from the collective investment of the religious community.

Output: Sacred things can include books, buildings, days, and places. From a sociological standpoint, the sacredness comes from:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] 33%

Output: Approximately what percentage of people in the world identify themselves as Christian?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Denominations

Output: Protestantism is split into many different ____________, groups who share the same faith and are governed by the same administration. Examples are Baptists, Lutherans, and Methodists.

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Secularism

Output: The trend in industrial nations toward a separation between church and state, a belief in rationality and science, and the movement away from religiosity and spiritual belief is known as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Religious convictions hold sway over people with promises of happiness in the after life, keeping them duped into remaining exploited workers in oppressive, alienating factory jobs.

Output: The view of Karl Marx about religion was that it is the “opium of the masses.” What did he mean by this?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Verstehen

Output: According to Max Weber, in order to understand what drives social action, we must try to understand what meanings social realities have for others. This is called _______________

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Rationality/ Tradition or habit

Output: Weber wondered how ____________ entered the modern world when the pre-modern worldview was governed by ____________.

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Protestantism

Output: According to Weber which religion was a necessary condition for the development of capitalism?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Predestination

Output: Calvinists believed that their souls were selected for salvation before birth. This is known as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] They hold the potential, when believed in enough and by the right people at the time, to change the course of history in unexpected, counterintuitive ways.

Output: Weber likened the history of society to a train, and ideas to the switchmen of the tracks. What does this mean?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Weber ends up sounding like Marx in predicting that the cold, impersonal winds of capitalism would intrude on all aspects of personal and spiritual life, erasing insufficient feelings such as religious devotion.

Output: n what way are the conclusions of Weber and Marx similar?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Collective representations/ Collective realities

Output: According to Durkheim, religion is created by ____________, and religious expressions represent ____________.

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Is the straying of parts of society and culture from the grip of religious institutions and symbols.

Output: Secularization is:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] The presence and engaged coexistence of numerous distinct groups in one society.

Output: What is pluralism?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Over 90 percent

Output: What percentage of Americans claim a religious affiliation?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Some poor developing nations

Output: In its level of religiosity, the United States is similar to:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] “Social desirability bias”

Output: When asked if they attend church services at least once a month, about 60% of Americans say they do. But when daily diaries of people’s activities are examined, rates of church attendance are much lower. This problem of self-reporting of positive behaviors is known within sociology as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Antislavery and Temperance Movements

Output: In which two early social movements were religious groups involved?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Elective Affinity

Output: The linking of social movements with religion demonstrates:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Natural, physical, and engineering sciences/ social scientists, law, humanities

Output: College faculty members in the ____________ are much more likely to belong to churches and express religious commitment than are faculty in the ____________.

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] More hours than low-income individuals

Output: For the first time in history, high-income individuals are working:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Creative Class

Output: What is the correct term for the fast-growing, highly educated, and well-paid segment of the workforce on whose efforts corporate profits and economic growth increasingly depend?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] The Face that creativity is central to their productive work

Output: Members of the creative class differ in religious, social, and political affiliation, yet they all value:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Competition is an unfettered marketplace

Output: In a capitalist economic system the price and distribution of goods and services are determined by what?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Capitalism

Output: What is the name of the economic system that developed along with the agricultural revolution and Industrial Revolution in Europe?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] They were allowed to own property and could not be sold

Output: Serfs were the lowest class in the feudal system and were bound to the land they worked, yet they were not slaves. How were they different?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] They had to migrate to nearby cities in search of work

Output: What happened to many serfs as a result of the enclosure movement?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Both the city and wage system

Output: During the agricultural revolution, the enclosure movement caused many former serfs to move to cities in search of work and led to the rise of:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Steam engine, steam-powered pumps

Output: At the end of the eighteenth century and the beginning of the nineteenth century, a massive transition was propelled by the development of new technologies. Examples of this new technology are:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] The establishment of a widely accepted currency for exchange

Output: Monetization refers to:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Barter

Output: The rise of large-scale production, the influx of peasants to urban areas to find work, and the rise of a system of wage labor caused the ____________ system to become obsolete, in favor of a new system of legal currency.

