Input: [absorption costing] overhead application

Output: the process of charging manufacturing overhead cost to job cost sheets and to the work in process account

Accounting Chapter 3 vocab Flashcards - Cram.com

a costing method that includes all manufacturing costs - direct materials, direct labor, and both variable and fixed manufacturing overhead - in the cost of a product


Input: [absorption costing] plantwide overhead rate

Output: a single predetermined overhead rate that is used throughout a plant

Accounting Chapter 3 vocab Flashcards - Cram.com

a costing method that includes all manufacturing costs - direct materials, direct labor, and both variable and fixed manufacturing overhead - in the cost of a product


Input: [absorption costing] predetermined overhead rate

Output: a rate used to charge manufacturing overhead cost to jobs that is established in advance for each period. it is computed by dividing the estimated total manufacturing overhead cost for the period by the estimated total amount of the allocation base for the period

Accounting Chapter 3 vocab Flashcards - Cram.com

a costing method that includes all manufacturing costs - direct materials, direct labor, and both variable and fixed manufacturing overhead - in the cost of a product


Input: [absorption costing] process costing system

Output: a costing system used in situations where a single, homogeneous product (such as cement or flour) is produced for long periods of time

Accounting Chapter 3 vocab Flashcards - Cram.com

a costing method that includes all manufacturing costs - direct materials, direct labor, and both variable and fixed manufacturing overhead - in the cost of a product


Input: [absorption costing] time ticket

Output: a detailed source document that is used to record the amount of time an employee spends on various activities

Accounting Chapter 3 vocab Flashcards - Cram.com

a costing method that includes all manufacturing costs - direct materials, direct labor, and both variable and fixed manufacturing overhead - in the cost of a product


Input: [absorption costing] underapplied overhead

Output: a debit balance in the manufacturing overhead account that occurs when the amount of overhead cost actually incurred exceeds the amount of overhead cost applied to work in process during a period

Accounting Chapter 3 vocab Flashcards - Cram.com

a costing method that includes all manufacturing costs - direct materials, direct labor, and both variable and fixed manufacturing overhead - in the cost of a product


Input: What is the Dream Argument?

Output: The Dream Argument suggests the possibility of universal dreaming - that although there is waking experience, we can never know which moments are dreams and which are awake.

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: What is the Evil Demon Argument?

Output: Suggests that all we know is false, as we could be deceived by an all-powerful Evil Demon. As a result, we cannot place any trust in our senses.

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: What is the one thing that is certain?

Output: Our existence - the cogito - is the one thing that is certain. We cannot doubt the cogito, because to doubt is to think, and to think is to exist.

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: What is the Wax Argument?

Output: The Wax Argument shows that we can still identify a piece of wax despite its changing qualities because we understand it with our minds rather than identify it with our senses. It proves that the mind is a better tool for "knowing" than the senses are.

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: What do the senses perceive?

Output: A disconnected jumble of information

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: What does the intellect do with the information perceived by the senses?

Output: The intellect helps us understand the information perceived by the senses.

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: The Meditator is certain he is a thinking thing because he ______ and ______ perceived this fact.

Output: Clearly and distinctly

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: The Meditator cannot be certain unless all __________ and __________ perceptions can be certain

Output: Clear and distinct

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: What conclusion can be drawn from clear and distinct perceptions?

Output: Clear and distinct perceptions must be true.

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: To assure himself that he is not deceived, what must the Meditator do?

Output: To assure himself that he is not deceived, the Meditator must inquire into the nature of God.

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: What are the two different types of thoughts?

Output: Ideas, and volitions / emotions / judgments towards the those ideas.

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: What are the three sources of ideas?

Output: 1) Innate - we are born with them 2) Adventitious - coming from our sensory perceptions 3) Invented - we made them up

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

The Meditator needs to doubt to sweep away his foundations and principles of knowledge, so that he can reconstruct it on more certain grounds


Input: [2] To shorten\, reduce, to diminish but not to loose its meaning [1]

Output: Abridged


Input: [2] A calm expression, a mental composure [1]

Output: Countenance


Input: [2] A course of study, in the pursuit of wisdom [1]

Output: Philosophy


Input: [2] The most Important element of something, of utmost importance [1]

Output: Essence


Input: [2] Agitated with doubt, or mental conflict or pain [1]

Output: Distraught


Input: [2] A person who studies alchemy which is a medieval science that deals with transforming something common into something uncommon [1]

Output: Alchemists


Input: [2] Ineffective, serving no purpose [1]

Output: Futile


Input: [2] To Transform outwardly, to give a new appearance [1]

Output: Transfigure


Input: [2] A predetermined course of events [1]

Output: Destiny


Input: [2] Impossible to believe or comprehend [1]

Output: Inconceivable


Input: [2] Sensation [1]

Output: The process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment.


Input: [2] Perception [1]

Output: The process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events


Input: [2] Bottom-up Processing [1]

Output: Analysis that begins with the sensory receptors and works up to the brain's integration of sensory information.


Input: [2] Top-down processing [1]

Output: Information processing guided by higher-level mental processes, as when we construct perceptions drawing on our experience and expectations.


Input: [2] Psychophysics [1]

Output: The study of relationships between the physical characteristics of stimuli, such as their intensity, and our psychological experience of them.


Input: [2] Absolute Theshold [1]

Output: The minimum stimulation needed to detect a particular stimulus 50 percent of the time.


Input: [2] Signal Detection Theory [1]

Output: A theory predicting how and when we detect the presence of a faint stimulus ("signal") amid background stimulation ("noise"). Assumes there is no single absolute threshold and that detection depends partly on a person's experience, expectations, motivation, and level of fatigue.


Input: [2] Sublimal [1]

Output: Below one's absolute threshold for conscious awareness.


Input: [2] Difference Threshold [1]

Output: The minimum difference between two stimuli required for detection 50 percent of the time. We experience the different theshold as a just noticeable different. (Also called just noticeable difference or jnd.)


Input: [2] Weber's Law [1]

Output: The principle that, to be perceived as different, two stimuli must differ by a constant minimum percentage (rather than a constant amount).


Input: [2] Middle Ear [1]

Output: The chamber between the eardrum and cochlea containing three tiny bones (hammer, anvil, and stirrup) that concentrate the vibrations of the eardrum on the cochlea's oval window.


Input: [2] Cochlea [1]

Output: A coiled, bony, fluid-filled tube in the inner ear through which sound waves trigger nerve impulses.


Input: [2] Inner Ear [1]

Output: The innermost part of the ear, containing the cochlea, semicircular canals, and vestibular sacs.


Input: [2] Place Theory [1]

Output: In hearing, the theory that links the pitch we hear with the place where the cochlea's membrane is stimulated.


Input: [2] Frequency Theory [1]

Output: In hearing, the theory that the rate of nerve impulses traveling up the auditory nerve matches the frequency of a tone, thus enabling us to sense its pitch.


Input: [2] Conduction Hearing Loss [1]

Output: Hearing loss caused by damage to the mechanical system that conducts sound waves to the cochlea.


Input: [2] Sensorineural Hearing Loss [1]

Output: Hearing loss caused by damage to the cochlea's receptor cells or to the auditory nerves; also called nerve deafness.


Input: [2] Gate-Control Theory [1]

Output: The theory that the spinal cord contains a neurological "gate" that blocks pain signals or allows them to pass on to the brain. The "gate" is opened by the activity of pain signals traveling up small nerve fibers and is closed by activity in larger fibers or by information coming from the brain.


Input: [2] Kinesthesis [1]

Output: The system for sensing the position and movement of individual body parts.


Input: [2] Vestibular Sense [1]

Output: The sense of body movement and position, including the sense of balance.


Input: [2] Sensory Adaptation [1]

Output: Diminished sensitivity as a consequence of constant stimulation.


Input: [2] Transduction [1]

Output: Conversion of one form of energy into another. In sensation, the transforming of stimulus energies, such as sights, sounds, and smells, into neural impulses our brains can interpret.


