Input: [2] a person licensed to practice medicine [1]

Output: doctor

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] the head official of a city [1]

Output: mayor

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] a vehicle that pulls a plow [1]

Output: tractor

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] having to do with the Moom [1]

Output: lunar

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] one-fourth of a whole [1]

Output: quarter

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] one who represents a state in the senate [1]

Output: senator

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] an underground space between a building [1]

Output: cellar

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] a loud noise caused by an excited crowd [1]

Output: clamor

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] opposite of exit [1]

Output: enter

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] taste [1]

Output: flavor

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] a section of the book [1]

Output: chapter

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] a turtleneck sweater that has a tall _______. [1]

Output: collar

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] column [1]

Output: pillar

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] it can carry you up or down [1]

Output: elevator

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] opposite of minor [1]

Output: major

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] hostility [1]

Output: anger

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] one who brings news [1]

Output: messenger

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: [2] apporpriate [1]

Output: proper

unit 5 vocab - 4th grade Flashcards - Cram.com


Input: This is a group of hereditary conditions characterized by abnormal development of type I collagen [True]

Output: Osteogenesis Imperfecta AKA "brittle bone disease"


Input: Osteogenesis Imperfecta [True]

Output: - Autosomal dominant and recessive forms seen (mostly dom) - Multiple bone fractures are primary associated pathoses - Extreme forms cause death in utero, milder forms lead to late childhood fractures; int. forms also present - Blue sclera and opalescent teeth (resembling dentinogenesis imperfecta)


Input: A group of rare hereditary disorders characterized by deficient osteoclastic activity w/ resultant defective bone remodeling [True]

Output: Osteopetrosis AKA "marble bone disease"


Input: Osteopetrosis [True]

Output: - Both autosomal dominant and autosomal recessive forms are seen with an associated variable presentation and severity. - Affected patients present with significantly thickened, heavily mineralized and abnormally brittle bone. - Since the marrow space is replaced with dense bone, pancytopenia is common leading to anemia, thrombocytopenia and an increased prevalence of infections. - Compression on nerve roots creates nerve palsies in many patients.


Input: __ and __ are hereditary bone diseases [True]

Output: Osteogenesis imperfecta and osteopetrosis


Input: A disease resulting from reduced bone mass with an associated bone fragility and increased prevalence of fractures; generalized or localized [True]

Output: Osteoporosis


Input: Generalized osteoporosis arises from what? [True]

Output: Is secondary to a wide variety of pathoses


Input: 95% of osteoporosis cases are primary. What is it associated w/ and how is it caused? [True]

Output: - Associated w/ aging and distinctly common in postmenopausal women - Related to lower estrogen/androgens and reduced physical activity - Other factors thought to be important in osteoporosis are genetic factors, calcium nutritional state, and secondary causes such as corticosteroid therapy.


Input: Between what ages is there a balance between bone resorption and apposition w/ no net gain? [True]

Output: 35-40


Input: Between what ages is the time of peak bone mass? [True]

Output: 25-30


Input: T/F after the age of 50, there is gradual attrition of bone [True]

Output: False, age 40


Input: Why are women more vulnerable to bone loss? [True]

Output: Females are more vulnerable because, on average, their skeletons are more delicate than men’s throughout life.


Input: What type of bone exhibits the most severe osteoporotic involvement? [True]

Output: Those containing abundant cancellous bone (i.e. spine and femoral head)


Input: Common sites for osteoporosis involvement and common complications [True]

Output: The vertebral bodies, pelvis, femoral neck, and other weight-bearing bones. Fracture often follows trivial trauma. Pulmonary embolism and pneumoniae are common complications of fractures.


Input: Therapies for osteoporosis [True]

Output: - The primary therapy to slow bone loss includes adequate dietary calcium intake, vitamin D supplementation, and regular weight-bearing exercise. This approach works best when initiated prior to age 30 - The first line of medical therapy for affected patients is the bisphosphonates due to their ability to reduce osteoclastic activity. - Other approaches include estrogen receptor agonists, calcitonin, and parathyroid hormone.


Input: Is a fairly common bone disorder characterized by repetitive episodes of increased regional osteoclastic activity and bone resorption (osteolytic stage), followed by exuberant osteoblastic activity and bone formation (mixed osteoclastic-osteoblastic stage), and finally by an apparent exhaustion of cellular activity (osteosclerotic stage). The net effect is a gain in bone mass [True]

Output: Paget's disease AKA "osteitis deformans"


Input: Paget's Disease [True]

Output: - Rare before 40; mostly males and 10% white Europeans - Can involve a single bone (monostotic 15%), numerous bones (polyostotic 85%), or rarely the entire skeleton


Input: The histopathologic features of this disease form a mosaic pattern of bone. Radiographically, the bone shows a mixture of radiolucent-radiopaque areas referred to as the cotton-wool pattern. [True]

Output: Paget's disease


Input: Clinical manifestations of Paget's disease [True]

Output: About 80-90% are asymptomatic, and most are discovered on routine radiographs. When present, the clinical manifestations and symptoms are variable and include enlargement, bone pain, deformity, cranial nerve compression, hearing loss and visual disturbances, bowing of bones and fractures. Other possible complications include leontiasis ossea (lion face, characterized by an overgrowth of the facial and cranial bones) and the development of sarcomas (particularly osteosarcoma).


Input: Diagnosing Paget's disease demonstrating elevated levels of __ ___ and serum __ __ [True]

Output: Urinary hydroxyproline (increased bone resorption) and alkaline phosphate (increased bone apposition)


Input: Hyperparathyroidism [True]

Output: Is characterized by inappropriate secretion of PTH (parathyroid hormone). PTH plays a central role in calcium homeostasis via its effects on: osteoclast activation, increased calcium resorption by the kidneys, and increased synthesis of vitamin D in the kidneys, resulting in increased calcium absorption from the gut. The net result is an elevation in serum calcium


Input: Why do patients w/ hyperparathyroidism experience skeletal changes? [True]

Output: Due to activation of osteoclast


Input: Primary Hyperparathyroidism [True]

Output: - In more than 95% of cases, primary hyperparathyroidism is caused by parathyroid adenomas or hyperplasia commonly by thyroid carcinoma - Is usually a disease of adults and is more common in women. - The most common manifestation is an increase in serum calcium due to an increased level of PTH


Input: "Painful bones, renal stones, abdominal groans, and psychic moans" are a constellation of symptoms of what disease? [True]

Output: Primary hyperparathyroidism


Input: Secondary Hyperparathyroidism [True]

Output: Is caused by any condition associated with a chronic depression in the serum calcium level, because low serum calcium leads to compensatory over activity of the parathyroids


Input: Mechanism of secondary hyperparathyroidism [True]

Output: Chronic renal insufficiency is associated with decreased phosphate excretion, which in turn results in hyperphosphatemia. The elevated serum phosphate levels directly depress serum calcium levels and thereby stimulate parathyroid gland activity. In addition, loss of renal substances reduces the synthesis of the active form of vitamin D, which in turn reduces intestinal absorption of calcium


Input: Renal failure is the most common cause of this? [True]

Output: Secondary Hyperparathyroidism


Input: Refers to an infection spreading through the medullary spaces of bone [True]

Output: Osteomyelitis - hematogenous spread - contiguous infection - direct trauma * Staphylococcus aureus most frequently seen to cause


Input: Symptoms and treatment for osteomyelitis [True]

Output: Pain and tenderness will be present in the affected area with subsequent development of redness and swelling in the area. With progression, ill-defined areas of radiolucency develop and may be intermixed with radiopaque sequestra. Treatment may include drainage and appropriate antibiotics, with or without surgical debridement.