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Limited Liability

Output: In the early days of the new monetary system, stockholders were more willing to invest in corporations because of ____________, which limits their financial liability to whatever they invested in the company.

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Individual self-interest in an environment of others acting similarly will lead to a situation of competition, as long as basic laws and contracts are honored.

Output: Adam Smith, the father of liberal economics, determined that groups of individuals pursuing their own self-interest manage to stay intact and not fall into the chaos of civil strife because:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Pin factory

Output: Adam Smith showed how specialization and division of labor lead to greater productivity with the example of:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] The depersonalization of exchange

Output: Georg Simmel saw the development of monetary payment systems as part of a historical evolution leading to:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] The worker remains in control of the payment he receives.

Output: Payment per unit, or piecework payment, has more freedom than in-kind payment because:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Wage Labor

Output: A system of payment whereby workers are compensated on the basis of a wage not tied to the quality of the raw materials, accidents, or other exigencies in the production process refers to:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] It doesn’t change

Output: If you are a salaried worker and you miss a day of work, how does your salary change?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Modern Capitalist Society

Output: In what type of society is there a strong norm against mixing business with pleasure?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] The product, the process, other people, and one’s self

Output: Marx described workers as being alienated from:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] We start using the language of worth to describe the moral qualities of individuals. Time becomes monetized in a wage labor system. People who do not make money are viewed by others as forsaking the sale of their time on the wage labor market and thus are morally suspect.

Output: In contrast to Simmel, Karl Marx believed that friendship under capitalism is not possible because:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Max Weber

Output: Which theorist claimed that modern capitalism would not have arisen without the Protestant Reformation, which created the necessary social conditions for capitalism by creating theological insecurity and instilled a doctrine of predestination?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Family Wage

Output: Henry Ford was heralded for his generosity and genius when he created a new type of wage system whereby male workers were paid sufficient wages to support a dependent wife and children. What term refers to this type of payment?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] It is a living wage that provides a male breadwinner but at the cost of women’s autonomy and freedom.

Output: Feminist sociologists claim that the family wage is a patriarchal bargain because it implies:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Black women, who were eight times as likely to live without the support of a male partner.

Output: Money that working women earned was not expected to provide for a family. What group did this assumption harm the most?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] To marry in order to survive economically

Output: Attitudes about gender and work became self-confirming myths and enforced women’s dependence. The unfair family wage pushed an incentive on women to:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] When life options are tied to racial categories we call it racism as its best and apartheid at the worst.

Output: Barbara Risman equated gender inequality, in the form of marriage, to:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Homes/ Workplace

Output: Arlie Hochschild argued that many workers seek refuge from the ____________ in the ____________.

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Family-Friendly Policies

Output: According to sociologists Jerry Jacobs and Kathleen Gerson, because workers want to advance in their career, many avoid taking full advantage of:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Service Sector

Output: What term describes the economy that revolves around providing intangible services such as restaurant work, health-care provision, higher education, legal advice, computer tech support, and massage?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] New Markets

Output: Which term describes the financial markets where anyone with the proper equipment can participate?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Champagne-Glass Distribution

Output: The increasing divide between the haves and the have-nots is referred to as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] People who became alienated from any sense of right or wrong and from a human connection.

Output: “Parceling-out of the soul” is Max Weber’s term for people who:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Monopoly

Output: Which term refers to a single seller of a good or service in the market, resulting in zero competition?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Reduce/ Drive up

Output: An oligopoly occurs when sellers of a certain product join together and decide to ____________ supply to ____________ demand, all in an effort to raise profits.

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] Off shoring

Output: A corporate strategy to reduce production cost is to lower labor costs. One publicly unfavorable way is to move all or part of the company’s operations overseas and use third world labor to minimize cost. This is referred to as:

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] There’s a common perception that unions are outdated, corrupt, and a drag on business.

Output: Union membership has been declining since the 1970s in the US. What are some of the reasons suggested for this decline?

Marriage within one’s own group, class, and race is known as:


Input: [Endogamy] 15 Percent

Output: What is the current rate of unionization in the US?

