Input: [1] To qualify as a professional corporation, Medical Clinic, P.C., [2]

Output: must be a corporation formed by professionals.


Input: [1] Frida and Gregor want to market a new line of fishing gear. To avoid income taxes at the corporate level, they should form [2]

Output: an S corporation


Input: [1] Stan incorporates his scientific products business as Tech Supply, Inc. This firm could have perpetual existence in [2]

Output: most states.


Input: [1] Dependable Appliances, Inc., is a private, for-profit corporation that (1) was formed for the purpose of manufactur¬ing and distributing a newly pat¬ented kitchen appliance, (2) is owned by five share¬holders, (3) is subject to double taxation, and (4) has made no public offering of its shares. Dependable is [2]

Output: a close corporation


Input: [1] Hailey and Ike hold the first organizational meeting of Java Kiosk Corporation. Probably the most important function of this meeting is [2]

Output: adopting Java’s bylaws.


Input: [1] Caffeine Café, Inc., files its articles of incorporation with the appropriate government agency. Least likely to appear in the articles is the name of [2]

Output: each of the corporation’s shareholders


Input: [1] Eager Beaver Corporation fails to hold its organizational meeting to adopt bylaws. Under this circumstance, Eager Beaver is most likely [2]

Output: a de facto corporation.


Input: [1] Like the bylaws of other corporations, the bylaws of Retail Sales, Inc., [2]

Output: were adopted at its first organizational meeting.


Input: [1] Superior Home Products, Inc., is a corporation. Superior’s implied powers are necessary to [2]

Output: perform all acts reasonably appropriate and necessary to accom¬plish its corporate purposes


Input: [1] Stable Hydraulics Corporation’s articles list an incorrect address for its incorporator. Under this circumstance, Stable is most likely [2]

Output: a de jure corporation.


Input: [1] Egan is a director of First Realty Corporation. As a director, Egan can act as an agent to bind First Realty [2]

Output: in no circumstances


Input: [1] Niki owns O.K. Oil Corporation. Niki uses O.K.’s funds to pay her personal expenses, creates Pure Fuel Corporation to engage in the same business as O.K., transfers O.K.’s assets to Pure Fuel, and petitions O.K. into bankruptcy. This most likely warrants [2]

Output: a pierce of O.K.’s corporate veil


Input: [1] Cody and Dex form Eminent Corporation. Eminent has a board of directors, a chief executive officer, a chief operating officer, and fifty-two sharehold¬ers. Eminent is governed by its [2]

Output: board of directors


Input: [1] Rhea is a director of Spex Corporation. As a Spex director, Rhea is [2]

Output: not a trustee because Rhea does not hold title to Spex’s property


Input: [1] Lon and Merry act as the incorporators for NuGame Corporation. After the first board of directors is chosen, subsequent directors are elected by a majority vote of NuGame’s [2]

Output: shareholders.


Input: [1] Bret and Courtney form Delite Day Care, Inc. Ultimate responsibility for pol¬icy decisions necessary to the management of corporate affairs rests with Delite’s [2]

Output: board of directors.


Input: [1] Rosa and Sean are directors of Tech, Inc. The right of Rosa and Sam to be notified of special meetings of the board is the right to [2]

Output: participation.


Input: [1] Sol is chairman of the board of Tasty Foods Corporation. Uma, a con-sumer, falls sick after eating a Tasty product. Uma sues Tasty, and Sol individu¬ally. Tasty may pay Sal’s legal fees [2]

Output: regardless of the outcome


Input: [1] Frida, Gayla, and Hart occupy the positions of director on the board of Integral Components Corporation. With respect to these directors, a quorum is the minimum number [2]

Output: who must be present to validly transact business


Input: [1] Cara and Dru are officers of EZ Trucking Corporation. As cor¬porate officers, the rights of Cara and Dru are [2]

Output: determined by their employment contracts


Input: [1] Coast-to-Coast Distribution, Inc., is a direct-mail distribution company. Like most corporations, Coast-to-Coast’s employees include its [2]

Output: officers


Input: [1] Rafi, a director of Super Service Station Corporation, does not attend a board meet¬ing for three years. During that time, Twyla, Super’s president, makes improper loans that cost the company $100,000. Ron is most likely [2]

Output: liable for negligence or mismanagement.


Input: [1] Frawsty Corporation distributes beverages in the greater Northwest. Frawsty’s board of directors can delegate some of its functions to [2]

Output: Frawsty’s officers


Input: [1] Chip is a director of Diners Restaurants, Inc. Chip would breach his duty of loyalty if he [2]

Output: buys stock in Gulpin’ Foods Corporation, a competing firm.


Input: [1] Luke is a director of Motor Parts Corporation. Luke makes decisions with respect to Motor Parts in good faith, in what Luke believes is the firm’s best interest, and without violating any duties owed to it. If, despite these circumstances, Luke exercises poor business judgment, under the business judgment rule Luke is [2]

Output: immune from liability.


Input: [1] Denise, Ervin, and Flem occupy the positions of directors on the board of Gallery Corporation. As directors, they may not [2]

Output: support businesses that directly compete with Gallery


Input: [1] Thor Power Products Corporation permits the election of its directors by cumulative voting. This [2]

Output: allows minority shareholders to be represented on the board


Input: [1] Brad is a shareholder of Concert Promotion Corporation. As a shareholder, Brad can [2]

Output: vote to amend the articles of incorporation or bylaws


Input: [1] Lovey is a shareholder of Matchless Corporation with preemptive rights. With these rights, Lovey can [2]

Output: buy a prorated share of a new issue of stock before other buyers


Input: [1] Odell, Prince, and Quinn are shareholders of Rite Corporation. Before a shareholders’ meeting, they agree in writing to vote their shares together in a certain manner. Usually, such agreements are held to be [2]

Output: valid and enforceable.


Input: [1] In all states, Sports Club Company and other corporations can pay dividends from [2]

Output: retained earnings


Input: [1] Rusty and Sylvia are shareholders of Triad Hotel Corporation. Triad’s directors fail to declare a dividend. Rusty and Sylvia could succeed in asking a court to order the directors to meet and declare a dividend [2]

Output: if withholding a dividend is an abuse of the directors’ discretion


Input: [I am Soham.] I am taking you on a journey to the city of Dubai. [I am your angelguide.] You do know where Dubai is ? [Who am I ?]

Output: Where am I taking You ?


Input: [I am Soham.] We are going on a boat . [I am your angelguide.] Show me how to do a boat ! [Who am I ?]

Output: How are we going ?


Input: [I am Soham.] We are in a boat passing through Maktoum bridge which opens up. [I am your angelguide.] Show me how to be a bridge. [Who am I ?]

Output: Where are we passing from ?


Input: [I am Soham.] Oh the fish [I am your angelguide.] Show me how to be a fish. [Who am I ?]

Output: What are you trying to sea in the sea ?


Input: [I am Soham.] the trees [I am your angelguide.] Show me how to be a tree. [Who am I ?]

Output: What are you looking for ?


Input: [I am Soham.] Great ! you are on the beach . Can you see the warriors on the beach? [I am your angelguide.] Show me how to be a warrior [Who am I ?]

Output: Are you ready to get down from the boat ?


Input: [I am Soham.] Its a dog running after the ball. [I am your angelguide.] Show me how to be a dog. [Who am I ?]

Output: What is that sound ?


Input: [I am Soham.] We can see that in Dubai Zoo. [I am your angelguide.] Show me how to do the giraffewalk . [Who am I ?]

Output: Oh do you know a giraffe walk ?


Input: [I am Soham.] Its in Jumeirah and we can see King Cobra ? [I am your angelguide.] Show me how to be a Cobra. [Who am I ?]

