Input: [1] Mr. Solomon, age 57 presents to the physicians office for the second consecutive month with an elevated blood pressure. His hypertension has been successfully managed with his current drug history, he states that the only new drug drug is the herb yohimbe. What is yohimbe? a. An OCT antihyperglycemic b. A central nervous system stimulant. c. An autonomic nervouse system stimulant . d. Diuretic [2]

Output: b. Rationale: Yohimbe used to treat erectile dysfunction is a central nervous system stimulant and can affect blood pressure.


Input: [1] Found mainly in mast cells surrounding blood vessels and is released when these tissues are injured. Medicated by the SNS and is released when SNS stimulation is blocked or withdrawn. Vasodilation results from increased histamine release and the withdrawal of SNS vasoconstrictor activity. [2]

Output: Histamine


Input: [1] released from a protein in body fluids. [2]

Output: Bradykinin


Input: [1] released from aggregating platelets during the blood clotting process. It causes vasoconstriction and plays a major role in control of bleeding. [2]

Output: Serotonin


Input: [1] formed in response to tissue injury and including vasodilators (prostacyclin) and vasoconstrictors (thromboxane A2). [2]

Output: Prostaglandins


Input: [1] True or false? Vasodilating substances, which decrease vascular tone and blood pressure, include nitric oxide and prostacyclin. [2]

Output: True


Input: [1] True or false? Excessive vasoconstrictors or deficient vasodilators may contribute to the development of atherosclerosis, hypertension, and other diseases. [2]

Output: True


Input: [1] ______________ regulation of blood pressure mainly involves the SNS, which controls heart rate and force of contraction. [2]

Output: Neural


Input: [1] Whether the patient or another member of the household is taking antihypertensive medications the home care nurse may be helpful in which of hte following tasks? [2]

Output: Monitoruing for drug effects Promoting compliance with the prescribed pharmacologic modifications Promoting compliance with the prescribed lifestyle modifictions


Input: [1] A pt presents to the ER in hypertensive crisis. You anticipate that the physician will order medication that will lower the blood pressure yet prevent stroke, MI and acute renal failure within what period of time? [2]

Output: Over several minutes to several hours.


Input: [1] Mr. Grant is admitted to your CCU with severe hypertension and myocardial ischemia. The physician orders nitroglycerin titrated according to what factor? [2]

Output: Blood pressure response.


Input: [1] Mr. Brands presents to the ER with a significant elevated BP. They physician chooses oral captopril for treatment. Why? [2]

Output: Urgencies can be treated with oral anit hypertensive agents such as captopril 25 to 50mg every 1 to 2hrs or clonidine 0.2mg initially and them 0.1mg hourly until the diastolic blood pressure falls to less than 110mmHg or 0.7mg has been given.


Input: [1] True or false? Patients who have jaundice or marked elevations of hepatic enzymes while taking ACE inhibitors should have the drug discontiuted because these drugs have been associated with cholestatic jaundice which can progress to hepatic necrosis and possibly death. [2]

Output: True


Input: Your memory for events that have happened in the past 2 minutes – 100 years Unlimited duration Unlimited capacity [short-term memory]

Output: long-term memory


Input: A measure of how long a memory lasts before it is no longer available [short-term memory]

Output: duration


Input: A measure of how much can be held in memory. Measured in terms of bits of information i.e. number of digits [short-term memory]

Output: capacity


Input: Meaningful units of information Increases capacity of STM [short-term memory]

Output: chunking


Input: Monitors and coordinates all other mental functions in working memory [short-term memory]

Output: central executive


Input: Encodes speech sounds in working memory Rehearsal [short-term memory]

Output: phonological loop


Input: Encodes visual information in terms of separate objects as well as the arrangement of these objects in one’s visual field [short-term memory]

Output: visuo-spatial sketchpad


Input: 1.Receives input from many sources 2. Temporarily stores 3. Integrates information 4. Constructs a mental episode of what is being experienced now [short-term memory]

Output: episodic buffer


Input: The observation that people remember lists of short words better than lists of long words. [short-term memory]

Output: word length effect


Input: Evidence provided in court by a witness of crime. Accuracy may be affected: during initial encoding, during storage, during retrieval [short-term memory]

Output: eyewitness testimony


Input: Question that, either by its form or by its content, suggests to the witness what answer is desired [short-term memory]

Output: leading (misleading) questions


Input: A police technique for interviewing witnesses, encouraging them to recreate the original context, to increase accessibility of stored information. [short-term memory]

Output: cognitive interview


Input: Any structured technique used to help people remember and recall information [short-term memory]

Output: mnemonic techniques


Input: Deeper processing for meaning which is then repeated. [short-term memory]

Output: elaborative rehearsal


Input: a naturally occurring hormone that also may be given as a cardiac drug and has alpha and beta effects, also called epinephrine

Output: adrenaline

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a severe reacting to an antigen that occurs after sensitization from prior exposure to the same antigen

Output: anaphylaxis

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: one of two types of specific immunity that exists in the body, it is primarily mediated by B cells

Output: antibody- mediated (humoral) immunity

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a substance foreign to the body

Output: antigen

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a large collection of lymph nodes located in the axilla (armpit)

Output: axillary nodes

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a white blood cell that may play a role following infection of various areas in the body

Output: basophil

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a protein found on the surface of T helper cells that is adversely affected by exposure to HIV

Output: CD4 antigen

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: one of two types of specific immunity that exists in the body, it is primarily mediated by T cells

Output: cell- mediated immunity

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a large collection of lymph nodes located in the neck

Output: cervical nodes

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: the process of the migration of leukocytes in blood toward areas of bacterial invasion, foreign body or infection

Output: chemotaxis

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: tissue with no clear boundary that bends with surrounding tissues and contains lymphocytes and other cells

Output: diffuse lymphatic tissue

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a normal flora or bacteria found in the gastrointestinal tract that aids in digestion and absorption of food, as well as metabolization of waste products

Output: e coli

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a leukocyte that may play a role following infection in various areas in the body

Output: eosinophil

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a condition that is potentially fatal to a fetus that occurs during late pregnancy or delivery when a Rh negative mother is exposed to a small amount of Rh positive fetal blood. antibodies to Rh antigens may be produced by mother and enter the fetal circulation and destroy the fetus' red blood cells

Output: erythroblastosis fetalis

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a small molecule that will not evoke a specific immune response unless it is combined with other serum proteins, in which case, a severe reaction may occur

Output: hapten

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a virus that adversely effects a protein on T helper cells, the CD4 antigen, by causing it to appear as an antigen to healthy cells, resulting in destruction of helper T cells and the inability to fight infections and certain types of tumors

Output: human immunodeficiency virus

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: the body system that is responsible for providing immunity

Output: immune system

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: the body's ability to resist damage from foreign substances, microscopic organisms, or harmful chemicals

Output: immunity

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a disease that may be transmitted from one person to another via some type of specific organism such as a bacteria or virus

Output: infectious disease

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a response of the immune system that results in influx of cells and other chemicals to fight a foreign challenge

Output: inflammatory response

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a large collection of lymph nodes located in the groin