Marriage within one’s own group, class, and race is known as:


Input: [2] stands for "SOund" "NAvigation" and "Ranging" A system that uses sound waves to calculate the distance to an object [1]

Output: Sonar

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] Self-Containing Underwater Breathing Apparatus [1]

Output: Scuba

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] A gently sloping shallow area of the ocean floor that extends outward from the edge of a continent. [1]

Output: Continental shelf

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] THe steep edge of the continental shelf. The true edge of the continente where the rock that makes up the continent stops and rock of the ocean floor begins [1]

Output: Continental Slope

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] mountains completely underwater [1]

Output: Seamounts

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] Smooth nearly flat region of the ocean floor, covered with silt and mud [1]

Output: Abyssal plain

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] a continuous range of mountains that winds around the Earth passing through all of Earth's oceans. Actually consists of two parrallel chains of mountains separated by a central valley [1]

Output: mid-ocean ridge

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] A deep canyon in the ocean floor [1]

Output: Trench

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] crust mantel core [1]

Output: What are the layer that cover the earth's core?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] thin rocky outer layer of Earth [1]

Output: crust

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] the thick layer between the crust and the core. [1]

Output: mantel

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] hot liquid made by hot temperatures inside the earth of material in the earth's mantel [1]

Output: magma

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] Magma that reaches the earth's surface through cracks in the crust and volcanos. As lava cools it forms a new crust [1]

Output: lava

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] pieces of the Earth's crust along with the upper mantle that lie beneath the continents and the oceans [1]

Output: plates

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] a process by which the ocean floor is produce. When plates move apart (diverge) magma squeezes up through the cracks and hardens addd ing a new strip of rock to the ocean floor. [1]

Output: seafloor spreading

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] Intertidal zone, Neritic zone, Open-ocean zone [1]

Output: Into what zones do scientists divide the ocean?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] according to where they live and how they move. [1]

Output: How are marine animals classified?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] Plankton, Nekton, Benthos [1]

Output: What are the three categories of ocean organisms?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] A the highest high tide line on land [1]

Output: Where does the intertidal zone begin?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] At the lowest low tide line on the continental shelf [1]

Output: Where does the intertidal zone end?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] It starts at the lowest low tide line on the continental shelf and ends at the end of the continental shelf [1]

Output: Where does the neritic zone start and end?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] Beyond the edge of the continental shelf [1]

Output: Where is the open ocean zone?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] tiny algae and animals that float in the water and are carried by waves and currents. include diatoms, copepods, microscopic crustaceans and tiny young fish [1]

Output: What are Plankton

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] free swimming animals that can move throughout the water column (squid, fish, whales, seals) [1]

Output: What are Nekton

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] organisms that inhabit the ocean floor like crabs, octopus, lobsters sponges and sea anemones [1]

Output: What are Benthos

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] photosynthetic plankton-- use sunlight to produce their own food [1]

Output: What are "producers"?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] eat either algae or other producers [1]

Output: What are consumers?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] breakdown waste and the remains of other organisms [1]

Output: What are decomposers?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: [2] The feeding relationships that exist in a habitat [1]

Output: What is a food web?

science 4.1.-4.2 Ocean Zones Flashcards - Cram.com


Input: - refusal to maintain a body weight at or above a minimally normal weight -intense fear of weight gain -distubance in the ways one body weight is experienced or -undue self evaluation of body weight or - denial of the seriousness of weight -amennorhea [Eating disorders co morbidity]

Output: Anorexia Criteria

Psychiatric Nursing-Childhood & Adolescence; Eating Disorders- ch 16,28 Flashcards - Cram.com


Input: - recurrent episodees of binge eating -recurrent innapropriate compensatory behavior to prevent weight gain - both occur at least 2 x week for 3 months -self evaluation is unduly influenced by body shape -the disturbacne does not occur exclusivley during epsiodes of anorexia [Eating disorders co morbidity]

Output: Bulimia Criteria

Psychiatric Nursing-Childhood & Adolescence; Eating Disorders- ch 16,28 Flashcards - Cram.com


Input: bilogical factors psychological factors environmental factors [Eating disorders co morbidity]

Output: Etiology

Psychiatric Nursing-Childhood & Adolescence; Eating Disorders- ch 16,28 Flashcards - Cram.com