Output: Do you know where is the zoo?


Input: [I am Soham.] Lets take a watertaxi to bur dubai and then rent a cycle to go to zoo. [I am your angelguide.] Show me how to be a bicycle. [Who am I ?]

Output: Shall we rent a bicycle to go to zoo ?


Input: [I am Soham.] We are on Jumeirah road after the Jumeirah Mosque. [I am your angelguide.] Show me how to be a mosque . [Who am I ?]

Output: Where are we going ?


Input: [1] aneurysm/o [2] widened blood vessel [3]

Output: aneurysmorrhaphy - suture of an aneurysm

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] phleb/o ven/o [2] vein [3]

Output: phlebectasis - expansion of a vein

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] sphygm/o [2] pulse [3]

Output: sphygmoid - resembling a pulse

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] cardiomyopathy [2] any disease or weakening of the heart muscle that diminishes cardiac function [3]

Output: causes of cardiomyopathy include viral or bacterial infections, metabolic disorders, or general systemic disease

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] deep vein thrombosis (DVT) [2] blood clot that forms deep in the veins of the body, especially hose in legs or thighs [3]

Output: In DVT, blood clots may break away from the vein wall and travel in the body. If they lodge in the lung the condition is called pulmonary embolism.

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] ejection fraction (EF) [2] calculation of how much blood a ventricle can eject with one contraction [3]

Output: The left ventricular EF averages 50% to 70% in healthy hearts but can be markedly reduced if part of the heart muscle dies, as evident after an MI or in cardiomyopathy or valvular disease

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] fibrillation [2] quivering or spontaneous muscle contractions, especially of the heart, causing ineffectual contractions [3]

Output: commonly corrected with defibrillator

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] primary hypertension [2] HTN in which there is no identifiable cause, also called essential hypertension [3]

Output: most common form

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] implantable cardioverter-defibrillator (ICD) [2] implantable battery-powered device that monitors and automatically corrects ventricular tachycardia or fibrillation by sending electrical impulses to the heart [3]

Output: In ventricular fibrillation, the heart quivers rather than beats,and blood is not pumped to the brain. Unless treatment is received within 5-10 minutes, ventricular fibrillation causes death

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] mitral valve prolapse (MVP) [2] common and occasional serious condition in which the leaflets of the mitral valve prolapse into the left atrium during systole causing characteristic murmur heard on auscultation [3]

Output: Common signs of and symptoms of MVP include palpitations of the heart and occasionally, panic attacks, with pounding heartbeat. Because of the possibility of valve infection, prophylactic treatment with antibiotics is suggested before undergoing invasive procedures such as dental work

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] stent [2] slender threadlike device used to hold open vessels, tubes, or obstructed arteries [3]

Output: stents are used to support tubular structures that are being anastomosed or to induce maintain patency within the tubular structures

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] cardiac catheterization (CC) [2] passage of catheter into the heart through a vein or artery to provide a comprehensive evaluation of the heart [3]

Output: CC gathers information about the heart, such as blood supply through the coronary arteries and blood flow and pressure in the chambers of the heart as well as enabling blood sample collection and x-rays of the heart

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] electrocardiogram [2] graphic line recording that shows the spread of electrical excitation to different parts of the heart using small metal electrodes applied to the chest, arms, and legs [3]

Output: ECGs help diagnose abnormal heart rhythms and myocardial damage

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] Holter monitor test [2] ECG taken with a small portable recording system capable of storing up to 24 hours of ECG tracings [3]

Output: Holter monitoring is particularly useful in obtaining cardiac arrhythmia record that would be missing during an ECG of only a few minutes

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] nuclear ECG [2] ECG that utilizes a radioisotope to evaluate coronary blood flow [3]

Output: In a nuclear stress test, the radioisotope is injected at the height of exercise. The area not receiving sufficient oxygen is visualized by decreased uptake of the isotope

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] cardiac enzyme studies [2] blood test that measures troponin T, troponin I, and creatinine kinase (CK-MB) [3]

Output: cardiac enzymes are released into the bloodstream from damaged heart muscle tissue. Their presence in a blood specimen is consistent with myocardial damage

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] echocardiography (ECHO) [2] noninvasive diagnostic method that uses ultrasound to visualize internal cardiac structures and produce images of the heart [3]

Output: A transducer is placed on the best to direct ultra-high-frequency sound waves toward cardiac structures. Reflected echoes are then converted to electrical impulses and displayed on a screen

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] multiple-gated acquisition (MUGA) [2] nuclear procedure that uses radioactive tracers to produce movie-like images of the structures of the heart, including the myocardium and the mitral and tricuspid valves [3]

Output: The MUGA scan shows the motion of the heart wall muscle and the ventricles ability to eject blood

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] phonocardiography [2] Imaging technique that provides graphic display of heart sounds and murmurs during the cardiac cycle [3]

Output: A transducer sends ultrasonic pulses through the chest wall and the echoes are converted into images on a monitor to assess overall cardiac performance

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] scintigraphy [2] diagnostic test that uses radiation emitted by the body after injection of radioactive substances to create images of various organs or identify body functions and diseases [3]

Output: scintigraphy identifies infarcted or scarred areas of the heart that show up as "cold spots" (areas of reduced radioactivity), taken when patient is at rest

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] thallium study [2] scintigraphy procedure that uses injected radioactive thallium and records the uptake of the isotope with a gamma camera to produce an image [3]

Output: A stress thallium study is commonly performed at the same tome as a resting study to further identify abnormalities

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] venography [2] radiography of a vein after injection of a contrast medium to detect incomplete filling of a vein, which indicates obstruction [3]

Output: venography is primarily used to locate blood clots in the veins of the leg

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] embolization [2] technique used to block blood flow to a site by passing a catheter to the area and injecting a synthetic material or medication specially designed to occlude the vessel [3]

Output: embolization may serve to eliminate an abnormal communication between an artery and a vein, stop bleeding, or close vessels that are supporting tumor growth

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] sclerotherapy [2] injection of a chemical irritant into a vein to produce inflammation and fibrosis that destroys the lumen of the vein [3]

Output: sclerotherapy is commonly performed to treat varicose veins and sometimes telangiectasis

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] percutaneous transluminal coronary angioplasty (PTCA) [2] dilation of an occluded vessel using a balloon catheter under fluoroscopic guidance [3]

Output: In PTCA, the physician inserts a catheter transcutaneously, inflates the balloon thereby dilating the narrowed vessel, and commonly positions a stent to hold the vessel open

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: [1] commissurotomy [2] surgical separation of the leaflets of the mitral valve, which have fused together at their "commissures" (points of touching) [3]

Output: many candidates for commisurotomy are now treated with balloon or mitral valvuloplasty

Medical Terminology - Chapter 8 Cardiovascular System Flashcards - Cram.com


Input: normative view of culture

Output: a view of human culture arguing that one can identify the abstract rules regulating a particular culture; a commonly used basis for studying archaeological cultures through time

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: inevitable variation

Output: cumulative culture change due to minor differences in learned behavior over time

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: cultural selection

Output: process that leads to the acceptance of some culture traits and innovations that make a culture more adaptive to its environment; somewhat akin to natural selection in biological evolution

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: invention

Output: new ideas that originate in a human culture by accident or design

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: diffusion

Output: the spread of ideas over short or long distances


Input: components

Output: all the artifacts from one occupation level at a site


Input: phases

Output: archaeological units defined by characteristic groupings of cultural traits that can be identified precisely in time and space, lasting for a relatively short time and found at one or more sites in a locality or region, with cultural traits that are clear enough to distinguish one phase from other phases