Output: inguinal nodes

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: one of three sets of lymphatic organs that comprise the tonsils, they are located in the posterior margin of the tongue and help protect the body from bacteria introduced into the mouth and nose

Output: lingual tonsils

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a thin plasma-like liquid formed from interstitial or extracellular fluid that bathes the tissues of the body

Output: lymph

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: round or bean shaped structures interspersed along the course of lymph vessels, which filter the lymph and serve as a source of lymphocytes

Output: lymph nodes

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: tissue that is denser than diffuse lymphatic tissue, found in loose connective tissue of the digestive, respiratory, and urinary systems

Output: lymph nodules

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: thin-walled vessels through which lymph circulates through the body, they travel close to the major arteries and veins

Output: lymph vessels

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: inflammation of a lymph node caused by infection

Output: lymphadenitis

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: any swelling of the lymph nosed, with or without pain

Output: lymphadenopathy

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: an infection that spreads beyond the local area into the lymphatic vessels causing red streaks to run from the infected area proximally

Output: lymphangitis

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: vessels of the lymphatic system that cary fluid away from the tissues

Output: lymphatic capillaries

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: one of the two great lymph vessels, it empties into the subclavian vein

Output: lymphatic duct

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a passive circulatory system that transports a plasma-like liquid called lymph, a thin fluid that bathes the tissues of the body

Output: lymphatic system

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a type of white blood cell that helps fight infection and provide immunity

Output: lymphocyte

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: complex proteins produced by T effector cells that recruit mast cells and other nonspecific inflammatory mediators to aid in destruction of antigens

Output: lymphokines

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: the breakdown of a foreign cell caused, in some cases, when T effector cells bind to the foreign cell

Output: lysis

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: cells that leave the bloodstream and enter diseased tissues after the neutrophils and are responsible for the later stages of fighting an infection, including the disposal of dead bacteria

Output: macrophages

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a large white blood cell that mediates allergic reactions and may play a role following infections of various areas in the body

Output: mast cells

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: the spreading of a disease from one part of the body to another, especially with many forms of cancer

Output: metastasize

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: an organism of microscopic size

Output: microorganism

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: usually the first cells to enter infected tissue, they ingest bacteria through phagocytosis

Output: neutrophils

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: an immune response that is predictable each time the body is exposed to a particular challenge

Output: nonspecific immunity

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: bacteria found in certain sites in the body, such as GI tract and oral and nasal cavities, that help maintain homeostasis

Output: normal flora

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: one of three sets of lymphatic organs that comprise the tonsils. they are located in the back of the throat, on each side of the posterior opening of the oral cavity, and help protect the body from bacteria introduced into the mouth and nose

Output: palatine tonsils

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: the process of ingesting and destroying foreign matter by certain types of leukocytes

Output: phagocytosis

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: one of three sets of lymphatic organs that comprise the tonsils, they are located near the internal opening of the nasal cavity and help protect the body from bacteria into the mouth and nose, also called adenoids

Output: pharyngeal tonsils

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: the immune response to a given substance that is faster and stronger after each subsequent exposure

Output: specific immunity

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: an organ of the lymphatic system that is located in the left upper quadrant of the abdomen and consists of two types of lymph tissue that are associated with drainage of this organ

Output: spleen

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: surgical removal of the spleen

Output: splenectomy

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: the cells that carry out most of the cell mediated immune functions by seeking and destroying foreign materials such as; viruses, fungi, bacteria, and particles

Output: T effector cells

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: cells that aid the T effector cells in carrying out cell-mediated immune functions

Output: T helper cells

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: the form into which T cells differentiate when activated by an antigen, the T memory cells remain within the body, ready to respond to a second challenge

Output: T memory cells

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: cells that suppress the actions of the at effector cells by limiting the specific immune response

Output: T suppressor cells

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: one of two great lymph vessels, it empties into the superior vena cava

Output: thoracic duct

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: a triangular shaped gland located below the sternum in the superior mediastinum that produces lymphocytes

Output: thymus

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: three sets of lymphatic organs, the palatine, pharyngeal, and lingual, that are located in the back of the throat and nasopharynx and protect the body from bacteria introduced into the mouth and nose

Output: tonsils

ch.6 (lymphatic and immune system) A&P vocab Flashcards - Cram.com

acquired immune deficiency syndrome (AIDS)


Input: [Photosynthesis] Fuel

Output: Compounds that cells can use for energy. Glucose, fatty acids, and amino acids make up the majority of these; others include ketone bodies, lactate, glycerol, and alcohol

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Metabolism

Output: The sum total of all the chemical reactions that go on in living cells.

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Energy Metabolism

Output: All the reactions by which the body obtains and expends the energy from food.

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Anabolism

Output: reactions in which small molecules are put together to build larger ones; they require energy

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Catabolism

Output: reactions in which large molecules are broken down to smaller ones; these reactions release energy

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] ATP

Output: Adenosine triphosphate

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Adenosine triphosphate

Output: ATP - high energy compound composed of a purine (adenine), a sugar (ribose), and three phosphate groups

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Coupled Reactions

Output: Pairs of chemical reactions in which some of the energy released from the breakdown of one compounds is used to create a bond in the formation of another compound

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Coenzymes

Output: Complex organic molecules that work with enzymes to facilitate the enzymes' activity; they have B vitamins as part of their structures

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Pyruvate

Output: a 3-carbon compound that plays a key role in energy metabolism

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Acetyl CoA

Output: a 2-carbon compound to which a molecule of CoA is attached

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] CoA

Output: the coenzyme derived from the B vitamin pantothenic acid and central to energy metabolism

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] TCA cycle (full name)

Output: Tricarboxylic Acid Cycle

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] TCA cycle

Output: a series of metabolic reactions that break down molecules of acetyl CoA to carbon dioxide and hydrogen atoms

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Another name for the TCA cycle

Output: Kreb's cycle, named for the biochemist who elucidated its reactions

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Electron transport chain

Output: the final pathway in energy metabolism that transports electrons from hydrogen to oxygen and captures the energy released in the bonds of ATP

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Glycolysis

Output: the metabolic breakdown of glucose to pyruvate; it does not require oxygen

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Anaerobic

Output: not requiring oxygen

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] aerobic

Output: requiring oxygen

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Mitochondria

Output: the cellular organelles responsible for producing ATP; made of membranes (lipid and protein) with enzymes mounted on them

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Lactate

Output: a 3-carbon compound produced from pyruvate during anaerobic metabolism

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Cori Cycle

Output: the path from muscle glycogen to glucose to pyruvate to lactate (which travels to the lvier) to glucose (which can travel back to the muscle) to glycogen; named after the scientist who elucidated this pathway

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Fatty Acid Oxidation

Output: the metabolic breakdown of fatty acids to acetyle CoA; also called beta oxidation

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Beta oxidation

Output: same as Fatty Acid Oxidation

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Keto Acid

Output: an organic acid that contains a carbonyl group (C=O)

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Ammonia

Output: a compound with the chemical formula NH3; produced during the deamination of amino acids

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Transamination

Output: the transfer of an amino group from one amino acid to a keto acid, producing a new nonessential amino acid and a new keto acid

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Urea

Output: the principle nitrogen-excretion product of protein metabolism, two ammonia fragments are combines with carbon dioxide to form urea

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Oxaloacetate

Output: a carbohydrate intermediate of the TCA cycle

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What is the net ATP produced from glycolysis?