Input: -low weight -amenorrhea -yellow skin -lanugo -cold extremities -edema -muscle wekening -constipation -abnormal labvalues -cardiovascular changes -impaired renal function -hypokalemia -anemic pancytopenia -decreased bone density [Eating disorders co morbidity]

Output: ANorexia clinical signs

Psychiatric Nursing-Childhood & Adolescence; Eating Disorders- ch 16,28 Flashcards - Cram.com


Input: -normal to slighlty low weight -dental caries, tooth erosion -gastric dilatio//rupture -calluses,scars on hands-edema -muscle weakening -abnormal lab value -cardiac dysfunction/failure [Eating disorders co morbidity]

Output: Bulimeia clinical signs

Psychiatric Nursing-Childhood & Adolescence; Eating Disorders- ch 16,28 Flashcards - Cram.com


Input: -? requires hospitalization - PE and bloods -r/o other medical conditions -comolient with therapeutic modalities -patient family teaching -refferal to support groups [Eating disorders co morbidity]

Output: Assessment guidlines Anorexis

Psychiatric Nursing-Childhood & Adolescence; Eating Disorders- ch 16,28 Flashcards - Cram.com


Input: - medically stable -electolyets, glucose, tsh, cbc -ekg -psych eval [Eating disorders co morbidity]

Output: Assessment guidlined for bulemia

Psychiatric Nursing-Childhood & Adolescence; Eating Disorders- ch 16,28 Flashcards - Cram.com


Input: [2] stubborn [1]

Output: refusing to obey or comply, determined to have one's way

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] bungalow [1]

Output: a cottage or small house

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] authority [1]

Output: an expert on a particular subject

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] expedition [1]

Output: a trip made for a specific purpose, such as an exploration

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] spattered [1]

Output: a liquid that is scattered or splashed on something

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] regretted [1]

Output: to feel disappointed or sorrow for something

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] erect [1]

Output: in a vertical position, standing up straight

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] calcimine [1]

Output: a white or light colored wash used for paint, especially on plastered surfaces

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] Admiral [1]

Output: the highest rank for a Navy officer

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] heathen [1]

Output: behaving in an uncivilized manner

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] intention [1]

Output: determination to do a specified thing or act in a specified way

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] pompous [1]

Output: arrogant, showy (show-off)

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] rookery [1]

Output: a breeding place for penguins or other animals

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] spectacle [1]

Output: something to look at, a public show

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] municipal [1]

Output: characteristics of a city, town, or local government

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] dignity [1]

Output: nobility, a high position, rank, or title

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] reluctant [1]

Output: unwilling

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] astonishment [1]

Output: amazement, surprise

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] ordinance [1]

Output: a law enacted by a town or city

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] derby [1]

Output: a stiff felt hat with a round crown and curved brim

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] dodo [1]

Output: a large bird that has wings but does not fly (these birds are extinct)

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] determined [1]

Output: having one's mind made up

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] humble [1]

Output: not proud, modest, shy

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] idle [1]

Output: inactive, not busy

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: [2] boric [1]

Output: of or containing boron

Mr. Popper's Penguins Vocabulary Flashcards - Cram.com


Input: Explain the Assessment tasks of the Nursing Process in detail

Output: includes systematic gathering of information related to the physical, mental, spiritual, socioeconomic, and cultural status of a group or community. ENTAILS - - COLLECTING RELEVANT DATA (MUST BE COMPLETE AND FACTUAL - NO OPINIONS) - USING A SYSTEMATIC AND ONGOING PROCESS - CATEGORIZING DATA - RECORDING DATA - SUBJECTIVE DATA (SYMPTOMS) - INFORMATION PERCEIVED ONLY BY THE AFFECTED PERSON AND OBJECTIVE DATA (SIGNS) - MUST BE OBSERVABLE & MEASURABLE. - CAN BE SEEN, HEARD OR FELT BY SOMEONE OTHER THAN PERSON EXPERIENCING THE SYMPTOMS. (i.e. elevated temp) ex - if patient says pain is 8 out of 10 that is objective.

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: can assessment tasks be delegated?