Input: Is a disorder is characterized by progressive replacement of bone by a proliferation of fibrous tissue intermixed with unorganized, woven bone; believed this represents a focus of disordered maturation with arrest at an immature stage of woven bone due to a specific mutation [True]

Output: Fibrous dysplasia


Input: Monostotic Fibrous Dysplasia [True]

Output: - 70% of cases - It usually manifests in childhood and often becomes stationary at puberty. The most common sites of involvement in descending order of frequency are the ribs, femur, tibia, jaws, calvarium, and humerus


Input: Polyostotic Fibrous Dysplasia w/o endocrine involvement (Jaffe Syndrome) [True]

Output: - Tends to be unilateral; 25% of cases - Frequently affected bones are craniofacial bones (including jaws), femur, tibia, humerus, and pelvis. Café-au-lait pigmentations are variable but not rare; related endocrine abnormalities are absent.


Input: Polyostotic Fibrous Dysplasia w/ endocrine involvement (McCune-Albright Syndrome) [True]

Output: - 3% of cases - Females are more affected - Unilateral effects the majority of bones on that side - Precocious sexual development is the most common endocrine abnormality, other disorders such as hyperthyroidism, excess growth hormone, and primary adrenal hyperplasia may be seen - Accompanied by melanin pigmentation of the skin (café-au-lait spots)


Input: "Chinese characters" are what and seen in what disorder? [True]

Output: - A mixture of cellular fibrous connective tissue intermixed with elongated trabeculae of immature woven bones. The affected area will appear as an ill-defined area of increased radiopacity described as ground glass. - Fibrous dysplasia


Input: The clinical manifestations and potential of this disease are variable. Swelling and destruction of bone with considerable deformity can occur. Many cases will stabilize at puberty. Others will progress slowly. Treatment involves surgery and/or close observation [True]

Output: Fibrous dysplasia


Input: Where do bone tumors come from? [True]

Output: Bone-producing cells, cartilage-producing cells, interstitial tissue; also a common site for metastasis of other malignancies


Input: Most frequent site of osteosarcoma [True]

Output: Metaphyseal plate of long bones in the extremities (60% occurring in the knee)


Input: Clinical presentation of osteosarcoma [True]

Output: The radiographic appearance is generally that of a large, destructive, mixed radiolucent-radiopaque lesion that may present with a “sunburst” appearance. A characteristic feature is the formation of an acute angle between the neoplastic bone and the cortex (Codman’s triangle)


Input: Aggressive surgery and chemotherapy is the standard treatment and results in a 5 year survival of 60%. This disease must be treated adequately the first time because once the patient has a recurrence, survival drops significantly. [True]

Output: Osteosarcoma


Input: The "sunburst" lesion is seen in what? [True]

Output: Osteosarcoma


Input: The fundamental feature of osteoarthritis [True]

Output: The degeneration of articular cartilage; any structural changes in the underlying bone are secondary


Input: T/F osteoarthritis is primarily an inflammation of the joints [True]

Output: False, osteoarthritis is not primarily an inflammation of the joints but may become secondarily inflamed as the process progresses


Input: Degenerative process of osteoarthritis [True]

Output: In the early stages, the cartilage cap develops vertical fissures; these fissures extend through the full thickness to the subchondral bone => portions of the cartilage are eroded completely with exposure of the underlying bone =>Fragments of dislodged bone and cartilage often float free in the joint space and form “joint mice” => eventually, the entire surface of the bone becomes exposed, thickened and polished to an ivory-like appearance. At the margins of the joint, small bony outgrowths termed osteophytes arise and help to further inflame the surrounding synovial membrane.


Input: T/F Fusion of the bone occurs in osteoarthritis [True]

Output: False, that occurs in RA


Input: T/F Aside from complete inactivity, there is no way to halt the progression of osteoarthritis [True]

Output: True


Input: Symptoms and Tx of osteoarthritis [True]

Output: - Initial symptoms typically after 50 and include crepitus (grating or popping sensation), joint stiffness and deep, aching pain, especially in the morning - Tx: intrajoint hyaluronic acid and NSAIDs for pain


Input: Gout [True]

Output: - Caused by uric acid buildup (idiopathic overproduction) - Causes supersaturation and crystallization of blood => arthritis - Tophus formation (encrusted crystals that cause chronic arthritis), kidney damage - Adult males, great toe (90%); hands and feet too


Input: Renal conditions such as pyelonephritis, nephrosclerosis, tubular deposition of crystals, intertubular deposition of crystals and uric acid renal stones, advanced arteriosclerosis, hypertension and obesity also are positively associated with what? [True]

Output: Gout


Input: Colchicine and allopurinol treat what? [True]

Output: Gout


Input: An X-linked recessive disorder caused by the absence of a structural protein termed dystrophin and is seen in about 1/3500 live male births [True]

Output: Duchenne muscular dystrophy - male offspring of carrier females


Input: The process of this disease begins in the pelvis and shoulder girdles with eventual spread to the extremities. The initial signs appear in childhood and present as difficulty in standing, walking, and getting out of a chair. Despite musculature weakness, the leg muscles are often enlarged secondary to pseudohypertrophy [True]

Output: Duchenne muscular dystrophy


Input: Symptoms and Tx for muscular dystrophy [True]

Output: The signs and symptoms typically begin around age five. By their teens, most patients are confined to wheel chairs; and death usually ensues by age 20 due to cardiac involvement, weakness of muscles necessary for respiration, or from pneumonia secondary to aspiration of food associated with difficulties in swallowing


Input: Myasthenia Gravis [True]

Output: - An autoimmune disease which results in destruction of acetylcholine receptors in the neuromuscular junction and is manifested by weakness and prominent fatigability of voluntary muscles. - The most active muscles generally are the most severely affected, such as the muscles involved in eye movement, facial expression, chewing, swallowing and respiration


Input: T/F Patients with myasthenia gravis exhibit an increased prevalence of other autoimmune diseases such as systemic lupus erythematosus, rheumatoid arthritis, and Sjögren syndrome. In addition, there is a strong association with thymus abnormalities [True]

Output: True


Input: The most common sites of initial involvement are the muscles of the eyelids (ptosis: drooping of eyelids) and the muscles controlling eye movement (diplopia: double vision) [True]

Output: Myasthenia gravis


Input: Tx for myasthenia gravis [True]

Output: The natural course of the condition is improved by thymectomy in cases of thymus hyperplasia and removal of the tumor in those with a thymoma. In addition, medications such as anticholine esterase and corticosteroids have been proven to be beneficial in many cases. In the past, respiratory compromise was a major cause of death; due to improved therapies, the current 5-year survival is 95%.