Output: 2 ATP

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What is glucose converted to in aerobic glycolysis?

Output: 1 Glucose generates 2 Pyruvate and 2 ATP

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What is glucose converted to in anaerobic glycolysis?

Output: 1 Glucose generates 2 Lactate and 2 ATP

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Where does the conversion of pyruvate to Acetyle CoA occur?

Output: Mitochrondria

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Pyruvate may follow several reversible path, but which path is not reversible?

Output: Pyruvate to Acetyl CoA

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What is the end result of glucose?

Output: Glucose yields 2 pyruvate which yield 2 CO2 and 2 Acetyl CoA

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What anabolic reaction nets glycogen?

Output: Glucose + Glucose

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What anabolic reaction nets Triglycerides?

Output: Glycerol + Fatty Acids

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What anabolic reaction nets Protein?

Output: Amino acids + Amino acids

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What catabolic reaction starts with glycogen?

Output: glucose + ATP

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What catabolic reaction starts with triglycerides?

Output: glycertol + ATP and Fatty Acids + ATP

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What catabolic reaction starts with protein?

Output: amino acids + ATP

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] With each turn of the Kreb's Cycle, what is the result?

Output: 2 CO2, 3 NADH, 1 FADH2 and 1 Guanosine triphosphate (GTP) are produced each turn of the cycle

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What is another name for the Kreb's Cycle?

Output: TCA cycle or Citric Acid Cycle

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What compound starts the TCA cycle?

Output: oxaloacetate

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What is oxaloacetate primarily made of?

Output: pyruvate

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Where is the primary site of ATP synthesis?

Output: Electron Transport Chain

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] How many ATP are produced from 1 molecule of glucose through the electron transport chain?

Output: 32 ATP

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What are the results of the electron transport chain?

Output: O2 is consumed, H2O and CO2 are produced and energy is captured in ATP

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What is the source of pyruvate?

Output: Glucose

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What are 2 causes of ketogenesis?

Output: low carbohydrate intake or insufficient insulin

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What is the product of incomplete fatty acid oxidation?

Output: ketones

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Acetyl CoA can be derived from what?

Output: pruvate, fatty acids, or amino acids (via ketogenic)

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Pyruvate can be derived from what?

Output: Glucose, Lactate, or Amino Acids (glucogenic)

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What is the end result of the amino group during deamination?

Output: converted to urea and excreted

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Glucogenic

Output: Amino Acids that can be used to produce glucose

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Ketogenic

Output: Amino Acids that can be used to produce acetyl CoA

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Explain urea excretion from amino acids to urine

Output: The liver contains all the enzymes necessary to convert amino acids to ammonia +CO2 to form urea. Urea is excreted through the kidneys in the urine.

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What compound is at the center of all metabolism pathways?

Output: Acetyl CoA

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Name the 2 pathways alcohol metabolism may take

Output: Alcohol dehydrogenase pathway or MEOS pathway

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] When consumption of alcohol is low, which metabolism pathway is used?

Output: alcohol dehydrogenase pathway

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] When consumption of alcohol is high, which metabolism pathway is used?

Output: MEOS

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What are the steps of the alcohol dehydrogenase pathway?

Output: Ethanol to acetaldehyde to acetate to Acetyl CoA

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What does MEOS stand for?

Output: Microsomal Ethanol Oxidizing System

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Where does MEOS take place?

Output: in the cytosol of the cell

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] What can Acetyl CoA be used to make?

Output: Fatty Acid or broke down into CO2 and H2O

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: [Photosynthesis] Does the MEOS pathway use or create ATP?

Output: uses ATP

Principles of Nutrition Chapter 7 Flashcards - Cram.com

the process by which green plants use the sun's energy to make carbohydrates form carbon dioxide and water


Input: foliaceous frumentaceous furfuraceous gallinaceous glumaceous herbaceous holosericeous iridaceous latericeous lateritious

Output: micaceous olivaceous orchidaceous pandanaceous papilionaceous pennaceous Phaeophyceous piceous pomaceous predaceous

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

chylaceous coriaceous Cretaceous cretaceous crustaceous curvaceous cyanophceous farinaceous


Input: proteinaceous pumiceous Rhodophyceous rosaceous saponaceous schorlaceous scoriaceous sebaceous sericeous

Output: setaceous siliceous, silicious spadiceous sporaceous stercoraceous strobilaceous testaceous triticeous tufaceous tuffaceous

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

chylaceous coriaceous Cretaceous cretaceous crustaceous curvaceous cyanophceous farinaceous


Input: vinaceous Zygophyceous atrocious audacious auspicious autoecious avaricious bardacious bodacious bowdacious

Output: capacious capricious conscious contumacious delicious diecious dioecious edacious efficacious fallacious

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

chylaceous coriaceous Cretaceous cretaceous crustaceous curvaceous cyanophceous farinaceous


Input: ferocious fugacious gracious hellacious homoecious judicious loquacious lubricious luscious heteroecious

Output: homoecious judicious loquacious lubricious luscious malicious mendacious meretricious minacious monecious

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

chylaceous coriaceous Cretaceous cretaceous crustaceous curvaceous cyanophceous farinaceous


Input: monoecious mordacious officious pernicious perspicacious pertinacious precious precocious predacious pugnacious

Output: rapacious sagacious salacious sequacious spacious specious suspicious tenacious tendencious veracious

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

chylaceous coriaceous Cretaceous cretaceous crustaceous curvaceous cyanophceous farinaceous


Input: alliaceous amentaceous amylaceous arenaceous argillaceous butyraceous camphoraceous carbonaceous ceraceous cetaceous

Output: chylaceous coriaceous Cretaceous cretaceous crustaceous curvaceous cyanophceous farinaceous

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

chylaceous coriaceous Cretaceous cretaceous crustaceous curvaceous cyanophceous farinaceous


Input: vicious vivacious voracious

Output: yay

Tricky Word Endings: cious/tious/ceous Flashcards - Cram.com

chylaceous coriaceous Cretaceous cretaceous crustaceous curvaceous cyanophceous farinaceous


Input: Discuss factors influencing the creation of new models of nursing care delivery

Output: Changes in patients and providers, medical advances, info technology, changes to reimbursement. Goals of new model: patient’s wants and needs, span sites, demonstrate measurable improvement in patient satisfaction. Quality outcome over time.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Case Management Practice Model

Output: The case management practice model, while focusing on patient care just as extensively as the magnet model, it also places a large amount of attention on reducing costs. This model of care increases patient, nurse and physician satisfaction, improves quality of care, and reduces length of stays, thereby reducing costs.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Magnet Practice Model

Output: Within this model, hospitals are characterized by nurses as being good places to work and are recognized for administering exceptional patient care, and for providing good nursing environments. -Magnet hospitals have slightly higher RN to patient ratios and a richer skill mix than other hospitals. They also exhibit higher rates of patient satisfaction, lower rates of burnout and a safer work environment.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Patient - Focused Care Model