Input: regions

Output: areas defined by natural geographic boundaries that display some cultural homogeneity


Input: culture areas

Output: arbitrary geographic or research areas in which general cultural homogeneity is found

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: horizons

Output: widely distributed sets of cultural traits and artifact assemblages whose distribution and chronology allow researchers to assume that they spread rapidly; often formed of artifacts that were associated w/ widespread, distinctive religious beliefs


Input: traditions

Output: persistent technological or cultural patterns identified by characteristic artifact forms that outlast a single phase and occur over a wide area


Input: migration

Output: the deliberate movement of people from one area to another


Input: analogy

Output: a process of reasoning whereby two entities that share some similarities are assumed to share many others


Input: stelae

Output: commemorative columns or uprights


Input: functionalism

Output: the notion that a social institution w/in a society has a function in fulfilling all the needs of a social organism

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: ethnographic analogy

Output: analysis of living societies to aid in understanding and interpreting the arch. record

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: ethnoarchaeology

Output: the study of living societies to aid in the interpretation of ancient ones

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: experimental archaeology

Output: conducting controlled experiments with ancient technologies and other methods to provide a basis for interpreting ancient human behavior

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: scientific method

Output: method of inquiry based on the formal testing of hypotheses, cumulative research, and replicable experiments

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: inductive reasoning

Output: using specific observations to form general conclusions

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: deductive reasoning

Output: forming specific implications from a generalized hypothesis

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: processual archaeology

Output: studying the process of culture change using a systems or environmental approach

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: general systems theory

Output: the notion that any organism or organization can be studied as a system broken down into many interacting subsystems or parts; sometimes called cybernetics

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: pollen analysis (palynology)

Output: the study of ancient vegetation by using minute pollens preserved in organic deposits

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: cultural ecology

Output: the study of the ways in which human societies adapt to and transform their environments

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: multilinear cultural evolution

Output: cultural evolution along many diverse tracks

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: post-processual archaeology

Output: approaching the past by examining ideology, motives, and nonenvironmental aspects of culture change

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: cognitive archaeology

Output: the "archaeology of mind" using arch. methods to study human motives, ideologies, and intangibles.

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: cognitive-processual archaeology

Output: an approach to arch. that combines the methods of processual and postprocessual researchers

Fagan Ancient Lives - Ch 7 terms Flashcards - Cram.com

the development of generalizations about a research problem based on numerous specific observations on artifacts and other finds


Input: [2] The ability to do work [1]

Output: Energy

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] Producers pull carbon dioxide and water with sunlight from the atmosphere and release sugars and oxygen. [1]

Output: Photosynthesis

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] Organic compounds made by bacteria using energy from chemical reactions (hydrogen sulfide) in the absence of sun. [1]

Output: * Chemosynthesis *

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] An organism that makes it's own food - a plant. [1]

Output: Producer

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] An organism that needs to eat other organisms for their food. [1]

Output: Consumer

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] An animal that only eats primary producers (herbivore). [1]

Output: Primary Consumer

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] An animal that either eats only consumers (carnivore) or eats consumers and producers (omnivore). [1]

Output: Secondary Consumer

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] An animal that eats other carnivores and omnivores. [1]

Output: Tertiary Consumer

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] An animal that only eats plants (primary consumer). [1]

Output: Herbivore

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] An animals that eats only other animals (secondary consumer). [1]

Output: Carnivore

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] An animal that breaks down animal, plant, or human waste and returns carbon to the ground. [1]

Output: Detritivore

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] An animal that eats dead animals. [1]

Output: Scavenger

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] Breaks down waste and puts it and the carbon in the ground. [1]

Output: Decomposer

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] A linear display of feeding relationships. [1]

Output: Food Chain

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] A diagram of many feeding relationships. [1]

Output: Food Web

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] Solar- transferred from sunlight; Chemical- transferred from chemical bonds, can be stored/released by beings; Heat- the "waste" product [1]

Output: What are the three types of energy?

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] 1. from the sun - solar 2. organisms eating each other -> directly and indirectly. [1]

Output: What is two ways energy can be transferred?

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] || Tertiary Consumers || || Secondary Consumers || || Primary Consumers || || Primary Producers || [1]

Output: What are the four levels of feeding?

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] Each level uses 90% of the carbon energy, and then passes 10% of the left-over energy to the next level. [1]

Output: In a trophic pyramid, how is energy lost as you go up the levels?

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] Biomass or lost in heat. [1]

Output: What does energy turn into when it is lost?

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] * loosing natural predators * organisms with specific food preferences * toxins in the environment [1]

Output: How can the energy transfer be interrupted?

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] Acorn → squirrel → fox [1]

Output: Create a food chain.

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] * more than one organism can eat another food type * '→' points to eating organism [1]

Output: Create a food map.

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: [2] Compare: both display feeding relationships. Contrast: F. Chain is one chain, F. Web has many chains. [1]

Output: Compare and contrast a food chain and a food web.

9th Grade Environmental Science Unit 4 Flashcards - Cram.com


Input: WHAT? meaning gained from the context of text (graph, article, picture, explanatory paragraph, prior knowledge, etc.) WHY? implies a deeper level of understanding but is, at times, difficult for students to make sense of vocabulary in text without a schema or relevant prior knowledge

Output: contextual knowledge TYPE OF WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? words taught in the context of a content area WHY? allows students to integrate words with previously acquired knowledge

Output: teaching vocabulary from a context GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? active involvement of the learner WHY? students understand declarative and procedural requirements of understanding new words and engages them in (1) sensing and inferring relationships between targeted vocabulary and their own, background vocabulary, (2) recognizing and applying vocabulary words to a variety of contexts, (3) recognizing examples and non-examples, (4) generating novel contexts for the targeted word

Output: generative processing GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? the "what" focuses on processes involved in knowing a word and the "how" involves students in learning strategies for unlocking words independently WHY? the "what" enables students to recognize and add words to their repertoire if a teacher teaches words; the "how" enables students to expand their vocabulary continually and read and understand more texts if a teacher teaches independent word-learning strategies

Output: the "what" and the "how" of vocabulary development GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? ability to own targeted words in multiple contexts through repeated exposure WHY? ensures students' reading fluency and understanding of vocabulary and increases the likelihood that students will use these words in various spoken and written contexts EXAMPLE: to implement, a math teacher does the following with key terms and symbols: (1) discusses them by exploring what students already know about them, (2) previewing how they are used in the textbook, (3) asking students to write them in their journals/notebooks, (4) practicing them through activities and exercises that encourage thinking and writing, (5) reviewing and testing in cumulative fashion

Output: vocabulary reinforcement GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? increasing students' awareness of words by creating situations in which learning new words is a valuable knowledge-seeking activity through 'modeling' WHY? students realize vocabulary is a lifelong goal if teachers discuss words they have recently heard (on TV, in newspaper, from others), look up words in the dictionary that they come across that they do not understand, and use essential words when responding to student writing and during class discussions or conversations so that students integrate these words into their own vocabulary; encourages students to take a 'metalinguistic stand on vocabulary' (playing with words and manipulating them)

Output: stimulating awareness/interest in words GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? environment in which new words are learned, celebrated, and used in authentic communication tasks WHY? if students are given opportunity to experience using words in low-risk situations, to discuss new ideas daily, to talk freely about how text concepts relate to their real-world concerns, to read works in a variety of genres related to concepts, and to write meaningful texts using keywords and concepts, they will build strong expressive and receptive vocabularies

Output: language-rich word learning environment GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY.