Input: [2] Wavelength [1]

Output: The distance from the peak of one light or sound wave to the peak of the next. Electromagnetic wavelengths vary from the short blips of cosmic rays to the long pulses of radio transmission.


Input: [2] Pupil [1]

Output: The adjustable opening in the center of the eye through which light enters.


Input: [2] Iris [1]

Output: A ring of muscle tissue that forms the colored portion of the eye around the pupil and controls the size of the pupil opening.


Input: [2] Lens [1]

Output: The transparent structure behind the pupil that changes shape to help focus images on the retina.


Input: [2] Accommodation [1]

Output: The process by which the eye's lens changes shape to focus near or far objects on the retina.


Input: [2] Retina [1]

Output: The light-sensitive inner surface of the eye, containing the receptor rods and cones plus layers of neurons that begin the processing of vital information.


Input: [2] Acuity [1]

Output: The sharpness of vision.


Input: [2] Nearsightedness [1]

Output: A condition in which nearby objects are seen more clearly than distant objects because distant objects focus in front of the retina.


Input: [2] Rods [1]

Output: Retinal receptors that detect black, white, and gray; necessary for peripheral and twilight vision, when cones don't respond.


Input: [2] Cones [1]

Output: Retinal receptor cells that are concentrated near the center of the retina and that function in daylight or well-lit conditions. The cones detect fine detail and give rise to color sensations.


Input: [2] Fovea [1]

Output: defines the center of the retina, and is the region of highest visual acuity. The fovea is directed towards whatever object you wish to study most closely.


Input: [2] Blind Spot [1]

Output: The point at which the optic nerve leaves the eye, creating a "blind" spot because no receptor cells are located there.


Input: [2] Parallel Processing [1]

Output: The processing of several aspects of a problem simultaneously; the brain's natural mode of information processing for many functions, including vision. Contrasts with the step-by-step (serial) processing of most computers and of conscious problem solving.


Input: [2] Young-Helmholtz Trichromatic (Three-color) Theory [1]

Output: The theory that the retina contains three different color receptors - one most sensitive to red, one to green, one to blue - which, when stimulated in combination, can produce the perception of any color.


Input: [2] Opponent-Process Theory [1]

Output: The theory that opposing retinal processes (red-green, yellow-blue, white-black) enables color vision. For example, some cells are stimulated by green and inhibited by red; others are stimulated by red and inhibited by green.


Input: [2] Color Constancy [1]

Output: Perceiving familiar objects as having consistent color, even if changing illumination alters the wavelengths reflected by the object.


Input: [2] Audition [1]

Output: The sense or act of hearing.


Input: [2] Frequency [1]

Output: The number of complete wavelengths that pass a point in a given time (for example, per second).


Input: [2] Optic Nerve [1]

Output: the nerve that transmits visual information from the retina to the brain.


Input: [2] Pitch [1]

Output: A tone's experienced highness or lowness; depends on frequency.


Input: [Air Resistance] Centripetal Force

Output: a force that continuously changes the direction of an object to make it move in a circle

fluid friction acting on an object moving through the air


Input: [Air Resistance] Electromagnetic Force

Output: a force associated with charged particles

fluid friction acting on an object moving through the air


Input: [Air Resistance] Fluid Friction

Output: a friction force that opposes the motion of an object through a fluid

fluid friction acting on an object moving through the air


Input: [Air Resistance] Force

Output: a push or pull that acts on an object

fluid friction acting on an object moving through the air


Input: [Air Resistance] Friction

Output: a force that opposes the motion of objects that touch as they move past each other The four types of friction are rolling, static, fluid, and sliding

fluid friction acting on an object moving through the air


Input: [Air Resistance] Gravitational Force

Output: an attractive force that acts between any two objects

fluid friction acting on an object moving through the air


Input: [Air Resistance] Gravity

Output: the attraction between any two objects because of their masses

fluid friction acting on an object moving through the air


Input: [Air Resistance] Inertia

Output: the tendency of an object to resist a change in its motion

fluid friction acting on an object moving through the air


Input: [Air Resistance] Law of Conservation of Momentum

Output: law stating that the total momentum of a system does not change if no net force acts on the system

fluid friction acting on an object moving through the air


Input: [Air Resistance] Mass

Output: The amount of matter in an object, as measured by its inertia

fluid friction acting on an object moving through the air


Input: [Air Resistance] Momentum

Output: the product of an object's mass and its velocity

fluid friction acting on an object moving through the air


Input: [Air Resistance] Net Force

Output: the overall force acting on an object after all the forces are combined

fluid friction acting on an object moving through the air


Input: [Air Resistance] Newton

Output: the SI unit for force, equal to the force that causes a 1 kilogram mass to accelerate at a rate of one meter per second squared (1N=1 kg X m/s^2

fluid friction acting on an object moving through the air


Input: [Air Resistance] Projectile Motion

Output: the curved path of an object in free fall after it is given an initial forward velocity

fluid friction acting on an object moving through the air


Input: [Air Resistance] Rolling Friction

Output: a friction force that acts on rolling objects, caused by the change in shape at the point of rolling contact the friction force between a rolling object and the surface on which it is moving Ex. Bicycle, Dog, Wheelchair, Anything with wheels

fluid friction acting on an object moving through the air


Input: [Air Resistance] Sliding Friction

Output: The friction resisting an object as you slide it over a surface Ex. Dragging a box across the floor (more sliding friction makes it harder to move)

fluid friction acting on an object moving through the air


Input: [Air Resistance] Static Friction

Output: a friction force that acts on objects that are not moving the friction you need to make an object move from a stationary position Ex, dragging a box that is sitting

fluid friction acting on an object moving through the air


Input: [Air Resistance] Strong Nuclear Force

Output: the powerful attractive force that binds protons and neutrons together in the nucleus

fluid friction acting on an object moving through the air


Input: [Air Resistance] Terminal Velocity

Output: the constant velocity of a falling object when the force of air resistance equals the force of gravity

fluid friction acting on an object moving through the air


Input: [Air Resistance] Weak Nuclear Force

Output: a powerful attractive force that acts over a short range and affects all particles.

fluid friction acting on an object moving through the air


Input: [Air Resistance] Weight

Output: The force of gravity acting on an object

fluid friction acting on an object moving through the air


Input: [Air Resistance] How does force affect an object?

Output: A force can set an object at rest into motion, or it can accelerate a moving object by changing the object's speed or direction

fluid friction acting on an object moving through the air


Input: [Air Resistance] Why does a projectile create a curved path?

Output: The combination of initial horizontal velocity and downward vertical force of gravity causes the object to follow a curved path.

fluid friction acting on an object moving through the air


Input: [Air Resistance] Newton's First Law of Motion

Output: According to Newton's first law of motion, the state of motion of an object does not change as long as the net force acting on the object is zero.

fluid friction acting on an object moving through the air


Input: [Air Resistance] Newton's Second Law of Motion

Output: According to Newton's second law of motion, the acceleration of an object is equal to the net force acting on it divided by the object's mass. A= Net Force/ Mass

fluid friction acting on an object moving through the air


Input: [Air Resistance] Newton's Third Law of Motion

Output: According to Newton's third law of motion, whenever one object exerts a force on a second object, the second object exerts an equal and opposite force on the first object.

fluid friction acting on an object moving through the air


Input: [Air Resistance] Calculate Force

Output: F= A x M A= F/M M= F/A

fluid friction acting on an object moving through the air


Input: [Air Resistance] Calculate Weight

Output: Weight= Mass x Acceleration due to gravity W=mg

fluid friction acting on an object moving through the air


Input: [Air Resistance] Calculate Momentum

Output: Momentum= Mass x Velocity

fluid friction acting on an object moving through the air


Input: Globalization leads to more pollution... WTO can override national environmental laws

Output: Trade v. Environment WTO

Perfect Competition v. mergers, patents and transnational corps


Input: Externalities are not not counted or legislated against, so as to be more competitive in the International community

Output: Standards-lowering competition

Perfect Competition v. mergers, patents and transnational corps


Input: Large corps are lessefficient, but are able to lobby and effect policy to allow them to thrive