Input: Tx for osteopetrosis patients [True]

Output: Because osteoclasts are derived from marrow monocyte precursors, bone marrow transplants hold the promise to re-populate recipients with fully functional osteoclasts


Input: T/F Radiographs are sufficient to diagnose osteoporosis? [True]

Output: False. In the early stages, standard radiographs are not sufficiently sensitive, but the process can be confirmed by a DEXA (dual-energy x-ray absorptiometry) scan


Input: Microscopic features of Paget's disease [True]

Output: The typical microscopic features of the disease show active osteoclastic and osteoblastic activity, many times on the same trabecula of bone. The interstitial tissue is loosely arranged and highly vascular


Input: Calcitonin or bisphosphonates can control the symptoms of this disease [True]

Output: Paget's disease


Input: Training for a new employee on the company and its policies and procedures [Anxiety]

Output: Employee orientation program

Chapter 6 beginning a new job Flashcards - Cram.com


Input: Power or rank to give orders and make assignments to others [Anxiety]

Output: Authority

Chapter 6 beginning a new job Flashcards - Cram.com


Input: At work, the duty to follow an order or carry out a work assignment [Anxiety]

Output: Responsibility

Chapter 6 beginning a new job Flashcards - Cram.com


Input: Assigns tasks to lower ranking employees [Anxiety]

Output: Delegates

Chapter 6 beginning a new job Flashcards - Cram.com


Input: mood or spirit such as attitude and emotion of employees [Anxiety]

Output: Morale

Chapter 6 beginning a new job Flashcards - Cram.com


Input: booklet given to new employees that explains a company's policies and rules [Anxiety]

Output: Policy Manuel

Chapter 6 beginning a new job Flashcards - Cram.com


Input: to pay back money that has already been spent [Anxiety]

Output: Reimburse

Chapter 6 beginning a new job Flashcards - Cram.com


Input: The legal right to be notified of a complaint against you ans to state your case or point of view before a decsion is made [Anxiety]

Output: Due Process

Chapter 6 beginning a new job Flashcards - Cram.com


Input: Trial period during which one's performance is being observed [Anxiety]

Output: Probation

Chapter 6 beginning a new job Flashcards - Cram.com


Input: Person with the power or rank to give orders and oversee the work of others [Anxiety]

Output: Supervisor

Chapter 6 beginning a new job Flashcards - Cram.com


Input: tax exemptions to which a person is entitled [Anxiety]

Output: Allowances

Chapter 6 beginning a new job Flashcards - Cram.com


Input: The Secondary areas of the cerebral cortex are:

Output: Secondary Areas - Association areas and are adjacent to primary areas; they integrate information involved in more complex processing that primary areas

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What lobe of the cerebral cortex is involved with motor functioning?

Output: Frontal

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Where is the primary motor cortex?

Output: The precentral gyrus of the frontal lobe & the anterior paracentral gyrus (Medial frontal lobe)

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Function of the primary motor cortex.

Output: Voluntary control of precise movement (volitional movement)

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: ________is a collection of axons that travel between the cerebral cortex of the brain and the spinal cord

Output: Pyramidal Tract

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Pyramidal cells are located in the:

Output: Pyramidal cells are located in the gray mater of the precentral gyrus

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The pyramidal tracts control contralateral sides meaning....

Output: Pyramidal Tracts are crossed therefore the pyramidal cells on one side of the brain control the muscles on the opposite side of the body

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What is the homunculus?

Output: The Homunculus describes a map of the entire body spacially represented on the Precentral and the Paracentral gyrus. Each pyramidal cell directs a particular group of muscles. Disproportionate areas that need more motor control are larger and have more pyramidal cells

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The Premotor Cortex sends impulses to the motor cortex and is important in learning _________ & __________

Output: The Premotor Cortex sends impulses to the motor cortex and is important in learning MOTOR SKILLS & PLANNING

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: This area is anterior and inferior to the precentral gyrus and is a motor area for tongue lips and throat, and are thus involved with speech and preparation to speech.

Output: Broca's area

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Since Broca's area isn't bilateral then which side of the brain is it most commonly found?

Output: Left

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Which Lobes are the Sensory Areas?

Output: Parietal, Temporal, & Occipital

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Pyramidal cells cross in the lower brain stem, what is the area called where they cross?

Output: Pyramidal Decussation

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Broadmann's numbers to identify specific areas of ___________.

Output: Functionality

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The primary somatosensory area is responcible for recieving sensory information involving:

Output: Touch, temperature, and pain

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The primary somatosensory area is located....

Output: on the post central gyrus & posterior paracentral

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: TRUE or FALSE: The Primary Somatosensory Area is very different than the Pyramidal tracts in that it controls the same side of the body.

Output: False: Both the Primary Somatosensory Area and the Pyramidal Tracts cross and control contralateral sides.

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: This area is the area that understands and integrates sensory information from the Primary Somatosensory Area.

Output: Somatosensory association areas

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The somatosensory association area is located:

Output: Posterior to the postcentral gyrus

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Which lobe is the Visual Area on?

Output: Medial aspect of the occipital Lobe

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: True or False: The right side of the Visual field projects to the left side of the visual area

Output: True

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The visual association areas interpret areas and are located:

Output: On either side of the Visual Area

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The primary auditory area is located:

Output: Superior posterior portion of the temporal lobe, inside the lateral sulcus. And on both sides of the brain (bilateral)

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Where is the auditory association area in relation to the auditory area?

Output: The auditory association area is posterior to the auditory area.

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What is the Wernicke's area involved with? and what side of the brain is it typically found?

Output: Speech; Left side of the brain

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The Olfactory Cortex is located in a special area called the Ulcus where is the Ulcus?

Output: The Ulcus is part of the inferior frontal lobe

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: TRUE or FALSE: The gustatory (taste) area is part of the post central gyrus

Output: True

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What is an association area?

Output: An association area analyzes, recognizes and acts on sensory input in light of past experiences

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The prefrontal cortex association area is involved with:

Output: Learning skills, judgment, reasoning and personality

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The prefrontal cortex association area is located:

Output: On the anterior portion of the frontal lobe

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Where is the general interpretation area located?

Output: The temporal parietal and occipital lobes

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What does the General interpretation area do?

Output: Integrates information

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What are the language areas?

Output: Wernicke's & Broca's area

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: TRUE or FALSE: The visceral association area is outside the lateral sulcus (insula)

Output: FALSE: The Visceral association area is INSIDE the lateral sulcus (insula)

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Which hemisphere is dominant for language?

Output: Left

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Which Hemisphere is typically involved with spacial perception, artist, emotion and musical skills?

Output: Right Hemisphere

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Where Hemisphere is typically involved with Language, Logic and Math?

Output: Left Hemisphere

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: ___________is responsible for communication between cerebral areas, the cerebral cortex and the lower CNS

Output: White Matter

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Where is white matter in relation to gray matter?