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? reading that intrigues, interests, and possibly instills a love for reading by students. It can include texts like newspapers, magazines, short stories, trade books, adolescent novels, etc. WHY? enhances students' breadth and depth of word knowledge necessary to understand content-area assignments

Output: recreational reading GUIDELINE FOR TEACHING VOCABULARY EFFECTIVELY

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? (1) learning a new word for a concept when student understands the concept but has not heard of label for the concept, (2) learning a new concept for a known word, (3) learning a new concept for which student has no label and minimal understanding or background WHY? gives teachers understanding of the complexity of learning a new word or key concept for a content area

Output: What are the three tasks involved in word learning? HOW STUDENTS LEARN NEW WORDS

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? words not particularly associated with any single content area that could be found in any newspaper or weekly magazine WHY? forces teachers to select and emphasize the complexity and multiple meanings of words and shows that they are common to many communication situations

Output: general words TYPE OF VOCABULARY

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? words unique to a particular subject; general words used in a specialized way and that have only one distinct meaning and application WHY? emphasizes fact that words take on specialized and unique meanings depending on particular content area

Output: technical content-area words TYPE OF VOCABULARY

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? teachers should have pre-determined system for selecting appropriate vocabulary terms that will help students better understand key ideas in the unit; teachers should select important terms and concepts that represent the most important ideas WHY? selecting a few, essential words compensates for time constraints and contributes to students' enhanced understanding of the text itself

Output: How can teachers effectively decide which terms and concepts to teach? GUIDELINE FOR SELECTING VOCABULARY TO TEACH

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? understanding the meaning of a word by analyzing the meaning of the words that surround it; figuring out a word by the manner in which it is used in the text WHY? through modeling , teachers emphasize the metacognitive nature of using context clues; encourage students to use the following steps through modeling: (1) looking at, before, and after the word, (2) reason by connecting what is known based on what the author has written, (3) predict possible meaning, (4) resolve or redo by deciding whether enough is known to proceed or try again using other source

Output: contextual analysis TRADITIONAL APPROACH TO WORD LEARNING

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? teacher-directed activity that relies on modeling and demonstrating to students how word meanings can sometimes be inferred from the context WHY? modeling how one must go about finding clues to word meanings allows students to see the practical application of this task; modeling includes activating students' prior knowledge of topic and other subjects, emphasizing importance of identifying obvious clues provided and clues within words, showing that context is more than just a few words surrounding an unknown word or sentence in which unknown word appears, and using the dictionary to validate assumptions about the meaning of a word

Output: previewing in context TRADITIONAL APPROACH TO WORD LEARNING

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? teacher-directed prereading activity that prepares students for technical and general vocabulary they will encounter in a reading assignment WHY? actively engages students in word learning as they make predictions about content, establish connections between words and concepts, write, discuss, and read their assignments carefully to verify their predictions; modeling includes: identifying general or technical vocabulary that is key to objectives of the unit, asking students to choose a few words and formulate one sentence that may be in the text and sharing with the class, asking students to verify the accuracy of the sentences other students created, and having students create new sentences using the targeted words.

Output: possible sentences TRADITIONAL APPROACH TO WORD LEARNING

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? students (1) target only a part of the definition and ignore the rest of the entry, (2) find a familiar word in the definition and attempt to substitute it for the unknown word, (3) cannot construct adequate and precise meaning from vague and disjointed fragments provided in dictionary entries WHY? demonstrates for both teachers and students that the dictionary can be used for solving 'hunches' about words, but is in no way a 'tell all'; should be used in conjunction with personal experiences and textual contexts

Output: what problems do students encounter when looking words up in the dictionary? TRADITIONAL APPROACH TO WORD LEARNING

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? using familiar word parts or morphemes such as prefixes, suffixes, and roots to understand meaning of unknown words WHY? allows students to discover the meaning of words by breaking them into their meaningful parts; allows students to view it as an independent word-learning strategy

Output: morphemic analysis TRADITIONAL APPROACH TO WORD LEARNING

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? allowing students to experience a vocabulary term or key concept firsthand by prompting an engaging activity that taps into their prior knowledge and past experiences WHY? firsthand concept development encourages students' deeper understanding of concepts and key terms EXAMPLE: In a lesson on factoring in a mathematics classroom, students are given pictures of different types of foods (fruits, vegetables, dairy products, proteins, carbohydrates, snacks) and are asked to organize foods into groups in whatever manner they feel appropriate. After a class discussion about what types of groups students created with their foods, the teacher explains that students were performing a task similar to 'combining like terms' in mathematics.

Output: how can vocabulary be taught implicitly through explicit demonstrations? ACTIVITY THAT ENHANCES WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? (1) PLACES-words that owe their meaning to a particular place, (2) ACRONYMS-words formed from initial letters of other words, (3) PORTMANTEAU WORDS-words formed by blending portions of one word with another, (4) CLIPS-words formed when they are shortened in length, (5) NAMES OF PEOPLE-words that owe their heritage to famous individuals, (6)BORROWED WORDS FROM OTHER LANGUAGES-words borrowed from other languages and cultures WHY? tapping into students' interest and being playful with words helps them become actively engaged and committed to acquisition of new words

Output: Besides teaching students words with an unusual history or origin, what other interesting sources are available that can build their interest in word learning? ACTIVITY THAT ENHANCES WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? activity in which students evaluate their level of knowledge about a set of words by placing each word in one of the following categories: "Don't Know It," "Somewhat Familiar," and "Very Familiar" WHY? actively involves students in learning new words and concepts; allows teachers to discuss the meaning of words and confusion students may have about them before tackling a lesson/unit including these words

Output: knowledge rating activity ACTIVITY THAT ENHANCES WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? a map with the following properties: the word to define is located in center box, a brief answer to question "what is it?" in top box, a response to "what is it like?" using words/phrases describing the word's critical attributes, characteristics, or properties in boxes on right-hand side, and answers to "what are some examples?" of the word in bottom boxes WHY? gives students a strategy for generating word meanings independently and encourages self-monitoring and metacognitive thinking through this test-questioning process; shows students there is more to knowing a word than recognizing and reciting a definition

Output: word map STRATEGY THAT BUILDS VOCABULARY AND COMPREHENSION

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? grid in which essential vocabulary is listed on one axis of the grid and major features, characteristics, or important ideas are listed on the other axis; students fill in grid by indicating (possibly by simply placing check marks or number value) the extent to which each essential vocabulary word possesses the stated features, characteristics, or important ideas WHY? students discover the shared and unique characteristics of vocabulary words; serves as a good review and study guide for a unit of study

Output: semantic-feature analysis STRATEGY THAT BUILDS VOCABULARY AND COMPREHENSION

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? similar to flash cards, but contain additional information; the following is included on front of card: (1) targeted word and (2) subordinate idea; the following is included on the back of the card: (1) definition(s), (2) characteristics or features, (3) examples from the text and/or personal experiences, (4) personal sentences, and (5) personal cues, mnemonics, or images (OPTIONAL) WHY? involves students in learning more than just definitions for difficult terminology; provides for an excellent study tool that can be adapted to fit students' own purposes

Output: concept cards STRATEGY THAT BUILDS VOCABULARY AND COMPREHENSION

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? reinforcement activity that students use with their concept cards or any list of content-area words in which students groups their cards into different categories with common features; in open sorts, students determine their own ways in which cards can be grouped; in closed sorts, students know the categories in which they must place their cards in advance WHY? engages students in higher levels of thinking and processing; allows students to manipulate their cards in an interesting and flexible manner

Output: word sort (open/closed) STRATEGY THAT BUILDS VOCABULARY AND COMPREHENSION

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? use of mental pictures to help remember what a word means or how it relates to another word or superordinate concept WHY? powerful tool for reinforcing vocabulary knowledge because students are actively involved in their learning since they create their own, personal images