Output: Wealth and Power

Perfect Competition v. mergers, patents and transnational corps


Input: Less choices for how to earn living, and less choice for different products

Output: Specialization and Welfare

Perfect Competition v. mergers, patents and transnational corps


Input: Environmental dmg might occur in another country, cannot legislate against. Opt for worse environmental production in other countries Combines resources to reduce limiting constraints on scale

Output: Trade and Scale

Perfect Competition v. mergers, patents and transnational corps


Input: Capital mobility means that money will flow to absolute advantage, but countries are poorest b.c. they are bad at producing things. Globalization further exacerbates the problem

Output: Distribution & Globalization

Perfect Competition v. mergers, patents and transnational corps


Input: If there is drop in local poor economy country can no longer buy food. LDCs have higher costs of farming, reduces food prices, hurts local economy

Output: Food Security and International trade

Perfect Competition v. mergers, patents and transnational corps


Input: emotion or feeling [Acculturation]

Output: affect

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: emotional issues and factors in human behaviour, often compared to the cognative domain [Acculturation]

Output: affective domain

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a condition of low low anxiety and nondefensiveness that permits one to acquire a language [Acculturation]

Output: affective filter

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a style in which an individual is relatively ill-equipped to withstand or manage a high degree of uncertainty in a linguistic context, and as a result may demand more certainty and structure [Acculturation]

Output: ambiguity intolerance

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a style in which an individual is relatively well suited to withstand or manage a high degree of uncertainty in a linguistic context. [Acculturation]

Output: ambiguity tolerance

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the general form in which we know most things with awareness of the structure of that knowledge (see explicit knowledge) [Acculturation]

Output: Analyzed Knowledge

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: feelings of social uncertainty, dissatisfaction, or "homelessness" as individuals lose some of the bonds of a native culture but are not yet fully acculturated into the new culture [Acculturation]

Output: anomie

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the subjective feeling of tension, apprehension, and nervousness connectred to an arousal of the autonomic nervous system, and associated with feelings of uneasiness, frustration, self-dubt, apprehension, or worry [Acculturation]

Output: anxiety

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a direct appeal for help from a more proficient user of the language [Acculturation]

Output: appeal to authority

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a unified but broadly based theoretical position about the nature of language and of language learning and teaching that forms the basis of methodology in the language classroom [Acculturation]

Output: approach

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: learner language that emphasizes the successive approximation of learner's output to the target language [Acculturation]

Output: approximative system

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: in nonverbal communication, factors external to a person, such as clothing and ornamentation, and their effect on communication [Acculturation]

Output: artifacts

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: learning a leanguage in order to form a long-term identity with the culture of a second language group, possibly at the expense of losing one's orginial cultural identity [Acculturation]

Output: assimilative orientation

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: securing the attention of one's audience in a conversation [Acculturation]

Output: attention getting

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the psychological process of focusing on certain stimuli to the exclusion of others [Acculturation]

Output: attention

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a set of personal feelings, opinions, or biases about races, cultures, ethnic groups, classes of people, and languages [Acculturation]

Output: attitude

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: how people explain the causes of their own sucesses and failures [Acculturation]

Output: attribution theory

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the loss or forgetting of language skills [Acculturation]

Output: attrition

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a language teaching method, popular in the 1950's that placed emphasis on oral production, pattern drills, and conditioning through repetition [Acculturation]

Output: Audiolingual Method (ALM)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the tendency to prefer listening to lectures and audiotapes as opposed to visual and/or kinesthetic processing [Acculturation]

Output: audiotory learning style

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: (refering to pronunciation) oral production judged by a speech community to be correct, native or native-like, and appropriate within the speech community [Acculturation]

Output: authentic

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a prinicple emphasizing real-world, meaningful language used for genuine communicative purposes [Acculturation]

Output: authenticity

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: relatively permenant cognitive efforts, as opposed to contolled processes [Acculturation]

Output: automatic processes

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: individual effort and action though which learners initiate language, problem solving, strategic action, and the generation of linguistic input [Acculturation]

Output: autonomy

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: (of a topic) in conversation, steering others away from an unwanted topic (of language form) a strategy that leads to refraining from producing a form that the speaker may not know, often through alternative form; as a stategy, opinions, intended to prevent the production of ill-formed utterances, classified into such categories as syntactic, lexical, phonological and topic avoidance [Acculturation]

Output: avoidance

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: cognizance of linguistic, mental, or emotional factors through attention and focus; conscious attention [Acculturation]

Output: awarness

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: usually, in foreign language classes, calling a learner's attention to linguisic factors that may not otherwise be noticed [Acculturation]

Output: awareness-raising

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: (in learner language)a phenomenon in which the learner seems to have grasped a rule or principle and then regresses to a previous stage [Acculturation]

Output: backsliding

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the communicative capacity that all humans acquire in order to be able to function in daily interpersonal exchanges; context-embedded performance [Acculturation]

Output: basic interpersonal communicative skils (BICS)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a paradigm that studies the behaviour of organisms (including humans) by foucsing centrally on publicly observable responses that can be objectively and scientifically preceived, recorded, and measured [Acculturation]

Output: behavioural Science

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: acquiring a chain of two or more stimulis-response connections [Acculturation]

Output: chaining

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: an approach to describing a phenomenon that emphasizes its dynamic, complex, nonliner, and unpredictable nature [Acculturation]

Output: chaos/complexity theory

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: an elicitation of a reformulation or repetition from a student [Acculturation]

Output: clarification request

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: psychological learning paradigm associated with Pavlov, Thorndike, Watson and others which highlights the formation of associations between stimuli and responses that are strengthened through rewards [Acculturation]

Output: classical conditioning

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a language teaching method in which the focus is on grammatical rules, memorization of vocabulary and other language forms, translation of texts, and performing written exercises [Acculturation]

Output: classical method

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: in bilinguals, the act of inserting words, phrases, or even longer stretches of one language into the other [Acculturation]

Output: code-switching

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a branch of constructivism that emphasizes the importance of individual learners contructing their own representation of reality [Acculturation]

Output: cognitive constructivism

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the elimination of unnecessary clutter and a clearing of the way for more material to enter the cognitive field [Acculturation]

Output: cognitive pruning

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a school of thought in which meaning, understanding, and knowing are significant data for psychological study, and in which ones seeks psychological priniciples of organization and mental and emotional functioning, as opposed to behavioural psychology, which focuses on overt, observable, empirically measurable behaviour [Acculturation]

Output: cognitive psychology

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: strategic options relating to specific learning tasks that involve direct manipulation of the learning material itself [Acculturation]

Output: cognitive strategies

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the way a person learns material or solves problems [Acculturation]

Output: cognitive style

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the dimension of proficiency in which a learner manipulates or reflects on the surface features of language in academic contexts, such as test-taking, writing, analyzing, and reading academic texts; context-reduced performance [Acculturation]

Output: cognitive/academic language proficiency (CALP)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a culutral worldview that assumes the primacy of community, social groups, or organizations and places greater value on harmony within such than on one's individual desires, needs, or aspirations [Acculturation]

Output: collectivism

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: strategic options relating to output, how one productively expresses meaning, and how one effectively delivers message messages to others (see learning strategies) [Acculturation]

Output: communication strategies

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the cluster of abilites that enable humans to convey and interpret messages and to negotiate meanings interpresonally within specific contexts [Acculturation]

Output: communicative competence (CC)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: an approach to language teaching methodology that emphasizes authenticity, interaction, student-centred learning, task-based activities, and communication for real-world, meaningful purposes [Acculturation]

Output: Communicative Language Teaching (CLT)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: language teaching method that emphasizes interpersonal relationships, inductive learning, and views the teacher as a "counselor" [Acculturation]

Output: Community Language Learning (CLL)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: strategic options designed to overcome self-perceived weaknesses, such as using prefabricated patterns, code-switching, and appeal to authority [Acculturation]