Output: White Matter is deep to gray matter

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Is white matter made up of myelinated or unmyelinated fibers?

Output: Myelinated

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What fibers communicate between lobes?

Output: Association Fibers

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What fibers communicate between two hemispheres?

Output: Commisural Fibers

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: Communication between the lower and higher areas of the CNS & spinal cord is with ____________fibers.

Output: Projection Fibers

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What are Basal Nuclei (Ganglia)?

Output: Basal Nuclei are a deep group of nuclei in the cerebral cortex that influence MOTOR FUNCTION. (and is deep to the white matter)

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What are three parts of the Basal Nuclei (Ganglia)?

Output: The Caudate Nucleus Putamen & Globus Pallidus

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The Diencephalon is also called:

Output: The Central Core of the Brain

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The Diencephalon is made up of:

Output: Thalamus Hypothalamus Epithalamus Subthalamus

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What are some of the many functions of the hypothalamus?

Output: -Controls Autonomic Control -Emotion/Limbic System -Temperature Regulation -Food Intake (controls desire to eat or not) -Water Balance - nuclei increase or decrease retention of fluids -Endocrine System - synthesizes Oxytocin & vasopressin and links to the pituitary gland which releases hormones throughout our body -Sleep-wake cycles

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The Thalamus relays all sensory information except that of ____________.

Output: Olfaction

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: This part of the diencephalon contains the pineal gland and it influences sleep/wake cycle and puberty.

Output: Epithalamus

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: This part of the Diencephalon is involved with motor function and is part of the basal Nuclei/Ganglia.

Output: Subthalamus

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What connects the Spinal Cord to the Cerebrum?

Output: The Brain Stem

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What makes up the Brain Stem?

Output: Midbrain, Pons and Medulla Oblongata

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The Superior and Inferior Colliculi are in what part of the Brain Stem?

Output: Midbrain

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What Nerves are associated with the Midbrain?

Output: Crainial Nerves III & IV (Oculomotor, and Trochlear)

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: TRUE or FALSE: The Superior Colliculi provide the Auditory Pathway.

Output: False The Superior Colliculi- Visual Pathway

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What Nerves are associated with the pons?

Output: Cranial nerves V-VIII 5. Trigeminal 6. Abducens 7. Fascial 8. Vestibulocochlear

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What is the part of the pons that controls respiration called?

Output: Pneumotaxic Center

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: The Superior and Inferior Colliculi collectively are called _____________.

Output: The Superior and Inferior Colliculi collectively are called CORPORA QUADRIGEMINA.

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What Nerves are associated with the Medula Oblongata?

Output: Cranial Nerves IX-XII 9. Glossopharyngeal 10.Vagus 11. Spinal Accessory 12. Hypoglossal

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What are some of the important physiological centers of the Medulla Oblongata?

Output: Cardiac, Vasomotor (Blood Pressure), Respiratory and.... vomiting, swallowing, coughing, & sneezing

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What are the purposes of the Cerebellum? and how are these purposes accomplished?

Output: Motor Coordination, Equilibrium & Proprioception and is accomplished because the cerebral cortex connects with the basal ganglia.

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What are some of the group of structures that make up the Limbic System?

Output: -Cingular Gyrus -Setal Nuclei -Dentate Gyrus -Parahippocampal Gyrus -Hypothalymus -Amydala -Olfactory System

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What is our Emotional Brain?

Output: Limbic System

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: What are some functions of the Limbic System?

Output: Behavior, memory, feeding, mating & learning

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: TRUE or FALSE: The Limbic System is a Functional area and not an anatomical area

Output: True

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: _________is a scattered are Nuclei throughout the brain stem that keeps us alert

Output: Reticular Activating System

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: TRUE or FALSE: The Reticular Activating System works to dampen our sensory input so we are able to focus on what is/isn't important in our surrounding environment.

Output: True

Anatomy II - Lecture 2 Flashcards - Cram.com

Primary Areas- Direct processing of primary sensory or motor information


Input: [Local Area Network (LAN)] Virtual Private Network (VPN)

Output: A private, secure path across a public network (usually the internet) that is set up to allow authorized users private, secure access to the company network.

Chapter 7 - Computer Networks Flashcards - Cram.com

a network that covers a relatively small geographical area, such as a home, office building, or school.


Input: [Local Area Network (LAN)] Asynchronous transmission

Output: Data is sent when it is ready to be sent, without being synchronized.

Chapter 7 - Computer Networks Flashcards - Cram.com

a network that covers a relatively small geographical area, such as a home, office building, or school.


Input: [Local Area Network (LAN)] Synchronous Transmission

Output: Data is organized into groups or blocks of data, which are transferred at regular, specified intervals.

Chapter 7 - Computer Networks Flashcards - Cram.com

a network that covers a relatively small geographical area, such as a home, office building, or school.


Input: [Local Area Network (LAN)] Isochronous Transmission

Output: Data is sent at the same time as other related data to support certain types of real-time applications that require the different types of data to be delivered at the proper speed for that application.

Chapter 7 - Computer Networks Flashcards - Cram.com

a network that covers a relatively small geographical area, such as a home, office building, or school.


Input: [Local Area Network (LAN)] Twisted-pair Cable

Output: Made up of pairs of thin strands of insulated wire twisted together.

Chapter 7 - Computer Networks Flashcards - Cram.com

a network that covers a relatively small geographical area, such as a home, office building, or school.


Input: [Local Area Network (LAN)] Coaxial Cable

Output: Was originally developed to carry a large number of high-speed video transmissions at one time, such as to deliver cable TV service.

Chapter 7 - Computer Networks Flashcards - Cram.com

a network that covers a relatively small geographical area, such as a home, office building, or school.


Input: [Local Area Network (LAN)] Fiber-optic Cable

Output: The newest and fastest of these three types of wired transmission media.

Chapter 7 - Computer Networks Flashcards - Cram.com

a network that covers a relatively small geographical area, such as a home, office building, or school.


Input: [Local Area Network (LAN)] Ethernet

Output: The most widely used standard for wired networks.

Chapter 7 - Computer Networks Flashcards - Cram.com

a network that covers a relatively small geographical area, such as a home, office building, or school.


Input: [Local Area Network (LAN)] Wi-Fi

Output: A family of wireless networking standards that use the IEEE 802.11 standard.

Chapter 7 - Computer Networks Flashcards - Cram.com

a network that covers a relatively small geographical area, such as a home, office building, or school.


Input: [Local Area Network (LAN)] Bluetooth

Output: A wireless standard that is designed for very short-range (10 meters, approximately 33 feet, or less).

Chapter 7 - Computer Networks Flashcards - Cram.com

a network that covers a relatively small geographical area, such as a home, office building, or school.


Input: [Local Area Network (LAN)] Modem

Output: Derived from the terms modulate and demodulate) is used to connect a computer to a network over telephone lines.

Chapter 7 - Computer Networks Flashcards - Cram.com

a network that covers a relatively small geographical area, such as a home, office building, or school.