Output: imagery strategy ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? use of catchy phrase or sentences that helps in remembering a particular word WHY? powerful tool for reinforcing vocabulary knowledge because students are actively involved in their learning since they create their own, catchy phrases

Output: keyword strategy ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? activity in which students read two related statements, each containing the same targeted word; second sentence asks students to demonstrate their knowledge of the word by exceeding simple definition (may come in the form of a question) WHY? involves students in active and elaborative thinking processes by challenging them to demonstrate a full understanding of words

Output: statement plus a request activity ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? activity that requires students to discriminate between, negate, and recognize examples and non-examples WHY? involves students in active and elaborative thinking processes by challenging them to demonstrate a full understanding of concepts

Output: exclusion ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? activity that includes a sentence containing two, paired targeted words that students must derive/come to an understanding of and then determine if any relationship exists between them WHY? involves students in active and elaborative thinking processes by challenging them to demonstrate a full understanding of words

Output: paired word questions ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? activity in which students are given a set of words or phrases and must select which of them subsumes all the other words or phrases WHY? students are able to discriminate the difference between a major concept and a detail or supporting idea

Output: sensing the big picture ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? activity in which students must identify the similarity or difference between a pair of words and then given a third word, must find a final word that demonstrates the same relationship with the third word as the first pair of words WHY? involves students in knowing synonyms and antonyms of important words and encourages them to sense relationships between words in a variety of ways

Output: analogies ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: WHAT? activity in which students are given two paired words that share some relationship and must write a sentence that utilizes the words correctly WHY? demonstrates students' conceptual understanding of words and their relationship;

Output: paired word sentence generation ACTIVITY FOR REINFORCING AND EVALUATING WORD KNOWLEDGE

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: Acquiring word knowledge is significant in order to become literate in any given content area. Students must realize the complex nature of words and understand that they can take on different meanings in different contexts and content areas. By participating in teacher-directed (possible sentences, previewing in context) and independent (word maps, semantic-feature analysis, imagery strategy, open word sorts) word learning activities, students will have a greater chance of owning more words and utilizing them and making them a part of their everyday language. An activity that was particularly interesting to me in this chapter was the 'interesting word origins' activity. An extension of this activity was described in one of my note cards and includes places, acronyms, names of people, clips, etc. I feel that this activity not only engages students in the surface meaning of the word, but also the true and interesting background knowledge of it. For example, in mathematics, it is useful for students to understand that Pythagoras formulated the Pythagorean Theorem as this can lead into a discussion of how the theorem was derived and with what intentions. This gives students not only a greater insight into the content area but also a better appreciation and, hopefully, interest in it. Generally, it is important for students to realize that truly owning a word does not simply mean knowing its dictionary definition. Similarly, in acquiring knowledge of a word, students have the opportunity to engage in several activities and practice various strategies that go beyond just glancing in the dictionary for its meaning.

Output: MY REFLECTION

Chapter 6: Developing General and Content-Area Vocabulary Knowledge Flashcards - Cram.com

definitional knowledge TYPE OF WORD KNOWLEDGE


Input: Weakness, Severe atrophy, Hypo/areflexia, Flaccidity

Output: Symptoms of LMN damage?

What symptoms are associated with UMN damage?


Input: Appearance and Demeanor look for emotions, posture, non verbal communication, personal hygiene, and gait disturbances

Output: When getting a neurological history, you should assess _ and _ immediately at the start of the interview

What symptoms are associated with UMN damage?


Input: Somnolence

Output: Regarding the level of consciousness... _ is when the pt awakens to voice commands answers appropriately and could wake up

What symptoms are associated with UMN damage?


Input: Lethargy

Output: Regarding the level of consciousness... _ is when the pt awakens to verbal and tactile cues, answers appropriately but cannot maintain alertness


Input: Stupor

Output: Regarding the level of consciousness... _ is when the pt Responds to noxious stimuli only, somewhat appropriately, but cannot verbalize or initiate cognition


Input: Obtunded

Output: Regarding the level of consciousness... _ is when the pt has an inappropriate response to noxious stimuli


Input: Observable outward tone or demeanor (affect) - Climate Patient’s description of emotion (mood) - Weather

Output: Affect vs mood?

What symptoms are associated with UMN damage?


Input: Dysarthria

Output: _ is a deficit in the muscles of speech in the mouth, not due to a problem in the brain


Input: Dysphonia

Output: _ is the inability to make a sound. Example: Laryngitis, paralyzed vocal cords


Input: echolalia

Output: _ is when the pt repeats everything you say


Input: circumlocutions

Output: _ is when someone takes way too long to get to the point, or maybe never gets to the point

What symptoms are associated with UMN damage?


Input: confirm their orientation, and test recent memory

Output: By asking the pt about current events, you _

What symptoms are associated with UMN damage?


Input: Gnosis Agnosia, nondominant parietal lobe

Output: _ is ability to recognize objects _ is failure to recognize common everyday items, this occurs with lesions in the _

What symptoms are associated with UMN damage?


Input: Autotopagnosia

Output: _ is the inability to recognize or correctly orient the parts of one's own body.

What symptoms are associated with UMN damage?


Input: Praxis:

Output: _: the ability to perform a motor function


Input: 8 4

Output: Regarding the glasgow coma scale ... A score of less than _associated with > 80% morbidity. A score of less than _ is associated with > 80% mortality.

What symptoms are associated with UMN damage?


Input: verbal response, eye opening, and motor

Output: What are the three major categories that are looked at in the glasgow coma scale?

What symptoms are associated with UMN damage?


Input: PACE Psychiatric Management Establish and Maintain Therapeutic Alliance Complete Psychiatric Assessment Evaluate the Safety of the Patient

Output: What is the purpose of doing a psych evaluation?

What symptoms are associated with UMN damage?


Input: schedule the interview

Output: When performing a psych eval, whenever possible, you should _. This will make patients feel more important as well as gives you the opportunity to observe the pts behavior.

What symptoms are associated with UMN damage?


Input: False. Shake hands when culturally appropriate

Output: (T/F) You should always shake hands before conducting a psych interview in order to be polite and make the pt more comfortable

What symptoms are associated with UMN damage?


Input: their last name

Output: You should always address the patient by _

What symptoms are associated with UMN damage?


Input: rate, volume, inflection (monotone or animated)

Output: When evaluating someone's speech what are the three parameters you are looking at?

What symptoms are associated with UMN damage?


Input: range (degree of reactivity - flat, blunted) stability (stable or labile?) appropriateness (to the situation)

Output: When evaluating someone's affect, you are evaluating it's:

What symptoms are associated with UMN damage?


Input: euthymic

Output: What is the medical terminology for a neutral mood?


Input: contralateral increased

Output: A corticospinal tract damaged above the medulla produces motor impairment on the _ side with _ DTR’s and muscle tone.

What symptoms are associated with UMN damage?


Input: ipsilateral decreased

Output: Below the medulla lesion of the corticospinal tract produces impairment on the _side with _ DTR’s and muscle tone.

What symptoms are associated with UMN damage?


Input: false. you get bradykinesia and involuntary movements but no paralysis

Output: (T/F) You get paralysis with damage to the basal ganglia

What symptoms are associated with UMN damage?


Input: the cerebellar system

Output: Equilibrium, gait, and posture is coordinated by _

What symptoms are associated with UMN damage?


Input: C5-6 C6,7,8

Output: Biceps flexion tests nerves _ Extension of triceps tests _

What symptoms are associated with UMN damage?


Input: C6,7,8 (Radial nerve)

Output: Wrist extension tests _

What symptoms are associated with UMN damage?