Output: This model appropriately groups similar patient populations together, simplifies processes, brining services closer to the patients, and broadening staff skills by cross training care providers.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Advantages & Disadvantages of Patient - Focused Care Model

Output: One criticism was an increase in job dissatisfaction among RN’s, LPN’s and Techs, a decreased feeling of collaboration by physicians and managers, and an increased feeling by LPN’s and techs that they had less discretion in their work. An advantage is there is a reduction in medication errors using this plan due to the increase in technology.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Primary Nursing Model

Output: Primary nursing focuses of continuity of care beginning with the admission and ending with discharge. A primary nurse is responsible for the same patient’s care throughout the patients stay.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Advantages & Disadvantages of Primary Nursing Model

Output: One criticism is that this model is not cost effective or efficient because RN’s are required to perform both direct and indirect care activities. The advantage of this model is that patient stress was decreased because the nurse/ patient relationship had more time to form and progress.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Team nursing model

Output: Team nursing is based collaboration and division of responsibilities for the nursing care of patients. In this model, the team leader, usually an RN coordinated activities of the team staff, delegating major tasks, making assignments and rounding with MD’s.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Advantages & Disadvantages of Team nursing model

Output: This model has been criticized of being to task oriented, increasing fragmentation of care, and reducing the amount of direct nursing care provided by the RN. However, team nursing care may conserve costs and human resources when the ratio of caregivers to patients is low, which we have to be honest, doesn‘t happen very often.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify factors that can influence nursing care delivery models

Output: -Changes in the nurses roles and the organization of care delivery may impact their style of practice and outcomes of their patients. -At the heart of this challenge lies the need to maximize both nurse satisfaction with the work environment and effective and efficient care delivery, while also maintaining highest standards for quality of care and patient safety. -Another obstacle that must be met is the balance between supply and demand, organizational effectiveness, staff satisfaction, and financial feasibility.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: The Nursing Delivery Model

Output: is a model that illustrates the framework for professional nursing practice throughout all the industry. The nursing care delivery model explains the process in which a dynamic solution can meet the ever-changing needs of the patients and their families. The nursing care delivery model combines the values of human dignity of the nursing practice, evidence-based practice, and group collaboration to promote a more full-filling environment for professional growth and development of nurses with lasting outcomes in the quality of patient care.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Discuss the implications of licensure in a compact state

Output: Compact states- a RN receives a license it is either in a compact or non-compact state, a compact stat allows the nurse to practice under his/her current license in multiple states. A non-compact allows the nurse to practice only in the state the license was granted. There are 24 states involved in the nurse licensure compact.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe the role/function of licensure and of certification

Output: a. Licensure- 1. Regulated by the state boards or nursing, legal permission to practice, and protects the public. b. Certification- 1. Voluntary, not regulated by individual states, board certification and recognition empowers nurse within their professional sphere of activity and contributes to better patient outcomes, and a measurable means to validate nurse’s skills, knowledge, and abilities.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify warning signs of impending violence and appropriate actions to diffuse/de-escalate someone becoming violent.

Output: a. small incidents- change in voice, loud talking or chanting, shallow or rapid breathing, scowling or sneering or use of abusive language, glaring or avoiding eye contact, or violating your personal space. b. other signs- HX of violence, threatening behavior, intimidating behavior, increase in personal space, negative personality characteristics, changes in mood or behavior, social isolation, and the use of drugs and alcohol.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify risk factors for violence

Output: a. family member or patient against the nurse- This type can be very brutal and violent, any of the three forms of violence. b. coworker against the nurse- homicide the most severe form of violence, is the second leading cause of death in the work place. Can be any of the 3 types of violence though. c. student nurse- horizontal violence is a term use to depict abusive behavior between coworker of similar status such as staff nurses in the workplace

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Discuss types of workplace violence

Output: a. Non-physical- intimidation, abuse, threats, harassment, and bullying. Report any incident to attempt to reduce the risk of precipitating violence. b. Physical- punching, kicking, biting, pushing, the assault should be reported immediately with the perpetrator being removed by the police or security guard. c. Aggravated physical- weapons included but not limited to: guns, knives, syringes, furniture, bottles, glasses, etc. should never be tolerated require immediate action and removal of perpetrator by police or security guard.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify components of SBAR’

Output: a. Situation b. Background c. Assessment d. Recommendation

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Discuss components of problem-solving/team building

Output: Problem solving and the nursing process is comparable, the steps for this are a. Define the problem b. Identify the solution c. Select and implement solutions d. Evaluate outcome

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Discuss communication strategies to improve communication

Output: Use assertive communication: therapeutic communication, active listening, and have the willingness to compromise. Communication must be clear, miscommunication is a threat to patient safety, your actions impact everyone, you are in control of your behavior, and your response to a situation must be guided by critical thinking, assertive communication, active listening, and the ability to move on.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify factors affecting communication

Output: a. Image b. Gender Differences c. Cultural diversity

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify types of diversity

Output: religion, ethnicity, language proficiency and reading comprehension, gender, age, education level, mobility, economic status. Culture is defined as the customary beliefs, social forms, and material traits of a racial, religious, or social group.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Discuss changes in US in terms of population diversity

Output: America is a melting pot - our culture is extremely diverse and growing. U.S. Census: minorities make up 35% of the US population; by 2050, about half the U.S. population will be made up of people who are of a race other than white. AMA nation wide study (2005): 87% of physician’s who participated in the study reported having cared for a patient within the past month who did not speak English fluently. Nearly 2/3 of the nation’s physicians (62%) report they have witnesses a patient receive poor quality health care because of the patient’s race or ethnicity.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify nursing strategies to deal with culturally diverse patients

Output: become a culturally competent nurse:a nurse that has the enhanced ability to provide quality care, which fosters a better understanding of the plan of care.In a global society that is becoming extremely diverse, cultural competence is necessary for excellence in nursing care. Nurse must be culturally competent in order to provide quality care to patients. We must be culturally competent and we must take active steps to become so. Implement cultural diversity training and research to determine impact of cultural competency training for staff. Use internal and external resources to educate staff on different culture and religions. Expand the joint commission national patient safety goal #1310 to address diversity. Standardize the process of collecting and analyzing data from culturally diverse patients. Regulate the usage and implementation of diverse data in hospitals. Appropriate categorization of race, ethnicity, and language data. Employ multi-lingual health care interpreters, establish written guidelines regarding the usage of language services. Disallow the use of family members for interpreting during medical encounters. Require training on the practice of health care interpreting for all interpreters. Provide financial incentives to attract and retain qualified health care interpreters.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify the hx of collective bargaining and why nurses participate in collective bargaining