Input: [2] basic instinct, gratification [1]

Output: Id

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] conscious and unconscious mediator of existence [1]

Output: Ego

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] moral conscience, internal moral values; failure to develop results in sociopathic behavior [1]

Output: Superego

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] always available and readily accessible [1]

Output: Conscious

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] can't be accessed but manifests itself in behaviors [1]

Output: Unconscious

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] bridge between conscious and unconscious; made of dreams and fantasies [1]

Output: Preconscious

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Less Mature deal with conflict by action rather than feelings [1]

Output: Acting out

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Less Mature deal with emotional conflict or internal/extrenal stress by refusing to acknowledge something apparent to others - can alter a person's perception of reality [1]

Output: Denial

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Less Mature attribute exaggerated negative qualities to one's self or others. i.e. can't get grapes "they were sour anyways" [1]

Output: Devaluation

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] breakdown of consciousness, memory, perception of self or the environment. often result of being traumatized. i.e. floating above rooom [1]

Output: Dissociation

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Less Mature complaining or making repetitious requests for help that disguise covert feelings of hostility or reproach - rejecting the suggestions, advice, or help offered by others. [1]

Output: Help-Rejecting Complaining

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Less Mature attribute exaggerated positive qualities to others. diffuse anxiety b/c make it impossible to harm them. opposite of devaluation. [1]

Output: Idealization

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Less Mature Falsely attributing to another his/her own acceptable feelings, impulses or thoughts. Seen often in schizophrenics. [1]

Output: Projection

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Less Mature Compartmentalizing opposite emotional states and failing to integrate the positive and negative qualities of individuals into cohesive picture. Pt makes good vs bad (dr vs nurse) [1]

Output: Splitting

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Splitting Projection Denial Dissociation Idealization Devaluation Help-Rejecting Complaining Acting Out [1]

Output: Less Mature Defense Mechanisms

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Moderately Mature Transferring a feeling about, or response to, an object onto another (less threatening) object [1]

Output: Displacement

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Moderately Mature Deal with separation from/loss of an object (real or threatened) by identifying with the loved object. i.e. kids dress like mom going to work makes actual separation less anxiety producing) [1]

Output: Identification

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Moderately Mature Excessive use of abstract thinking or making generalizations to control/minimize disturbing feelings. So wrapped up in cognitive process that forget about desire. [1]

Output: Intellectualization

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Moderately Mature Internalizing qualities of object, often obliterating distinction between self and object. Stockholm Syndrome. Children use play as introjection to make things less threatening. [1]

Output: Introjection

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Moderately Mature Separation of ideas from the feelings originally associated with them. Lose touch with feelings while staying aware of cognitive associations [1]

Output: Isolation of affect

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Moderately Mature Indirectly and unassertively expressing aggression towards others. Facade of overt compliance masking covert resistance, resentment, hostility. Means of dealing iwht being in a subordinate position. [1]

Output: Passive Aggression

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Moderately Mature Concealing true motivations for own thoughts, actions, feelings through elaboration of reassuring or self-serving, but incorrect explanations. [1]

Output: Rationalization

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Moderately Mature Substituting behavior, thoughts, or feelings diametrically opposed to his/her own unacceptable thoughts or feelings. [1]

Output: Reaction Formation

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Moderately Mature Expelling disturbing wishes, thoughts, or experiences from conscious awareness. Not consciously remembered. Occurs inextreme traumatic events, most often abuse. [1]

Output: Repression

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Moderately Mature Use words/behavior designed to negate or make amends symbolically for unacceptable thoughts, feelings or actions. [1]

Output: Undoing

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Introjection Identification Displacement Repression Intellectualization Isolation of Affect Rationalization Rxn Formation Passive Aggression Undoing [1]

Output: Moderately Mature Defense Mechanisms ("Higher Level Neurotic")

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Mature deal with conflict/stress by dedication to meeting the needs of others. [1]

Output: Altruism

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Mature Experiencing emotional reactions in advance of possible future events and considers realistic, alternative responses. Important in grief. [1]

Output: Anticipation

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Mature Emphasizing the amusing/ironic aspects of conflict or stressor. [1]

Output: Humor

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Mature Channeling potentially maladaptive feelings/impulses into socially acceptable behaviors. [1]

Output: Sublimation

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Mature INTENTIONALLY avoids thoughts related to the stress. The only defense mechanism a person has control over. [1]

Output: Suppression

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [2] Humor Altruism Suppression Anticipation Sublimation [1]

Output: Mature Defense Mechanisms

Behavioral Science - Defense Mechanisms Flashcards - Cram.com


Input: [Social Exchange Theory] Symbolic Convergence Theory

Output: Communication shapes group's identity & culture, which influences other dynamics Members in a group exchange fantasies in order to from a cohesive group Fantasies are stories or jokes Helps develop cohesiveness

Rewards (pleasurable outcomes) - Costs (anxeity, mental effort) = Profits of Losses As long as rewards outwiegh the costs the group will have higher group membership


Input: [Social Exchange Theory] Structuration Theory

Output: Framework of how people structure their groups by making active use of rules and resources Rules: Structure our behavior Group members interact according to particular rules Problem: focuses on individual's behaviors rather than group dynamics

Rewards (pleasurable outcomes) - Costs (anxeity, mental effort) = Profits of Losses As long as rewards outwiegh the costs the group will have higher group membership


Input: [Social Exchange Theory] Functional Theory

Output: Communication in group function to promote sound reasoning, prevent errors and build productive relationships Helps conceptualize connections among behaviors and outcomes Aids in decision making & conflict managment Indetifies behaviors that help attain goal

Rewards (pleasurable outcomes) - Costs (anxeity, mental effort) = Profits of Losses As long as rewards outwiegh the costs the group will have higher group membership


Input: [Social Exchange Theory] Systems Theory

Output: System is a set of relationships among interdependent, interacting components and forces Small part of a huge system can generate a ripple effect Ripple effect can be negative or positive

Rewards (pleasurable outcomes) - Costs (anxeity, mental effort) = Profits of Losses As long as rewards outwiegh the costs the group will have higher group membership


Input: [Social Exchange Theory] Synergy

Output: Syn = together + ergon = work Occurs when group performance from joint effort exeeds expectations based on perceived abilities and skills of individual members.