Input: C8, T1 (median nerve) C7,8,T1

Output: Thumb opposition tests _ Grip tests _

What symptoms are associated with UMN damage?


Input: C8 and T1 fibers of the Ulnar Nerve

Output: Weak abduction of the thumb results from _

What symptoms are associated with UMN damage?


Input: L2, L3, L4, quadriceps mm

Output: Quad extension tests _

What symptoms are associated with UMN damage?


Input: L2, L3, L4, iliopsoas mm

Output: Hip flexion tests _

What symptoms are associated with UMN damage?


Input: L4, L5, S1 hamstrings

Output: Knee flexion tests _

What symptoms are associated with UMN damage?


Input: S1, L4,L5

Output: Plantar flexion tests _, dorsiflexion tests _

What symptoms are associated with UMN damage?


Input: paper clip for sharp sensation. This tract is responsible for pain and temperature

Output: To test the spinothalamic tract, use a _

What symptoms are associated with UMN damage?


Input: tuning fork on bone for vibration or position sense on fingers and toes.

Output: To test the posterior columns, use a _

What symptoms are associated with UMN damage?


Input: both spinothalamic and dorsal columns

Output: Light touch, as in use of a cotton ball, tests _

What symptoms are associated with UMN damage?


Input: the anterior horn cell 0(absent) to 4+ (hyperactive). 2+ is Normal

Output: DTR are mediated through _ cell, and are recorded as _

What symptoms are associated with UMN damage?


Input: C5,6 C6,C7

Output: Biceps reflex tests _ Triceps reflex tests _

What symptoms are associated with UMN damage?


Output: Brachioradialis reflex tests _


Input: L2,3,4 S1

Output: Patellar reflexes tests _ Achilles reflex tests _

What symptoms are associated with UMN damage?


Input: Rapid respirations with increasing and decreasing depth rapid respirations slow, gasping irregular rate and depth

Output: What respiratory patterns would a comatose pt have if they had a lesion in .. Cerebrum Midbrain Pons Medulla

What symptoms are associated with UMN damage?


Input: UMN

Output: spastic paralysis is indicative of a _ lesion


Input: V and VII

Output: Corneal reflex tests CN _ and _

What symptoms are associated with UMN damage?


Input: CN V

Output: To test for CN _, you check sensation on the face and motor eval of temporal and masseter muscles

What symptoms are associated with UMN damage?


Input: CN VII

Output: To test for the CN _, have the pt raise their eyebrows, close eyes tight, smile, and puff cheeks

What symptoms are associated with UMN damage?


Input: test hearing, rub your fingers together by both ears

Output: To test for CN VIII, you ...

What symptoms are associated with UMN damage?


Input: CN IX and X

Output: You test CN _ simultaneously with CN _ by testing the gag reflex

What symptoms are associated with UMN damage?


Input: Asterixis:

Output: _ flapping of extended arms and wrists frequently seen in alcoholics indicative of metabolic encephalopathy


Input: Brudzinski’s (meningeal)

Output: _ sign: Flexion of the neck induces flexion of the hips and knees indicative of meningeal irritation

What symptoms are associated with UMN damage?


Input: Kernig’s

Output: _sign: Flex hip and knee, then extend the knee. Inability to extend the knee is a positive sign


Input: shrug their shoulders

Output: You test CN XI by having the pt _

What symptoms are associated with UMN damage?


Input: protrude their tongue

Output: You test CN XII by having the pt _

What symptoms are associated with UMN damage?


Input: Romberg

Output: _ maneuver tests proprioception via posterior columns and vestibular fxn. The pt stands with their feet together, arms outstretched, and closes eyes


Input: cerebellar function....unconscious proprioception via spinocerebellar tract

Output: When the pt is alternatly touching their nose to your finger, you are testing _

What symptoms are associated with UMN damage?


Input: pronator drift pronation of one arm suggests a contralateral corticospinal lesion

Output: _ is when the pt has Supinated extended arms for 20-30 seconds with eyes closed

What symptoms are associated with UMN damage?


Input: encephalopathy

Output: Ankle clonus with hyperactive reflexes is indicative of _

What symptoms are associated with UMN damage?


Input: Measure and record visual acuity Assess pupillary reflexes Evaluate ocular motility Evaluate visual fields by confrontation Use the direct ophthalmoscope for fundus evaluation

Output: What are the 5 things you MUST know how to do when performing an eye examination?

What symptoms are associated with UMN damage?


Output: A pt is legally blind if they have a vision of _


Input: L, R, Up and L, Up and R, Down and L, Down and R

Output: What are the 6 cardinal fields of gaze?

What symptoms are associated with UMN damage?


Input: R superior rectus L inferior oblique

Output: When you are looking up and right, what EOM are you using?

What symptoms are associated with UMN damage?


Input: Right Inferior rectus Left Superior Obliqe

Output: When you look down and right, what EOM are you using?

What symptoms are associated with UMN damage?


Input: Left Inferior rectus Right Superior Oblique

Output: When you are looking down and left, what EOM are you using?

What symptoms are associated with UMN damage?


Input: hypertensive retinopathy

Output: Cotton Wool spots, AV nicking and ateriolarsclerosis are associated with what disorder?

What symptoms are associated with UMN damage?


Input: Pheochromocytoma

Output: _ is rare and occurs most often in young adults. It causes attacks of high blood pressure, headaches, excessive sweating, nausea and vomiting, anxiety, and loss of consciousness.

What symptoms are associated with UMN damage?


Input: true

Output: (T/F) Papilledema is the swelling of the optic disc and results in an increased blind spot but relatively little visual loss


Input: total infarcted retina

Output: In a central retinal artery occulsion,there is (minimal/total) vision loss. The off white surrounding the cherry red spot is the _

What symptoms are associated with UMN damage?


Input: optic neuritis

Output: _ is Optic disc edema with visual loss, and can be associated with pain

What symptoms are associated with UMN damage?


Input: gradual rapid

Output: Dry macular degeneration results in _ visual loss, while wet results in _ visual loss

What symptoms are associated with UMN damage?


Input: [visible spectrum] wavelength

Output: the distance from a point on a wave to the same point on the next wave

light energy that can be seen and can be broken into the colors of the rainbow


Input: [visible spectrum] transparent

Output: materials that allow light to pass through so that whatever is behind can be seen

light energy that can be seen and can be broken into the colors of the rainbow


Input: [visible spectrum] translucent

Output: materials that allow light to pass through but scatter it so that whatever is behind it cannot be clearly seen

light energy that can be seen and can be broken into the colors of the rainbow


Input: [visible spectrum] opaque

Output: materials that do not allow light to pass through

light energy that can be seen and can be broken into the colors of the rainbow


Input: [visible spectrum] transmit

Output: to allow to pass through

light energy that can be seen and can be broken into the colors of the rainbow


Input: [visible spectrum] absorb

Output: to take in

light energy that can be seen and can be broken into the colors of the rainbow


Input: [visible spectrum] reflect

Output: to bounce back

light energy that can be seen and can be broken into the colors of the rainbow


Input: [visible spectrum] convex lens

Output: a lens that is thicker in the middle than at the edges

light energy that can be seen and can be broken into the colors of the rainbow


Input: [visible spectrum] concave lens

Output: a lens that is thinner in the middle than at the edges

light energy that can be seen and can be broken into the colors of the rainbow


Input: [visible spectrum] vibrate

Output: to move quickly back and forth

light energy that can be seen and can be broken into the colors of the rainbow


Input: [visible spectrum] volume

Output: the loudness or softness of a sound

light energy that can be seen and can be broken into the colors of the rainbow


Input: [visible spectrum] pitch

Output: the highness or lowness of a sound

light energy that can be seen and can be broken into the colors of the rainbow


Input: [Continental Drift] Pangaea

Output: A large land mass made up of all the continents before it broke up to what are the continents of today.