Output: compensatory strategies

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: one's underlying knowledge of a system, event, or fact; the unobservable ability to perform language, but not to be confused with performance [Acculturation]

Output: competence

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the claim that when strictly formal (eg phonological, syntactic) options for interpreting meaing through appeal to the first language have been exhausted, second language learners naturally look for alternative "competing" possiblities to create meaning [Acculturation]

Output: Competition Model

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the process of receiving language; listening or reading; input [Acculturation]

Output: comprehension

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: in behavioural learning theory, a response to a stimulus that is learned or elicited by an outside agent [Acculturation]

Output: conditioned response

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the belief that neurons in the brain are said to form multiple connections [Acculturation]

Output: connectionism

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the integration of various paradigms with an emphasis on social interaction and the discovery , or construction, of meaning [Acculturation]

Output: constructivism

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: language forms and functions that are embedded in a set of schemata within which the learner can operate, as in meaningful conversations, real-life tasks ,and extensive reading (see basic interpersonal communicative skills) [Acculturation]

Output: context-embedded language

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: language forms and functions that lack a set of embedded schemata within which the learner can operate, as in traditional test items, isolated reading excerpts and repetition drills (see cognitive academic language proficiency) [Acculturation]

Output: context-reduced language

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the claim that the principle barrier to second language acquistion is first language interference, and that a scientific analysis of the two labguages in question enables the prediction of difficulties a learner will encounter [Acculturation]

Output: Contastive Analysis Hypothesis (CAH)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: naturally occuring discourses, usually written, across different languages and cultures [Acculturation]

Output: contrastive rhetoric

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: capacity limited and temporary cognative efforts, as oppposed to automatic processes [Acculturation]

Output: controlled processes

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: interactive oral exchange involving two or more persons [Acculturation]

Output: conversation

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: an approach to lingusitic research that relies on computer analyses of a collection, or corpus, of texts-written, transcribed speech, or both-stored in electonic form and analysed with the help of computer software programs [Acculturation]

Output: corpus linguistics

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: responses to a learner's output that attempt to repair or call attention to an error or mistake [Acculturation]

Output: corrective feedback

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: an error that is grammatically well formed at the sentecne level but not interpretable within the context of communication; a discourse error [Acculturation]

Output: covert error

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the hypothesis, in child second language acquistion, that claims the rarity of L1 interference, the emergence of common acquistion orders, percetpion of systematic features of language, and the production of novel utterances [Acculturation]

Output: creative construction

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the claim that there is a biological timetable before which and after which language acquistion, both first and second, is more successfully accomplished [Acculturation]

Output: Critical Period Hypothesis

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasingly difficult to acquire [Acculturation]

Output: critical period

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a concept that replaced the contrastive analysis hypothesis, recognizing the significance of the role of the first language in learning a second, but with emphasis on the facilitating and interfering effects both languages have on each other [Acculturation]

Output: Cross-linguistic Influence (CLI)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the ideas, custion, skills, arts, and tools that characterize a given group of people in a given period of time [Acculturation]

Output: Culture

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: in the process of acculturation, phenomena invloving mild irritability, depression, anger, or possiblly deep psychological crisis due to the foreignness of the new culutral milieu [Acculturation]

Output: Culture Shock

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: feelings of worry that are precieved as detrimental to one's self-efficacy or that hinder one's performance [Acculturation]

Output: Debilitative Anxiety

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: moving from a generalization to specific instances in which subsumed facts are inferred from a general principle [Acculturation]

Output: Deductive Reasoning

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: satisfying scientific or empirical prinicples for describing a phenomenon such as language [Acculturation]

Output: Descriptive Adequacy

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a language teaching method popular in the early twentieth century that emphasized direct target language use, oral communication skills, and inductive grammar, without recourse to translation from the first language [Acculturation]

Output: Direct Method

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the examination of the relationship between forms and functions of language beyond the sentence level [Acculturation]

Output: Discourse Analysis

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the ability to coneect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances [Acculturation]

Output: Discourse Competence

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a language (either spoken or written) beyond the sentence level; rleationships and rules that govern the connection and interrelationship within communicative contexts [Acculturation]

Output: Discourse

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the rank of linguistic unit (from phoneme to discourse) that must be taken as context in order for the error to become apparent [Acculturation]

Output: Domain (in error analysis)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: characteric of very young children in which the world revoloves around them, and they see all events as focusing on themselves [Acculturation]

Output: Egocentricity

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a corrective technique that prompts the learner to self correct [Acculturation]

Output: Elicitation

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: behaviour resulting from a proceding outside stimulus [Acculturation]

Output: Elicited Response

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: one in which the learner grows in consistency in linguisitic production [Acculturation]

Output: Emergent Stage (of learner language)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a perspective that questions nativism and holds that the complexity of language, like any other human ability, emerges from relatively simple developmental processes being exposed to massive and complex environment [Acculturation]

Output: Emergentism

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: behaviour freely offered without the presence of an outside stimulus [Acculturation]

Output: Emmitted Response

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: AKA EQ associated with Goleman, a mode of intelligence that places emotion, and/or management of emotions, at the seat of intellectual functioning [Acculturation]

Output: Emotional Intelligence

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: "putting yourslef into someone else's shoes" reaching beyond the self to understnad what antoher person is thinking or feeling [Acculturation]

Output: Empathy

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a generic term for English learned as a foreign language in a country context where English is not the language of business, education or government [Acculturation]

Output: English as a Foreign Language (EFL)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: generic term for English learned as a foreign language within an English speaking country [Acculturation]

Output: English as a Second Language (ESL)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: Englsih as a "Lingia Franca" worldwide [Acculturation]

Output: English as an International Language (EIL)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: a political movement in the United States arguing for a language policy that compels institutions to use English in ballots, education, regualtions... at the exclusion of other languages [Acculturation]

Output: English Only

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: progressive interior organization of knowledge in a stepwise fashion; mving from states of doubt and uncertainty (disequilibrium) to stages of resolution and certainty (equilibrium) [Acculturation]

Output: Equilibration

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: an idiosyncrasy in the language of the learner that is a direct manifestation of a system within which a learner is operating at the time [Acculturation]

Output: Error

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the study of learners' ill-formed production (spoken or written) in an effort to discover systematicity [Acculturation]

Output: Error Analysis

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: satisfying a principled basis, independant of any particular language, for the selctionof a descriptively appropriate grammar of a language [Acculturation]

Output: Explanatory Adequacy

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: an indication to a student that a form is incorrect and providing a corrected form [Acculturation]

Output: Explicit Correction

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: information that a person knows about language, and usually, the ability to articulate that information [Acculturation]

Output: Explicit Knowledge

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: acquistion of lingusitic competence with conscious awareness of, or focal attention on, the forms of language, usually in the context of instruction [Acculturation]

Output: Explicit Learning

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the rank of linguistic unit that would have to be deleted, replaced, supplied or reordered in order to repair the sentence [Acculturation]

Output: Extent (in error analysis)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: choices made and effort expended on activities in anticipation of a reward from outside and beyond the self [Acculturation]

Output: Extrinsic Motivation

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the extent to which a person has a deep-seated need to recieve ego enhancement, self-esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself, as opposed to introversion [Acculturation]

Output: Extroversion

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: nonverbal feature involving what one looks at and how one looks at another person in face to face communication [Acculturation]

Output: Eye Contact

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: "helpful" anxiety, euphoric tension, or beneficial effects of apprehension over a task to be accomplished [Acculturation]

Output: Facilitative Anxiety

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the tendancy to be "dependent" on the total field so that parts embedded in the field are not easily preceived, although that total feild is preceived more clearly as a unified whole [Acculturation]

Output: Field Dependence

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: ability to percieve a particular , relevant item or factor in a "field" of distracting items [Acculturation]

Output: Field Independence

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: school of thought that highlights the improtance of an experiential state characterized by intense focus and involvement that leads to improved performance on a task [Acculturation]

Output: Flow Theory

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the unfettered flow of language production or comprehension usually without focal attention on language forms [Acculturation]

Output: Fluency

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: giving central attention to a stimulus, as opposed to peripheral attention [Acculturation]

Output: Focal Attention

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: any pedagogical effort used to draw a learner's attention to language form either implicitly or explicitly [Acculturation]

Output: Form-Focused Instruction (FFI)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the "bits and pieces" of language, such as morphemes, words, grammar rules, discourse rules, and other organizational elements of language [Acculturation]

Output: Forms (of language

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the relatively permanent incorporation of incorrect linguistic forms into a person's second language competence; (AKA stabilization) [Acculturation]

Output: Fossilization

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: conceptualizing the universe around us with linguistic symbols that shape the way people think- through words, phrases, and other verbal associations [Acculturation]

Output: Framing

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: number of occurances of a form, in either input or output, in a given amount of time [Acculturation]

Output: Frequency (of input)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: the meaningful, interactive purposes within a social (pragmatic) context, that we accomplish with forms of language [Acculturation]

Output: Functions (of language)

Language Learning and Teaching Terminology1 Flashcards - Cram.com


Input: [Smart Art] Text wrapping break

Output: A manual break that forces the text that follows it to the next line. Also known as a line break.