Output: The ANA’s Code of Ethics for Nurses, Provision 4 (2001), states: “The nurse . . . determines the appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum patient care.” UAPs may collect information such as temp, height, weight; however, as a nurse it is your responsibility to assign those tasks and validate teh data collected. Also, conduct the interview and complete the physical assessment. You can only delegate down the chain of command (wilkinson pg 126). Remember the 5 rights of delegating - right task, right circumstance, right person, right direction/communication, right supervision (wilkson pg 127)

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: when do you validate data

Output: When to Validate: Subjective/objective data do not agree or make sense Client’s statements differ at different times in the interview Data are far outside normal range Factors are present that interfere with accurate measurement

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Assessment in Relation to Other steps

Output: Assessment is the first phase of the nursing process - the data must be accurate & complete because the remainder of the nursing process rests on the data. Diagnosis: Data are used to identify the client's actual or potential health problems and strengths. Planning Outcomes and Interventions: Data help you formulate realistic goals and choose interventions most likely to be acceptable to and effective for the client. Implementation: You gather data by observing the client's responses as you perform interventions. Evaluation: You assess client responses to interventions; client responses are data. This reassessment provides for changes in the care plan (wilk pg 38)

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Components of Nursing History

Output: Nursing History is a task in Assessment phase of ADPIE Biographical data Chief complaint/ Reason for seeking care History of present illness Perception of Health Status/ Expectations of Care Past medical history (PMH) Family/Social Hx Medications (including herbs & supplements) Complementary/Alternative Modalities (CAM) Review of Systems

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Nursing Interview

Output: Nursing Interview is a task in Assessment phase of ADPIE Interview - Question the patient to get subjective data from patient (wilk pg 46) Purposeful communication Structured communication Involves questioning the client Purpose is to gather subjective data for the nursing database

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Types of Interview Questions (for full details read Types of Interviews - wilk pg 47)

Output: Nursing Interview is a task in Assessment phase of ADPIE - Closed questions - yes/no. They elicit specific information. Usually begins with who, where, when, what, do (did, does), is (are,were). Very useful when patient is anxious or has communication difficulties. - Open-ended questions Allow the patient to verbalize freely. Best way to get subjective information. - Reflective questions Encourage patient to elaborate on thoughts and feelings - Direct questions Validate or clarify information

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Types of Nursing Interviews wilk pg 47

Output: Nursing Interview is a task in Assessment phase of ADPIE Directive Interviewing To obtain factual, easily categorized information Uses mostly closed questions Nondirective Interviewing Allows the client to control the subject matter; nurse’s role is to clarify and summarize Uses open-ended questions (open ended ?? specify a topic to be explored but phrase them broadly to allow the patient to elaborate. best way to get subjective data.

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Preparing for the Interview (assessment phase of ADPIE)

Output: Know the purpose of the interview and how the data will be used (have as much background before going in) Read the client's chart Form some goals and opening questions Schedule uninterrupted time Have your forms and equipment Compose yourself before entering the room

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Prepare the Space for the interview (assessment phase of ADPIE)

Output: Provide privacy- try to have some time alone with patient to allow for privacy. remove distractions - shut off tv position yourself at the same level as your client; sit down, don't hover over the bed

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Preparing the client (assessement phase of ADPIE)

Output: Introduce yourself call the client by name explain to the client what you would be doing and why Assess readiness to discuss health issues (ie if the patient state not a good time arrange to come back) Assess and provide comfort Assess for anxiety

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: conducting the interview (assessment phase of ADPIE)

Output: Individualize your approach - based on client's age, cultural differences, developmental level. Ask yourself what approach is best considering my clients age whether older or younger. Use active listening Pay attention to nonverbal communication (for example client may be in pain and may not say so; therefore you may have to stop interview & resume later. Use mostly open-ended questions Avoid using health care vocabulary or talking down Curb your curiosity, don't get caught up in the client's story focus on the information needed to prepare a plan for care. Do not give advice or voice approval/disapproval Before you leave and end the interview thank the client, tell them you will keep them informed, ask if they need something and make sure they are comfortable before you leave.

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Reflecting on the Assessment

Output: Data complete, accurate and validated? Did I record data, not conclusions? Did I follow up with special needs assessment if indicated? Review teh physical assessment, observation, and examination.