Output: In the early 1940’s, most nurses working in hospitals were subject to arbitrary schedules, uncompromised overtime, no health or pension benefits, and no sick days or personal time. During this era, 75% of all hospital-employed nurses worked 50-60 hours a week meeting these arbitrary schedules and uncompensated overtime. In 1946 the ANA house of delegates unanimously approved a resolution that formally initiated the journey of RN’s down the road of collective bargaining. Activist nurses within the ANA founded the United American Nurse in 1999. (seen in #2). In 2000 the UAN held its first National Labor Assembly annual meeting. The participants in this meeting were staff delegates. Many formally organized unions have competed for the right to represent nurses. It was the opinion of nurses supporting this precedent that the state nurses associations were the proper and legal bargaining agents and were also the preferred representatives for nurses in this country for purposes of collective bargaining. During the late 1980’s, the demand among nurses for representation continued to grow; yet efforts to organize nurses for collective bargaining were being stymied by a decision from the National Labor Relations Board (NLRB) that stopped approving all-RN bargaining units. A legal battle then ensued with the ANA and other labor unions against the American Hospital Association (AHA). The NLRB issued a ruling that reaffirmed the right of nurses to be represented in all-RN bargaining units.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify organizations/groups identified in collective bargaining

Output: United American Nurse - The traditional collective bargaining unit affiliated with the American Nurses Association and a member of the AFL-CIO. Believed in the creation of a powerful, national, independent, and unified voice for union nurses. Center for American Nurses: An organizational member of the American Nurses Association that represents the interests of nurses who are not formally represented by a collective bargaining unit or union.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Differentiate between types of collective bargaining

Output: Traditional Collective bargaining - a legally regulated collective bargaining unit or a union that assists members to gain control over practice, economics in the health care industry, and other health care issues that threaten the quality of patient care. Nontraditional Collective bargaining - shared governance, or interest-based bargaining (IBB); a collaborative-based, problem-solving approach to assist nurses to have a voice in the workplace and control over issues that affect their practice.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: What are the roles of nurses in managed care?

Output: •Clinical Nurse Specialist •Nurse Practitioners •Certified Nurse Midwife •CRNA •Nurse Educators

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe medication administration safety issues

Output: •Medication Administration Records (MAR) not consistently used or referenced when administering medication. •Dose omissions or extra doses when staff share medication administration responsibilities. •Nonstandard medication times resulting in dose omissions. •Unfamiliarity with lab values and vital signs that should be monitored prior to administering medications. •Preparing drugs for multiple patients can lead to giving medications to the wrong patient. •Lack of information about the drug. •Use of nonstandard, flawed, or unsafe medication delivery devices. •Unsafe storage and distribution of drugs. •Failure to work as a team and communicate. •miscommunication of drug orders, which can involve poor handwriting, confusion between drugs with similar names, misuse of zeroes and decimal points, confusion of metric and other dosing units, and inappropriate abbreviations.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify issues/trends related to Hospital Acquired Infections and strategies to combat HAI’s

Output: HAI’S: Are commonly transmitted when hospital officials become complacent and personnel do not practice correct hygiene regularly. Hand washing frequently is called the single most important measure to reduce the risks of transmitting skin microorganisms. Although hand washing may seem like a simple process, it is often performed incorrectly

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Discuss requirements in BSN education

Output: Aquinas Requirements for RN-BSN: a.Graduate of an NLNAC credited diploma or Associates of Nursing Program b.2.5 GPA c.2 letters of recommendation from two medical professionals with a BSN degree or higher level of education. (See, with your BSN you can write letters of recommendations for students who want to go to Aquinas!) d.General education courses should be completed prior to RN-BSN program

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe the role of certification

Output: •The benefits of specialty certification reach throughout the healthcare system—from nurses, the nursing profession, and employers to hospitals, patients, and families. •Certification validates nurses’ knowledge and skills, improves quality and safety, and gives patients a benchmark to measure the level of care they can expect to receive at a healthcare facility.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Discuss the history of evidence based practice in nursing

Output: •Evidence Based Practice first came about with the “Legend Lady”, Florence Nightingale. •She changed the way patients were taken care of by noting a connection between poor sanitary conditions among hospitals and the rising death rates of wounded soldiers. •The first time Evidence Based Practice initially gained recognition was in 1992 when the journal of The American Medical Association published an article by Evidence Based Medicine Working Group.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify factors influencing utilization of EBP by new graduates

Output: The challenges that new graduates experience on entering clinical practice have been well documented in nursing literature. Although new graduates and their employers are forewarned about the difficult transition, the challenges continue, and may be even more difficult as the health care system embraces evidence-based practice (EBP). The transition to graduate nurse responsibilities is a challenging one for new nurses. Because new nurses focus on the task and organizational demands of the workplace , their abilities to practice EBP is compromised by their anxiety, and limited experiential knowledge .

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe licensure

Output: Licensure affords protection to the public by requiring an individual to demonstrate minimum competency by examination before practicing certain trades. Nursing licensure is a process by which a governmental agency grants “legal” permission to an individual to practice nursing. This accountability is maintained through state boards of nursing, which are responsible for the licensing and registration process. All Grads must successfully complete the NCLEX-RN.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe certification

Output: certification is defined as a “voluntary process by which a nongovernmental agency or association certifies that an individual licensed to practice a profession has certain predetermined standards specified by that profession for specialty practice”. The nursing license is recognized as indicating minimum competency, whereas the certification credential indicates preparation beyond the minimum level. Certification is the credential that provides recognition of professional achievement in a defined functional or clinical area of nursing practice

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: What is burnout and what are strategies to prevent/decrease burnout?

Output: Burnout-Issues in nursing that cause new nurses to leave p only a few yrs. The increase in patient acuity, coupled with shortened hospital stays, is not compatible with the emphasis on high-quality, safe patient care and consumer satisfaction. These opposing philosophies create conflict for nurses and lead to burnout that is not as easily remedied as burnout caused by internal factors. Therefore, it is important to recognize clearly the mission of the hospital or corporation when you apply for your first job. Is their mission similar to yours? Will you be able to give the quality care that you want to deliver, or will you be required to compromise your values to fit into the system? Nurses need to determine whether their burnout is caused by internal or external factors. A nurse who neglects his or her own needs can develop feelings of low self-esteem and resentment. These feeling could affect the care you provide to others, Therefore, by taking care of yourself, you are ultimately able to provide better care for others.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe key changes in nursing during historical periods discussed in class

Output: Nurse= Nourishing Early Christian Influence- Deacons, Deaconesses, Nuns Women sympathetic to the Christian cause of aiding the poor were encouraged in this work by the bishops and deacons. Eventually, the deacons relinquished this work to women and established the position of deaconess for that purpose. To maintain a pure heart, these women were required by the Church to be either virgins or widows. Could only be married once. The deaconesses, widows, and virgins continued to minister to and nurse the ill within the safety of the convent. Knight Influence- Hospital of St. John was built Often the knights were accompanied into battle by men trained in the healing arts. These male nurses cared for wounded or otherwise stricken knights. They usually wore a red cross emblazoned on their tunics so that in the heat of battle they could be easily identified and avoid injury or death. Male nurses dominated these orders. Crimean War - More people died from disease than injury from war American Nursing – Colonial influence – Women were preferred but most of the individuals who delivered nursing care in the five largest hospitals were men. Civil War – Volunteer Nurses Improvement in patient care through control of the environment in which the patient recovered. The greatest problems for the Army stemmed from the poor sanitary conditions in the camps, which bred diseases such as smallpox and dysentery. The results were many deaths from inadequate nutrition, impure water, and a general lack of cleanliness. It was in this era that the value of primary prevention, or the prevention of the occurrence of disease by measures such as immunization and the provision of a pure water supply, became understood. Victorian Age – Man had total control of the house. Nursing provided an escape. Power of the Doctor, Better education, New legislation, had to be licensed. A time of repression but also a time of reform. Nurses generally were women who wanted to avoid the drudgery of a Victorian marriage. They were required to be single to make a complete commitment to their vocation. Schooled in submission, women were expected to be equally accommodating within the hospital organization. Reformers focused on establishing standards for nursing education and practice. Among their accomplishments were the organization of the American Nurses Association and the creation of its journal, the American Journal of Nursing, and the enactment of legislation to require the licensure of prepared nurses. This protected the public from inadequate care given by people who were not trained to nurse

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify Florence Nightingale’s role and contributions to nursing.