Frequently used text saved in a gallery, from which it can be inserted quickly into a document.


Input: [Smart Art] Number signs

Output: A repeating character (usually a dot or dash) that separates text before the tab from text or a number after it.

Frequently used text saved in a gallery, from which it can be inserted quickly into a document.


Input: [Smart Art] Text wrap

Output: A break inserted in the text of a column to force the text below it to move to the next column.

Frequently used text saved in a gallery, from which it can be inserted quickly into a document.


Input: [Smart Art] file tab

Output: Which tab has the font style and size options?

Frequently used text saved in a gallery, from which it can be inserted quickly into a document.


Input: [Smart Art] Dialog box

Output: All options on the Home Ribbon can also be found in the_________________ after the Launcher is selected?

Frequently used text saved in a gallery, from which it can be inserted quickly into a document.


Input: [Smart Art] F7

Output: Information can be obtained about any view by accessing Word Help by

Frequently used text saved in a gallery, from which it can be inserted quickly into a document.


Input: [Smart Art] scrollbar

Output: Margins can be changed using the

Frequently used text saved in a gallery, from which it can be inserted quickly into a document.


Input: [Smart Art] Horizontal alignment

Output: What is the position of text in relation to the top and bottom page margins?

Frequently used text saved in a gallery, from which it can be inserted quickly into a document.


Input: ["Hot" Cognition] Two-system view of decision-making

Output: System 1: Intuitive Fast Automatic Effortless Slow-learning/Rigid System 2: Slow Controlled Effortful Rule-governed Flexible Where does emotion fit in?

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Advantages of context sensitivity

Output: informed by the past (learning) but not tied to it easy access to what's relevant now "tuned" to current situation, goals, and action

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Role of feelings

Output: feelings play a key role in context sensitivity: fast response, precede careful analysis, provides info about current situation interpret feelings, learn about preferences feelings help to signal benign vs. problematic situation

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Feelings: system I or II?

Output: feelings operate in System I, provide information about where, when, and whether to use system II

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Disadvantages to using feelings

Output: we are very sensitive to our feelings moods, emotions, bodily sensations, cognitive experiences ...and very insensitive to where the feeling comes from

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] 2 basic types of metacognitive feelings

Output: Retrieval - availability Processing - fluency

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Retrieval-availability

Output: how do we use memories to think about the current situation availability heuristic alternative interpretation: not about feeling, rather the NUMBER of instances brought to mind feeling of recall vs. content of recall (change answers based on how many examples asked to recall)

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Processing - fluency

Output: thinking can feel easy or difficult from perception to reasoning and recall reasons for difficulty: never saw it before, complicated, hard to read, hard to see, I'm distracted ease of processing is pleasant usually use feeling to inform judgment or evaluation people may misread difficulty of reading as indicative of the difficulty of doing

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Fluency and choice

Output: people make more conservative decisions when choice is difficult (deferral, status quo preference, pay to delay decisions) difficulty usually due to choice alternatives, but low fluency has the same effect

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Function of Moods

Output: serve an informational and directive function approach/avoid why do I feel this way? is there something wrong? weather can determine self-reported moods if you don't draw their attention to it directly

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Dual Process Model of Motivated Reasoning

Output: desirable info accepted at face value - System I undesirable info receives more intense cognitive appraisal - System II

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: The Dream Argument suggests the possibility of universal dreaming - that although there is waking experience, we can never know which moments are dreams and which are awake.

Output: What is the Dream Argument?

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: Suggests that all we know is false, as we could be deceived by an all-powerful Evil Demon. As a result, we cannot place any trust in our senses.

Output: What is the Evil Demon Argument?

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: Our existence - the cogito - is the one thing that is certain. We cannot doubt the cogito, because to doubt is to think, and to think is to exist.

Output: What is the one thing that is certain?

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: The Wax Argument shows that we can still identify a piece of wax despite its changing qualities because we understand it with our minds rather than identify it with our senses. It proves that the mind is a better tool for "knowing" than the senses are.

Output: What is the Wax Argument?

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: A disconnected jumble of information

Output: What do the senses perceive?

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: The intellect helps us understand the information perceived by the senses.

Output: What does the intellect do with the information perceived by the senses?

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: Clearly and distinctly

Output: The Meditator is certain he is a thinking thing because he ______ and ______ perceived this fact.

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: Clear and distinct

Output: The Meditator cannot be certain unless all __________ and __________ perceptions can be certain

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: Clear and distinct perceptions must be true.

Output: What conclusion can be drawn from clear and distinct perceptions?

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: To assure himself that he is not deceived, the Meditator must inquire into the nature of God.

Output: To assure himself that he is not deceived, what must the Meditator do?

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: Ideas, and volitions / emotions / judgments towards the those ideas.

Output: What are the two different types of thoughts?

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: 1) Innate - we are born with them 2) Adventitious - coming from our sensory perceptions 3) Invented - we made them up

Output: What are the three sources of ideas?

PHIL 230 - 1st, 2nd, and 3rd Meditations Flashcards - Cram.com

Why does the Meditator need to doubt his present opinions?


Input: Agricultural ecosystems channel the energy flowing through a food web into the human food chain and away from other food chains. This increases the...

Output: ...productivity of the human food chain

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: The rate at which plants assimilate (produce) chemical energy is called...

Output: Gross productivity

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: What is productivity?

Output: The rate at which something is produced

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: How is gross productivity normally measured and what are the units?

Output: Usually measured for a given area over a given period of time, usually in units of kJm^-2year^-1

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: How much of the chemical energy produced by plants is used in respiration? What's the left over called?

Output: About 20%. Net productivity

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: net productivity =

Output: gross productivity - respiratory losses

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: What are the two main factors which affect net productivity?

Output: The efficiency of the crop at carrying out photosynthesis. (Improved if all conditions are supplied for PS) The area of ground covered by the leaves of the crop

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: How is an agricultural ecosystem prevented from reaching its climax community?

Output: Most of the species in the community are excluded

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: In order to suppress unwanted species from an agricultural ecosystem, additional energy is required. What is this energy used for and where does it come from?

Output: Plough fields, sow crops, remove weeds, suppress pests and diseases etc. The energy comes from food and fossil fuels (from machinery. Energy from fossil fuels requires in an AE is IN ADDITION to solar energy, not instead)

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: In natural ecosystems productivity is relatively ___

Output: low

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: Which type of ecosystem has greater species diversity?

Output: Natural

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: Why is it bad to increase every factor necessary for PS to very high levels?

Output: May damage the plant, e.g. high temp may denature the plant's enzymes. Also uneconomical

AQA BIOL4 5.3 - Agricultural ecosystems Flashcards - Cram.com

...that as much of the available energy from the Sun as possible is transferred to humans.


Input: In administering first aid,you are responsible for performing what tasks? (3)

Output: stop bleeding, maintain breathing, prevent or treat for shock

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: Under what circumstances should you touch an open wound with your fingers?