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: What are the differences between Medical Assessment and Nursing Assessments

Output: Medical - focus is on disease and pathology. (ex - fractured arm is a medical diagnosis) Nursing Assessment - Focus on the client's responses to illness. (ex - fractured arm = pain, diminished ROM would focus on fractured arm) (ex - Cancer - Response to Chemo - n/v could cause nutritional imbalance)

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Nursing Diagnoses Diagnosis is the 2nd phase of ADPIE

Output: Second phase of nursing process. This is the phase in which you determine the meaning of your assessment data. Use critical thinking skills to identify patterns in the data and draw conclusions about the clients health status including strengths problems and factors contributing to the problem. Identify actual or potential health problems that can be prevented or resolved by independent nursing intervention. Provide the basis for selection of nursing interventions to achieve outcomes for which the nurse is accountable. (ex for pneumonia we can sit client up and have them deep breath to help the lungs). Analyze & interpret data Draw conclusions Verify conclusions Write the diagnostic statement Prioritize the problems

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Purpose of Nursing Diagnoses Diagnosis is the 2nd phase of ADPIE

Output: the phase in which you determine the meaning of your assessment data. Most nurses begin this process during the assessment phase. (ex medical diagnosis of of chronic renal failure you would considered teh diagnosis of Risk for Imbalanced Fluid volume but then you would obtain more data before documenting that as a nursing diagnosis) Identify - -How the patient responds to actual or potential health & life processes. -Factors that contribute to or cause health problems (etiologies). -Resources or strengths upon which the patient can draw to prevent or resolve problems (prove interventions are working)

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Differentiating Between Medical Diagnosis & Nursing Diagnosis (2nd phase of Nursing process)

Output: Medical Diagnosis - Describes a disease, illness or injury for which the physician directs the primary treatment. Nursing Diagnosis - A statement of client health status that nurses can identify, prevent or treat independently.

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Give examples of medical vs. nursing diagnoses

Output: Medical is sepsis - Nursing is Risk for infection. Medical is cellulitis - Nursing is Impaired skin integrity. Medical is COPD - Nursing is Impaired Gas Exchange (can look up nursing diagnosis in Nanda or Ackley Nursing book)

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Types of Nursing Diagnoses

Output: see wilk pg 62 for diagram Actual Nursing Diagnosis - is a problem response that exists at the time of the assessment. You identify it by the signs and symptoms (cues) that are present. Another definitions states the client has a human response to condition/life process. The actual nursing diagnosis is supported by defining characteristics and related factors. (NANDA-1 2009) EX- Imbalanced Nutrition: more than the body requirements r/t excessive intake in relation to metabolic needs aeb weight 20% over ideal for height and frame, concentrating food intake at the end of the day. RISK Nursing Diagnosis - a problem response that is likely to develop in a vulnerable patient if the nurse does not intervene to prevent it. You will identify a risk diagnosis when the patient does not have signs/symptoms of a problem but does have risk factors present that increase his vulnerability. Use risk nursing diagnoses only for patients who have more susceptibility to the problem than others in the same comparable setting.

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Analyzing Data Diagnosis stage of nursing process (adpie)

Output: Identify significant data (significant data is also referred to as cues). This is data that influence your conclusions about the client's health status. A cue should alert you to look for other cues that might be related (forming a pattern). -Cluster cues - group of cues that are related to each other in some way (cue is an unhealthy responses). Draw off of past theoretical knowledge to compare data to norms. -Identify data gaps and inconsistencies - as you cluster adn think about relationships among the cues you will identify the need for data that was not apparent before. (read wilk 64) -Draw conclusions about health status - this step occurs after clustering cues and collecting any missing data. You begin drawing conclusions about the patient's health status strengths as well as problems. EX- if data seems to meet standards and norm you can conclude that the patient has a strength in that area; therefore you can conclude no problem or wellness diagnosis because no nursing intervention is needed in that

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: TYPES OF NURSING DIAGNOSES (ADPIE) DIAGNOSIS start here WEEK 3&4 - 9/7, 9/14 WILK PG 61 & 65