Output: Florence Nightingale - Victorian times - beautiful, intelligent, wealthy, socially successful, and educated. Nightingale's interest in hospital reform was insatiable. She visited hospitals and took copious notes on nursing care, treatments, and procedures. She sent reports on hospital conditions to Sidney Herbert, the British Secretary of War. Secretary Herbert then assigned her other hospitals to review. The reviews always included recommendations for improving nursing care. Nightingale's great success prompted her to begin developing schools of nursing based on her knowledge of what was effective nursing.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe issues related to healthcare access and cost both historically and in the present

Output: overuse of the insurance based payment system. Low labor productivity growth. Constrained supply of healthcare providers. Enough wealth to support the costs. Money to hospitals, Dr’s and technologies. Fragmentation of insurers and providers = Increased administrative costs. Success, creates more costs (more people surviving and need lifetime healthcare = more $ spent on patient)

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Recognize characteristics of Managed Care organizations

Output: -Managed care organizations often enroll members who have a specific disease, such as diabetes, in a program tailored for the needs of clients with that condition. -The program focuses on prevention and educational activities when members are NOT in the acute stage of the disease, so that they will be prepared to understand and manage symptoms throughout their lives. -Nurses, often employed by health plans, are frequently involved in this component of disease management. -Disease-Management protocols also outline standard interventions to be implemented during the acute stage of the illness, although physicians or other providers may make modifications to provide individualized care. -Disease-management programs are primarily for clients with chronic diseases that occur frequently, those that vary widely in treatment options, and those that are very expensive to treat.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe the time frame required to translate research into practice

Output: In 2000, the Institute of Medicine (IOM) released a report, “Crossing the Quality Chasm: A New Health System for the 21st Century”. This report noted that it takes 17 years for the results of research in health care to be transmitted into consistently used practice. Evidence based practice is one strategy to reduce the amount of time required to integrate new health care findings into practice. EVP is the conscientious use of current best evidence in making decisions about client care. EVP uses the following steps to answer clinical questions: 1. A systematic search for the most relevant evidence to the question. 2. Critical evaluation of the evidence found (Is the evidence logical and valid?) 3. Your own clinical experience (Does your experience fit with the evidence?) 4. Client preferences and values (Will your clients accept the recommendations drawn from the evidence?) The answer to the questions can then be implemented in practice or incorporated into critical pathways and disease-management processes.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify appropriate interview behaviors and resume strategies to facilitate obtaining a first nursing position

Output: Resume: be current, concise, and honest. Be open to suggestions recruiters may have. Your resume is the 1st intro a prospective employer has with you. Define your strengths and skills. Avoid using I or me in your resume. Proofread. Don’t inquire about salary or benefits in the resume. Include: Who you are. Professional objective. Education. Professional experience. Licensure. Professional organizations. Honors and awards. References (if asked for). Interview: Dress the part. Be conservative with hair and makeup. Wear minimal jewelry. Wear hose with a skirt or a dress. Men, consider a suit or jacket with coordinating slacks. Don’t bring kids. Arrive early. Ask how long it might take (prior to). Identify and control your nervous habits. Consider a portfolio (examples of work you have done; papers, etc.). Sell yourself, but let the institution sell themselves too. Ask questions (prepare before hand). Use buzz words; critical thinking, communication, problem solving. Salary and benefits are usually discussed after a position has been offered. You may even need to get the info about that from the HR department. Interviews have 3 phases. 1. introduction. 2. Fact finding (your resume and you do most of the talking). 3. Closing (summary and your questions).

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify the components of the Healing Relationship Model central to understanding ethics in the practice of nursing

Output: Healing relationship model: A dynamic interaction developed over time between 2 persons: one person, vulnerable, exploitable, suffering and seeking help; one person, who offers to help and to heal, to restore health, and when this is not possible, restoration to wholeness.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe the role of authenticity in Nurse-Patient Relationships

Output: Promise made to one who is sick, in need, and vulnerable. Relationship is one of inequality where the clinician holds the balance of power. Inequality of power possesses special obligations on the clinician who professes to help. An active, conscious declaration, voluntarily entered into that signifies willingness to assume the obligation to make this promise authentic. Implicitly occurs during every clinical encounter during which the clinician promises to help. The promise to help and to heal is always above that of the clinician. The promise must be true and authentic and built on a covenant of trust-not a contract.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe the activities of the Tiger Initiative and its competencies for practicing nurses

Output: Technology Informatics Guiding Information Reform - Who are informatics experts? Invited these people to address the issue of electronic health records. How to engage nurses? Hot to implement the plan of action? What capabilities are needed? How to come up with programs, systems and applications to meet this goal? Tiger initiative outlined competencies for nurses. These are: computer skills, information literacy, and information management.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe the development of nursing informatics

Output: first recognized by ANA in 1994. ANA defined informatics as a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, and knowledge in nursing practice. -NI facilitates the integration of data, info, and knowledge to support clients, nurses, and other providers in their decision making in all roles and settings. This support is accomplished through the use of information structures, info processes, and info technology. -The extensive clinical background of the NI is invaluable to the success of the implementation of these outline, computer applications. -Nurses have a unique understanding of workflow, the hospital and clinical environments, and specific procedures that are necessary for effective health info infrastructure. -Moreover, the NI is critical to the translation of standard info into practical models that can be applied to improve the health care work environment.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify examples of regulation influencing informatics

Output: NI must have clear understanding of regulations to guide organizations within boundaries. HIPPA - ensures that health care organizations collect right data in common format. Standards signed into law that protect the privacy and security of client data. Ex. Health information privacy law, Data security law, and Electronic transaction standards. (privacy laws) The Joint Commission - inspects and reviews variety of areas within each organization. Implemented information management standards in the mid 1990’s (total of 10). Ensures that facilities are meeting high performance standards through certification. Need for information management regulation.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify issues in evaluating material from internet web sites

Output: Remember CAFÉ - Challenge information and demand accountability. Adapt and require more credibility and evidence for stronger claims - be skeptical of info. File new information in you mind rather than immediately believing or disbelieving. Evaluate and reevaluate regularly - recognize dynamic and fluid nature of information. Remember CARS - Credibility - authoritative source? Accuracy - correct today? Reasonableness - engages subject thoughtfully, reasonably, truthfully? Support - triangulated sources?