Output: Only when absolutely necessary to stop severe bleeding

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: True or False. A person who has stopped breathing is considered dead.

Output: False

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What is the purpose of artificial ventilation?

Output: to provide a method of air exchange

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: The mouth to nose technique for administering artificial ventilation is effective when?

Output: the victim is very young or the victim who has extensive facial injuries

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: CPR should be started within how many minutes of the onset of cardiac arrest?

Output: 4

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: When administering CPR, you should place your hands on what area of the victim's chest?

Output: above the tip of the sternum

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What is the most reliable indication of a blocked airway in a conscious person?

Output: inability to speak

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: You are assisting a person who is choking, what is the first action you should take?

Output: clear the victim's mouth of any food or foreign objects

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What minimum amount of blood loss usually causes a person to go into shock?

Output: 2 pints

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: How is arterial bleeding from a cut near the surface of the skin indicated?

Output: gushing spurts of bright red blood

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: To control bleeding, what method should you try first?

Output: direct pressure

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What is meant by the pressure points in the human body?

Output: A place where the main artery is close to the skin surface and over a bone

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: If the use of a battle dressing is required, who should loosen/remove it?

Output: medical personnel

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: True or False. Shock will never be serious enough to cause death.

Output: False

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: At what time should you start treatment for shock?

Output: as soon as possible after an injury occurs

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What is the basic position for treating shock?

Output: putting the head lower than the feet

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What Navy personnel are the most frequent victims of suicide?

Output: males between the ages of 17 to 24 in paygrades E-1 to E-6

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What actions should you take if you believe someone you know is thinking about suicide?

Output: Take all threats seriously, don't leave the person alone, get professional help

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What type of burns is considered the most serious?

Output: third degree

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: True or False. A closed fracture is one where the skin is intact and an open fracture is one where the skin is broken.

Output: True

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: When choosing a material to use as a splint, you should choose material that has what characteristics?

Output: light weight, fairly rigid, and strong

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What are the symptoms of a broken bone?

Output: swelling, deformity, and inability to use the part

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What are the symptoms of a sprain or strain?

Output: swelling and inability to use the part

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What is one of the easiest ways to carry an unconscious person?

Output: fireman's carry

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: In compartments with access hatches that are too small to permit the use of regular stretchers, you would remove an injured person using what type of stretcher?

Output: Neil Robertson

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: Aboard ship, keeping yourself and your spaces clean and orderly has what advantages?

Output: improves morale and contributes to the well-being of the crew

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What common dental conditions can be prevented by making sure you develop the habit of good oral hygiene?

Output: tooth decay, gum and bone disease, and reddening of the gums

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: True or False. Sexually transmitted diseases may be spread through the use of inanimate objects, such as toilet seats, bed linens, or drinking glasses?

Output: False

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: If left untreated, syphilis may cause what conditions?

Output: heart disease, mental illness, or blindness

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: Sterility is the result of leaving what sexually disease untreated?

Output: gonorrhea

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: True or False. Use of condoms offers some protection from AIDS.

Output: True

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: If time permits during abandon-ship preparation, a message announced over the 1MC will give what information?

Output: water temperature, sea and wind condition, and bearing and distance to the nearest land

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: If you have to go over the side and the ships propellers are turning, you should leave from what point of the ship?

Output: from the bow

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: Personnel have the greatest chance for survival in the water if they meet what swimmer requirements?

Output: First class

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: If you have to swim through flames, what procedure should you follow?

Output: swim underwater until you are clear of the oil

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: If you must abandon ship into oily water that is not burning, what precautions should you take?

Output: use your life preserver as a raft, keep your face above the surface of the water as much as possible.

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: You can use what items to help you stay afloat?

Output: seabags, pillow cases, and mattress covers

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: The Navy uses a maximum of how many types of life preservers?

Output: two

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What benefits does the collar on the vest-type life preserver provide?

Output: additional buoyancy to keep the head upright

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: The wooden toggle and line of an inflatable life preserver are used to?

Output: attach yourself to a life raft or another person

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: When using a pin-on, battery-operated light on a life preserver, you should replace the battery at what minimum interval?

Output: 6 months

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: True or False. You may launder the fibrous glass pads in addition to the outer cover of the inherently buoyant preserver.

Output: False

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: In addition to inspecting your inflatable life preserver each time you wear it, you should also inspect it for air leaks at what minimum interval?

Output: monthly

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: The survival kits in large lifeboats are designed to sustain 15 to 20 people on regular rations for what maximum number of days?

Output: 5

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: You can identify the red flare end of a Mk 13 Mod 0 distress signal kit in the dark by what indicator?

Output: beadlike projections

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: Under good weather conditions, the dye marker will retain some color for what maximum length of time?

Output: 4 hours

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: In a lifeboat, what piece of survival equipment is provided to assist you in filling containers with freshwater?

Output: rain catcher tube

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: In a lifeboat, coninuous exposer to the elements will not harm what pieces of survival or signal equipment?

Output: sponges

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: In a lifeboat, you may survive on as little as how much water a day?

Output: 6 ounces

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: True or False. People are know to live for 4 weeks or longer in a survival situation if a sufficient amount of water is available?

Output: True

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What form of sea life should never be eaten?

Output: Jellyfish

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What sea birds are edible?

Output: albatrosses, gannets, and terns

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: At what minimum water temperature are you at risk for a serious condition called hypothermia?

Output: 75 degrees F

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What means should you use to treat frostbitten hands and fingers?

Output: place them in contact with a warm part of your body

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: Assume that you have just fallen overboard. What is the most important survival technique for you to remember?

Output: Remain calm and try to stay afloat

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: Helicopters use a maximum of how many basic devices for recovering personnel in the water?

Output: three

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: If you fall overboard and sharks are in the area, you should take what actions?

Output: Float on your back and use as little arm and leg movement as possible

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: In a group survival situation, good leadership will lessen the effects of what emotional states?

Output: painic, confusion, and disorganization

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: At least how many quarts of water are required each day to maintain your efficiency?

Output: 2

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: Liquids obtained from vines are undrinkable if they have what characteristics?

Output: white sap, very dark in color

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: In a survival situation with less than 1 quart of water per day, you should avoid eating what type of food?

Output: highly flavored

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: Under survival conditions, you would obtain the most food value from what source?

Output: animal flesh

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: To kill any parasites scavenger birds such as buzzards and vultures might carry, you should boil the birds for what minimum length of time?

Output: 20 minutes

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: True or False. When selecting a route for evasion travel, you should always choose the easiest route.

Output: False

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: What sources are best for determining directions under survival conditions?

Output: the position of the stars and the sun

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: During evasion, if you can no longer proceed on your own because of illness, what actions should you take?

Output: seek help from friendly natives

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: After evading the enemy and returning to an area with friendly forces, you should take what action?

Output: display a white flag or other white object

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: You should give friendly frontline troops what information about your evasion experiences?