Output: Actual diagnosis - a statement about a health problem that the client has and the benefit from nursing care. An example of an actual nursing diagnosis is: Ineffective airway clearance related to decreased energy as manifested by adventitious lung sound auscultation. RISK Diagnosis - a statement about health problems that a client doesn't have yet, but is at a higher than normal risk of developing in the near future. An example of a risk diagnosis is: Risk for injury related to altered mobility and disorientation. These risks can become a reality without nursing intervention. Wellness diagnosis - describes an aspect of the client that is at a low level of wellness. An example of a wellness diagnosis is: Readiness for enhanced organized infant behaviour related to prematurity as manifested by appropriate response to visual and auditory stimuli.

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: What steps are involved in Diagnostic Reasoning (making sense of our assessment. WEEK 3&4 - 9/7, 9/14 - Nursing Process\Care Plan WILK PG 63

Output: Use Critical thinking to Analyze & interpret data-identify the significant data, cluster cues (cues are unhealthy responses), data gaps & inconsistencies (read wilk 64&65), make conclusions about health status, make inferences, identify problem etiologies, verify problem findings with patient. Remember that etilogy will direct nursing interventions. Problem will initiate a goal Etiology will initiate an intervention

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: What are cluster cues & how do they fit into the diagnoses phase week 3&4, 9/7 - 9/14 - Nursing Process\Care Plan

Output: Cluster cues - is a group of cues (unhealthy responses) that are related to each other in some way. Try to always derive a nursing diagnosis from data clusters rather than from one cue. Example - CVA patient cannot speak or use her hands she is frequently incontinent so the diagnosis is Total Urinary Incontinence. She makes loid sounds so the nursing student looks for cues in addition to urinary incontinence. She makes the connection that urinary incontinence often happens after loud vocalizing so she realizes that the patient cannot communicate verbally so she changes teh nursing diagnosis to Self-Care Deficit: Toileting related to immobility and inability to communicate the need to void. The student puts a call device under her arm and she is able to signal when she needs to void

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Why is making inferences critical when forming a nursing diagnoses? pg 65 week 3&4, 9/7 - 9/14 - Nursing Process\Care Plan

Output: Critical thinking skill. Recall cues are facts or data and inferences are conclusions or judgements, interpretations that are based on data. AN INFERENCE IS NOT A FACT BECAUSE YOU CANNOT DIRECTLY CHECK ITS TRUTH OR ACCURACY. EXAMPLE - FACT: Patient is crying (you can observe) Inference: Patient is anxious (you cannot observe anxiety but you know that crying and tembling may be signs of anxiety. Important to read pg 65

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: Prioritizing Problems week 3&4, 9/7 - 9/14 - Nursing Process\Care Plan

Output: Places problems in order of importance i.e. airway, breathing, circulation. THIS DOES NOT MEAN THAT YOU MUST RESOLVE ONE PROBLEM BEFORE ATTENDING TO ANOTHER. ACTUAL problems usually take priority over potential ones. THEORETICAL FRAMEWORK- determines - ex airway, breathing, circulation, Maslow's Hierarchy of needs.

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS


Input: what are the parts of a nursing diagnostic statement. week 3&4, 9/7 - 9/14 - Nursing Process\Care Plan

Output: Problem - describes health state or health problem of the patient. Identifies a response that needs to be changed. Try to use a NANDA label when possible. (pg 73) Etiology - identifies factors believed to cause or contribute to the problem or create a risk for the problem. May include a NANDA label. Etiology will help yo uto individualize nursing care because etiologies are unique to individual. Example - John - Anxiety r/t lack of knowledge of the treatment procedure. Janet - Anxiety r/t prior negative experiences and lac of trust in health professionals. (pg 73) Defining characteristics - subjective and objective data that signal the existence of a problem.

ADPIE ASSESSMENT - DATA GATHERING, SUBJECTIVE, OBJECTIVE SHIFT REPORTS, LABS, XRAYS DIAGNOSIS - ANALYZE DATA PLANNING OUTCOMES - DEVELOP PATIENT CENTERED GOALS IMPLEMENTATION - PUTTING PLAN INTO ACTION EVALUATION - DID WE MEET THE PLANNING OUTCOME GOALS