Tectonic Plates - Earth Science Flashcards - Cram.com

A hypothesis that states that continents have moved horizontally around the globe, over time, to reach their current locations.


Input: [Continental Drift] Seafloor Spreading

Output: The theory that magma from the earth's mantle rises to the surface at mid-ocean ridges and cools to form new sea floor, which pushes the older floor away.

Tectonic Plates - Earth Science Flashcards - Cram.com

A hypothesis that states that continents have moved horizontally around the globe, over time, to reach their current locations.


Input: [Continental Drift] Magnetometer

Output: A sensitive instrument that's used to measure magnetic data, and is used to measure the earth's magnetic field.

Tectonic Plates - Earth Science Flashcards - Cram.com

A hypothesis that states that continents have moved horizontally around the globe, over time, to reach their current locations.


Input: [Continental Drift] Plate Tectonics

Output: The theory that the earth's crust and upper mantle (lithosphere) are broken into sections, called plates, and move slowly above the mantle.

Tectonic Plates - Earth Science Flashcards - Cram.com

A hypothesis that states that continents have moved horizontally around the globe, over time, to reach their current locations.


Input: [Continental Drift] Plates

Output: Sections of the earth's crust that move above the upper mantle.

Tectonic Plates - Earth Science Flashcards - Cram.com

A hypothesis that states that continents have moved horizontally around the globe, over time, to reach their current locations.


Input: [Continental Drift] Lithosphere

Output: The rigid, outer most layer of the earth, about 100km thick, composed of the crust and part of the mantle.

Tectonic Plates - Earth Science Flashcards - Cram.com

A hypothesis that states that continents have moved horizontally around the globe, over time, to reach their current locations.


Input: [Continental Drift] Asthenoshpere

Output: The plastic-like layer below the lithosphere in the earth's mantle.

Tectonic Plates - Earth Science Flashcards - Cram.com

A hypothesis that states that continents have moved horizontally around the globe, over time, to reach their current locations.


Input: [Continental Drift] Divergent Boundary

Output: A boundary between two plates that are diverging, or moving away from each other.

Tectonic Plates - Earth Science Flashcards - Cram.com

A hypothesis that states that continents have moved horizontally around the globe, over time, to reach their current locations.


Input: [Continental Drift] Convergent Boundary

Output: The boundary between two plates that are converging, or moving away from each other.

Tectonic Plates - Earth Science Flashcards - Cram.com

A hypothesis that states that continents have moved horizontally around the globe, over time, to reach their current locations.


Input: [Continental Drift] Subduction Zone

Output: The area where an ocean floor plate collides with a continental plate, and the denser ocean plate sinks under the continental plate.

Tectonic Plates - Earth Science Flashcards - Cram.com

A hypothesis that states that continents have moved horizontally around the globe, over time, to reach their current locations.


Input: [Continental Drift] Convection Current

Output: A driving force in which hot, plasticlike material material from the mantle rises to the lithosphere, moves horizontally, cools, and sinkes back to the mantle.

Tectonic Plates - Earth Science Flashcards - Cram.com

A hypothesis that states that continents have moved horizontally around the globe, over time, to reach their current locations.


Input: [2] drug that temporarily blocks transmission of nerve conduction to produce a loss of sensations (eg: pain) [1]

Output: anesthetic

Medical Terminology - Integumentary System, Common Therapeutic Drug Classifications Flashcards - Cram.com


Input: [2] drug that kills or inhibits the growth of microorganisms [1]

Output: antibiotic

Medical Terminology - Integumentary System, Common Therapeutic Drug Classifications Flashcards - Cram.com


Input: [2] drug that kills or prevents the grown of fungi [1]

Output: anti-fungal

Medical Terminology - Integumentary System, Common Therapeutic Drug Classifications Flashcards - Cram.com


Input: [2] drug that blocks effects of histamine in the body [1]

Output: antihistamine

Medical Terminology - Integumentary System, Common Therapeutic Drug Classifications Flashcards - Cram.com


Input: [2] a regulating body substance released in excess during allergic reactions causing swelling & inflammation of tissues (eg: in urticaria (hives), hay fever) [1]

Output: antihistamine: - histamine

Medical Terminology - Integumentary System, Common Therapeutic Drug Classifications Flashcards - Cram.com


Input: [2] drug that reduces inflammation [1]

Output: anti-inflammatory

Medical Terminology - Integumentary System, Common Therapeutic Drug Classifications Flashcards - Cram.com


Input: [2] drug that relieves itching [1]

Output: antipruritic

Medical Terminology - Integumentary System, Common Therapeutic Drug Classifications Flashcards - Cram.com


Input: [2] an agent that inhibits growth of infectious microorgan [1]

Output: antiseptic

Medical Terminology - Integumentary System, Common Therapeutic Drug Classifications Flashcards - Cram.com


Input: [1] Utopia [2]

Output: an ideally perfect place, especially in it's social, political and moral aspects.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Dystopia [2]

Output: An imaginary place where the conditions and quality of life are unpleasent.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Entrails [2]

Output: An animal's or person's internal organs.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Reaping [2]

Output: where you pick the crop and gather it up and bring it home.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Apothecary [2]

Output: A person that makes medicine's and tell's you how to use them.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Iridescent [2]

Output: Shiney, Sparkly, and colorful appearence.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Paraffin [2]

Output: Wax that you use for making candles, medicice, and make up.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Tesserae [2]

Output: It's a peice of bone or wood that was used for trade like money, for goods.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Meager [2]

Output: Not enough in amount or size.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Racketeers [2]

Output: shady characters that sell or trade goods.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Sustenance [2]

Output: something that keeps you alive, usually it's food.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Tribute [2]

Output: A payment that is made by one ruler to another that shows he admit's you are the boss.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Repentance [2]

Output: To feel bad about something you did and you promise not to do it again.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Treason [2]

Output: Betraying someone or your own country.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Synonymous [2]

Output: It mean's almost the same thing or the same thing.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Tenuous [2]

Output: Weak, not strong.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Plaited [2]

Output: Braided hair.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Insurmountable [2]

Output: Not possible to do something or able to do it the right way.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Maces [2]

Output: A weapon that is a heavy club with a round spiked metal head.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Anti-climactic [2]

Output: Disipointing end to a story.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Sanctioned [2]

Output: Given permission by a boss of the people to do something.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Demeanor [2]

Output: How somebody behaves or looks.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Decrepit [2]

Output: Something or somebody that is old and warn out.

The Hunger Games Vocabulary Flashcards - Cram.com


Input: [1] Philip II [2]

Output: interited Spain, Spanish Netherlands, and American Colonies


Input: [1] absolute monarchs [2]

Output: kings or queens who held all of the power within their states' boundaries


Input: [1] divine right [2]

Output: idea that God created the monarchy and that the monarch acted as God's representative on earth


Input: [1] Edict of Nantes [2]

Output: declaration of religious toleration for Huguenots


Input: [1] Cardinal Richelieu [2]

Output: strong minister who made up for Louis XIII's weaknesses


Input: [1] skepticism [2]

Output: idea that nothing can ever be known for certain


Input: [1] Louis XIV [2]

Output: most powerful ruler in French history


Input: [1] intendants [2]

Output: collected taxes and administered justice


Input: [1] Jean Baptiste Colbert [2]

Output: minister of finance in time of Louis XIV


Input: [1] War of the Spanish Succession [2]

Output: struggle to prevent France from uniting with Spain


Input: [1] Thirty Years' War [2]

Output: conflict over religion and territory and for power among European ruling families


Input: [1] Maria Theresa [2]

Output: heir to Charles VI's throne


Input: [1] Frederick the Great [2]

Output: followed his father's military policies when he came to power


Input: [1] Seven Years' War [2]

Output: did not changed territorial situation in Europe


Input: [1] westernization [2]

Output: using western Europe as a model for change


Input: What is the cytoskeleton?