Output: immediate tactical information

Basic Military Requirements NAVEDTRA 14325 Chapter 14 and 15 Flashcards - Cram.com

to save lives, to limit infection, to prevent further injury


Input: [2] high [3] igh always says long i [1]

Output: high


Input: [2] every [3] y stand for e here [1]

Output: every


Input: [2] near [3] ear says ear as in the thing on the side of your head [1]

Output: near


Input: [2] add [3] if you have $1 and you get $1 you add them together you have $2 [1]

Output: add


Input: [2] food [3] you eat this [1]

Output: food


Input: [2] between [3] be tween. e and ee are both long e [1]

Output: between


Input: [2] own [3] long o silent w [1]

Output: own


Input: [2] below [3] be low not above [1]

Output: below


Input: [2] country [3] USA is your country [1]

Output: country


Input: [2] plant [3] ant with pl [1]

Output: plant


Input: [2] last [1]

Output: last


Input: [2] school [1]

Output: school


Input: [2] father [1]

Output: father


Input: [2] keep [3] long e [1]

Output: keep


Input: [2] tree [3] long e [1]

Output: tree


Input: [2] never [1]

Output: never


Input: [2] start [3] not end [1]

Output: start


Input: [2] city [3] you live in oklahoma city [1]

Output: city


Input: [2] earth [1]

Output: earth


Input: [2] eyes [3] you look with these [1]

Output: eyes


Input: [2] light [3] igh is long i [1]

Output: light


Input: [2] thought [3] I have a thought [1]

Output: thought


Input: [2] head [3] on your neck [1]

Output: head


Input: [2] under [3] un der [1]

Output: under


Input: [2] story [3] cinderella is a story [1]

Output: story


Input: [2] saw [1]

Output: saw


Input: [2] left [3] not right [1]

Output: left


Input: [2] don't [3] do not [1]

Output: don't


Input: [2] few [3] ew says? [1]

Output: few


Input: [2] while [3] long i short e [1]

Output: while


Input: [2] along [3] a long [1]

Output: along


Input: [2] might [3] igh is long i [1]

Output: might


Input: [2] close [3] long o silent e [1]

Output: close


Input: [2] something [3] some thing [1]

Output: something


Input: [2] seem [3] long ee [1]

Output: seem


Input: [2] next [1]

Output: next


Input: [2] hard [3] ar says? [1]

Output: hard


Input: [2] open [3] long o [1]

Output: open


Input: [2] example [1]

Output: example


Input: [2] begin [1]

Output: begin


Input: [2] life [3] long i silent e [1]

Output: life


Input: [2] always [3] al ways [1]

Output: always


Input: [2] those [3] long o silent e [1]

Output: those


Input: [2] both [3] long o [1]

Output: both


Input: [2] paper [3] long a [1]

Output: paper


Input: [2] together [1]

Output: together


Input: [2] got [1]

Output: got


Input: [2] group [3] ou says uhh here [1]

Output: group


Input: [2] often [1]

Output: often


Input: [2] run [1]

Output: run


Input: [2] important [1]

Output: important


Input: [2] until [3] un til [1]

Output: until


Input: [2] children [1]

Output: children


Input: [2] side [3] long i silent e [1]

Output: side


Input: [2] feet [3] ee is long e [1]

Output: feet


Input: [2] car [1]

Output: car


Input: [2] mile [3] long i silent e [1]

Output: mile


Input: [2] night [3] igh is long i [1]

Output: night


Input: [2] walk [1]

Output: walk


Input: [2] white [3] silent h long i silent e [1]

Output: white


Input: [2] sea [3] long e silent a [1]

Output: sea


Input: [2] began [3] be gan [1]

Output: began


Input: [2] grow [3] long o silent w [1]

Output: grow


Input: [2] took [1]

Output: took


Input: [2] river [1]

Output: river


Input: [2] four [3] 4 [1]

Output: four


Input: [2] carry [3] y stands for e here [1]

Output: carry


Input: [2] state [3] long a silent e [1]

Output: state


Input: [2] once [1]

Output: once


Input: [2] book [1]

Output: book


Input: [2] hear [3] ear says ear like the one on the side of your head [1]

Output: hear


Input: [2] stop [1]

Output: stop


Input: [2] without [3] with out [1]

Output: without


Input: [2] second [3] not the first but the second [1]

Output: second


Input: [2] late [3] long a silent e [1]

Output: late


Input: [2] miss [3] my name is miss placed [1]

Output: miss


Input: [2] idea [3] long i and ea makes the short i sound [1]

Output: idea


Input: [2] enough [3] long e silent o short u and gh makes the f sound [1]

Output: enough


Input: [2] eat [3] long e silent a [1]

Output: eat


Input: [2] face [3] long a silent e [1]

Output: face


Input: [2] watch [1]

Output: watch


Input: [2] far [3] ar says [1]

Output: far


Input: [2] Indian [3] you are 1/4 Indian [1]

Output: Indian


Input: [2] real [3] ea says the short i sound here [1]

Output: real


Input: [2] almost [3] al most [1]

Output: almost


Input: [2] let [1]

Output: let


Input: [2] above [3] long a [1]

Output: above


Input: [2] girl [3] you are a girl [1]

Output: girl


Input: [2] sometimes [3] some time s [1]

Output: sometimes


Input: [2] mountains [1]

Output: mountains


Input: [2] cut [1]

Output: cut


Input: [2] young [1]

Output: young


Input: [2] talk [1]

Output: talk


Input: [2] soon [1]

Output: soon


Input: [2] list [1]

Output: list


Input: [2] song [1]

Output: song


Input: [2] being [3] be ing [1]

Output: being


Input: [2] leave [1]

Output: leave


Input: [2] family [1]

Output: family


Input: [2] it's [3] it is [1]

Output: it's


Input: Duty Breach Cause in fact Proximate cause Damages [Neg is]

Output: Elements of neg

Torts#2, Negligence Flashcards - Cram.com


Input: Generally one has the duty to act as a reasonable person would under similar circumstances + avoid unreasoanble risk of harm to others [Neg is]

Output: Duty + Neg

Torts#2, Negligence Flashcards - Cram.com


Input: Failure to conform to the reasonable person standard of care in a way that creates an unreasonable risk of harm to others. [Neg is]

Output: Breach + Neg

Torts#2, Negligence Flashcards - Cram.com


Input: Must be a causal connection between D's act or omission + P's injuries [Neg is]

Output: Causation + Neg

Torts#2, Negligence Flashcards - Cram.com


Input: P has to suffer actual damages. [Neg is]

Output: Damages + causation

Torts#2, Negligence Flashcards - Cram.com


Input: preponderance of evidence [Neg is]

Output: P's burden of proof in neg action

Torts#2, Negligence Flashcards - Cram.com


Input: Courts weigh the burden on D to avoid risk + utility of D's conduct against the probability of + likely GRAVITY of the harm D's conduct may cause [Neg is]

Output: Balancing test to determine whether D violated the reasonable person standard

Torts#2, Negligence Flashcards - Cram.com


Input: ordinary abilities & intenigence. D does NOT get lowered standard of care if he has mental defects [Neg is]

Output: Reasonable person standard of care & mental attributes

Torts#2, Negligence Flashcards - Cram.com


Input: Standard of care will be raised for people who are experts or professionals--i.e. standard of care for reasonable professionals in similar circumstances. [Neg is]

Output: Reasonable person standard & knowledge or skills

Torts#2, Negligence Flashcards - Cram.com


Input: D's own physical attributes are considered. i.e. if blind held to standard aof care for like blind people in similar circumstances--also held to know about his own physical characteristics, Except: intoxication--drunk is held to standard of care of sober person. [Neg is]

Output: Reasonable person standard & physical attributes

Torts#2, Negligence Flashcards - Cram.com


Input: Children are held to standard of care of a reasonable child of the same age, intelligence & experiences for most activities--adult activities excepted [Neg is]

Output: Reasonable person standard & children

Torts#2, Negligence Flashcards - Cram.com


Input: Statutory standard of care which can establish neg. In order for crim statute to apply in civ case, P has to prove statute was designed to prevent the kind of harm that befell P + P must be a member of the class statute was designed to protect. [Neg is]

Output: Neg. per se

Torts#2, Negligence Flashcards - Cram.com


Input: failure of one rendering prof services to exercise the level of skill commonly possessed by minimally qualifed members of the profession in good standing. [Neg is]

Output: Malpractice is

Torts#2, Negligence Flashcards - Cram.com


Input: Disclosing risks of treatment to pt before consent. Lack of informed consent constitutes prof neg [Neg is]

Output: Informed consent

Torts#2, Negligence Flashcards - Cram.com


Input: 1. D reasonably unaware of particular occasion for compliance w/ statute 2. D reasonably attempted to comply 3. D face emergency 4. Compliance would have been more dangerous than violation. [Neg is]

Output: When can D's lack of compliance w/ statute be excused?

Torts#2, Negligence Flashcards - Cram.com


Input: Not necessarily. Only a minimum. In some situations, due care requires additional precautions. [Neg is]

Output: Does compliance with a criminal statute establish due care?