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify record/information systems being developed in health care settings

Output: Clinical Info Systems - CIS’s have replaced paper and pencil charting. Development and application of CIS’s are essential for health care to leverage state of the art technology to deliver highest quality, lowest cost care. EHR - electronic health record. A longitudinal electronic record of patient health information generalized by one or more encounters in any care delivery setting. Includes patient demographics, process notes, problems, meds, VS, past hx, immunizations, lab data, and radiology reports. The EHR automates and streamlines the clinician’s workflow. it can generate a complete record of a clinical patient encounter, as well as support other care related activities directly or indirectly via interface - including evidence-based decision support, quality management, and outcome reporting. Benefits - interactive to all components of care, interactive flow sheets, tailored order sets, and multiple components of care can be integrated. PHR - Patient health record - an electronic record of health related info on an individual that conforms to nationally recognized interoperability standards and that can be drawn from multiple sources while being managed, shared and controlled by the individual. EMR - electronic medical record - an electronic patient care record created by an agency or agencies having common ownership. Although these are often called EHR’s, they are not true EHR’s because the data is nor shared between providers in agencies under different ownership. email - few Dr’s use this. Could eliminate phone tag. Drug-refill requests and educational info could be accessed. Never use personal email as a nurse or Dr. PDA - allows bedside collection and charting. Conserves time and reduces steps to and from nurses station. Offers easier information transmission between workers. Portability and info at your fingertips. Can use to monitor: BG, BP, diet, activity. Can: calculate dosages, analyze lab results, access reference materials, check for drug interactions, schedule procedures, order meds, “beam” assignments.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Define the term transitions as it is used in nursing role transitions

Output: Define the term transitions as it is used in nursing role transitions? Transitions are passages or changes from one situation, condition, or state to another that occur over time. They have been classified into the following four major types: developmental (e.g., becoming a parent, midlife crisis), situational (e.g., graduating from a nursing program, career change, divorce), health/illness (e.g., dealing with a chronic illness), and organizational (e.g., change in leadership, new staffing patterns)

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify your role in transitions

Output: Some of the most important decisions you will make in your professional life are the decisions and choices you make about how you think about and deal w/ transitions. Your thoughts, expectations, attitude and actions will influence your transition experiences. Think post, be flexible, get organized, stay healthy

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Define the Stages of Reality Shock(Kramer) and Novice to Expert Model(Benner)

Output: Reality Shock is a term often used to describe the reaction experienced when one moves into the work force p several yrs of educational preparation. Phases dev in 1974 – Honeymoon phase - The recent graduate is thrilled with completing school and accepting a first job. During this exciting phase, your perception of the situation may feel unreal and distorted, and you may not be able to understand the overall picture. Shock and rejection - Has excessive mistrust, Experiences decrease in energy and feels excessive fatigue, Feels like a failure and blames self for every mistake, Bands together and depends on people who hold the same values, Experiences increased concern over minor pains and illness Recover- Beginning to have sense of humor, decrease in tension, Increase in ability to be objective

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify examples of the four different types of transitions discussed in class.

Output: Developmental - becoming a parent Situational - coming to nursing school, career changes, divorce Health/ illness - new disease, diet changes, medication needs. Organizational - changes in leadership, staffing organization, medical reimbursement.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Discuss safety issues and impact of role transition issues identified by the NCSBN

Output: The problem - complex health care needs, practice readiness, expertise gap, variable transition experiences, risk for practice errors, turnover/ retention. The impact - med errors, newly licensed nurse errors, life threatening complication recognition, patient safety, error reduction and better outcomes r/t transition programs, cost savings.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify strategies to assist the nurse in role transition

Output: Recognize the importance of attitude, Surround yourself w/ supportive people, Set realistic expectations, Find Mentors

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe the NCSBN proposal for Transition into Practice Models

Output: Transition to Practice Regulatory Model is intended to be collaboratively implemented w/ education and practice but through regulation. Models included - preceptor model Time period – 6months Five Transitions Modules- Communication and teamwork Pt centered care Evidence based practice Quality improvement Informatics

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify the process of development of the NCLEX –RN exam

Output: Licensure to practice is regulated by licensing authorities w/in each state To ensure public protection states require candidates for licensure to pass exam to measure competencies need for entry level practice The NCSBN develops the licensure exam Questions are based on defined test plan The test plan is a blueprint for entry level practice Test plan researched q 3 yrs According to the NCSBN, the NCLEX is designed to test “knowledge, skills and abilities essential to the safe and effective practice of nursing at the entry level” Analysis guides development of framework for entry level practice that incorporates specific client needs and processes fundamental to practice of nursing The examination is constructed from questions that are designed to test the candidate's ability to apply the nursing process and to determine appropriate nursing responses and interventions to provide safe nursing care. The distribution of content is based on the areas of client needs, and the nursing process is integrated throughout. There are four levels of client needs identified in the Job Analysis Study

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Identify test item formats used in the NCLEX-RN exam?

Output: Administered by Computerized Adaptive Testing (CAT) – uses computer tech and measurement theory Maximum test time is 6hrs Answer between 75-265 questions Instructions and breaks included in the time Test items go through extensive review process Types of test items Multiple choice Multiple response Fill in blank Drop and Drag Hot spots Prepare 6months b4 test Practice NCLEX questions Start using review books now!!!

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: what is major goal of Nursing infromatics

Output: EHR major goal of NI.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe key changes in nursing during historical periods discussed in class: Early Christian Influence

Output: Deacons, Deaconesses, Nuns Women sympathetic to the Christian cause of aiding the poor were encouraged in this work by the bishops and deacons. Eventually, the deacons relinquished this work to women and established the position of deaconess for that purpose. To maintain a pure heart, these women were required by the Church to be either virgins or widows. Could only be married once. The deaconesses, widows, and virgins continued to minister to and nurse the ill within the safety of the convent.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe key changes in nursing during historical periods discussed in class: Knight Influence

Output: Hospital of St. John was built Often the knights were accompanied into battle by men trained in the healing arts. These male nurses cared for wounded or otherwise stricken knights. They usually wore a red cross emblazoned on their tunics so that in the heat of battle they could be easily identified and avoid injury or death. Male nurses dominated these orders.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe key changes in nursing during historical periods discussed in class: Crimean War

Output: More people died from disease than injury from war

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe key changes in nursing during historical periods discussed in class: American Nursing – Colonial influence

Output: Women were preferred but most of the individuals who delivered nursing care in the five largest hospitals were men

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe key changes in nursing during historical periods discussed in class: Civil War

Output: Volunteer Nurses Improvement in patient care through control of the environment in which the patient recovered. The greatest problems for the Army stemmed from the poor sanitary conditions in the camps, which bred diseases such as smallpox and dysentery. The results were many deaths from inadequate nutrition, impure water, and a general lack of cleanliness. It was in this era that the value of primary prevention, or the prevention of the occurrence of disease by measures such as immunization and the provision of a pure water supply, became understood.