Output: Maintains cell shape, helps organise cell division, functions as a system of roads for motor proteins.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What are mitochondria?

Output: Known as the 'power houses' of the cell, they combine food (sugar) with oxygen to produce ATP - the primary energy source for the cell. Cells with more energy requirements have more mitochondria.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What is the role of the nucleus?

Output: Acts as the 'Control Centre' of the cell, stores & protects DNA.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: Where is the nucleolus found & what does it do?

Output: Inside the nucleus, is the nucleolus. It produces ribosomes, which move out of the nucleus and take positions on the rough ER where they are critical in protein synthesis.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What is the cytosol?

Output: Mainly water, this is the 'soup' where all the other organelles reside inside the cell.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What is the cytoplasm?

Output: The cytosol & the organelles within it.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What is the Golgi apparatus?

Output: The sorting & packaging plant likened to a stack of pancakes, where molecules are packaged for delivery to other parts of the cell, or for secretion from the cell.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What are lysosomes?

Output: The 'stomachs' of the cell. They digest viruses & bacteria, excess or worn out organelles and food particles.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What are vesicles?

Output: Membrane-bounded sacs that store & transport substances.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What is the smooth endoplasmic reticulum resposible for?

Output: Synthesis of lipids.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What is the rough endoplasmic reticulum resposible for?

Output: Proteins synthesized on the ribosomes collect in the endoplasmic reticulum for transport throughout the cell.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What gives rough ER the 'rough' appearance?

Output: The ribosomes on its surface.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What are ribosomes?

Output: Each ribosome comprises two parts, a large subunit and a small subunit. They are the site of protein synthesis.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: Where are ribosomes found?

Output: Throughout the cell, and on the rough endoplasmic reticulum.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: Name the 3 parts of the human cell.

Output: 1. Plasma membrane 2. Cytoplasm 3. Nucleus

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What is the function of chromatin?

Output: To package DNA into a smaller volume to fit in the cell, to strengthen the DNA to allow mitosis and meiosis and prevent DNA damage, and to control gene expression and DNA replication.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: How many chromosomes are in the human cell, and therefore how many DNA molecules?

Output: 46 chromosomes (23 pairs), therefore 46 DNA molecules. *One DNA molecule forms one chromosome.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: Eukaryote cells generally reproduce themselves by which process?

Output: Mitosis.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What are the 5 phases of mitosis?

Output: 1.Interphase 2.Prophase 3.Metaphase 4.Anaphase 5.Telophase

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What is interphase?

Output: The portion of the cell cycle when the cell is not going through mitosis.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: Where are lysosomes produced?

Output: The Golgi Apparatus.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: Describe the structure of DNA.

Output: The DNA molecule looks like a twisted ladder & is called a 'double helix.' The 'rungs' are built with the 4 letter DNA alphabet, A,C, T & G.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: How does the DNA's alphabet pieces (the 'ladder rungs') join together?

Output: A always pairs with T, & C always pairs with G.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: How does DNA replicate itself?

Output: The 2 strands of the double helix separate ('unzip') & the cell reads each strand, a base at a time and every time it sees a G, it sticks a C on the new complementary strand, an A for every T, a C for every G and a T for every A etc.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: DNA is made up of 2 strands that stick together to make a________________?

Output: Double helix.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What is the nucleosome?

Output: The basic unit of DNA packaging. It consists of a segment of DNA wound in sequence around eight histone protein cores.(Like a thread wrapped around a spool).

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What happens during prophase?

Output: First stage of mitosis. Chromatin coils so the chromosomes are visible, nuclear membrane dissolves, centrioles migrate to opposite ends of cell, a spindle made of microtubules forms.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What happens during metaphase?

Output: Chromosomes position themselves along the equator of the cell.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What happens during anaphase?

Output: Sister chromatids separate and the two sets of chromosomes move toward opposite ends of the cell.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What happens during telophase?

Output: Chromosomes begin to uncoil and a nuclear membrane forms around each set of chromosomes. Cell division.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What is the plural of nucleolus?

Output: Nucleoli.

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: What are the 6 functions of proteins in the plasma membrane?

Output: -Transport -Enzymatic activity -Receptors -Intercellular joining -Cell-cell recognition -Attachment to cytoskeleton

A double layer of phospholipids (lipid bilayer). The exposed heads of the bilayer are "hydrophilic (water loving),and the hidden tails of the phosopholipids are "hydrophobic" (water fearing). Proteins are also present including receptors for odors, tastes and hormones. The membrane allows molecules to pass in & out of the cell.


Input: [Traduce al inglés.] Traduce al inglés. comería comerías comería comeríamos comerían

Output: I would eat you would eat he would eat we would eat y'all would eat they would eat

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. viviría vivirías viviría viviríamos vivirían

Output: I would live you would live he would live we would live y'all would live they would live

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. iría irías iría iríamos irían

Output: I would go you would go he would go we would go y'all would go they would go

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. estudiaría estudiarías estudiaría estudiaríamos estudiarían

Output: I would study you would study he would study we would study y'all would study they would study

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. compraría comprarías compraría compraríamos comprarían

Output: I would buy you would buy he would buy we would buy y'all would buy they would buy

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. correría correrías correría correríamos correrían

Output: I would run you would run he would run we would run y'all would run they would run

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. viajaría viajarías viajaría viajaríamos viajarían

Output: I would travel you would travel he would travel we would travel y'all would travel they would travel

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. serviría servirías serviría serviríamos servirían

Output: I would serve you would serve he would serve we would serve y'all would serve they would serve

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. estaría estarías estaría estaríamos estarían

Output: I would be you would be he would be we would be y'all would be they would be [location or condition]

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. sería serías sería seríamos serían

Output: I would be you would be he would be we would be y'all would be they would be [identifying]

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. gastaría gastarías gastaría gastaríamos gastarían

Output: I would spend you would spend he would spend we would spend y'all would spend they would spend

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. debería deberías debería deberíamos deberían

Output: I should you should he should we should y'all should they should [conditional]

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. caminaría caminarías caminaría caminaríamos caminarían

Output: I would walk you would walk he would walk we would walk y'all would walk they would walk

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. daría darías daría daríamos darían

Output: I would give you would give he would give we would give y'all would give they would give

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. escribiría escribirías escribiría escribiríamos escribirían

Output: I would write you would write he would write we would write y'all would write they would write

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. escucharía escucharías escucharía escucharíamos escucharían

Output: I would listen to you would listen to he would listen to we would listen to y'all would listen to they would listen to

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. leería leerías leería leeríamos leerían

Output: I would read you would read he would read we would read y'all would read they would read

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. jugaría jugarías jugaría jugaríamos jugarían

Output: I would play you would play he would play we would play y'all would play they would play [not musical instruments]

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. lavaría lavarías lavaría lavaríamos lavarían

Output: I would wash you would wash he would wash we would wash y'all would wash they would wash

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)


Input: [Traduce al inglés.] Traduce al inglés. limpiaría limpiarías limpiaría limpiaríamos limpiarían

Output: I would clean you would clean he would clean we would clean y'all would clean they would clean

I-Poly Spanish Conditional 1 Foreign Language Flashcards - Cram.com

I would speak you would speak he would speak we would speak y'all would speak they would speak (also, talk)