Torts#2, Negligence Flashcards - Cram.com


Input: Cardoza--D owes duty to Ps w/in zone of danger--MAJ Andrews--D owes duty to anyone who suffers injuries as a result of D's neg. regardless of whether injury to him was foreseeable or not.--MIN [Neg is]

Output: Duty of care owed to foreseeable Ps. Palsgraf case re: 2 approaches to ? of who are foreseeable Ps.

Torts#2, Negligence Flashcards - Cram.com


Input: Modern courts use combination--i.e. require proximate cause (per Andrews) but use Cardoza'a reasoning to conclude proximate cause does not exist if P was outside the scope of foreseeable danger. [Neg is]

Output: Andrews/Cardozo views + modern tort law

Torts#2, Negligence Flashcards - Cram.com


Input: 1. D has created the peril 2. Special relationship 3. D has undertaken to act & P had reliance 4. K [Neg is]

Output: Generally there is no affirmative duty to act except

Torts#2, Negligence Flashcards - Cram.com


Input: 1. Direct 2. Circumstantial 3. Res ipsa loquitur [Neg is]

Output: Types of evidence to prove neg claim

Torts#2, Negligence Flashcards - Cram.com


Input: 1. There is no direct evidence of how D behaved 2. Event is the kind that would not normally occur in the absence of neg 3. D was inexclusive control of the instrumentality causing injury. 4. P did not voluntarily contribute to event that caused injury. [Neg is]

Output: Requirements for res ipsa loquitrus (the thing speaks for itself)

Torts#2, Negligence Flashcards - Cram.com


Input: Some court apply res ipsa if P can demonstrate probability that injury was caused by neg of at least one of the Ds and Ds were all professional colleagues rather than strangers. (i.e surgery in which unwanted foreign body left in abdomen) [Neg is]

Output: Res ipsa loquitor--MIN rule--re: professional colleagues + probability injury caused by one of them

Torts#2, Negligence Flashcards - Cram.com


Input: 1. CAUSATION IN FACT 2. PROXIMATE Causation [Neg is]

Output: Causation--2 elements

Torts#2, Negligence Flashcards - Cram.com


Input: 1. "But for" 2. Substantial factors [Neg is]

Output: Causation in fact--tests for

Torts#2, Negligence Flashcards - Cram.com


Input: Cause w/o which the event would not have occurred. Actual cause, factual cause, cause in fact [Neg is]

Output: But for cause

Torts#2, Negligence Flashcards - Cram.com


Input: Cause that is legally sufficient to result in liability--involves policy considerations limiting the scope of liability--determined primarily on the concept of foreseeability of risks and consequenses. [Neg is]

Output: Proximate cause

Torts#2, Negligence Flashcards - Cram.com


Input: 1. comes into active operation 2. in producing the results 3. after D's neg 4. from a source independent of D's neg [Neg is]

Output: Intervening cause

Torts#2, Negligence Flashcards - Cram.com


Input: those subsequent forces which 1. objectively one should reasonably anticipate OR 2. those which D should reasonably anticipate under the particular circumstances. [Neg is]

Output: Foreseeable intervening causes

Torts#2, Negligence Flashcards - Cram.com


Input: An intervening cause strong enough to relieve the wrongdoer of liability--comes in after D's neg act which cancels D's liability by breaking the chain of causation from D's act to P's injury--considered not "w/in the risk" created by D's original act. [Neg is]

Output: Superseding intervening cause

Torts#2, Negligence Flashcards - Cram.com


Input: 1 of 2 or more causes that create a condition simultaneous that no single cause could have brought about [Neg is]

Output: Concurrent cause

Torts#2, Negligence Flashcards - Cram.com


Input: Foreseeability [Neg is]

Output: What one factor generally determines whether an interventing cause should be considered superseding--thus relieving original tortfeasor of liability?

Torts#2, Negligence Flashcards - Cram.com


Input: Criminal acts or intentional torts of 3rd parties, extraordinarily neg conduct, Acts of God [Neg is]

Output: Frequest examples of superseding intervening causes

Torts#2, Negligence Flashcards - Cram.com


Input: Yes Neg Ds are liable for intervening acts as long as these acts are reasonably foreseeable. Rescuers are reasonably foreseeable. This encompasses injuries to rescuers even when rescue turns out to be unnecessicary or neg. [Neg is]

Output: Is D's liabile for injury to rescurer?

Torts#2, Negligence Flashcards - Cram.com


Input: MAJ-yes. MIN few courts have maintaned defense of prop is inadequate reason to risk serious personal injury [Neg is]

Output: Are neg D's liable for interventing acts whcih cause prop damage

Torts#2, Negligence Flashcards - Cram.com


Input: yes [Neg is]

Output: Is neg by MD treating injured patient foreseeable?

Torts#2, Negligence Flashcards - Cram.com


Input: General & special, not nominal, not punitive [Neg is]

Output: In neg actions, actual damages must be proven. Types of damages recoverable

Torts#2, Negligence Flashcards - Cram.com


Input: non economic losses such as pain & suffering (both past + future) [Neg is]

Output: General damages cover

Torts#2, Negligence Flashcards - Cram.com


Input: economic losses P suffers--e.g. medical bills, lost pay (both past + future) [Neg is]

Output: special damages are

Torts#2, Negligence Flashcards - Cram.com


Input: Contributory neg Comparative neg Assumption of the risk [Neg is]

Output: Major defenses to neg

Torts#2, Negligence Flashcards - Cram.com


Input: 1. Ind must know + appreciate the risk (subjective--but generally knowlege of obvious risks will be assumed) 2. He must freely + vol. assume it [Neg is]

Output: 2 elements of assumption of the risk

Torts#2, Negligence Flashcards - Cram.com


Input: no can be implied by conduct [Neg is]

Output: Must assumption of the risk be express

Torts#2, Negligence Flashcards - Cram.com


Input: that of a reasonable person under the circumstances. Courts take into consideration the fact of an emergency. [Neg is]

Output: Standard of conduct required in an emergency

Torts#2, Negligence Flashcards - Cram.com


Input: 1. P's conduct 2. which falls below the standard of care 3. for his own protection 4. + is a cause (but for or substantial factor) of P's harm [Neg is]

Output: Contributory neg.

Torts#2, Negligence Flashcards - Cram.com


Input: complete bar to recovery [Neg is]

Output: Effect of success of comparative neg defense

Torts#2, Negligence Flashcards - Cram.com


Input: doctrine which rejects the all or nothing approach of contributory neg. and divides liability between the P + D in proportion to their fault. [Neg is]

Output: Comparative neg

Torts#2, Negligence Flashcards - Cram.com


Input: Pure Modified [Neg is]

Output: 2 tyopes of comparative neg

Torts#2, Negligence Flashcards - Cram.com


Input: P can recover damages from D no matter to what extent his own neg contributed to his injuries (MIN of comparative neg states follow) [Neg is]

Output: Pure comparative neg

Torts#2, Negligence Flashcards - Cram.com


Input: P can only recover damages if his own fault caused less than a set fraction of his own ijuries. Most states following comparactive neg hav a 50% rule. I.e. is P surpases 51%, he is not entitled to recover, [Neg is]

Output: Modified comparative neg

Torts#2, Negligence Flashcards - Cram.com


Input: used in contributory neg jurisdictions. It is a defense P could raise if D had the last clear opportunity to avoid the accident [Neg is]

Output: Doctrine of last clear chance

Torts#2, Negligence Flashcards - Cram.com


Input: No--examples child labor law, workplace safety statutes, etc. [Neg is]

Output: When statute enacted to protect a particular class of Ps from their own neg, will contributory neg be recognized as a defense

Torts#2, Negligence Flashcards - Cram.com


Input: D is not liable for damages that P could have reasonably avoided. Comes into play after D's neg. Principal requiring P after injury or breach of K to use ordinary care to alleviate effects or breach or injury. [Neg is]

Output: Doctrine of avoidable consequences or mitigation of damages doctrine

Torts#2, Negligence Flashcards - Cram.com