Rewards (pleasurable outcomes) - Costs (anxeity, mental effort) = Profits of Losses As long as rewards outwiegh the costs the group will have higher group membership


Input: [Social Exchange Theory] Open Systems properties

Output: Open to environment Group does not operate in isolation Continually affected by interactions with its environment

Rewards (pleasurable outcomes) - Costs (anxeity, mental effort) = Profits of Losses As long as rewards outwiegh the costs the group will have higher group membership


Input: [Social Exchange Theory] System Variables: Input

Output: components from which small group uses to work (members, info, tools experience)

Rewards (pleasurable outcomes) - Costs (anxeity, mental effort) = Profits of Losses As long as rewards outwiegh the costs the group will have higher group membership


Input: [Social Exchange Theory] System Variables: Throughput

Output: how a group transforms inputs to reach goals

Rewards (pleasurable outcomes) - Costs (anxeity, mental effort) = Profits of Losses As long as rewards outwiegh the costs the group will have higher group membership


Input: [Social Exchange Theory] Systems Variables: Output

Output: results, tangible work accomplished, solutions, product, personal growth

Rewards (pleasurable outcomes) - Costs (anxeity, mental effort) = Profits of Losses As long as rewards outwiegh the costs the group will have higher group membership


Input: [Social Exchange Theory] Systems Variables Class Example

Output: Cookies. the bowl introduced can be many different things, but when other ingredients are introduced, they come together to make a final product (cookies)

Rewards (pleasurable outcomes) - Costs (anxeity, mental effort) = Profits of Losses As long as rewards outwiegh the costs the group will have higher group membership


Input: [1] affect [2]

Output: The outward expression of emotion, or emotional response.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] amnesia [2]

Output: loss of memory

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] anorexia nervosa [2]

Output: eating disorder marked by refusal to maintain minimally normal body weight.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] anxiolytic [2]

Output: drug used as a mild tranquilizer

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] claustrophobia [2]

Output: fear of closed places.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] delirium [2]

Output: confusion in thinking: faculty perceptions and irrational behavior

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] dementia [2]

Output: loss of intellectual abilities with impairment of memory, identity, and reasoning.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] dysphoria [2]

Output: sadness, hopelessness, worry, discouragement (literally, “bad feeling”).

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] fetishism [2]

Output: the use of nonliving objects as substitutes for a human sexual love object.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] hallucinogens [2]

Output: drugs that produce a state of CNS excitement, hyperactivity, and mood change.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] Hypochondriasis [2]

Output: preoccupation with bodily aches, pains, and discomforts in the absence of real illness.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] labile [2]

Output: unstable, undergoing rapid emotional change.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] obsessive-compulsive disorder [2]

Output: an anxiety disorder in which recurrent thoughts and repetitive acts dominate behavior.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] phenothiazines [2]

Output: tranquilizers used to treat psychoses.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] psychoanalysis [2]

Output: treatment that allows the patient to explore inner emotions and conflicts; transference, free association, and dream analysis are elements of the therapy.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] psychopharmacology [2]

Output: study of drugs and their effect on the mind and mental illness.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] schizophrenia [2]

Output: withdrawal from reality into an inner wold of disorganized thinking and conflict; a psychosis.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] sexual masochism [2]

Output: sexual gratification is gained by being humiliated, beaten, or made to suffer by another person.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] superego [2]

Output: internalized conscience and moral party of the personality.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [1] Xenophobia [2]

Output: Fear of strangers.

Chapter 22 spelling words Foreign Language Flashcards - Cram.com


Input: [Management - Definition] Management Style - Definition

Output: The way in which managers go about heir work and interact with people

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Autocratic management style - Definition

Output: A style of management in which the power and decision-making lies with management in terms of operations, policy, planning and task setting. The manager dictates what is to be done, and how it is to be done.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Persuasive management style - Definition

Output: A style that follows the basic principles of autocratic management style but differs in that managers try to ‘sell’ to employees the decisions they have made.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Decision-making - Definition

Output: The ability of a manager to collect and process relevant information to make a decision which will help the business to run effectively.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Consultative management style - Definition

Output: A style characterised by the willingness of managers to consult with subordinates, an understanding of the importance of positive relationships with employees and a flatter management structure

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Participative management style - Definition

Output: A democratic style that allows employees to be part of the decision-making process.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Laissez-Faire Management style - Definition

Output: A style in which the managers step back and let their workers decide how to achieve business goals.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Contingency management theory (situational approach) - Definition

Output: Management theory which emphasises the need for the manager’s style to fit the circumstance. It maintains that there is no one formula for decision-making; rather, each situation must be looked at individually and decisions made for that situation alone

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Communication - Definition

Output: The transmission of information to one or more persons, in a way that ensures the recipient(s) understands the message

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Formal communication - Definition

Output: In an organisation, formal communication is the way information needed to run the business is sent successfully from sender to receiver.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Informal communication - Definition

Output: The unofficial message or gossip that is passed between members of an organisation

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Negotiation - Definition

Output: The process of reaching an agreement through discussion and compromise

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Delegation - Definition

Output: The handing over of tasks, responsibility and authority to its employees by managers who in turn maintain accountability for the completion of the task

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Stress - Definition

Output: A disturbing physiological or psychological influence which produces a state of severe tension in an individual

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Time management - Definition

Output: The recognition by a manager that time is a finite resource and an acknowledgement that there is a need to plan time effectively

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Team leadership skills - Definition

Output: Those skills that the team leader (often a manager) must employ to ensure the team is managed effectively. Skills include coaching, encouraging, acknowledging and facilitating conflict management to enable the team to achieve business goals.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Esprit de corps - Definition

Output: The spirit of an organisation to act as one in unity together and to support each other.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Stress Management - Definition

Output: The ability of a manager to cope with stress and use it as a constructive rather than a destructive force in their working lives

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Emotional intelligence - Definition

Output: Emotional quotient [EQ]: The awareness of not only one’s own emotions but also of the emotions of others.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Ethical behaviour - Definition

Output: Doing what is right; that is, what is fair, just and equitable.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Socially responsible behaviour - Definition

Output: Creating a better quality of life for the greater common good or the most benefit and least harm for all stakeholders

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Management styles - Styles of Management

Output: Management styles can be determined by the following key points: o Management styles can be seen to exist on a continuum from centralised (autocratic) management to decentralised (laissez-faire). o Centralised management is management focused and quite often task oriented o Decentralised management is employee focused and more likely to be people oriented.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Autocratic Style - Styles of Management

Output: o Associated with a hierarchical vertical management structure o Decisions are made at top and then filtered down to lower management and employees who must curry them out o The autocratic managers are hierarchical and authoritarian (make the decisions for their subordinates and tell them what to do) o The Autocratic manager firmly believes the monetary reward should be enough of an incentive for the subordinate to complete work on time that is of an acceptable quality o Praise is rarely offered to subordinate o Criticism is frequently handed out • Managers have a tendency to check up on employees to ensure that their tasks are being carried out correctly and to the manager’s satisfaction o Managers of this style do not deviate from policy and procedure; they also expect their subordinates to do the same o Rarely motivates employees and often causes poor morale • Employees often feel the manager has little or no faith in them and does not trust them. • As a result of this lack of trust, it is unlikely that employees will place a great deal of trust in each other o It can be hard for employees to find job satisfaction when working under an autocratic style management • This results to the acceptance that employees will not perform at their full potential o Autocratic management style (in the past) suited smaller factories where the owner had the entrepreneurial vision and business acumen (skill) to identify a need in the market and satisfy it • Traditionally, there was often a great deal of unquestioned respect for and fear of authority • This style still exists in organisations where the founder is still the CEO (E.g. Rupert Murdoch’s News Corporation and Frank Lowy’s Westfield Shopping Centres) o Autocratic management can also be used in a company which has a great number of inexperienced and poorly skilled employees • This style can work well if employees need a lot of direction, are unsure in taking initiative and need skills development. • But it is ineffective for staff that have been working the same job for a longer period of time, as they can already use their initiative to know what is expected of them.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Persuasive Management - Styles of Management

Output: o Centralised decision-making and control at the management level o Persuasive style is different from autocratic as the managers will communicate decisions to employees in detail o A persuasive manager will try to get an employee to agree to management decisions o Once an employee believes that a management decision is good for the organisation, they often support decision and feel it is theirs o Communication is more open, But it still flows from the top down o Management is happy to communicate decisions to employees, but is not willing to invite employees to be a part of the decision-making process o Sell: The persuasive management style is broken down into two categories: o Hard sell: Often involves coercion and rewards (e.g. Threat of losing job for non-compliance or promising bonuses for compliance with decisions) o Soft sell: Involves building a relationship with employees, encouraging empathy for management (The employees put themselves in management’s shoes) and fear for the survival of the business • Soft sell techniques appeal to the emotions of employees – asking them to identify with the decision, even though communication and other decisions have come from the top down o In instances of takeovers and restructuring, managers employ persuasive techniques to hold on to their best employees who might leave rather than risk being retrenched.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Consultative Management - Styles of Management

Output: • Managers and directors consult with employees to find out their views and opinions before they ultimately make the final ‘informed’ decision • Consultative management is based on the view that collective intelligence creates better solutions than individual intelligence o This effect is referred to as group synergy, when the result is greater than the contribution of sum of individuals • Two-way communication channel – Indicated by the idea that the manager consults the employees before making decisions • Employees who work under consultative management feel valued – This feeling of value exists because employees feel that their ideas and opinions are listened to and that they have an opportunity to contribute to decision-making • Open environment which maintains good morale and motivation – As a result of the consultative approach Important Skills: To be successful, a consultative manager needs to have a range of important skills which they can employ effectively. • Very good listeners – Who can create a trusting environment which employees can feel safe to express their ideas • Ability to integrate and synthesise ideas – To come up with relevant and realistic solutions that support the business goals and directions with the information provided by employees • Ability to ensure employees don’t feel unappreciated or withdrawn – Managers will listen to all ideas and opinions but may not be able to use all ideas and must not make employees feel rejected Implementing consultative management: There are a variety of ways a consultative manager can approach their work: • Good communication channel – which allow employees to store their opinions and their knowledge easily o E.g. suggestion boxes, regular employee meetings, staffrooms mixed with management and employees • Flatter, more horizontal organisational structure – Fewer levels of management and fewer barriers to the opinions of staff being heard • Employees may become confused about their role in the decision-making process – Difficulties can arise when decisions need to be made without consultation as it is not always appropriate to involve employees in all decisions (E.g. employee promotion)

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Participative management - Styles of Management

Output: • Democratic management style • Managers actively invite employees to make the decisions themselves – similar to consultative style. Origins and Development: • Theorist Mary Parker Follet stressed the need for organisations to come up with ‘common goals’ for their staff – She encouraged managers to allow employees to participate in decision-making • Behavioural Management Theory – Identified employees as human beings (NOT robots) who had experience in their work and a valuable contribution to make to the running of the business • Management style recognises these views and makes staff a fundamental part of decision-making • Participative management style doesn’t extend to all parts of the business – Is usually confined to employees’ area of work • Horizontal management structure facilities (makes easy) this management style – As it allows the organisation to work in groups (groups are essential for this style) • Managers do not withdraw from the decision-making process – they are actively involved as they join employees to make important decisions rather than dictate the decisions • High level of trust is placed in employees under the participative style o Managers must recognise the skills and knowledge already possessed by employees – They also must provide training programs for employees to ensure they can make effective and informed decisions Identifying Features • Decentralised decision-making process – managers share information with employees and jointly come up with solutions to problems (the process is Collegial) • Communication flows up and down the organisation – not just from the top down • Management is people focused • Managers facilitate rather than lead – managers give up power and delegate authority to employees • Employees operate together in self-directed and self-organised groups and teams – Which take responsibility for the completion of tasks Benefits and costs: Benefits are particular from staff point of view: • Employees feel safe – and free to speak without fearing repercussions or changes to their employment status • Employees are motivated and feel self-empowered – As their views and their decision-making skills are regarded as important • Increased staff loyalty – Employees are able to identify with the business and feel part of the team • Higher production and quality of goods and services - Employees take greater pride in their work as there is a greater commitment from staff. Criticisms: Similar to Consultative style criticisms: • Participative managers are criticised in circumstances when decisions need to be made quickly • Employees may also feel uncertain about their roles, due to the lack of clear-cut direction of authority from managers

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Laissez-Faire - Styles of Management

Output: • Means ‘To leave well enough alone’ • Completely employee focused • Managers barely interfere – They set objectives and goals for employees and leave them to it • The ‘hands off’ approach is because the CEO believe that after hiring the right person for the job, they can leave them to get on with their tasks – Not because the CEO is lazy Laissez-faire managers: • Allow employees to sort out how to achieve their key business indicators (KBIs) • Feed information to employees and act as a support only • Provide tight and regular deadlines, with regard to achieving results and monitoring progress, which must be met • Empower employees so they are highly motivated and gain great job satisfaction • Allow employees to have a wider scope for the development of individual talents, initiatives and creative thinking • This type of management style often works with highly skilled employees who are project focused o Also where businesses employ people who work from home – Thus managers cannot be present to check that tasks are being carried out

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Contingency management (situational approach) - Styles of Management

Output: Effective managers vary their style of management according to their circumstances or situation (E.g. in times of bankruptcy, there is little time for consultation or participative management as decisions need to be made quickly) • A contingency is something that is undecided but depends on the situation o As business is always changing, it is also assumed that the manager’s approach must also change • Assumes that there are Multi-styled managers with the ability to change management styles in a given situation • Also assumes that the manager is able to recognise or read the situational factors that determine appropriate management style to apply These factors include: o The organisation (goals, objectives, culture) o The manager themselves o The employees o The situation or task o The internal and external influences o In reality, contingency management is the most appropriate style of management and takes the best of all the styles as it recognises that businesses are constantly changing o Other management styles imply that people and businesses only operate one way which is a naïve way to think.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Communication - Key Skill in Effective Management

Output: • In management, is used to send and receive messages to and from senior management, peers, subordinates and internal/external customers • Most communication in a business involves the giving and receiving of information needed to run the business • If the communication system is not effective, the business will not run efficiently as they cannot meet their strategies and goals as the employees may not be clear to what is expected of them • Can be informal or informal and take place in a verbal or non-verbal way • Formal communication is the official information that is necessary to run the organisation effectively • Business conferences, business meetings, appointments and briefings • Managers must ensure that formal communication is understood by employees • Informal communication refers to the unofficial message being communicated • Informal communication can highlight what is happening in a business and whether employees are focused on their work tasks • This communication is referred to as gossip and takes place in informal settings (e.g. lunch or during coffee breaks) • An effective manager will pay careful attention to both forms of communication

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Verbal communication - Communication - Key Skill in Effective Management

