Input: Same prevelance, and stability. Likely to have a stable best friend, but lower quality because form relationships with similar peers

Output: Who do the friendships of shy/withdrawn and aggressive children come to others with respect to prevalence, stability and quality?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: popular: pro-social, intiate and maintain relationships, asertive, consider frame of reference of ongoing group - fit- in and respond to others. perceived popular: physical and relational aggression, sense of humor, academic competence, athletic, attractive, stylish/wealthy controversial: combination of +/- behaviors

Output: What behavioral characteristics are associated with popular, perceived popular and controversial?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: neglected: less socialble, less aggressive, shy, withdrawn, interact less with peers, unstable, not very distinctive rejected

Output: neglected

What key functions are served by children's friendships? How do these functions differ accross development?


Input: aggression: instrumental, bullying, relation: manipulate group aceptance and damage others social standing withdrawn: anxious

Output: rejected

What key functions are served by children's friendships? How do these functions differ accross development?


Input: poor percieved social competency, more negative self-concept, withdrawn, self-defeating attributions. aggresseive: overestimate social competence and peer acceptance

Output: What does the research show about rejected children's self-perceptions and feelings about the self?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: Early rejection predicts externalizing problems in adolescence, even when controlling for stability of externalizing problems over age period. Agression grows over time, leads to more negative information-processing. anxious- withdraws leading to internalizing problems, low SE, anxiety, depression

Output: peer rejection and externalizing behavior problems/ internalizing problems

What key functions are served by children's friendships? How do these functions differ accross development?


Input: boys: physical, aggressive, dominate space girls: take turns, cooperate, domestic, peripherary space

Output: Girls vs. boys play styles

What key functions are served by children's friendships? How do these functions differ accross development?


Input: Boys more likely to to break rules in gorups, use "naughty" words

Output: Girls vs. boys rule-breaking

What key functions are served by children's friendships? How do these functions differ accross development?


Input: Boys: charcteristic of groups, establish quickly through rough and tumble play. Once established, aggression lessons. Boys like the dominant one Girls: dislike the dominant one

Output: Girls vs. boys dominance patterns

What key functions are served by children's friendships? How do these functions differ accross development?


Input: girls: more equal, take turns, agree, respond, talk about emotions, especially fear, disclose. aggression is manipulating relationships, exclusion, gossip

Output: Girls vs. boys Egalitaranism

What key functions are served by children's friendships? How do these functions differ accross development?


Input: boys: more non-word sounds, interrupt with better story, direct commands girls: cooperative, don't like showing off

Output: Girls vs. boys speech styles

What key functions are served by children's friendships? How do these functions differ accross development?


Input: boys: more conflict, disagree more, physical girls: "yes, but...", nice while pursuing own desires, less direct

Output: girls vs. boys conflict

What key functions are served by children's friendships? How do these functions differ accross development?


Input: 1. compatible play styles: girls don't like rough and tumble 2. ability to influence the other sex: girls increasingly unable to influence boys, use indirect strategies, but can influence girls. 3. Knowledge of own gender- 2.5 years : able to label and more likely to play with same sex 4. knowing and prefering gender sterotyped activties: believe it is appropriate

Output: Why gender segregation in children's groups?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: assertiveness: valued more for chinese girls than American girls, yet less valued for chinese boys than american boys

Output: Cross cultural variations on gender group patterns

What key functions are served by children's friendships? How do these functions differ accross development?


Input: teasing and chasing between groups of boys and girls cooties budding heterosexuality: girls talk about who likes who, but boys don't boys maintain boundaries, have more power, higher status, in-groups

Output: what is borderwork, how does in maintain segregation?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: school entry is a critical period in development, it mediates the long-term effects of preschool. new social contexts, must reconfigure roles, develop patterns of learning. Family reliquishes control to the school operational thinking, cognitive growth, receptive to learning, construct self-images as students

Output: schooling as a critical period

What key functions are served by children's friendships? How do these functions differ accross development?


Input: consequences follow grouping: affect amount and type of instructions, view of parents, lower ranked kids get lower grades retention: kept from age-mates

Output: School tracking, retention, special ed

What key functions are served by children's friendships? How do these functions differ accross development?


Input: believe smarter, do better, espeically in middle class 1st grade sets the standard, teaher's higher expectations - higher standards

Output: How do parent and teacher expectations shape a child's early school perfromance?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: - easing the transition to first grade, better scores - prevening placement in low tracks - additional learning opportunities. - rasing the expectations - providing the support of peers- cooperative players

Output: 4 pathways of how preschool influences the child's elementary school performance

What key functions are served by children's friendships? How do these functions differ accross development?


Input: academic: higher test sscores in reading and math, better attendance, less suspensions, less dropout, improved hw completions social-emotional: decreased behavioral problems, initiative, self-confidence, Se, lower depression/anxiety, communication and social skills. health: better food, physical activity, knowledge of nutrition, reduced BMI, better body image prevention: avoidence of drug/alcohol, knowledge of safe sex, less delinquence/violence.

Output: Impact of ASPs on academic, social/emotional, health and wellness, and prevention outcomes

What key functions are served by children's friendships? How do these functions differ accross development?


Input: 1) access to and sustained participation: higher director salaries, advanced credentials, interests, needs, schedules 2) quality programming and staffing 3) promoting strong partnerships with school, family, commmunity

Output: Factors for success of AsP

What key functions are served by children's friendships? How do these functions differ accross development?


Input: a balance between studen'ts acievement of + outome goals for themselves and adherence to school-specific expectations for behavior

Output: Social competence

What key functions are served by children's friendships? How do these functions differ accross development?


Input: personal goals and those sanctioned by others. smooth funtioning social groups, social integration, social approval, emotional well-being, conflict resolution

Output: socially competent student

What key functions are served by children's friendships? How do these functions differ accross development?


Input: the two are not always compatible

Output: Why is it important to consider both personal goals and social goals?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: childcare: time spent is related to risk of inseure attachment only if mother's sensitivity is low problem beahvior: not a clincial levels strength of school effects is typically small except when comparing extremes

Output: Structural features of k-12 schools on student outcomes

What key functions are served by children's friendships? How do these functions differ accross development?


Input: sense of community and belonging modestly related to social, behavioral, and academic outcomes. More + soical skills, less delinquency

Output: How are student outcomes affected by school climate

What key functions are served by children's friendships? How do these functions differ accross development?


Input: more students, new instructional styles. HS- greater focus on academic accomplishments, new peer groups, environment more impersonal. Teachers less caring, more focused on high grades, competition, extracurricular

Output: How are student outcomes affected by structural changes associated with the transition of middle and high school?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: promote social goals of cooperation, responsibility to the group, achieve common objectives. Stronger levels of social satisfaction. differencial expecations: lower for minority and low-achieving students, self-fulfilling prophecy

Output: How do teachers influence behavioral competencies through structuring of cooperative learning activities?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: provide information, advice, model behavior, experience that facilitates learning social expectations for behavior. Provide info about themselves: social and self-efficacy skills. Determine if things are important/fun

Output: How do peers contribute to school competence?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: promote personal growth and adaptive social functioning, academic competence more imporant for younger kids closeness, conflict, dependency. preschool: secure relationships can compensate for insecure ones, less aggression and withdrawn behavior elementary: negative relationship with teacher leads to externalizing behaviors adolescence: teachers that are emotionally supportive and caring, + motivation outcomes, behave prosocially and responsibly, predricts drop out

Output: How do warm, responsive teacher-child and peer relationships help support school social competence of children and adolescents?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: close, mutural, voluntary dyadic relationship

Output: friendship

What key functions are served by children's friendships? How do these functions differ accross development?


Input: in early childhood, siblings are closer in adolescence, friendships are closer

Output: sibs. vs. friends warmth and closeness

What key functions are served by children's friendships? How do these functions differ accross development?


Input: friends - horizontal, symmetrical siblings - vertical, assymmetrical

Output: sibs vs. friends relative status/power

What key functions are served by children's friendships? How do these functions differ accross development?


Input: friends - conflicts are resolved more readily and effectively than sibling conflicts - rate of conflict is similar for siblings and friends

Output: sibs vs. friends conflict/rivalry

What key functions are served by children's friendships? How do these functions differ accross development?


Input: siblings - often involuntary friends - voluntary

Output: sibs vs. friends voluntariness?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: 1) Having friends: selection effects: child characteristics, correlated with peer aceptance. having friends indicates well-being, protective against rejection and victimization 2) Who one's friends are: similar demographics, mututal socialization - makes kids more similar, advantages to having well-adjusted friends for youth at risk, problematic friends leads to externalizing, aggressive, depressive 3) Friendship quality: supportive> + school outcomes, improved mood and well-being. negative, conflict, delinquency, disruptive behavior, depressive feelings.

Output: 3 pathways friends influence children's development

What key functions are served by children's friendships? How do these functions differ accross development?


Input: excessive discussion of personal problems

Output: co-rumination

What key functions are served by children's friendships? How do these functions differ accross development?


Input: peers evaluate one another's likability - through peer nomination (+ and -) limitations: ethical issues, have to get all parents permission, doesnt address behavioral rejection, used in limited context - school, variations in correlates of sociometric status; gender, ethnicity, culture, age

Output: how do sociometric assessment methods identify status? what are the limitations of the methods?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: many negative nominations, few positive ones. perceived as unattractive resistent to control, negative affect, shyness/inhibition, aggressive, withdrawn, anxietydepression neglected: solitary, less sociable, non-aggressive controversial: aggressive, hot-tempered, sociable

Output: describe sociometrically rejected. How do these kids differ from neglected and controversial?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: rejected: stable peer status, risk for adj. problems esp. when combined with aggressive and/or withdrawal externalzing and internalizing problems neglected: less stable peer status, not linked to adjustment problems controversial: unclear whether they are at risk

Output: risk for later adjustment problems rejected neglected controversial

What key functions are served by children's friendships? How do these functions differ accross development?


Input: Social skills training - model/practice, coaching social skills curricula for entire class, social-cognitive processes results: modes effects on social-cognitive processes and target behaviors, limited effect on sociometric status: not sustained over time

Output: Intervention and prevention strategies for peer relation difficulties? results

What key functions are served by children's friendships? How do these functions differ accross development?


Input: parent training, school-based SSt, home visiting, academic tutoring for aggressive children. results: reduces aggression, improved peer social preference long term: reduced aggression but no sustained effect on sociometric status

Output: fast-track project

What key functions are served by children's friendships? How do these functions differ accross development?


Input: - fails to account for within gender variations - fails to account for the influence of the social context - fails to account for sociocultural variation

Output: What are the criticisms Thorne raises about the "two cultures" perspective?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: - in neighborhoods (vs. schools) - when there are few playmates - mixed-age groups - teachers structure mixed-sex activities - novel situations with unfamiliar peers

Output: When is gender segregation less likely to occur?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: in low income Italian and African American girls - less avoidance of cross-gender interaction African American, Latina, and Chinese - prefer direct argumentation

Output: What cultural differences have been found with respect to gender segregation?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: more time spent with same sex leads to more sex-typed behavior boys: more rough and tumble, aggression, play away from the teacher girls: less activity and aggression, more gender-typed play, play near adults

Output: Evidence for gender segregation leading to sex-typed behaviors?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: physical environment: specified seating, teacher directed activities, whole class instruction, small group work, individual seat work classroom comm.: speaking rules/restrictions, question-reply-response, verbal emphasis behavioral expectations: self-regulation, self control, paying attention, stay seated, follow directions, work independently, sharing, turn-taking performance evaluation: tests, grades, public evaluation, social comparison

Output: unique features of the classroom environment

What key functions are served by children's friendships? How do these functions differ accross development?


Input: - higher risk for retention, more likely to attend resource-poor schools with unprepared teachers. - high quality preschool: higher IQ's, grades, achievement, reduced retention and placement in special ed.

Output: Risk of poor children in the transition to elementary school? Preschool benefits

What key functions are served by children's friendships? How do these functions differ accross development?


Input: education is more effective if taught in a way compatible with native culture.

Output: Tharp's cultural compatibility hypothesis

What key functions are served by children's friendships? How do these functions differ accross development?


Input: - Hawaiian children benefited from small mixed-sex groups withpeer teaching - Navajo benefited from individual and small group instruction, same sex - Navajo children benefited from longer wait times, and patient turn taking - Hwaiian children prefer shorter wait time, lively, rapid overlapping speech

Output: Findings of the KEEP project

What key functions are served by children's friendships? How do these functions differ accross development?


Input: closeness: better academic performance, school adjustment, school liking, self-directedness conflict/dependency: school avoidance and dislike, less self-directedness and cooperation, poor academic performance, increased withdrawal and aggression with peers

Output: Short-term effects of teacher-child relationship on children's school adjustment?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: Having friends = + school ajust. Children who maintain friendships throughout the year develop more favorable school attitudes: more enjoyable with friends, children feel less lonely, better attendence/ performance acceptance: fosters sense of belonging, facilitates futre positive social relationships, better school adjustment rejection: operates as a stressor, negative working model about social relationships, negative school perception and avoidance, low school performance.

Output: How do children's friendships and peer relationships contribute to school adjustment?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: youth development primary prevention short-term intervention long term treatment incarceration from supporting healthy development to social control.

Output: What is the continuum of youth services? Where are youth development programs?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: promote + development, even when seeking to prevent problems "problem free is not fully prepared"

Output: 1. What is the philosophy behind youth development programs?

What key functions are served by children's friendships? How do these functions differ accross development?


Input: goals: to promote + development, even when seeking to prevent problems atmosphere: supportive relationships with adults and peers empower youth high, positive expectations. activities: formal and informal opportunities to nurture interests and talents, practice new skills, gain a sense of recognition. Skill building, real and challenging activities, broader horizons, developmental supports in other contexts: family, school, community.

Output: Characteristics of effective youth development programs/. ICAN Peer leadership program

What key functions are served by children's friendships? How do these functions differ accross development?


Input: - perceived reduced need for ASPs - financial constraints - employment - 40% work - disinterest/ boredom - Relax factor - family responsibilites - transportation

Output: Barriers to participation in ASPs for older youth

What key functions are served by children's friendships? How do these functions differ accross development?


Input: - leadership and real world experience: opportunities for income - flexible attendance policies, accessible locations - bridge between school and community

Output: Strategies to keep youth engaged in ASPs

What key functions are served by children's friendships? How do these functions differ accross development?


Input: - positive return for public and private funders - taxpayer savings: $2.19-$3.22 saved per dollar invested.

Output: Return on investment in ASPs

What key functions are served by children's friendships? How do these functions differ accross development?


Input: [Food sources of Calcium] Food sources of Magnesium

Output: avocado canned white tuna cauliflower cooked rolled oats green leafy vegetables milk peanut butter peas pork, beef, chicken potatoes raisins yogurt

NCLEX review - Nutrition Flashcards - Cram.com

broccoli carrots cheese collard greens green beans milk rhubarb spinach tofu yogurt


Input: [Food sources of Calcium] Food sources of Phosphorus

Output: Fish nuts organ meats pork, beef, chicken whole grain breads and cereals

NCLEX review - Nutrition Flashcards - Cram.com

broccoli carrots cheese collard greens green beans milk rhubarb spinach tofu yogurt


Input: [Food sources of Calcium] Food sources of Potassium

Output: avocado bananas cantaloupe carrots fish mushrooms oranges pork, beef, veal potatoes raisins spinach strawberries tomatoes

NCLEX review - Nutrition Flashcards - Cram.com

broccoli carrots cheese collard greens green beans milk rhubarb spinach tofu yogurt


Input: [Food sources of Calcium] Food sources of Iron

Output: breads and cereal dark green vegetables egg yolk liver meats

NCLEX review - Nutrition Flashcards - Cram.com

broccoli carrots cheese collard greens green beans milk rhubarb spinach tofu yogurt


Input: [Food sources of Calcium] Food sources of Zinc

Output: eggs leafy vegetables meats protein-rich foods

NCLEX review - Nutrition Flashcards - Cram.com

broccoli carrots cheese collard greens green beans milk rhubarb spinach tofu yogurt


Input: [Food sources of Calcium] Foods rich in Tyramine

Output: aged cheeses Chianti wine yeast extracts figs overripe avocado smoked or fermented meat dried, cured, fermented or smoked fish fermented sausage - bologna, pepperoni, salami

NCLEX review - Nutrition Flashcards - Cram.com

broccoli carrots cheese collard greens green beans milk rhubarb spinach tofu yogurt


Input: [Erythrocytes] Thrombocytes [Red blood cells]

Output: Platelets


Input: [Erythrocytes] Leukocytes [Red blood cells]

Output: White blood cells


Input: [Erythrocytes] Red blood cells [Red blood cells]

Output: Supply all the cells of the body with o and carry out co2 waste


Input: [Erythrocytes] Platelets [Red blood cells]

Output: They lead to the creation of clotting


Input: [Erythrocytes] White blood cells [Red blood cells]

Output: Look out for diseases, toxins or damaged tissues (defense function)


Input: [Erythrocytes] Anemia [Red blood cells]

Output: Small amount of rbc


Input: [Erythrocytes] Leukemia [Red blood cells]

Output: Large amount og wbc


Input: [Erythrocytes] Heart [Red blood cells]

Output: Pumps blood around the body in pulses


Input: [Erythrocytes] Lungs [Red blood cells]

Output: Supply o to the blood


Input: [Erythrocytes] Erythrocytes [Red blood cells]

Output: Red blood cells


Input: [centripetal force] ... the sum of all forces acting on an object.

Output: What is a NET FORCE?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... unbalanced forces.

Output: What kind of forces always change the motion of an object?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... a nonzero net force that changes the motion of an object.

Output: What is an UNBALANCED FORCE?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] friction

Output: What is the centripetal force of acceleration that causes a car traveling around a bend in the road to follow a curved path?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] An object at rest will remain at rest and an object in motion will remain in motion at a constant speed unless acted upon by an unbalanced force.

Output: What is Newton's first law of motion?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... gravity.

Output: What unbalanced force causes objects to accelerate towards the Earth's surface at a rate of 9.8 m/s2?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... a PUSH or a PULL.

Output: What is a FORCE?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] An object that is thrown or tossed through the air.

Output: What is a PROJECTILE?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... forces that are EQUAL in magnitude (size) but OPPOSITE in direction.

Output: What are BALANCED FORCES?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... balanced forces.

Output: What kind of forces never change the motion of an object?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... the tendency of an object to resist a change in its motion.

Output: What is INERTIA?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] The property that an object has due to its mass and velocity.

Output: What is MOMENTUM?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] The net force on an object is the product of its mass and acceleration.

Output: What is Newton's second law of motion?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] N

Output: The symbol for Newton is _____.

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] Force = Mass x Acceleration OR F = m x a

Output: What is the mathematical formula given by Newton's second law of motion?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] kg x m/s

Output: What are the UNITS of MOMENTUM?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... Newton (N).

Output: What is the metric unit of measurement of force?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... friction.

Output: What force always acts opposite to the direction of motion of an object and acts to slow it down or cause it to stop moving?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... inertia

Output: Newton's first law of motion is also called the law of __________.

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] The downward force of WEIGHT due to gravity and the upward force of AIR RESISTANCE.

Output: What two forces must be balanced in order for terminal velocity to be reached?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... Newton

Output: The amount of force required to accelerate a 1 kg mass at a rate of 1 m/s2 (meter per second squared)is a _________.

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... zero.

Output: What is the net force of forces that are equal in magnitude (size) but opposite in direction acting on an object?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] N = kg x m/s2

Output: In terms of the metric units for mass and acceleration, what is a Newton equivalent to? (Hint: Think of Newton's second law only in units!)

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] The only force acting on the object is gravity.

Output: What does it mean for an object to be in FREE FALL?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] Newton's third law of motion

Output: Which law of motion best explains the need to wear a helmet when riding a motorcycle?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ...unbalanced forces.

Output: What type of forces always result in a nonzero net force acting on an object?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] Galileo

Output: What famous Italian scientist is credited for proving that all objects, regardless or their mass, will fall and accelerate at the same rate in the absence of air resistance or in a vacuum?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] The total momentum of a group of objects remains the same unless acted upon by unbalanced outside forces.

Output: What does the LAW OF CONSERVATION OF MOMENTUM state?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] For every action (force), there is an equal and opposite reaction (force).

Output: What does Newton's third law of motion state?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] 1.) Cause an object at rest to start moving, 2.) stop and object in motion from moving, 3.) change an object's speed, or 4.) change an object's direction.

Output: What are four ways that an unbalanced force can change the motion of an object?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] Three.

Output: How many laws of motion are there?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] An object that travels around another object in space.

Output: What is a SATELLITE?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] The force of gravity increases.

Output: As the mass of an object increases, what happens to the universal force of attraction due to gravity between it an another object?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] p = m x v

Output: What is the FORMULA for MOMENTUM?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] An action - reaction pair.

Output: What is the pair of forces referred to in Newton's third law of motion called?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] Gravity

Output: What is the centripetal force that keeps a satellite in orbit?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] Newton's first law of motion.

Output: What law of motion best explains why you should wear a seatbelt when driving to ensure your safety?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] The maximum speed that an object reaches at it is falling toward Earth.

Output: What is TERMINAL VELOCITY?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] acceleration = force / mass OR a = F/m

Output: What is the formula given by Newton's second law of motion when it is solved for acceleration?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] constant

Output: According to the law of inertia, an object in motion will keep moving at __________ speed unless acted upon by an unbalanced force.

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] The force of gravity decreases.

Output: As the distance between two objects increases, what happens to the size of the universal force of attraction due to gravity between them?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] Acceleration decreases.

Output: According to Newton's second law of motion, if the mass of an object increases and the force exerted on it stays the same, what happens to the rate of acceleration?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] The Universal Law of Gravitation.

Output: What law states that the force of gravity acts between all objects in the universe?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [centripetal force] ... a force that measures the pull of gravity on an object with mass.

Output: What is WEIGHT?

What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle?


Input: [Learning Objectives] Training Objectives

Output: All the objectives that are developed for the training program.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Desired Outcome

Output: What should be expected to occur?

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Conditions

Output: Under what conditions is the outcome expected to occur?

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Standards

Output: What criteria signify that the outcome is acceptable?

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Classical Conditioning

Output: Takes place without awareness.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Operant Conditioning

Output: If a behavior is immediately followed by a reward, the behavior is likely to be repeated.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Goal Orientation

Output: The degree to which an individual is predisposed toward a learning goal orientation versus a performance goal orientation.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Retention

Output: 4 stages: Activation of memory, Symbolic coding, Cognitive organization, Symbolic rehearsal and cues for retrieval.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Guided Discovery

Output: A technique that a trainer can use to facilitate the encoding process.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Symbolic Coding

Output: Incorporates both verbal propositions and images, retention of the information is improved.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Cognitive Organization

Output: The way information is organized during training and the prior learning that supports learning the new information.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Symbolic Rehearsal

Output: Practicing in your mind. Imagining a situation.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Strategic Knowledge Development

Output: learned by extending the training content to include learning when and why KSA's are appropriate and developing strategies for their use.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Transfer of Training `

Output: How much of what is learned in training transfers to the job. (Positive, Zero, Negative transfers)

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Spaced Practice

Output: Generally retained longer then material learned. (One hour for 4 days)

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Mass Practice

Output: Cramming for a test. (4 hours for 1 day)

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Part Learning

Output: Learn parts of a task separately.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Whole Learning

Output: Learning whole task all at once.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Task Organization

Output: Degree to which tasks are interrelated.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Task Complexity

Output: Level of difficulty of performing each task.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Progressive Part Training

Output: Used when tasks not as clear in their organization.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Cognitive Load

Output: The amount of mental processing that is needed for trainee to learn material.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Overlearning

Output: Providing trainees with continued practice far beyond which they perform the task successfully.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Identical Elements

Output: The more the elements in the training design are identical to the actual work setting, the more likely it is the transfer will occur.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Relapse Prevention

Output: Sensitizes trainees that relapse is likely. Helps them identify high risk situations, and develop coping strategies.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Sit-In

Output: Trainer sits in and observes trainee in a situation where they are required to use the trained behavior.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Climate

Output: Perception of salient characteristics of the organization.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Culture

Output: Pattern of basic assumptions invented, discovered, or developed by a group within an organization.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Design theories

Output: Methods of presenting material in a way to enhance the likelihood that the material will be learned. (Elabortion Theory and Gagne-Briggs Theory)

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Elaboration Theory

Output: Based on wholistic alternative to the part/whole sequencing that is usually followed in training.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Sequencing

Output: How to group and order the content of training.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Simplifying Conditions Method

Output: Enables learners to understand the task results and information. Understand can be assimulated.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Epitomizing

Output: identifying the simpliest version of a task.

The process part of the model. Three inputs are used to find this.


Input: [Learning Objectives] Elaborating

Output: Identifying progressively more complex versions of the task.

The process part of the model. Three inputs are used to find this.


Input: How can operating results be calculated to make it possible to establish how profitable various areas are?

Output: By flowing costs from overhead cost controlling and product cost accounting into profitability analysis where, together with revenue data, operating results can be calculated.

All the functions necessary for effective cost and revenue controlling


Input: How does cost element accounting analyze the success of individual profit centers?

Output: By classifying costs and revenues and reconciling data between CO and FI

All the functions necessary for effective cost and revenue controlling


Input: How does overhead cost controlling control and allocate overhead costs?

Output: By examing the origin (reponsibility) for costs.

All the functions necessary for effective cost and revenue controlling


Input: What is an overhead cost?

Output: A cost that cannot be directly assigned to a product or service

All the functions necessary for effective cost and revenue controlling


Input: What is product cost accounting used for?

Output: Costing and evaluating the cost of goods manufactured for a product and the cost associated with providing a service or when carrying out a project through its tools for comprhensive analysis of the value-adding processes in an enterprise.

All the functions necessary for effective cost and revenue controlling


Input: What is profitability analysis?

Output: It deals mainly with analyzing the effects of enterprise activities on the external market.

All the functions necessary for effective cost and revenue controlling


Input: What is profit center accounting?

Output: The analyses of the success of the profit centers in the internal market of the enterprise.

All the functions necessary for effective cost and revenue controlling


Input: What type of cost postings does profit center accounting receive?

Output: Statistical cost postings

All the functions necessary for effective cost and revenue controlling


Input: Within the overhead cost controlling area how can costs be posted?

Output: To cost centers, internal orders, and processes from other SAP applications (external costs).

All the functions necessary for effective cost and revenue controlling


Input: Where can cost centers allocate costs?

Output: To other cost centers, to orders, and to processes in ABC.

All the functions necessary for effective cost and revenue controlling


Input: Where can ABC pass costs to?

Output: Cost centers and to orders.

All the functions necessary for effective cost and revenue controlling


Input: Where can internal orders settle costs to?

Output: Cost centers, processes in ABC, and to other internal orders.

All the functions necessary for effective cost and revenue controlling


Input: In addition to direct postings from financial accounting, how else can profitability analysis receive costs?

Output: Through cost assessments from cost centers and ABC processes and through cost settlements from internal orders and production variances settled from cost objects.

All the functions necessary for effective cost and revenue controlling


Input: What is the primary source of data for management accounting?

Output: Financial accounting

All the functions necessary for effective cost and revenue controlling


Input: What is the primary source for revenue postings from billing documents to revenue posting in profitability analysis (CO-PA) and profit center accounting (PCA)?

Output: Sales order management

All the functions necessary for effective cost and revenue controlling


Input: What does human capital management allow?

Output: The opportunity to allocate labor costs to various controlling objects.

All the functions necessary for effective cost and revenue controlling


Input: Can product cost estimates created in management accounting update price fields in the material master record?

Output: Yes.

All the functions necessary for effective cost and revenue controlling


Input: What is the basic organizational unit in management accounting?

Output: The controlling area

All the functions necessary for effective cost and revenue controlling


Input: What is a controlling area?

Output: A closed entity used for cost accouning.

All the functions necessary for effective cost and revenue controlling


Input: Can you assign more than one company code to a controlling area?

Output: Yes. It enables cross-company code accounting.

All the functions necessary for effective cost and revenue controlling


Input: What must a controlling area and all its company codes use?

Output: The same operating chart of accounts and fiscal year variant.

All the functions necessary for effective cost and revenue controlling


Input: What is the only thing that can vary within a controlling area and its company codes chart of accounts and fiscal year variant?

Output: The number of special periods.

All the functions necessary for effective cost and revenue controlling


Input: What does the operating concern represent and where is it used?

Output: It represent the structure of external market segments for the enterprise and is used within profitability analysis.

All the functions necessary for effective cost and revenue controlling


Input: Can business areas be cross-company code?

Output: Yes

All the functions necessary for effective cost and revenue controlling


Input: What is the central organizational unit in materials management and production planning?

Output: The plant

All the functions necessary for effective cost and revenue controlling


Input: What is a plant assigned to and what does it represent?

Output: It is assigned to a company code and it represents a production unit.

All the functions necessary for effective cost and revenue controlling


Input: What is a purchasing organization?

Output: An organizational unit used in materials management

All the functions necessary for effective cost and revenue controlling


Input: What is a sales organization?

Output: An organizational unit used in sales order management

All the functions necessary for effective cost and revenue controlling


Input: In cross-company code accounting can the controlling area and company codes have different currencies?

Output: Yes

All the functions necessary for effective cost and revenue controlling


Input: What are the three currencies used in management accounting?

Output: 1. Controlling area currency 2. Object (company code) currency 3. Transaction currency

All the functions necessary for effective cost and revenue controlling


Input: Where is the chart of accunts created?

Output: In financial accounting

All the functions necessary for effective cost and revenue controlling


Input: What are primary cost elements?

Output: Expense accounts to which costs are posted for cost accounting purposes (4).

All the functions necessary for effective cost and revenue controlling


Input: What are secondary cost elements?

Output: Are defined only in CO and are used for internal CO allocations (5,6). They do not have any corresponding G/L accounts in FI.

All the functions necessary for effective cost and revenue controlling


Input: What is a cost center?

Output: An organizational unit in a controlling area representing a clearly delimited location where costs occur.

All the functions necessary for effective cost and revenue controlling


Input: What can you make organizational divisions based off of?

Output: functional Settlement related Activity related Spatial Responsibility related

All the functions necessary for effective cost and revenue controlling


Input: What does the cost center accounting component (CO-OM-CCA) track?

Output: Where costs occur in your organization.

All the functions necessary for effective cost and revenue controlling


Input: What is a cost center used for?

Output: Differentiated assignment of overhead costs to organizational activities based on utilization of the relevant areas (cost determination function) and for differentiated controlling of costs arising in an organization (cost controlling function).

All the functions necessary for effective cost and revenue controlling


Input: Can the design approach of cost centers in an enterprise be different throughout?

Output: No. It should be consistent throughout the enterprise.

All the functions necessary for effective cost and revenue controlling


Input: What does an activity type classify?

Output: The activities that are to be performed within a company by one or several cost centers. It serves as a tracing factor.

All the functions necessary for effective cost and revenue controlling


Input: To enable internal activity alocations, what do you need to specify in the cost center?

Output: Which activity types at what price by planning the activity output/price for a cost center.

All the functions necessary for effective cost and revenue controlling


Input: How do you enter direct activity allocation?

Output: You enter the quantity of the activity to be allocated manually.

All the functions necessary for effective cost and revenue controlling


Input: What must happen in SAP for a cost and activity allocation to occur?

Output: The system has to valuate the allocated activity amount using the senders price for this activity type.

All the functions necessary for effective cost and revenue controlling


Input: What are statistical key figures?

Output: They define some measurable quantity that can be assigned to cost centers, activity types, overhead orders, business processes, profit centers and internal orders.

All the functions necessary for effective cost and revenue controlling


Input: What type of values can you post for key statistical figures?

Output: Plan and actual

All the functions necessary for effective cost and revenue controlling


Input: What can you use statistical key figures for?

Output: As an allocation base (tracing factor in CO) for periodic allocation transactions as well as for analysis.

All the functions necessary for effective cost and revenue controlling


Input: With what value do you define a key statistical figure?

Output: Through a fixed or totals value.

All the functions necessary for effective cost and revenue controlling


Input: What is a fixed value key statistical figure?

Output: Is carried over from the period in which it is posted to all subsequent periods of the same fiscal year.

All the functions necessary for effective cost and revenue controlling


Input: What is a totals value key statistical figure?

Output: Not transferred to the following period but must be entered for each individual period.

All the functions necessary for effective cost and revenue controlling


Input: How can you transfer statistical key figures from the logistics information system?

Output: By linking a key figure from the logistics information system to a statistical key figure in cost center accounting.

All the functions necessary for effective cost and revenue controlling


Input: When master data groups are used in reporting can each hierarchical level produce totals of the levels beneath it?

Output: Yes. Automatically.

All the functions necessary for effective cost and revenue controlling


Input: How can values be used in master data groups and where is the master data itself assigned?

Output: Each value can be used in more than one master data group the data itself is assigned to the lowest level nodes in the structure.

All the functions necessary for effective cost and revenue controlling


Input: What is the standard hierarchy for the cost center?

Output: A special type of cost center group

All the functions necessary for effective cost and revenue controlling


Input: Can controlling areas have more than one standard hierarchy?

Output: No. each controlling area must have a unique standard hierarchy.

All the functions necessary for effective cost and revenue controlling


Input: Must all cost centers be assigned to a node in the standard hierarchy?

Output: Yes

All the functions necessary for effective cost and revenue controlling


Input: How many times can you use the name of a master data group within a client?

Output: Once

All the functions necessary for effective cost and revenue controlling


Input: How can cost center planning be done?

Output: Manually or with the help of automatic procedures.

All the functions necessary for effective cost and revenue controlling


Input: What is the advantage of cost center planning?

Output: That it is easy to manage becasue the keys as well as the sender and receiver relationship are usually defined only once.

All the functions necessary for effective cost and revenue controlling


Input: What is the aimm of cost center planning?

Output: To calculate planning costs to define deviations later and prepare the allocation to cost bearers.

All the functions necessary for effective cost and revenue controlling


Input: Why is activity type planning an important step in cost center planning?

Output: Because the planned activity amounts can influence planned costs.

All the functions necessary for effective cost and revenue controlling


Input: Where could sales and operations planning obtain the planned sales quantities for the upcoming period?

Output: 1. In the sales information system sales quantity can be planned at the product or product group level 2. Or in profitability anaylsis They can both be combined together to form a single sales quantity forecast as well.

All the functions necessary for effective cost and revenue controlling


Input: What is a capacity based comparison?

Output: It is a comparison of planned quantities with production resources that takes place once SOP has its splanned ales quantities.

All the functions necessary for effective cost and revenue controlling


Input: How are the plan activity quantities created in cost center palnning?

Output: On the basis of scheduled quantities from SOP.

All the functions necessary for effective cost and revenue controlling


Input: What is cost planning performed for?

Output: Cost centers and internal orders as well as additional activity planning for overhead cost controlling.

All the functions necessary for effective cost and revenue controlling


Input: After cost planning is performed, where do the calculated plan activity prices go to?

Output: Product cost planning

All the functions necessary for effective cost and revenue controlling


Input: How does product cost planning estimate the production costs of the planned products?

Output: By using bills of material and routings

All the functions necessary for effective cost and revenue controlling


Input: What are the steps in the strategic procedure for planned requirements?

Output: 1. Sales planning 2. Production planning (activity/process input quantity) 3. Cost center planning (business process) 4. Material cost estimate (CGS) 5. Profit planning (CO-PA)

All the functions necessary for effective cost and revenue controlling


Input: When a financial document that posts to an expense or revenue account, using a corresponding cost element, is created what occurs?

Output: A management accounting document is created

All the functions necessary for effective cost and revenue controlling


Input: What does a management accounting document created from an FI posting contain?

Output: 1. A unique number 2. The management accounting object that it was posted to 3. Cost element used 4. Posted amount

All the functions necessary for effective cost and revenue controlling


Input: When a primary cost is initially posted in management accounting how is it treated?

Output: As a one-sided journal entry.

All the functions necessary for effective cost and revenue controlling


Input: What is the difference between a true and statistical posting?

Output: True postings are real and can be settled with other management accounting objects. Statistical postings are for information purposes only and can not allocate costs to other objects.

All the functions necessary for effective cost and revenue controlling


Input: How do true postings act during cost allocations?

Output: As sending or receiving objects

All the functions necessary for effective cost and revenue controlling


Input: What are examples of true objects?

Output: 1. Cost centers 2. Real internal orders 3. Real projects 4. Networks 5. Make-to-order production orders 6. Cost objects 7. Profitability segments

All the functions necessary for effective cost and revenue controlling


Input: What are examples of statistical objects?

Output: Statistical orders Statistical projects Profit centers

All the functions necessary for effective cost and revenue controlling


Input: How can an expense (or revenue) be posted to CO as a cost?

Output: If a primary cost element has been created in CO that corresponds to the expense (or revenue) account and a valid cost center is reference in the line item of the cost.

All the functions necessary for effective cost and revenue controlling


Input: A CO document has its own unique number and contains what details?

Output: 1. The controlling object posted to 2. The cost element used 3. The amount

All the functions necessary for effective cost and revenue controlling


Input: When a cost is moved from one controlling object to the other what happens to the balance sheet?

Output: The sending object is credited and the receiving object is debited.

All the functions necessary for effective cost and revenue controlling


Input: What is a movement type?

Output: An identification key which has important control functions in inventory management.

All the functions necessary for effective cost and revenue controlling


Input: What does direct activity allocation deal with?

Output: The measurement, posting and allocation of an organizationla activity.

All the functions necessary for effective cost and revenue controlling


Input: In cost center accounting, what is the equivalent to the tracing factors of financial accounting?

Output: Activity types

All the functions necessary for effective cost and revenue controlling


Input: What must you enter to make a direct activity allocation?

Output: The cost center that provides the activity (sender cost center), the object that receives the activity (receiver), the activity type, and the quantity of the activity provided.

All the functions necessary for effective cost and revenue controlling


Input: During activity allocation, what cost center is debited and credited and how do yo calculated the amount the debit/credit?

Output: The sender is credited and the receiver is debited. yo debit and credit the activity provided multiplied by the activity price.

All the functions necessary for effective cost and revenue controlling


Input: Where is the cost element used for direct allocation of an internal activity derived from?

Output: Directly from the master data for the activity type.

All the functions necessary for effective cost and revenue controlling


Input: What are examples for periodic allocation techniques?

Output: Periodic reposting Assessment Distribution Indirect activity allocation Template allocation

All the functions necessary for effective cost and revenue controlling


Input: What is a tracing factor?

Output: A user-defined key for determining cost and quantity assignments in periodic allocations.

All the functions necessary for effective cost and revenue controlling


Input: What are the only things that may serve as senders in an assessment allocation?

Output: Cost senders or business processes

All the functions necessary for effective cost and revenue controlling


Input: What is an assessment designed for?

Output: The allocation of primary and secondary costs from a sender cost center to receiver controlling objects.

All the functions necessary for effective cost and revenue controlling


Input: When is an assessment allocation useful?

Output: When the breakdown of costs is unimportant to the receiver.

All the functions necessary for effective cost and revenue controlling


Input: What is an internal order?

Output: An extremely flexible CO tool("bucket") that can be used for a wide variety of purposes to track costs, in some cases revenues, within a controlling area.

All the functions necessary for effective cost and revenue controlling


Input: What are the categories of internal orders?

Output: 1. Overhead orders 2. Investment orders 3. Accrual orders - used to offset postings of accrued costs to cost centers (vacations and bonuses) 4. Orders with revenue

All the functions necessary for effective cost and revenue controlling


Input: What is an order with revenue?

Output: It is used to replace the cost accounting parts of SD customer orders if SD is not being used, so both costs and revenues can be tracked or to monitor revenues not affecting the organizations core business.

All the functions necessary for effective cost and revenue controlling


Input: What are the different cost planning levels available for planning internal orders?

Output: 1. Overall planning 2. Primary/secondary cost and revenue planning 3. Unit costing

All the functions necessary for effective cost and revenue controlling


Input: What is overall planning?

Output: The simplest level for planning order costs by planning overall and annual values irrespective of the cost elements.

All the functions necessary for effective cost and revenue controlling


Input: What is the level of detail for each cost planning level?

Output: 1. Overall - least 2. Primary/secondary - mid 3. Unit costing - most

All the functions necessary for effective cost and revenue controlling


Input: What does an internal order allow for?

Output: A better view of costs that could not be irmized in detail in a cost center ("bucket").

All the functions necessary for effective cost and revenue controlling


Input: If an internal order is a statistical posting what receives the real posting?

Output: The cost object that the internal order is attached to.

All the functions necessary for effective cost and revenue controlling


Input: What is a commitment?

Output: It identifies costs which will be incurred in the future for materials and services requested or ordered.

All the functions necessary for effective cost and revenue controlling


Input: Where are commitments for future costs created?

Output: In the purchasing function of the materials management component.

All the functions necessary for effective cost and revenue controlling


Input: When is a commitment recorded automatically?

Output: When you assign an overhead order to a PR or PO line item.

All the functions necessary for effective cost and revenue controlling


Input: When is a commitment reduced?

Output: By posting a goods receipt against a PO.

All the functions necessary for effective cost and revenue controlling


Input: Actual costs are posted to the internal order until what happens to the commitment?

Output: It is reduced to zero

All the functions necessary for effective cost and revenue controlling


Input: Where do you activate commitment management?

Output: In managment accounting for each controlling area

All the functions necessary for effective cost and revenue controlling


Input: What is a settlement?

Output: After an internal order is complete and the costs have to be passed on to their final destination.

All the functions necessary for effective cost and revenue controlling


Input: What do internal orders aid in?

Output: The planning, mointoring and reporting processes.

All the functions necessary for effective cost and revenue controlling


Input: what must be defined for each internal order?

Output: A settlement rule

All the functions necessary for effective cost and revenue controlling


Input: Where are settlement rules defined?

Output: In the order master record

All the functions necessary for effective cost and revenue controlling


Input: What is a profit center?

Output: A management-oriented organizational unit used for internal controlling purposes

All the functions necessary for effective cost and revenue controlling


Input: How does profit center accounting enable you to set up your profit centers?

Output: According to products, geographical factors or functions.

All the functions necessary for effective cost and revenue controlling


Input: What is the overall goal of profit center accounting?

Output: To measure the profitability of the areas of responsibility within the organization.

All the functions necessary for effective cost and revenue controlling


Input: What can a profit center be seen as theoretically?

Output: A company within a company.

All the functions necessary for effective cost and revenue controlling


Input: What does profit center accounting allow you to do?

Output: Calculate internal measurements of profitability

All the functions necessary for effective cost and revenue controlling


Input: What is an account assignment?

Output: It specifies where a revenue or cost will reside in CO

All the functions necessary for effective cost and revenue controlling


Input: What are example of real account assignment objects?

Output: Cost centers, internal orders, production orders, and profitability segments.

All the functions necessary for effective cost and revenue controlling


Input: When profit center accounting is active, how are the various controlling objects linked to their respective profit centers?

Output: Through the master record of the controlling object which contains a profit center field.

All the functions necessary for effective cost and revenue controlling


Input: Profit center planning is part of shirt-term planning that covers how long?

Output: One fiscal year

All the functions necessary for effective cost and revenue controlling


Input: What are the two steps in profit center planning?

Output: 1. The planning data is transferred to the profit centers from cost centers, internal orders, profitability analysis and product cost planning. 2. Then the data can be modified directly in the profit centers

All the functions necessary for effective cost and revenue controlling


Input: What is the aim of profitability analysis?

Output: to provide the organization with market oriented decision support.

All the functions necessary for effective cost and revenue controlling


Input: How is the profitability segment generated?

Output: Automatically

All the functions necessary for effective cost and revenue controlling


Input: What are characterisitics?

Output: Non-numeric descriptors

All the functions necessary for effective cost and revenue controlling


Input: What are value fields?

Output: Numeric

All the functions necessary for effective cost and revenue controlling


Input: What does product cost accounting do?

Output: All aspects of planning the cost of product or services as well as tracking and analyzing the actual costs.

All the functions necessary for effective cost and revenue controlling


Input: What components does product cost accounting consist of?

Output: Product cost planning Cost object controlling Actual costing and material ledger

All the functions necessary for effective cost and revenue controlling


Input: What does cost object controlling do?

Output: Collects the costs incurred during the production of a product or service using cost objects sucha s production orders.

All the functions necessary for effective cost and revenue controlling


Input: What does actual costing and material ledger provide?

Output: Actual costs for each material at the end of the period.

All the functions necessary for effective cost and revenue controlling


Input: How can the system automaticaaly create a cost estimate in product cost accounting?

Output: If a quatity structure (BOM and routing) is available in manufacturing planning

All the functions necessary for effective cost and revenue controlling


Input: What calculates the value of goods still in production (WIP) and the variances between the cost estimates and the actual costs and settles them to other components?

Output: Period end closing

All the functions necessary for effective cost and revenue controlling


Input: What components are the WIP goods and variances sent to after period end closing calculates their value?

Output: Profitability analysis and financial accounting

All the functions necessary for effective cost and revenue controlling


Input: What is actual costing with the material ledger used to provide?

Output: Actual costs for each material at the end of the period

All the functions necessary for effective cost and revenue controlling


Input: How are materials and their movements valuated?

Output: With a standard price during the period

All the functions necessary for effective cost and revenue controlling


Input: during period-end closing, what is used to calculate the actual price for the material in the closed period?

Output: Any variance with respect to the standard price

All the functions necessary for effective cost and revenue controlling


Input: What must you enter when you create a cost estimate with a quantity structure?

Output: You must enter the costing variant, the material, the plant, and the lot size.

All the functions necessary for effective cost and revenue controlling


Input: What do the dates proposed from the costing variant specify?

Output: 1. The period of validity of the cost estimate 2. The selection date for the BOM and routing (quantity structure dates) 3. The pricing data for the material components and activities (valuation date)

All the functions necessary for effective cost and revenue controlling


Input: What does the cost element itemization do?

Output: Groups the individual costing items into cost elements

All the functions necessary for effective cost and revenue controlling


Input: How are cost elements determined in cost element itemization?

Output: Via account determination for materials, activity type master record or via activity type planning for activities, and via the process master record for processes.

All the functions necessary for effective cost and revenue controlling


Input: What are two ways costing results can be displayed?

Output: Cost element itemization or cost component split

All the functions necessary for effective cost and revenue controlling


Input: What does a cost component split do?

Output: Groups the cost elements into cost components.

All the functions necessary for effective cost and revenue controlling


Input: What happens to the cost component split when a multi-level structure is costed?

Output: Is is rolledup so that the original identity of the costs is retained for analysis.

All the functions necessary for effective cost and revenue controlling


Input: What is a cost rollup used for?

Output: To ensure that the cost of goods manufactured, material and production costs, of all materials in a multi-level BOM are included int eh cost estimate of the higher level material.

All the functions necessary for effective cost and revenue controlling


Input: What are the pre-requisites that must be met before a standard cost estimate can be marked or released?

Output: 1. Stand cost estimate must be free of errors (status KA) 2. The marking and release must be allowed

All the functions necessary for effective cost and revenue controlling


Input: An authorization for marking should be set up by the employee responsible how often?

Output: Once per period

All the functions necessary for effective cost and revenue controlling


Input: If you mark a standard cost estimate, how are the results updated in the material master record?

Output: As the future standard price

All the functions necessary for effective cost and revenue controlling


Input: How often can you release a standard cost estimate from the database?

Output: Once per period unless you delete the previously released standard cost estimate (using a special program) from the database.

All the functions necessary for effective cost and revenue controlling


Input: What are the types of material master prices?

Output: 1. Planned prices 1, 2, 3 2. Tax-based prices 3. Commercial prices 4. Price control

All the functions necessary for effective cost and revenue controlling


Input: What is a price control?

Output: Indicator that controls which price is used to valuate the inventory of a material.

All the functions necessary for effective cost and revenue controlling


Input: What are the types of price control?

Output: 1. Standard price 2. Moving average price

All the functions necessary for effective cost and revenue controlling


Input: What are planned prices 1, 2, and 3 used for?

Output: For raw materials and purchased parts and to valuate the materials in the cost estimate

All the functions necessary for effective cost and revenue controlling


Input: What can be used to update the standard price?

Output: A standard cost estimate

All the functions necessary for effective cost and revenue controlling


Input: What does it mean when the price control indicator is set to S?

Output: The inventory is valuated at standard price

All the functions necessary for effective cost and revenue controlling


Input: How are goods movements valuated in the system?

Output: Using a price selected in accordance with the price control indicator

All the functions necessary for effective cost and revenue controlling


Input: What is a standard price used for?

Output: Inventory valuation and valuation of goods movement

All the functions necessary for effective cost and revenue controlling


Input: What is the benchmark for cost object controlling/variance calculation?

Output: Standard cost estimate. Itemization required

All the functions necessary for effective cost and revenue controlling


Input: As defined by C. WRight Mills, which of the following "enables us to grasp history and biography and the relations between the two within society"? [the study of human society]

Output: sociological imagination


Input: Charles H Cooley argues that the "self" emerges from how an indicidual interacts with others and then interprets those interactions. He calls this: [the study of human society]

Output: the looking glass self


Input: WHich of the following modern sociological theories grew from Durkheim's and others' ideas that the best way to analyze society was to identify the roles that different aspects or phenomena play in overall structure of society? [the study of human society]

Output: funcitonalism


Input: which modern sociological theory examines how power relationships are defined, shaped, and reproduced on the basis of gender differences? [the study of human society]

Output: femenism


Input: in contrast to functionalism, which modern sociological theory borrows from marx's belief that competition, not consensus, is the essential cause of sociological change? [the study of human society]

Output: conflict theory


Input: Conflict theory holds that [the study of human society]

Output: human social life is shaped by struggles among individuals and social groups


Input: The symbols that humans use are distinct from the signs used by other species in that [the study of human society]

Output: symbols are productive and can take on a variety of meanings


Input: According to your class notes, the major components of human societies and cultures sre [the study of human society]

Output: a material infrastructure, social structure and ideological superstructure.


Input: the biological process of natural selection is not truly operative in sociocultural evolution because [the study of human society]

Output: a & b..natural selection operates on random variations AND most sociocultural variation is deliberately introduced


Input: In the functionalist perspective, social institutions are [the study of human society]

Output: understood in terms of the benefits they provide for society as a whole


Input: In the conflict perspective, the things people want are [the study of human society]

Output: scarce and a primary source of conflict between individuals and groups


Input: Which of the following focuses its analyses on face to face encounters and interactions [the study of human society]

Output: microsociology


Input: which of the following focuses its analyses on larger social dynamics at the societal and structural levels [the study of human society]

Output: macrosociology


Input: Harvard admits 3000 freshman selected from 20,000. admitted are children from alumni. This assures that new generations of grads will come from the same families. this is most consistent with [the study of human society]

Output: conflict perspective


Input: the U of Iowa admits 5000 freshman from 10000 apps. financial aid offered so that all who meet qualifications are admitted. iowa hopes most grads will take jobs in the state [the study of human society]

Output: functionalist perspective


Input: the interactionist perspective focuses on [the study of human society]

Output: everyday life


Input: a problem that would be most relevant for study from an interactionist perspective would be [the study of human society]

Output: how one should dress for a job interview


Input: Marx's theory of social change is most clearly identified with [the study of human society]

Output: historical materialism


Input: the two general categories of sociological research are known as [the study of human society]

Output: quantitative and qualitative


Input: the variable or outcome that a sociologist explains is known as the [the study of human society]

Output: dependent variable


Input: the measured factors that a sociologist believes have a causal impact on another variable are known as the [the study of human society]

Output: independent variables


Input: the subset of a population from which a researcher collects data is known as a [the study of human society]

Output: sample


Input: research subjects have a right to know that they are participating in a study and what the study consists of. this is known as [the study of human society]

Output: informed consent


Input: in the study of culture, norms that have moral significance attached to them are called [the study of human society]

Output: mores


Input: while almost all forms of music talk about gender relationships and sex, warning labels are attached only to certain types of music. which explanation of culture accounts for this practice [the study of human society]

Output: conflict explanations of culture


Input: in biological explanations of evolution, how is fitness determined? [the study of human society]

Output: by reproductive success (producing offspring)


Input: In the interactionist perspective, social life is possible because: [the study of human society]

Output: we play roles


Input: It is important to take into account differences across differences across culture without making value judgements. This is known as [the study of human society]

Output: cultural relativism


Input: while they are difficult to define, ___ are smaller subgroups within a larger dominant society that share some of the dominant cultural values, but also have some of their own, unique material and nonmaterial or symbolic culture [the study of human society]

Output: subculture


Input: the experience of learning a culture's norms, values and so on is known as [the study of human society]

Output: socialization


Input: Gamsci's concept for the historical process in which a dominant group exercises moral and intellectual leadership by voluntarily receiving the approval and consent of the masses is known as [the study of human society]

Output: hegemony


Input: the OJ simpson murder case and hurricane katrina are examples of which of the following [the study of human society]

Output: how the media reflects racist ideology


Input: In the US, six major companies, including Disney and Time-Warner, own what percentage of the media? [the study of human society]

Output: 90%


Input: Concepts such as I, me, and generalized other are part of which theorist's work? [the study of human society]

Output: Mead's


Input: Which theory uses game playing to understand the development of self? [the study of human society]

Output: mead's role playing theory


Input: Which theorist extends his theory of socialization to span an entire lifetime, rather than just limiting it to explanations of childhood or adolescence [the study of human society]

Output: erikson


Input: military boot camps and prisons are places that control all of the basics of peoples day to day lives, and are known as [the study of human society]

Output: total institutions


Input: involuntary statuses that we are born into are called [the study of human society]

Output: ascribed statuses


Input: voluntary statuses that we become over time are called [the study of human society]

Output: achieved statuses


Input: in piaget's theory of cognitive development, at which stage are children most likely to believe that inanimate objects are alive and the world revolves around them? [the study of human society]

Output: the preoperational period


Input: in piaget's theory of cognitive development, around what age is a fully-functioning cognitive adult formed? [the study of human society]

Output: around 12 years old


Input: according to randall collin's (1979) research, the expansion of higher education is; [the study of human society]

Output: a result of and expend credentialism itures on formal education


Input: all of the following are needed to establish causality except [the study of human society]

Output: panel study results


Input: which of the following correctly represents Blim;s description of capitalism? [the study of human society]

Output: global industrial capitalism contributes to social inequality


Input: Ritzer wrote about Cathedrals of Consumption; which of these best describes what Cathedrals of Consumption are designed for? [the study of human society]

Output: to artistically and scientifically lure people into consumption


Input: Lovaglia writes about the power of the situation over the individual. one component of this is what social psychologists call correspondence bias. which of these is the best description of correspondence bias? [the study of human society]

Output: when an individual attributes their own behavior to situational factors, but the behavior of others to individual-level factors


Input: which of the following reflects goffman's conception of the self [the study of human society]

Output: the self is a product of the scenes people find themselves in


Input: to Furstenberg et al, what is the primary reason for prolonged early adulthood [the study of human society]

Output: it takes longer to secure a full time job that pays enough to support a family


Input: which of the following statements best reflects the position of Karl Marx regarding the relationship between social structure and culture [the study of human society]

Output: marx believed that structural conditions were a source and explanation for cultural ideas


Input: According to Karen Sternheimer, why is it wrong to blame video games for school shootings and violence? [the study of human society]

Output: a & d...most video games arent violent AND violence is removed from its context and attributed to media consumption alone


Input: Rousseau believed that the source of all social ills was [the study of human society]

Output: private property


Input: what is the term that refers to a form of wealth that can be stored for the future [the study of human society]

Output: assets


Input: From Malthus's perspective, ___ keeps the population in check [the study of human society]

Output: inequality


Input: according to the german philosopher, hegel, the master-slave relationship is one of mutual [the study of human society]

Output: dependency


Input: which social stratification system was favored in feudal europe and the antebellum american south [the study of human society]

Output: estate system


Input: a type of stratification that is based on hereditary notions of religious and theological purity and in which there is little to no individual mobility within the strata is the [the study of human society]

Output: caste system


Input: the government's definition of poverty for a family of four is just under [the study of human society]

Output: 21,000


Input: the division of labor in hunter-gatherer societies is based principally on [the study of human society]

Output: age and sex


Input: compared to hunting and gathering societies, agrarian societies have [the study of human society]

Output: increased work loads


Input: human exploitation is greatest in [the study of human society]

Output: agrarian societies


Input: social stratification exists when [the study of human society]

Output: societies display heredity social groups distinguished by unequal levels of power and privilege


Input: social stratification in preindustrial societies is generally [the study of human society]

Output: more intensive in agrarian societies than in any other type of preindustrial society


Input: which of the following are major consequences of industrial capitalism [the study of human society]

Output: -rapid and extensive urbanization -major increases in productivity -major changes in the organization of work (ALL OF THE ABOVE)


Input: industrial capitalism differs from other forms of capitalism because it involves [the study of human society]

Output: -the earning of profit through the use of wage workers -the reorganization of the workforce into the factory system ( 2 answers)


Input: which of the following is true regarding the distribution of wealth and income in the US [the study of human society]

Output: wealth is more unequally distributed that income


Input: since the mid 1970s, income inequality in the US has [the study of human society]

Output: risen


Input: in which type of society did organized welfare most likely begin [the study of human society]

Output: simple horticultural societies


Input: which of the following are true regarding the merchant class in agrarian societies [the study of human society]

Output: they are usually regarded with great suspicion


Input: which of the following is not a necessary characteristic of capitalism [the study of human society]

Output: democracy


Input: which of the following statements reflect changes that ovvured in family structure as industrial capitalism replaced agrarian modes of production [the study of human society]

Output: children ebcome and economic liability in industrial capitalism


Input: which of the following are not one of wright;s contradictory class locations in the market economic system [the study of human society]

Output: the bourgeoisie


Input: which of the following are symptoms of the middle class squeeze in the united states [the study of human society]

Output: the growing use of easily available consumer credit


Input: the major difference between the authoritarian and democratic route to capitalism hinges on [the study of human society]

Output: what landlords do with their land and peasants


Input: william julius wilsom believed that there were factors other than welfare that led to a lack of inner-city job opportunities. which of the following is NOT one of the factors [the study of human society]

Output: industrialization


Input: Molly Orshanksky used the US dept of agricultures recommendations for the minimum amount of healthy food, estimated the cost for a variety of family types and multiplied this figure by a factor of 3 to measure [the study of human society]

Output: the official poverty rate


Input: when the official poverty line was first set, food made up the largest percentage of household budgets. In today;s society, what now makes up the largest percentage [the study of human society]

Output: housing


Input: your text lists several explanations for why the US has the highest inequality of all english speaking nations. which of the following is NOT an explanation your text cites [the study of human society]

Output: the system of inequality in the US originated in europe


Input: why is it more difficult for middle and working class americans to save money [the study of human society]

Output: job instability


Input: which of the following wrote the dyad and triad, which argues what the number of people in a group helps to determine the form of the social relations within the group [the study of human society]

Output: simmel


Input: a family is an example of which type of group identified by cooley [the study of human society]

Output: primary group


Input: sociologists refer to the degree to which ties are reinforced through indirect paths within a social network as [the study of human society]

Output: embeddedness


Input: according to date presented in chapter 4, which of the following is TRUE regarding social capital in the US today [the study of human society]

Output: social capital is decreasing


Input: a process by which organizations face the same conditions, and ultimately tend to end up like each other, is known as [the study of human society]

Output: isomorphism


Input: jacksons parents pay for him to attend private violin lessons and send him to language lessons after school.....parents investing in [the study of human society]

Output: cultural capitol


Input: which of the following scenarios illustrates "stereotype threat"? [the study of human society]

Output: antoine, a black student at Yale is nervous about taking the LSAT. he fears that if his score is low he will confirm negative perceptions about the intelligence of black men. his fear then affects his performance, and he scores lower on the actual test than he did on practice tests


Input: Tomas transfers to a new school when his family moves to a new district, and he is placed in a clasroom with students who have slightly higher average math grades than he does. Tomas is concerned that he will fall behind. based on the research, what is the most likely outcome [the study of human society]

Output: tomas will succeed and make academic gains when he is in the class with other high achievers


Input: in 2004, approximately what percentage of American adults over age 25 had a college degree [the study of human society]

Output: 28%


Input: which of the following is most likely to be a functionalist explanation for the increase the number of Americans with college degrees throughout the course of the 20th century [the study of human society]

Output: jobs have become more skilled and technologically advances, and a more educated workforce is necessary to fill these jobs


Input: which of the following is most likely to be a conflict perspective argument about why education levels have continually risen in the US over the course of the last century [the study of human society]

Output: as education became more common for all people, social elites needed to obtain more education in order to set themselves apart from others


Input: in the feudal system, vassals were responsible for granting land to serfs. what is that land called? [the study of human society]

Output: fiefs


Input: under feudalism, the lords did not reveive the profits from the land that they owned. who did? [the study of human society]

Output: vassals


Input: during the agricultural revolution, the enclosure movement caused many former serfs to move to cities in search of work and led to the rise of [the study of human society]

Output: wage labor


Input: various sectors in society have been influenced by the fast-fast industry. the expansion of the mcdonalds model has forced many industries to mcdonalidize their services in order to satisfy the growing demands of the fast food mogul. this is an example of what? [the study of human society]

Output: vertical mdonaldization


Input: according to ritzer, one sign that mcdonalds is in tune with the contemporary lifestyle of americans is through an emphasis on the quantitative aspects of products sold and services offered. this is an example of which mcdonaldization dimension [the study of human society]

Output: calculability


Input: education, the criminal justice system, healthcare, and religion are institutions that have been affected by mcdonaldization. which of the following sectors in contemporary society has escaped being mcdonaldized [the study of human society]

Output: mom and pop grocery stores


Input: according to the grusky reading, what are the three general components of a stratification system [the study of human society]

Output: institutions, rules and definitions, stratification processes


Input: what is the best example of status crystallization [the study of human society]

Output: because an individual has high status in one dimension, they will also have high status in other dimensions.


Input: which of the following statements are true [the study of human society]

Output: status inequalities depend on the existence of positional inequalities


Input: according to block and colleagues, how big is the gap between two parent incomes at the minimum wage and the american dream line? [the study of human society]

Output: 26,000


Input: according to rank, which of the following is NOT a reason why the lifetime risk of poverty is so high in the US [the study of human society]

Output: early retirement programs that push older people out of the labor market


Input: according to contexts, which of the following were a major limitation of the research comparing purchases of GWC socks and unmarked socks in the michigan department store experiment [the study of human society]

Output: most of the customers did not notice or understand the GWC label


Input: sociologists emphasize that racial groups are [the study of human society]

Output: physically distinguishable sub-populations with a particular social identity


Input: in a paternalistic system of race relations, the dominant racial group perceives the subordinate racial group as [the study of human society]

Output: childish, lazy, impulsive and inferior, but lovable


Input: which of the following is characteristic of a paternalistic system of race relations [the study of human society]

Output: an elaborate code of etiquette regulates social relations between racial groups


Input: competitive systems of race relations emerged [the study of human society]

Output: with the abolition of slavery and the development of industrial capitalism


Input: in competitive system of race relations [the study of human society]

Output: (all of above) -dominant and subordinate racial groups mutually avoid each other -overt forms of racial conflict are more common -racial inequality is intertwined with a system of class stratification


Input: after surveying the role of the sexes in the domestic, political and ideological sectors of a wide range of societies, sociologists conclude that the subordination of women is [the study of human society]

Output: -characteristic only of stratified societies -universal


Input: viewed from a comparative perspective, the overall status of women is highest in [the study of human society]

Output: hunting and gathering societies


Input: viewed from a comparative perspective, the overall status of women is lowest in [the study of human society]

Output: agrarian societies


Input: with the rise of capitalism and industrialism [the study of human society]

Output: the status of women has improved in most respects compared to agrarian societies


Input: the marxist theories of the subordination of women suggest that [the study of human society]

Output: women play a major role in reproducing and exploitable labor force


Input: political theories of subordination of women suggest that [the study of human society]

Output: war and militarism are responsible for womens subordination


Input: which of the following best describes regarding gender relations among hunter gatherers?? [the study of human society]

Output: (2 answers) -men tend to enjoy a slightly higher status than women -women enjoy relatively high status and consider autonomy