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Describe key changes in nursing during historical periods discussed in class: Victorian Age

Output: Man had total control of the house. Nursing provided an escape. Power of the Doctor, Better education, New legislation, had to be licensed. A time of repression but also a time of reform. Nurses generally were women who wanted to avoid the drudgery of a Victorian marriage. They were required to be single to make a complete commitment to their vocation. Schooled in submission, women were expected to be equally accommodating within the hospital organization. Reformers focused on establishing standards for nursing education and practice. Among their accomplishments were the organization of the American Nurses Association and the creation of its journal, the American Journal of Nursing, and the enactment of legislation to require the licensure of prepared nurses. This protected the public from inadequate care given by people who were not trained to nurse

This model maximizes scarce nursing resources and increases career satisfaction among nurses.


Input: Methods used to describe data [Statistics]

Output: Collecting, Organizing, Presenting of numerical data

Business Statistics Flashcards - Cram.com


Input: Sample used to infer something about the population [Statistics]

Output: Inferential Statistics

Business Statistics Flashcards - Cram.com


Input: Population [Statistics]

Output: All possible individuals, objects, or measurements under consideration

Business Statistics Flashcards - Cram.com


Input: Sample [Statistics]

Output: portion or part of the population, can be biased

Business Statistics Flashcards - Cram.com


Input: Qualitative [Statistics]

Output: nonnumeric, what proportion fall into each eategory

Business Statistics Flashcards - Cram.com


Input: Quantitative [Statistics]

Output: numeric, can be either discrete or continuous

Business Statistics Flashcards - Cram.com


Input: Discrete [Statistics]

Output: whole numbers

Business Statistics Flashcards - Cram.com


Input: Continuous [Statistics]

Output: whole numbers and fractions

Business Statistics Flashcards - Cram.com


Input: Sources of Statistical Data [Statistics]

Output: Published Data, Surveys, Questionnaires

Business Statistics Flashcards - Cram.com


Input: can only be placed in one category [Statistics]

Output: mutually Exclusive

Business Statistics Flashcards - Cram.com


Input: appears in one of the categories, other or all [Statistics]

Output: Exhaustive

Business Statistics Flashcards - Cram.com


Input: NOIR [Statistics]

Output: Nominal, Ordinal, Interval, and Ration

Business Statistics Flashcards - Cram.com


Input: Nominal [Statistics]

Output: Lowest, most limited can only be classified into categories and can't be arranged in a ranking

Business Statistics Flashcards - Cram.com


Input: Ordinal [Statistics]

Output: higher ranking, arranged in some order, can't differences b/w data values

Business Statistics Flashcards - Cram.com


Input: Interval [Statistics]

Output: all characteristics of ordinal, amounts of differences b/w data values can be determined, no "natural" zero point

Business Statistics Flashcards - Cram.com


Input: Does zero ____ mean an absence of ___ [Statistics]

Output: Degrees, temperature Interval

Business Statistics Flashcards - Cram.com


Input: Ratio [Statistics]

Output: all characteristics of interval, ratio b/w two numbers is meaningful, meaningful zero point

Business Statistics Flashcards - Cram.com


Input: Does zero ___ mean an absence of ___ [Statistics]

Output: Weight Pounds, Ratio

Business Statistics Flashcards - Cram.com


Input: [What is a sociogram ?] What are the names of the three networks?

Output: Advice, Trust Communication

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] The right to command

Output: Authority

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] The ability to influence

Output: Power

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] Sufficing Behavior

Output: Leads to satisfactory payoffs between the orgnization and the informal group

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] Perimeter guarding

Output: Protecting one's organizational turf at the expense of company teamwork and overall efficiency

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] One of the most important activites that successful managers do over 50% of the time at work

Output: Networking

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] What is the process of socializing, politicKing, and interacting with people throughout theorganization

Output: Networking

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] What are the three subgroups in an organization called?

Output: nucleus fringe and outer

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] the informal communication network

Output: grapevine

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] True or false-the grapevine is written communication and emails

Output: False

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] The least frequently used communication network

Output: single strand

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] involves one person telling all the others the information

Output: gossip chain

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] passing information on a random basis

Output: pobability chain

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] information being passed on a selective basis

Output: cluster chain

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] Four reasons that people are grapevine active

Output: lack information, insecurity in a situation, personal interest in a situation, recent information

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] Liason people are very_____ in the way that they communicate

Output: selective

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] Those individuals who are seeking admission to the informal organization

Output: fringe group

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] What is the greatest overall benefit to the informal organization-the grapevine

Output: Provide feedback -reflects how the workers feel about the company to the manager

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] What are the 5 benefits to grapevine?

Output: 1. getting things done 2. Lighten managerial workload 3. Provide job satisfaction for the workers 4. Acts as a safety valve 5. Provide feedback for the manager

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] What are the 4 disadvantages to the informal organization?

Output: resistance to change, goal conflict, conformity problems, rumor

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] What is the definition of rumor?

Output: Interest X ambiguity

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] How is rumor maintained and magnified?

Output: Selective filtering and elaboration

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] Can the manager stamp out the grapevine?

Output: No

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] What must the manager do concerning dealing with the informal organization?

Output: Recognize its inevitabllity

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] This arises when a person pursues two incompatible objectives

Output: goal conflict

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] What lets the worker blow off steam and release some of their job pressures ?

Output: grapevine and acts as a safety valve

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] The most common grapevine network

Output: cluster chain

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] What is the most widely used of all the grapevine chains?

Output: probability

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [What is a sociogram ?] Who can only give employees psychological rewards? formal or informal group leader?

Output: Informal doesn't have the authority to give out raises or overtime but can give out praise

GE 210 Chapter 5 and 6 Flashcards - Cram.com

A schematic drawing that shows the intragroup social realtionships


Input: [Disposable Income] Financial Plan

Output: A set of goals for spending, saving, and investing the money you earn

Chapter 8: Budgets And Financial Records Flashcards - Cram.com

The money left to spend or save after taxes have been paid


Input: [Disposable Income] Budget

Output: A spending and saving plan based on your expected income and expenses

Chapter 8: Budgets And Financial Records Flashcards - Cram.com

The money left to spend or save after taxes have been paid


Input: [Disposable Income] Fixed Expenses

Output: Costs you are obligated to pay at specific times, regardless of other events

Chapter 8: Budgets And Financial Records Flashcards - Cram.com

The money left to spend or save after taxes have been paid


Input: [Disposable Income] Variable Expenses

Output: Costs that vary in amount and type, depending on events and the choices you make

Chapter 8: Budgets And Financial Records Flashcards - Cram.com

The money left to spend or save after taxes have been paid


Input: [Disposable Income] Assets

Output: Items of value that a person owns

Chapter 8: Budgets And Financial Records Flashcards - Cram.com

The money left to spend or save after taxes have been paid


Input: [Disposable Income] Liabilities

Output: Amounts of money owed to others

Chapter 8: Budgets And Financial Records Flashcards - Cram.com

The money left to spend or save after taxes have been paid


Input: [Rape] Physical Coercion

Output: forced vaginal, anal, or oral penetration

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Psychological Coercion

Output: pressuring someone who has not consented to sexual activity or taking advantage of someone because of intellectual abilities, intoxication, or age

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion