Input: The first instructional model, ESL in the Content Areas (Chamot & O'malley, 1986; 1987), was designed to provide English language development through context-embedded problem solving (Cummins, 1981) . This instructional model consists of (a) establishing native language literacy skills to build metalinguistic awareness based on prior knowledge, (b) explaining the concept to be learned in the content areas in Spanish with diminishing reliance on the mother tongue or among students with stronger Spanish metalinguistic awareness, and (c) graphic mapping and problem solving in science, mathematics, and reading in English and Spanish.

Output: Describe ESL in the Content Areas program:


Input: The teacher would be teaching problem solving (i.e., the application of previously acquired knowledge to new, unfamiliar situations), and metacognition (i.e., the awareness of the processes one undergoes during learning) skills. This would include teaching how to verbalize thinking during problem solving, how to use imagery, and other cognitive heuristics. Throughout the lesson, the teacher would be using inquiry-based instruction and maintain a learner centered environment by using cooperative student grouping. Obviously, the teacher would also be providing appropriate scaffolding to allow students of all levels of language proficiencies to participate at higher levels of thinking.

Output: How would you know that a teacher is implementing ESL techniques and not just using English to deliver instruction?


Input:  Expand students’ language learning beyond more academic forms and functions  Provide an opportunity to sequence language instruction by reviewing previously introduced language and previewing language yet to come [introduce (I), repeat (Rep), refine (Ref), Master (M)]  Provide “extra language” or “filler” to round out students’ language development  Complement and supplement the content-obligatory language  Are supportive of teacher-selected lesson activities and learning tasks  May be derived from national, state, and local language standards (e.g., ACTFL, TESOL, etc.)  Are inclusive of more communicative forms and functions  Act as “language enhancements”; “above and beyond”  Are “how-oriented,” not as much about the “what” of the content

Output: Content Compatible Language:


Input:  Are necessary to learn the key content concepts for the lesson/unit  Are primary – usually generated first  Are more readily identifiable  Are directly supportive of the “big idea” or “essential understanding” you are teaching  Are essential to complete the lesson’s content objectives  Act as the “Meat and potatoes” or “bare bones” language of the lesson  Are required to learn for success with the assessment(s)  May be derived from national, state, and local content standards  Are content- or discipline-specific, more academic in nature  Are “what-oriented”—the “what” being the content

Output: Content Obligatory Language:


Input: In written form it is important to have clear organization. This is where using predictable text, word walls, graphic organizer, building background knowledge and visual scaffolding come in very handy to making sure that students at all proficiency levels are able to understand what the teacher is presenting in written form. In oral form, it is very important that the teacher uses gestures, visual scaffolding, manipulatives, proper pacing, and L1 support when necessary.

Output: How do you achieve comprehensible input when teaching ELLs? (In written form, orally?)


Input: • There is a general lack of time, materials and flexibility in schedules and curriculum • Bilingual teachers and ESL teachers are not always well informed on the perspectives and information necessary to implement the curriculum in a meaningful and culturally sensitive way • There is a general lack of previous knowledge in the student body, especially recent immigrants • It is difficult to use use interactive strategies

Output: Problems that LEP students face in Social Studies:


Input: • Make connections between the culture/background of the student and the curriculum and instruction • Use interactive activities • Use maps and other materials and manipulativas that can help students visualize and synthesize information • Implement higher order questioning strategies, step away from exclusively using information recall (helps LEP students understand and connect with learning) • Use DRTA strategy

Output: Strategies for teaching Social Studies


Input: 1. Think about what they already know about the concept 2. Make predictions about what they are going to learn/read about 3. Read the text, confirming or disproving their predictions 4. Talk about what they learned by creating and answering comprehension questions

Output: • How to use DRTA strategy:


Input: • Integrate social sciences in interdisciplinary units • Visit museums and other field trips to bring subject matter alive • Use music and art to teach the material • Make sure not to teach from a monocultural point of view, present alternatives to the dominant perspective • Allow students to compare and contrast different texts and perspectives to promote higher order thinking skills

Output: Strategies for teaching social studies cont'd:


Input: In the Collaborative scientific approach, students actively construct scientific understandings through collaborative interdisciplinary investigations of problems that the students themselves identify.

Output: What is the Collaborative scientific Approach?


Input: -Students use the scientific method to conduct research on questions they choose. -Students conduct research collaboratively, not isolation. -Views science as a tool for answering important questions vs. an inventory of "already-discovered-facts." -Consistently relies on higher level thinking from the students.

Output: What are the major components of the Collaborative scientific Approach?


Input: Because Cheche Konnen emphasized collaborative inquiry based on their belief, developed by Vygotsky, that robust knowledge and understandings are socially constructed through talk, activity and interaction around meaningful problems and tools. It is through interaction with other experts - that scientific knowledge is built, not in isolation from the community.

Output: Why is the collaborative scientific method considered a Vygotskyan method?


Input: This approach would be difficult to implement in our classrooms because it requires a high degree of student choice and flexibility that seem, at first brush, incompatible with our requirements to follow curriculums and planning calendars. However, if we guided students towards forming the correct questions for a particular unit, it would be possible to implement. The primary obstacles seem to be that the approach would require a large amount of planning and background knowledge on the teacher’s part.

Output: Would you be able to design a science lesson following the collaborative scientific approach?


Input: Alternative assessment, or nontraditional assessment, has become an umbrella term for anything other than standardized, multiple choice questions. Examples include short answer response and extended response, observation, individual or group performance assessment, and portfolios.

Output: What is alternative or non-traditional assessment?


Input: Educational programs designed for students whose first language is not English, English language learners (ELLs), are typically based on objectives unique to the needs of the students. Evaluations of these programs and the students in them should include assessments that attend to individual needs and accomplishments. Measures often focus on language proficiency because of the need to place students appropriately. Language assessment is important; however, documenting student progress in content knowledge is equally important and may be neglected or measured solely with standardized tests. Standardized tests, which are often multiple choice, norm-referenced, machine-scorable instruments, cannot adequately reflect ELL academic content achievement. These instruments, when used as the sole indicators of ability and/or growth, generate faulty comparisons between ELLs and other students, create inaccurate guidelines for placement and identification for special services, and overlook possible achievement. While standardized measures are widely used to assess student progress, they can and should be complemented with other indicators that show how an ELL is learning.

Output: Explain current interest manifested by educators in incorporating other types of testing (i.e. non-traditional)


Input: -Assessment is based on authentic tasks that demonstrate learners' ability to accomplish communication goals -Instructor and learners focus on communication, not on right and wrong answers -Learners help to set the criteria for successful completion of communication tasks -Learners have opportunities to assess themselves and their peers

Output: Features of alternative assessment:


Input: -Performance assessment, a popular type of alternative assessment, requires the examinee to perform some type of task, which is then judged against preestablished criteria. Potential types of performance assessment include essays, portfolios, interviews, observations, work samples and group projects. -A portfolio, which could include evidence of performance assessments and standardized test scores, is a collection of student work that graphically shows a student's efforts, progress or achievement. Examples of indicators that might make up a portfolio include writing samples, awards, assessment results, a tape of an interview, a series of photographs, or a drawing.

Output: Two examples of alternative assessments include:


Input: Culture as a whole shapes the way we perceive math and science as Chomsky stated in his theories that posited that the human brain may not have one "innate mathematical structure". However, language in particular seems to play a huge role in how ELLs perform in math and science classrooms. This is evidenced by how certain languages seem to imbue their speakers, such as Japanese, with an additional scaffold for doing mental calculations. Other components that impact ELLs are multiculturalism, assimilation, acculturation. Ethnomath/science try to take this into account.

Output: Which components of culture most impact second language learners in the math and science classroom?


Input: Language- minority students are usually those who are not achieving at higher levels or on par with their more affluent peers. Researchers have found that perhaps culture has nothing to do with low achievement but rather teacher actions. For example, educators usually place recelntly arrived language minority students in the lowest curriculum track, thus guaranteeing low achievement levels. For some time Hispanic students were also placed into “educable mentally retarded” classes based on IQ tests that did not take into account language proficiency or cultural bias. Lack of language proficiency does not equal lack of academic potential.

Output: Effects of being a language minority student on tracking and assessment results:


Input: In order to know if a student is ready to exit a native language program to go into an all-English classroom the teacher would have to assess the students’ reading, writing, listening, and speaking skills. The District assesses students who may be eligible for exit with the TELPAS. Students must score in advanced or advanced high levels. The following are the levels and the descriptions. • Beginning – Little or no ability • Intermediate – Limited ability, simple language structures, high-frequency vocabulary, routine contexts • Advanced – Grade appropriate, with second language acquisition support • Advanced High – Grade appropriate, with minimal second language acquisition support

Output: How is a students English proficiency assessed in Texas?


Input: In HISD, the LPAC considers the students, 3 grade Spanish reading TAKS, their APRENDA reading, and their TELPAS results. For TELPAS, they must score at High or Advanced High on the Reading section (and writing, if APRENDA req is not satisfied).

Output: How does a student qualify to exit LEP status?


Input: [Clear and Convincing] Common Law

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

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Contract

Output: an agreement between competent parties, upon legal consideration, to do or abstain from doing some act.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Crime

Output: a flexible term for violations of law that are punished by the state or nation because of their effect on the public.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Ex post facto

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

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Felony

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

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Mala in Se

Output: Acts that are wrong in and of themselves, whether prohibited by human law or not.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Mala Prohibita

Output: Acts that are prohibited by human laws, not necessarily wrong in and of themselves.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Misdemeanor

Output: Any crime or offense not amounting to a felony.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Preponderance of the Evidence

Output: Sufficient evidence to overcome doubt or speculation.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Statutory Law

Output: Law created by, or depending upon, a statute, as distinguished from common law rules.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Beyond a Reasonable Doubt

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

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] What are the 3 factors that determine what behavior should be made criminal?

Output: 1. the enforceability of the law 2. the effects of the law 3. the existence of other means to protect society against undesirable behavior

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] What does the 10th ammendement to the United States consitution say?

Output: The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the states respectively, or to the people.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] What are the 2 elements necessary to establish an ex post facto claim?

Output: 1. the law must apply to events occuring before its enactment 2. it must disadvantage the offender affected by it.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Name some examples of mala in se crimes.

Output: Murder Rape Arson Burglary Larceny

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] What are the two crime classifications according to the nature of the crime?

Output: 1. Mala in se 2. Mala Prohibita

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] In what three ways are crimes categorized according to their degree?

Output: Felonies Misdemeanors Treason

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] What is the only crime described in the constitution?

Output: Treason

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Which is considered a more severe crime. A felony or treason? Why?

Output: Treason because those who commit treason threaten every existence of the nation.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] What is the usual minimum sentence for a felony charge?

Output: A year and a day

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] What is the usual maximum sentence for a misdemeanor charge?

Output: 364 days

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] When does the defedant have the burden of proof?

Output: When they are claiminag an affirmative defense such as self defense, entrapment, alibi, or insanity.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] What is the burden of proof required in a tort case?

Output: Preponderence of the evidence

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] What is the burden of proof required in a criminal case?

Output: Beyond a reasonable doubt

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] When the defense has the burden of proving an affirmative defense, how must they do so?

Output: by clear and convincing evidence

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] Criminal Law

Output: The branch or division of law that defines crimes, their elements, and provides for their punishment.

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] where lies the origins of present day crimes?

Output: Common law

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [Clear and Convincing] What are the objectives of criminal law in a free society?

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

A flexible term concerning the degree of proof required for certain issues in some civil cases. It is less than the degree required in criminal cases, but more than that required in the ordinary civil action.


Input: [2] A sold has a definite shape and definite volume. [1]

Output: Solid

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] A liquid has a definite volume but no definite shape. The particles in a liquid are free to move. [1]

Output: Liquid

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] A gas has no definite shape and volume. Gas particles spread apart filling all the space available. [1]

Output: Gas

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] The viscosity of a liquid is the ability to float. If a liquid has high viscosity it floats slowly. [1]

Output: Viscosity

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] Surface tension is the result of an inward pull among the molecules of a liquid that brings the molecules on the surface closer together. [1]

Output: Surface Tension

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] When a solid changes to a liquid it is called melting. [1]

Output: Melting

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] The temperature at which melting occurs is the melting point. [1]

Output: Melting Point

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] When thermal energy is added to an object the object changes state. A solid goes to liquid and a liquid goes to gas. [1]

Output: Changes of State

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] When a liquid changes to solid the liquid is losing energy and it forms a sold. [1]

Output: Freezing

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] Vaporization is when liquid absorbs thermal energy and changes to gas. [1]

Output: Vaporation

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] Evaporation is vaporization that only occurs at the top of the liquid. [1]

Output: Evaporation

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] Boiling is when vaporization occurs above and below surface. [1]

Output: Boiling

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] Condensation is the opposite of vaporization. Condensation is when particles loose energy to form a liquid. [1]

Output: Condensation

Science- Changes of State Vocab Flashcards - Cram.com


Input: [2] Sublimation is when a solid changes to a gas without changing into a liquid first. [1]

Output: Sublimation

Science- Changes of State Vocab Flashcards - Cram.com


Input: [Venous/Unoxygenated] Lower, posterior portion of the RA

Output: The IVC drains into the what?

Echocardiography - IVC Flashcards - Cram.com

The IVC recieves ___ blood from the lower half of the body


Input: [Venous/Unoxygenated] Right side of the AO In front of the spine

Output: The IVC passes along the ___ side of the AO, ___ the spine

Echocardiography - IVC Flashcards - Cram.com

The IVC recieves ___ blood from the lower half of the body


Input: [Venous/Unoxygenated] Eustachian Valve

Output: What structure appears at the junction of the IVC and the RA?

Echocardiography - IVC Flashcards - Cram.com

The IVC recieves ___ blood from the lower half of the body


Input: [Venous/Unoxygenated] During fetal circulation, it directed blood flow across the RA and through the foramen ovale

Output: What is the purpose of the Eustachian Valve?

Echocardiography - IVC Flashcards - Cram.com

The IVC recieves ___ blood from the lower half of the body


Input: [Venous/Unoxygenated] Yes

Output: Is the Eustachian Valve a normal finding in adults?

Echocardiography - IVC Flashcards - Cram.com

The IVC recieves ___ blood from the lower half of the body


Input: [Venous/Unoxygenated] 1-2 - 2.3 cm

Output: What is the normal diastolic IVC diameter?

Echocardiography - IVC Flashcards - Cram.com

The IVC recieves ___ blood from the lower half of the body


Input: How is weight destributed from the trunk into the pelvic girdle? [femoral nerve?]

Output: sacroiliac joins the pelvic girdle to the hip joints to the femora. Knee joints are directly under the trunk.

Lower Limb Overview Flashcards - Cram.com


Input: What is the action of the iliopsoas in standing? [femoral nerve?]

Output: Iliopsoas contract to keep the body erect and keep the line of gravity anterior to knee

Lower Limb Overview Flashcards - Cram.com


Input: 4 Major openings from Pelvis to upper limb [femoral nerve?]

Output: Greater sciatic foramen Lesser sciatic foramen Obturator foramen Space beneath inguinal ligament

Lower Limb Overview Flashcards - Cram.com


Input: Femoral n. innervation and opening? [femoral nerve?]

Output: Femoral ?

Lower Limb Overview Flashcards - Cram.com


Input: Osteology of the Lower Limb [femoral nerve?]

Output: Femur patella

Lower Limb Overview Flashcards - Cram.com


Input: largest vein in lower limb? [femoral nerve?]

Output: Greater saphenous vein

Lower Limb Overview Flashcards - Cram.com


Input: what is the venous drainage of lower limb? [femoral nerve?]

Output: Great saphenous vein drains into the femoral vein after it passes through the opening in the fascia lata

Lower Limb Overview Flashcards - Cram.com


Input: what aids in venous return? [femoral nerve?]

Output: muscle compression pulse of the artery compresses the veins

Lower Limb Overview Flashcards - Cram.com


Input: Where does External iliac artery changes its name to the femoral artery? [femoral nerve?]

Output: at the inguinal ligament

Lower Limb Overview Flashcards - Cram.com


Input: Significance of the adductor hiatus? [femoral nerve?]

Output: femoral artery passes through structure and becomes the popliteal artery

Lower Limb Overview Flashcards - Cram.com


Input: Femoral Nerve dorsal roots? [femoral nerve?]

Output: Anterior rami L2 3 4 - descends laterally to psoas maj m.

Lower Limb Overview Flashcards - Cram.com


Input: What is the Lumbosacral trunk? [femoral nerve?]

Lower Limb Overview Flashcards - Cram.com


Input: Sciatic Nerve is composed of? [femoral nerve?]

Output: Roots of the L4,5,S1,2,3 contribute to the sciatic nerve

Lower Limb Overview Flashcards - Cram.com


Input: Nerve innervating the medial aspect of leg [femoral nerve?]

Output: saphenous nerve

Lower Limb Overview Flashcards - Cram.com


Input: Anterior Compartment Lower limb nerves [femoral nerve?]

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

Lower Limb Overview Flashcards - Cram.com


Input: tools and strategies that enhance, add to, or supplement the individual's cmcn system [verbal]

Output: augmentative cmcn

Augmentative & Alternative Communication Flashcards - Cram.com


Input: situations where the individual uses something other than his body in the cmcn process [verbal]

Output: aided communication

Augmentative & Alternative Communication Flashcards - Cram.com


Input: situations in which the person uses only his body to communicate [verbal]

Output: unaided communicaiton

Augmentative & Alternative Communication Flashcards - Cram.com


Input: an electronic cmcn device that speaks [verbal]

Output: VOCA voice output cmcn device

Augmentative & Alternative Communication Flashcards - Cram.com


Input: any item or product used to increase, maintain or improve the functional abilitues of persons wiht disabilities [verbal]

Output: AT device

Augmentative & Alternative Communication Flashcards - Cram.com


Input: Does AT promote or hinder speech development? [verbal]

Output: promote

Augmentative & Alternative Communication Flashcards - Cram.com


Input: list the 4 levels of cmcn [verbal]

Output: pre-intentional intentional pre-symbolic symbolic

Augmentative & Alternative Communication Flashcards - Cram.com


Input: a group of compilation of symbols [verbal]

Output: sybol set

Augmentative & Alternative Communication Flashcards - Cram.com


Input: a natually evolving system with a highly sophisticated set of rules [verbal]

Output: language

Augmentative & Alternative Communication Flashcards - Cram.com


Input: there is generally a ___ correspondence b/t a symbol andits referent [verbal]

Output: 1:1

Augmentative & Alternative Communication Flashcards - Cram.com


Input: a way of speeding up the rate of cmcn. edamples include alphabetic, numberi, iconic, morse code [verbal]

Output: encoding

Augmentative & Alternative Communication Flashcards - Cram.com


Input: this has keystrokes in words longer than 4 letters which can possibly decrease the rate of cmcn [verbal]

Output: message prediction

Augmentative & Alternative Communication Flashcards - Cram.com


Input: _______ is an ongoing process and the AAC user and family plays an imp. role in this [verbal]

Output: vocabulary selection

Augmentative & Alternative Communication Flashcards - Cram.com


Input: concepts groupsed in categories such s people, actions, places [verbal]

Output: taxonomically

Augmentative & Alternative Communication Flashcards - Cram.com


Input: vocabulary present in a grid organization format grouped in events such as snack time, circle time [verbal]

Output: schematically

Augmentative & Alternative Communication Flashcards - Cram.com


Input: the items words phrases and vocab. available for cmcn [verbal]

Output: selection set

Augmentative & Alternative Communication Flashcards - Cram.com


Input: how our bodies move in space [verbal]

Output: proprioception

Augmentative & Alternative Communication Flashcards - Cram.com


Input: this type of lang. stays the same and one can add extended vocab. to it [verbal]

Output: core lang.

Augmentative & Alternative Communication Flashcards - Cram.com


Input: to pause and wait for a response is an ______ [verbal]

Output: expectant delay

Augmentative & Alternative Communication Flashcards - Cram.com


Input: this is an example of what type of question: What do you need to do? [verbal]

Output: open-ended ?

Augmentative & Alternative Communication Flashcards - Cram.com


Input: this an exapmle of __: Can you make the ____ go? [verbal]

Output: partial prompt

Augmentative & Alternative Communication Flashcards - Cram.com


Input: this is a situation in which the facilitator activates the switch [verbal]

Output: model for imitation

Augmentative & Alternative Communication Flashcards - Cram.com


Input: when one takes the student's hand and activates the switch [verbal]

Output: physical assistance

Augmentative & Alternative Communication Flashcards - Cram.com


Input: student is able to use switch at any time [verbal]

Output: time independent switch

Augmentative & Alternative Communication Flashcards - Cram.com


Input: student activates switch consistently at a specific time [verbal]

Output: time dependent switch use

Augmentative & Alternative Communication Flashcards - Cram.com


Input: student must use switch within a specified time window to make choices [verbal]

Output: multichoice scanning

Augmentative & Alternative Communication Flashcards - Cram.com


Input: student must activate switch to choose a communicative message - symbol paired with voice output [verbal]

Output: symbolic choice making

Augmentative & Alternative Communication Flashcards - Cram.com


Input: _____ include a keyboard: alphabetic letters, punctuation characters, numbers and control commands [verbal]

Output: visual displays

Augmentative & Alternative Communication Flashcards - Cram.com


Input: ________ include spoken words or messages [verbal]

Output: auditory displays

Augmentative & Alternative Communication Flashcards - Cram.com


Input: [Other Information] Type

Output: The designation of an individual as patient or guarantor is made in the following field in the patient/guarantor dialog box

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [Other Information] Personal

Output: The case number is located in the ??? tab of the case folder

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [Other Information] Condition

Output: If a patient is being treated for injuries related to an automobile accident, information about the accident must be entered in the ??? tab of the Case folder

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [Other Information] Account

Output: If a patient's treatment is only authorized through a certain date, this date is entered in the ??? tab of the case folder

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [Other Information] Lists

Output: New multilink codes can be created by selecting an option on the ??? menu

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [Other Information] Denied

Output: Which of the following is not a option in the claims status list in the list only claims that match dialog box? Challenge - Hold - Denied - Rejected

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [Other Information] Batch verification report

Output: The report that can be displayed to check electronic claims before transmitting the is called

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [Other Information] Diagnosis

Output: If an electronic claim requires an attachment, where is this noted in Medisoft?

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [Other Information] Dollar Amount

Output: A patient Day Sheet report can be filtered by all of the following except: Date - Attending Provider - Dollar Amount - Billing Code

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [Other Information] Day Sheet

Output: In the Open Report dialog box, reports can be sorted by all styles except: List - Insurance Form - Day Sheet - Statement

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [Other Information] Action Required

Output: The ??? field in the Tickler tab specifies the action that will be taken on the overdue account

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [Other Information] Collection Tracer

Output: A report used to keep track of accounts in collections

Practice Admin Final Flashcards - Cram.com

A patient's assigned provider is designated in the ??? tab


Input: [2] a school of higher learning [1]

Output: college

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [2] coins worth ten cents [1]

Output: dimes

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [2] the main part or business part of a town or city [1]

Output: downtown

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [2] made someone pay money as punishment for breaking a law or regulation [1]

Output: fined

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [2] coins worth five cents [1]

Output: nickels

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [2] coins worth twenty-five cents [1]

Output: quarters

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [2] having a great deal of money; wealthy [1]

Output: rich

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [1] is concerned with studying human behavior particularly toward other human beings, and the principles that regulate it. [2]

Output: Ethics

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Ethical studies that explore the nature of moral judgements and the structure of moral concepts are called? [2]

Output: mataethics

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Is a teleology theory concerned with attaining the greatest amount of utility, usefulness, or happiness; also known as the "greatest happiness theory" and "the ends justify the means". [2]

Output: Utilitarianism

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] focus on character traits and excellence of character; "is this what a virtuous person would do?" [2]

Output: Virtue ethics

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] governing professional behavior [2]

Output: Ethical principles

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] to guarantee self-determination of the patient. [2]

Output: Autonomy

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] to hold in confidence or secret information entrusted by the patient. [2]

Output: Confidentiality

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] to ensure the trust patients and society have in dental hygienists [2]

Output: Social trust

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] to do no harm to the patient [2]

Output: Nonmaleficence

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] to benefit the patient; the principle of promoting what is good, kind, and charitable. [2]

Output: Beneficience

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] to tell the truth; not to lie to the patient; the principle of truthfulness and honest. [2]

Output: Veracity

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] to be fair to the patient; Golden Rule: "do unto others as you would have others do unto you". [2]

Output: Justice/Fairness

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] ethical responsibility closely related to veracity, trust, and confidentiality; the principle of loyalty or faithfulness. [2]

Output: Fidelity

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] acting like a parent with the intent to protect or enhance the interests of a person at a time when that person is unable or unwilling to protect his/her own interest. [2]

Output: Paternalism/Parentalism

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] usefulness of an action [2]

Output: Utility

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] requires that the DH provides the patient with all relevant information needed to make a decision and it allows the patient to make the decision based on valid, understandable information provided. [2]

Output: Informed consent

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Duties can be described as duties that must be done at all times or duties that must be done before any other considerations enter the picture. [2]

Output: Prima facie

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] occurs when 2 or more ethical principles are in conflict. [2]

Output: Ethical Dilemma

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Written standards to which health care professionals agree to adhere before society, which grants certain privileges to these groups. [2]

Output: Code of Ethics

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Describes a relationship in which dentistry is a commodity, a simple selling and buying of services. [2]

Output: Models of Professionalism Commercial Model

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Presents dentistry as an all-knowing profession. [2]

Output: Guild Model of Professionalism

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] The patient and the dentist are equals and have roles of equal moral status in the process of dental care delivery. [2]

Output: Interactive model of professionalism

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] having the knowledge skill, and ability to perform a prescribed set of tasks or duties independently and with confidence. [2]

Output: Competency

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Authorized agency that accredits all dental hygiene education programs in the USA. - publishes standards for evaluation of new and existing programs. - all programs must meet these standards to be accredited. - has almost total control over defining each profession in terms of what skills are taught and what body of knowledge is contained within the curriculum. [2]

Output: The Commission on Dental Accreditation.

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] the process of approving, certifying or endorsing. A nongovernmental process for ensuring that a predetermined set of standards has been met; used to assure the public that the graduates of a particular program are prepared to practice. External agency evaluates an institution of program of study according to predetermined, national standards. [2]

Output: Accreditation

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Collecting and analyzing subjective and objective data and arriving at a judgement about the patients needs. [2]

Output: Assessment

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] the natural conclusion to assessment and focuses on those human needs that can be fulfilled through dh care. [2]

Output: DH diagnoses

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] The act of determining the types of dh interventions that can be implemented to solve the pt's problem and assist the pt in meeting his or her human needs related to oral health. [2]

Output: Planning

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Act of carrying out the dh care plan that has been specifically designed to meet the assessed human needs of the client. [2]

Output: Implementation

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Comparing pt data at the completion of care with data collected during the intital assessment phase in order to determine the pt's progress or lack of progress toward the goal. [2]

Output: Evaluation

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Established in 1985. A quality or specific level of performance. The six standards of practice are: [2]

Output: Assessment DH diagnosis Planning Implementation Evaluation Documentation

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Scope of practice of dental hygienist was first est by law in Connecticut in ____ [2]

Output: 1915

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] The process by which a government agency(state) certifies that individuals have met predetermined standards and are minimally qualified and are permitted to practice in its jurisdiction and/or use a particular title. [2]

Output: Licensure

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] to ensure that the public health, safety and welfare are protected from incompetent practitioners. [2]

Output: Purpose of licensure

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Legislation enacted by the state that grants licensing power to an agency (state board of dental examiners) to protect the public from unqualified persons. [2]

Output: State Dental Practice Act (licensure)

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] That which is right and good; the quality of an action with regard to right and wrong. [2]

Output: Morality

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] The formulation of morally ideal course of an action; the process of judging what one ought to do in a specific situation. [2]

Output: Moral reasoning

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] A systematic examination of morals involving critical reflection and analysis about what is right and wrong. [2]

Output: Ethical theory

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] Collectively, the qualities that define a person or group of persons; a person's moral nature. [2]

Output: Character

Dental Hygiene Ethics Ch. 1&2 Flashcards - Cram.com


Input: [1] androgyny [2]

Output: adj. showing characteristics of boths sexes

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] locus [2]

Output: n. center of focus of great activity or intense concentration

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] joie de vivre [2]

Output: n. hearty or carefree enjoyment of life

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] repine [2]

Output: v. to feel or express discontent; to long for something

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] typology [2]

Output: n. the study or systematic classification of types that have characteristics or traits in common

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] elide [2]

Output: v. to strike out; to cut short; abridge; to eliminate or leave out of consideration; to omit or slur over

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] acrid [2]

Output: adj. sharp and harsh, or bitter to the taste or smell; pungent; causitc in language or tone

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] hullabaloo [2]

Output: n. a confused noise; uproar; tumult

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] excrescence [2]

Output: n. (1) something growing out from something else (2) a disfiguring or unwanted mark, part, or addition

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] valence [2]

Output: n. degree of attraction or aversion that an individual feels toward a specific object or event

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] jollification [2]

Output: n. merrymaking; festivity; revelry

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] importunate [2]

Output: adj. troublesomely urgent; overly persistent in request or demand; unreasonably solicitous

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] camarilla [2]

Output: n. a group of secret and often scheming advisers, as of a king; a cabal or clique

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] deus ex machina [2]

Output: n. an active agent who appears unexpectedly to solve an apparently insoluble difficulty

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] oeuvre [2]

Output: n. a work of art; the sum of the lifework of an artist

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] intone [2]

Output: v. to recite in a singing tone

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] filament [2]

Output: n. a thread like structure; a thin wire

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] attitudinize [2]

Output: v. to assume an affected attitude; posture

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] emit [2]

Output: v. to give or send out; to voice; to express

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] lucubration [2]

Output: n. writing produced by laborious effort or study; product of laborious cogitation

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] sockdolager [2]

Output: n. (1) a conclusive blow or remark (2) something outstanding

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] nabob [2]

Output: n. a person of wealth and prominence

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] hypostasis [2]

Output: n. the substance, essence, or underlying reality

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] ganglion [2]

Output: n. a center of power, activity, or energy

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] palpitate [2]

Output: v. (1) to beat with excessive rapidity; throb (2) to move with a slight tremulous motion; tremble; shake; quiver

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] woebegone [2]

Output: adj. beset or overwhelmed with woe; immersed in grief or sorrow; being in a sorry condition; dismal-looking; dilapidated; run-down

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] afflatus [2]

Output: n. a divine imparting of knowledge; inspiration

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] sortition [2]

Output: making a chance decision by using lots, straws or pebbles, that are thrown or drawn

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] obtund [2]

Output: v. to make less intense; dull or deaden; reduce the edge or violence of

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] sidelight [2]

Output: n. (1) a light coming from the side (2) a piece of incidental or contrasting information

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] caesura [2]

Output: n. any break, pause or interruption

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] evocation [2]

Output: n. the act of evoking; creation anew through the power of the memory or imagination

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] crepitate [2]

Output: v. to make a crackling or popping sound; crackle

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] sallow [2]

Output: adj. of a sickly yellowish hue or complexion; unhealthy looking

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] sibylline [2]

Output: adj. (1) prophetic; oracular (2) having a secret or hidden meaning

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] beau geste [2]

Output: n. a gracious gesture; a gesture noble in form but meaningless in substance

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] meridional [2]

Output: adj. of or characteristic of suthern areas or people

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] will'-o-the-wisp [2]

Output: (fools fire) ghostly lights sometimes seen at night or twilight that hover over damp ground in still air, looks like a flickering light, and is said to recede if approached

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] prognathous [2]

Output: adj. having jaws that project forward to a marked degree

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] eponym [2]

Output: n. a person whose name is or is thought to be the source of the name of something, such as a city, country or era

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] inamorata [2]

Output: n. a woman with whom one is in love or has an intimate relationship

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] meme [2]

Output: n. a unit of cultural information, such as a cultural practice or idea, that is transmitted verbally or by repeated action from one mind to another

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] mokusatsu [2]

Output: the act of keeping a contemptuous silence

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] objurgate [2]

Output: v. to express strong disapproval; to criticize severely

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] immaculate [2]

Output: adj. impeccably clean; spotless; free from stain or blemish; pure; free from fault or error; having no markings

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] pin money [2]

Output: n. money for incidental expenses; an allowance for private and personal expenditures; a trivial sum

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] roister [2]

Output: v. to engage in boisterous merrymaking; to revel; to carouse; to bluster; to swagger

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] abulia [2]

Output: n. loss or impairment of the ability to act or to make decisions

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] longanimity [2]

Output: n. calmness in the face of suffering and adversity; forbearance

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] foppery [2]

Output: n. foolish quality or action; the manner of a fop

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] inveigle [2]

Output: v. to persuade by ingenuity or flattery; to entice

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] chimerical [2]

Output: adj. given to unrealistic fantasies; fanciful; highly improbable

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] amor patriae [2]

Output: love of country; patriotism

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] portent [2]

Output: n. a sign of a coming event or calamity; an omen; prophetic or menacing significance; something amazing; a marvel

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] lambaste [2]

Output: v. to scold sharply; to give a thrashing to; to beat severely; to attack verbally; to berate

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] whetstone [2]

Output: n. a hard, fine-grained stone used for honing tools

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] externality [2]

Output: n. an unintended side effect, good or bad, usually related to an economic transaction

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] twofer [2]

Output: n. a deal in which a single expense yields a dual return

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] winsome [2]

Output: adj. cheerful; merry; gay; light-hearted; causing joy or pleasure; agreeable; pleasant

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] descant [2]

Output: v. (1) to comment at length; discourse (2) to sing melodiously; a decorative musical accompaniement added above a basic melody

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] mince [2]

Output: v. (1) to pronounce in an affected way, as with studied elegance an refinement (2) to moderate or restrain for the sake of politeness; euphemize (3) to walk with short steps or exaggerated primness

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] otiose [2]

Output: adj. lazy, indolent; of no use; ineffective; futile

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] bivouac [2]

Output: n. a temporary encampment often in an unsheltered area

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] epigone [2]

Output: n. an inferior imitator, especially of some distinguished writer, artist, musician or philosopher

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] panmixia [2]

Output: n. random mating within a breeding population

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] pro tanto [2]

Output: for so much; for as much as one is able; as far as it can go

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] incommode [2]

Output: v. to cause to be inconvenienced; disturb

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] desis [2]

Output: complication; everything leading up to the moment of peripeteia

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] lusis [2]

Output: denouement; everything from the peripeteia onward

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] peripeteia [2]

Output: n. a sudden change of events or reversal of circumstance

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] taut [2]

Output: adj. pulled or drawn tight; not slack; strained; tense; concise use of something

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] harlequin [2]

Output: n. a clown; a buffoon

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] lapidary [2]

Output: n. a person with special knowledge or ability who performs skillfully

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] rectitude [2]

Output: n. moral uprightness; righteousness; the quality of being straight; the quality of being correct in judgment

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] puerile [2]

Output: adj. belonging to childhood; juvenile; immature

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] envenom [2]

Output: v. to make poisonous; noxious; to embitter

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] pertinacious [2]

Output: adj. holding tenaciously to a purpose, belief, opinion or course of action; stubbornly or perversely persistent

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] philhellene [2]

Output: n. one who admires Greece or the Greeks

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] thane [2]

Output: n. a man ranking above an ordinary freeman and below a noble

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] bumptious [2]

Output: adj. crudely or loudly assertive; pushy

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] obtrude [2]

Output: v. to impose on others with undue insistence or without invitation; to thrust out; push forward

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] denude [2]

Output: v. to divest of covering; make bare

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] irredenta [2]

Output: n. a region that is culturally or historically related to one nation but is subject to a foreign government

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] gimcrack [2]

Output: n. a showy but useless or worthless object; a gewgaw; tastelessly showy; cheap; gaudy

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] sous-allies [2]

Output: n. the weak powers

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] exiguity [2]

Output: n. the quality or condition of being scanter or meager

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] sultry [2]

Output: adj. (1) very humid and hot; extremely hot; torrid (2) expressing or arousing desire

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] arabesques [2]

Output: n. an intricate or elaborate pattern or design

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] petulant [2]

Output: adj. unreasonably irritable or ill-tempered; peevish; contemptuous in speech or behavior

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] pendency [2]

Output: n. the state of being undecided or in continuance; suspence; as, the pendency of a suit

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] vicar [2]

Output: n. a priest who acts for or represents another, often high-ranking member of the clergy; stand in for a high-ranking personage

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] lenity [2]

Output: n. the state or quality of being lenient; mildness; gentleness of treatment; leniency

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] desist [2]

Output: v. to cease doing something; forbear

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] betrothal [2]

Output: n. a mutual promise to marry; an engagement

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] fuddle [2]

Output: v. (1) to put into a state of confusion (2) to make drunk; intoxicate

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] esurient [2]

Output: adj. hungry; greedy; ardently or excessively desirous

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] lees [2]

Output: n. sediment settling during fermentation, especially in wine; dregs

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] expiate [2]

Output: v. to make amends or reparation for; atone

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] titter [2]

Output: v. to laugh in a restrained, nervous way; giggle; a nervous giggle

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: [1] phantasm [2]

Output: n. something apparently seen but having no physical reality; an apparition; an illusory mental image

miscellaneous word list 0901-1000 Foreign Language Flashcards - Cram.com


Input: It enables the person to be aware of the position and movement of body parts without seeing them.

Output: What is a kinesthetic sense?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: A sense that allows a person to recognize an objects size, shape, and texture.

Output: What is stereognosis sense?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: The person's ability to relate and function within the environment is altered.

Output: What happens when sensory function is altered?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Its filled with new sounds, sights, and stimuli. It also limits access to family and friends.

Output: How can a hospital cause a sensory alteration?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Transmits to the brain an accurate pattern of all sounds received from the environment, the relative intensity of these sounds, and the direction from they originate.

Output: What is the function of the ear?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Transmits to the brain an accurate pattern of light reflected from solid objects in the environment and transformed into color and hue.

Output: What is the function of they eye?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Nervous System receives thousands of bits of information from sensory nerve organs, relays the information through appropriate channels, and integrates the information into a meaningful response.

Output: How does the nervous system typically process sensation?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: 1.Reception 2.Perception 3. Reaction

Output: What are the three components of any sensory experience?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Reception begins with stimulation of a nerve cell, called the receptor, which is usually particular for one type of stimulus, such a light, touch, or sound. When a nerve impulse is created, it travels along pathways to the spinal cord and directly to the brain.

Output: What is reception?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: When the person becomes conscious of the stimuli. Perception includes integration and interpretation of the stimuli based on the persons experiences.

Output: What is perception?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Sensory Deficits Sensory Deprivation Sensory Overload

Output: What are some of the most common sensory alterations?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: A deficit in the normal function of sensory reception and perception. A person loses sense of self with impaired senses.

Output: What are sensory deficits?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Initially a person withdraws by avoiding communication or socialization with others in an attempt to cope with sensory loss. It becomes difficult for the person to interact safely within the environment until he or she learns new skills.

Output: What is a person's initial reaction when they experience a sensory deficit?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Presbyopia-decline of the lens to focus objects that are close. Results in nearsightedness. Cataracts- Cloudy, opaque areas in part of the lens or entire eye Dry Eyes- tears glands produce too few tears resulting in itching, burning, or even vision loss. Glaucoma- increase in intraocular pressure, resulting in decreased visual acuity, difficulty adapting to darkness, and halo effect around lights. Diabetic Retinopathy- pathological changes in the retina yielding decreased vision or vision loss. Macular Degeneration- Macula loses ability to function resulting in blurring of reading matter, distortion and loss of central vision, and distortion of vertical lines.

Output: What are some examples of common sensory deficits in vision?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Presbycusis- A common progressive hearing disorder in older adults. Cerumen Accumulation- Buildup of earwax in the external auditory canal. Yields a conduction deafness.

Output: What are some examples of hearing sensory deficits?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Dizziness and Disequilibrium- Common condition in older adulthood, frequent change in position of head yields an episode of vertigo or disequilibrium.

Output: What some examples of balance sensory deficits?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Xerostomia- decrease in salivary production that leads to a thicker mucus and dry mouth. Often interferes with the ability to eat and leads to nutritional problems.

Output: What are some examples of taste sensory deficit?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Peripheral neuropathy- Disorder of the peripheral nervous system, numbness and tingling of the affected area and stumbling gait. Stroke- CVA caused by clot, hemorrhage, or emboli disrupting blood flow to the brain.

Output: What are some examples of neurological sensory deficits?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Sensory stimulation must be of adequate quality and quantity to maintain a person's awareness. In healthcare settings, meaningful touch is limited, environments lack sensory stimulatory properties, meal are dull and bland, and bath times are unpleasant and distressing experiences. When a person experiences inadequate quality or quantity of stimulation, such as monotonous or meaningless stimuli, sensory deprivation occurs.

Output: What is sensory deprivation?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Reduced Sensory Input (sensory deficit from visual or hearing loss) Elimination of Patterns or Meaning from Input (exposure to strange environments) Restrictive Environments (bed rest) that produce monotony and boredom.

Output: What are three types of sensory deprivation?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Very similar to psychological illness, confusion, symptoms of severe electrolyte imbalance, or the symptoms of psychotropic drugs.

Output: What are some symptoms of sensory deprivation?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: When a person receives multiple sensory stimuli and cannot perceptually disregard or selectively ignore some stimuli.

Output: What is sensory overload?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Age Meaningful Stimuli Amount of Stimuli Social Interaction Environmental Factors Cultural Factors

Output: What are some factors affecting sensory function?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: *Infants are at risk for hearing and visual impairment due to genetic, prenatal, and post natal conditions. *Visual changes in adulthood occur from 40-50 *Hearing loss begins to change as early as 30. *Gustatory and olfactory changes begin around 50. *Proprioceptive changes common after age 60, affect balance, spatial orientation, and coordination.

Output: Give some examples of how age affects sensory function.

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Meaningful stimuli reduce the incidence of sensory deprivation. In the home meaningful stimuli include pets, music, television, pictures of family members, and a calendar and clock.

Output: Give some examples of how meaningful stimuli affects sensory function.

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Excessive stimuli in an environment causes sensory overload. The frequency of observations and procedures performed in an acute health care setting are often stressful.

Output: Give some examples of how amount of stimuli affects sensory function.

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: The amount and quality of social contact with supportive family members and significant others influence sensory function.

Output: Give an example of how social interaction affects sensory function.

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Occupation setting can put you at risk for peripheral, visual, and auditory alterations. Carpal tunnel can be work related. Clients who are hospitalized and bed ridden can suffer chronic immobility. Pt's with TB are isolated to one area, and can suffer from lack of social interaction.

Output: Give an example of how environmental factors affect sensory function.

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: 1. Integrate knowledge of the pathophysiology of sensory deficits 2. Factors that affect sensory function 3. Therapeutic communication principles.

Output: What are some important elements to assess when considering sensory alterations?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: 1. The clients current sensory status 2. The degree to which the deficit affects that person's lifestyle 3. Psychosocial Adjustment 4. Developmental Status 5. Self-Care ability 6. Health promotion habits and safety.

Output: What should your focused health history include when assessing a pt for sensory alterations?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Older adults are more at risk because of normal physiological changes involving sensory organs. Those living in a confined environment such as a nursing home.

Output: What types of populations are more at risk for sensory alterations and why?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Otolaryngologist

Output: Who would you refer a client to if they had a sever hearing problem?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: HHIE-S (Hearing Handicap Inventory for the Elderly) It is a 5 minute, ten item questionnaire.

Output: What is a screening tool used to asses hearing?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Physical Appearance and Behavior- Motor activity, posture, facial expression, hygiene Cognitive Ability- Level of consciousness, abstract reasoning, calculation, attention, judgement, ability to carry on conversation, ability to read and write, and copy figure. Recent and remote memory Emotional Stability- Agitation, euphoria, irritability, hopelessness, or wide mood swings. Illusions, delusions.

Output: What are the components of the mental status assessment for sensory deprivation?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: You should look critically for patterns and trends suggestive or health problem relating sensory alterations.

Output: What should you do after you have assess your pt for sensory alterations?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: disturbed sensory perception:auditory

Output: What is an example of a nsg d/x when a pt presents with advanced age, apathy, inattentiveness during conversations, and self-rating of hearing as "poor".

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: Risk-prone health behavior Impaired verbal communication Impaired physical mobility Risk for Injury Self-Care deficit Situational Low Self Esteem

Output: What are some nsg d/x that you could use when the sensory alteration is the etiology of the d/x?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: -Select strategies to assist the client in remaining functional in the home -Adapt therapies depending on whether sensory deficit is short term or long term -Involve the family in helping the client adjust to limitations -Refer to appropriate healthcare professionals.

Output: What are the primary considerations for planning with a pt with a sensory alteration?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: -The client will achieve improvement in hearing acuity within two weeks. The client will report using communication techniques for improved reception of messages within 2 weeks. -The client will successfully demonstrate technique for cleansing hearing aid within 1 week.

Output: Give some examples of Goals and Outcomes for a client with a hearing alteration.

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: They enable the client with sensory alterations to function safely with existing deficits and to continue a normal lifestyle.

Output: What do the most effective interventions do for pt's with sensory alterations?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: 1. Screening- *. screening for rubella and syphillis in women who are considering pregnancy*advocating adequate prenatal care to prevent premature birth*periodic screening of all children. 2. Preventative Safety *use of protective gear for sports*regular immunizations against rubella, mumps, measles. 3. Use of assistive devices 4. Promoting meaningful stimuli

Output: What are some examples of health promotion in regards to sensory alterations?

Fundamentals Chapter 49 Sensory Alterations Flashcards - Cram.com


Input: [1] college [2]

Output: a school of higher learning

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [1] dimes [2]

Output: coins worth ten cents

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [1] downtown [2]

Output: the main part or business part of a town or city

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [1] fined [2]

Output: made someone pay money as punishment for breaking a law or regulation

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [1] nickels [2]

Output: coins worth five cents

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [1] quarters [2]

Output: coins worth twenty-five cents

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [1] rich [2]

Output: having a great deal of money; wealthy

Alexander, Who Used to Be Rich Last Sunday Flashcards - Cram.com


Input: [1] Axial [2]

Output: in the trigonal bipyramidal electron-pair geometry, the two positions directly acoss from each other

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Bent [2]

Output: the molecular geometry of a triatomic molecule or ion in which the bond angle is less than 180 degrees

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] bond angle [2]

Output: the angle formed between two bond axes.

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] bond axis [2]

Output: an imaginary line connecting the nuclei of two bonded atoms

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] bond dissociation enthalpy [2]

Output: the enthalpy change for breaking a bond in a molecule with the reactants and products in the gas phase.

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] bond length [2]

Output: the distance between the nuclei of two bonded atoms.

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] bond order [2]

Output: the number of bonding electron pairs shared by two atoms in a molecule or polyatomic ion.

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] bonding pair [2]

Output: a pair of electrons that is shared betweeen two atoms.

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] bonding [2]

Output: describes the forces that hold adacent atoms together

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] chemical bond [2]

Output: an attractive force between two atoms that causes the atoms to be attached together.

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] coordinate covalent bond [2]

Output: a covalent bond in which both electrons in the bond were contributed by one atom.

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] core electrons [2]

Output: all of the electrons in atom except for the valence electrons

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] covalent bond [2]

Output: a force of attraction between two atoms that results from the sharing of electrons in the valence shells of two atoms

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] dipole moment [2]

Output: the product of the magnitude of the partial charges on a molecule and the distnace by which they are separated. The dipole moment is a vector quantity having both a magnitude and a direction

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] double bond [2]

Output: a double bond exists when four eletrons are shared by two atoms; two pairs of electrons are shared.

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] eleelectronegativity [2]

Output: a measure of the ability of an atom in a molecule to attract electrons to itself

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] electroneutrality principle [2]

Output: electrons in a molecule or polyatomic ion will be distributed in such a way that the charges on all atoms are as close to zero as possible

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Electron-pair geometry [2]

Output: the geometry taken up by the valence electron pairs around a central atom

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] equatorial [2]

Output: in the trigonal bipyramidal electron-pair geometry, the three politions in a plase midway between the two axial positions

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Formal Charge [2]

Output: Formal Charge = group number - [Lone pair electrons + 1/2 bonding electrons]

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Free radical [2]

Output: a chemcial species containing an unpaired electron; these tend to be very reactive.

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Ionic Bond [2]

Output: the electrostatic attraction between two oppositely charged ions. Ion formation results from the tranfer of electrons from one atom to another

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Isoelectronic [2]

Output: containing the same number and arrangement of electrons

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Isostructural [2]

Output: having the same structure

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Lewis electron dot symbol [2]

Output: in a lewis dot symbol for an atom, the chemical symbol is used to represent the nucleus and core electrons of an atom; the valence electrons are represnted by dots place around the symbol

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Lewis structure [2]

Output: a representation of a covalenty bonded species in which the chemical symbol is used to represent the nucleus and core electrons of each atoms; a lone pair belonging solely to one atom is represented by two dots. and a pair of electrons that is shared between two atoms is represented by a line connecting two atoms

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Resonace Structure/ Formal Charges [2]

Output: To predict formal charge for a resonace structure. take the sum of the outer atoms/ it by the amount of outer atoms

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Bond order For Valence Bond Theory [2]

Output: Bond order = Number of shared pairs in all X-Y Bonds/ Number X-Y links in the molecule or ion

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Bond order For MO theory [2]

Output: Add up full orbitals and half full orbitals fractonal bonding is allowed

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] paramagnetic MO Theory [2]

Output: Unpaired Electron

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] Diamagnetic [2]

Output: all electrons are paired

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] HEOMO Highest energy occupied molecular orbital [2]

Output: the hieghts occupied orbital on the diagram

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] sigma bond [2]

Output: a sigma bond is a bond in which electrons density is greatest along the axis of the bond

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: [1] pi pond [2]

Output: a covalent bond that resluts from the sidways overlap of unhbridized p orbital on two different atoms. a pi bond concentrates electron density above and below the bond axis

Chapter 8: Bonding and Molecular Structure Flashcards - Cram.com


Input: Third grade teacher Gene Brady noticed that his students had difficulty using comprehension strategies. The most effective way for this teacher to help his students would be to:

Output: Provide minilessons and model comprehension strategies

Students contribute to the writing activity


Input: Effective teachers use formal and informal assessment measures primarily to:

Output: Modify their instruction and reteach when necessary

Students contribute to the writing activity


Input: Wendy's mother taught her to knit and crochet and she knew many stitches. Because she had a great deal of experience, Wendy could now learn new stitches easily in a process of:

Output: Assimiliation-she already had the necessary schemata

Students contribute to the writing activity


Input: Commercially produced reading programs which typically include a student's textbook, accompanying workbook, supplemental instructional materials, and teacher's guide are known as:

Output: Basal Reading Programs

Students contribute to the writing activity


Input: Educators who believe that learning is the result of stimulus response actions subscribe to a theory known as:

Output: Behaviorism

Students contribute to the writing activity


Input: Theorists such as Piaget explained that students' knowledge is organized into cognitive structures or files in mental filing cabinents known as:

Output: Schemata

Students contribute to the writing activity


Input: Students usually feel comfortable, safe, and more willing to take risks when:

Output: The classroom environment is predictable with familiar routine

Students contribute to the writing activity


Input: John McFadden has just graduated from college and will begin his first year as a teacher in September. Experienced educators have correctly told him that teachers experience the most success when they:

Output: Take the first two weeks of the year to establish the classroom community

Students contribute to the writing activity


Input: The word bookcases contains how many morphemes:

Output: Three morphemes because "book," "case," and "es"

Students contribute to the writing activity


Input: As a new sixth grade teacher was selecting books for his classroom library, an experienced teacher correctly advised him that students within a typical classroom:

Output: Read at a wide range of levels

Students contribute to the writing activity


Input: Teachers can serve as a model of fluent reading by:

Output: Reading aloud to their students

Students contribute to the writing activity


Input: During guided reading instruction, students usually work in,

Output: Homogenous reading groups

Students contribute to the writing activity


Input: When he rides the schoolbus, Tommy engages in casual conversation with his friends. He uses more formal language when he gives oral reports in the classroom. Tommy's ability to use appropriate language in each situation shows his understanding of the:

Output: Pragmatic System

Students contribute to the writing activity


Input: In English there are approximately how many speech sounds?

Output: 44 Phonemes

Students contribute to the writing activity


Input: Ten-year-old Julie usually enjoyed reading books in the Magic Tree House series. Today, however, the teacher required Julie to complete a worksheet as she read. To complete the worksheet, Julie was forced to read:

Output: Efferently- to get information

Students contribute to the writing activity


Input: Theorist such as Louise Rosenblatt have explained that students don't try to figure out the author's meaning as they read; instead, they negotiate a meaning that makes sense to them based on the words they are reading and their existing knowledge. The work of these theorists reflects:

Output: Reader-Response Theory

Students contribute to the writing activity


Input: A balanced literacy program integrating components such as reading, writing, oral language and content-area study is recommended for:

Output: All students

Students contribute to the writing activity


Input: Students usually have more opportunities to work independently, select their reading material, set personal schedules, and collaborate with classmates when they participate in:

Output: Reading Workshops

Students contribute to the writing activity


Input: Principal Andy Taylor has correctly advised teachers to prepare students for high-stakes testing by:

Output: Teaching test-taking strategies through minilessons and literacy activities

Students contribute to the writing activity


Input: Sixth grade reading teacher David Scott has been asked to help his students prepare for a high-stakes assessment. Of the following, the best way that a reading teacher could help his students prepare for a high-stakes assessment is to:

Output: Teach students about question-answer relationships

Students contribute to the writing activity


Input: A reading test which is composed of graded word lists, graded passages from stories and informational books, and comprehension questions is know as an:

Output: Informal Reading Inventory (IRI)

Students contribute to the writing activity


Input: What is a tool that is likely to help students engage in self-assessment?

Output: A portfolio

Students contribute to the writing activity


Input: The most effective way for teachers to monitor progress and make instructional decisions is to:

Output: Develop a schedule for observing each student

Students contribute to the writing activity


Input: Third grade teacher Bea Taylor writes brief notes as she observes students. Which type of notes would be most helpful in planning instruction?

Output: Clara used context clues to determine the meanings of the words shore and seashell

Students contribute to the writing activity


Input: High-stakes testing differs from classroom assessment in many ways. One significant way in which high-stakes testing and classroom assessment differ is that classroom assessment usually:

Output: Provides more information for making daily instructional decisions

Students contribute to the writing activity


Input: Students scores on high-stakes tests such as the Metropolitan Achievement Test and the ITBS can often be linked to the readability levels of the:

Output: Lexile Framework

Students contribute to the writing activity


Input: When correctly used, portfolios focus upon a student's:

Output: Strenghts

Students contribute to the writing activity


Input: High-stakes tests are designed to objectively measure students' ability to meet:

Output: Grade-level standards

Students contribute to the writing activity


Input: Six-year-old Madison selected a book, Junie B. Jones and the Stupid Smelly Bus, from the classroom library. Madison was able to read most of the words but she needed her teacher's help to fully comprehend the story. Consequently, this book fit Madison's:

Output: Instructional Level

Students contribute to the writing activity


Input: Systematic and meaningful collections of artifacts documenting students' literacy development over a period of time are known as:

Output: Portfolios

Students contribute to the writing activity


Input: An informal reading inventory usually contains:

Output: Narrative and expository passages at many grade levels

Students contribute to the writing activity


Input: Items included in portfolios are usually selected by the:

Output: Students

Students contribute to the writing activity


Input: Bobby's teacher administered an informal reading inventory and found that he had a fourth grade instructional reading level and a sixth grade listening level. These scores indicate that this student should be able to:

Output: Comprehend sixth grade level materials when they are read aloud

Students contribute to the writing activity


Input: When a teacher administers an IRI the student:

Output: Reads passages orally and silently

Students contribute to the writing activity


Input: Scoring guides that are used to evaluate students' performance in reading and writing according to specfic criteria and levels of achievement are known as:

Output: Rubrics

Students contribute to the writing activity


Input: Reserachers have found that children find books easier to read when the books have:

Output: Consistent placement of text on a page

Students contribute to the writing activity


Input: Sixth grade teacher Helen Crump has been asked to evaluate students' writing samples. To complete this task, Miss Crump should develop a(n):

Output: Rubric

Students contribute to the writing activity


Input: Books with repeated words and sentences, rhymes, or other familiar patterns are known as:

Output: Predictable books

Students contribute to the writing activity


Input: A kindergarten teacher plans to read aloud a predictable text, Mrs. Wishy-Washy. To enable all students to see the text and illustrations, the teacher should use:

Output: A Big Book

Students contribute to the writing activity


Input: Teacher Millie Boyd is helping her students use phonics to decode and spell words. Phonics instruction is most appropriate for students in the:

Output: Beginning Reading and Writing Stage

Students contribute to the writing activity


Input: Students are most likely to use conventional spelling in the:

Output: Fluent Reading and Writing Stage

Students contribute to the writing activity


Input: A kindergarten teacher suspects that her new student has not had the same rich exposure to books that most of his classmates have had. Which assessment tool could most likely help a teacher measure a young child's understanding of books?

Output: Concepts About Print (CAP) by Marie Clay

Students contribute to the writing activity


Input: A group of first grade students would enjoy the book, If You Give a Mouse a Cookie, but they are not ready to read it independently. To help the children enjoy and use the book effectively, their teacher should use the practice of:

Output: Shared Reading- Teacher reads aloud while students follow along in their own copies.

Students contribute to the writing activity


Input: Effective teachers have learned that it is best to teach letters of the alphabet:

Output: Using children's own names and environmental print

Students contribute to the writing activity


Input: Being able to name the letters of the alphabet is a good predictor of beginning reading achievement. The most likely explanation for this is that:

Output: Children who have been actively involved in early and rich literacy activities generally know the letters

Students contribute to the writing activity


Input: The most effective way to encourage shared reading and to involve parents in a child's literacy development is to:

Output: Send home traveling bags of books.

Students contribute to the writing activity


Input: Handwriting instruction should:

Output: Begin in kindergarten to establish good habits

Students contribute to the writing activity


Input: Young children are surrounded by words. Print such as logos on cereal boxes and signs for a favorite toy store or restaurant is known as:

Output: Environmental Print

Students contribute to the writing activity


Input: Tommy is transitioning from pretend reading to reading predictable books. This child is in the:

Output: Emergent Reading Stage

Students contribute to the writing activity


Input: Six-year-old Nicole wrote a thank-you letter to her grandmother that had all the traditional parts of a letter and showed conventional spelling. This work indicates that as a writer, the child is in the:

Output: Fluent Stage

Students contribute to the writing activity


Input: The goal for educators is that all students should be fluent readers and writers by:

Output: The end of third grade

Students contribute to the writing activity


Input: Teachers should use the time allotted for handwriting instruction primarily to:

Output: Model letter formation and supervise the students' practice

Students contribute to the writing activity


Input: Several kindergarten students dictated sentences about their trip to the zoo. Their teacher wrote their dictated sentences on a chart. The children were able to easily read these sentences primarily because:

Output: The text was composed of their own language

Students contribute to the writing activity


Input: The principal wisely suggested that by adding books, pencils, pens, and paper to kindergarten play centers, teachers could enhance their instructional value and transform them into:

Output: Literacy play centers

Students contribute to the writing activity


Input: During shared reading, students should be encouraged to:

Output: Join in reading predictable refrains and rhyming words

Students contribute to the writing activity


Input: The most effective way to help children develop concepts about the alphabet is to:

Output: Use the children's names and environmental print to teach letters

Students contribute to the writing activity


Input: Because fluent readers recognize many words automatically, they usually:

Output: Devote more energy to comprehension

Students contribute to the writing activity


Input: In English there are:

Output: 44 phonemes

Students contribute to the writing activity