Output: Involves any communication using written words or speech o Formal Verbal Communication occurs during meetings conferences, appraisals and interviews o Informal Verbal communication occurs during lunch and through gossip and networking o Oral communication • Often Time wasting – Usually when a formal agenda has not been set or an agenda is too broad • E.g. Meetings are notorious for running overtime and for not reaching conclusions • Organised verbal communication can be extremely effective – A well organised seminar or conference can be very effective to pass information onto a defined audience • It’s main advantage over written communication is that oral communication encourages feedback o Written communication • Memos, faxes, emails, contracts, diary entries, letters • 2 Main Problems: • Written communication doesn’t encourage feedback • Difficult to convey tone in written communication [especially in emails] Difficulties: • Problematic when copies aren’t kept - A letter or note that has been written can get lost • Feedback is often slow – People may not retrieve their messages often (Email and online chat are making this less of a problem) • Main advantage: Provides a permanent record of what has been agreed upon, dictated and passed on • Preferred choice for business o Horizontally Structured Organisations will have one or two levels of communication – The message is likely to get to all recipients intact o Vertically Structured Organisations will have lots of layers – Risk passing on a message that is no longer intact • Written communication is the safest option in the vertical structures for important information o Sending a form of written communication following a form of oral communication • Effective managers will send messages to staff confirming what was discussed and any action points following a meeting they just had.

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Non-verbal communication - Communication - Key Skill in Effective Management

Output: o Often considered insignificant: Doesn’t include the use of written or spoken words o Even more important that verbal communication – It includes body language, tone of voice, image and setting – This convey the true feeling or a person Body language: • Negative and unresponsive – Crossing arms and legs • Open Body language – Suggests that the person is warm, friendly and open to new ideas Tone of voice: • Indicator of emotion and reactions – Allows recognition of interest, disinterest, sarcasm, amusement Image: • Dress and presentation – Shows how the person wants to be seen and identified as Setting: o Informal or formal – Restaurant or cafes can create a friendly atmosphere, Conferences or meetings can create a serious atmosphere

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Cross-cultural Communication - Communication - Key Skills in Effective Management

Output: o Globalisation has meant that more business will be conducted across shore and off shore o Critical to stable and successful relationships - The ability to communicate effectively and in a culturally sensitive manner o The necessities of understanding another country’s culture becomes more apparent when the values and beliefs of the culture are vastly different to our own o A good manager will understand the differences in a culture and business practice – before conducting a business relationship with another country. o E.g. In Hong Kong, it is customary to use two hands when handing over a business card – It is considered very rude and ignorant if you offer the card with one hand

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Effective Communication - Communication - Key Skills in Effective Management

Output: An effective manager will employ a variety of skills and techniques to promote effective communication: Listening o ‘Listen to’ rather than ‘Hear’ o Actively listening to the opinions of superiors and employees – Allows a manager to form accurate opinions, make effective decisions and promote employee morale Visual clues and questioning for clarification: o Eye contact and nodding – Managers will look for this to indicate whether the person is receiving and understanding the message being communicated o Over telephone – Interest level can be picked up via the tone of voice – This indicates that they are receiving the message o Experienced communicators will also get feedback and check if the receiver has understood the message correctly – By asking questions Touching Base o Good managers often greet employees each morning – Walking around the office or leaving door open to say hello to employees as they arrive each morning Two-way communication: o The giving and receiving of feedback helps managers ensure their message has been received and understood Awareness of non-verbal communication: o Managers should be aware of the non-verbal communication cues that convey to their audience and the non-verbal communication cues that are conveyed to them Time and place: o ‘There is a time and place for everything’ applies to business o It may not be appropriate to criticise an employee in the presence of their co-workers or firing an employee over the phone Managing by wandering around (MBWA): o A very useful communication tool – Similar to touching base o Creates open and warm relationship - Involves the manager communicating with the employees on an informal basis o Obtains information from employees about the tasks they undertake and their opinions on various work-related tasks

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Management styles and communication - Communication - Key Skills in Effective Management

Output: Effective managers use a variety of formal, in-formal, verbal and non-verbal communication: o Laissez-faire managers tend to wander around the office – to create a relaxed atmosphere o Participative managers are usually active listeners and tend to create an open atmosphere – creates a non-confrontational feeling o Consultative managers are also very good listeners and good at structuring questions – Unlike participative, these managers tend to use more formal methods of communication (questionnaires, meetings) o Persuasive managers are very good at presenting their arguments (with the use of visual aids) – Large conferences and meetings to present formal communication

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Negotiation - Key Skills in Effective Management

Output: o Conflict in opinions and views is an inevitable part of running a business o Negotiation is the process of trying to find solutions to overcome conflict and is essential for effective management o Conflicts are destructive to a business – It prevents strategies from being implemented to achieve goals. (Because the conflicting parties pull in opposite directions) o Industrial action may take place as a result of conflict – this can ruin a business o Building blocks for a good negotiator: o Creating a trusting/relaxed atmosphere – Attempt to gain trust from both parties and eases the threat they feel o Outline the reasons for meeting/objective o Clarify arguments of both sides – Pay attention to both sides of the argument to make sure everyone understands the issues o Look for close common ground in minor issues o Create a ‘give and take’ attitude – Persuade each party to give something up in return for gaining something – Called trade offs o Look for a WIN-WIN outcome and get written agreement signed by both parties – So that each party feels a sense of achievement and doesn’t lose face o Set strategies as to how the solution will be implemented – Usually a time frame is set to implement the agreement o Follow up to check that the solution has been implemented as agreed

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Delegation - Key Skills in Effective Management

Output: o Frees managers time o Horizontal structures – Delegation in this structure is more possible as there are no levels between the manager and employee – Easier for the manager to keep an eye on the employee o Involves the manager handing over the planning, implementation and completion of a task to the employee o Usually not the entire responsibility is handed over – because managers are paid to ensure that the goals are achieved o Key management skill: Only effective managers can guide another person to complete a task o Is necessary for: o Career planning: Providing opportunities for employees to gain experience in completing tasks that will enable them to move up the career ladder (Otherwise able employees will become bored and leave the business) o Stress management: Effective managers control their stress through periods when they have very heavy workloads – by prioritising tasks and delegating less important tasks to others. (If this isn’t done, their health and immune systems will suffer from extensive exposure to stress and will not be able to operate efficiently) o Management absences: Managers must implement structures which enable the department to continue functioning in the short-term without them – as they take annual leave and go on holidays o Delicate process of an effective manager: 1. Assess the risks 2. Prepare the ground thoroughly 3. Set firm boundaries Managers must be Careful to: o Select employees – who will be able to successfully complete the task o E.g. employee who has previously observed on a similar task o Ensure the employee understands the task – They should take time to give a detailed briefing of the task and provide guidelines for the employees to follow o Create timelines – Ensure that any resources needed for the completion of the task are in place and that there is a realistic timeline for the employee to follow o Performance indicators – Make the employee aware of any performance standards that exist for the task, so the employee knows what is expected of them o Check performance – Periodically check to see how the progress is unfolding and build up a trusting environment – So that the employee could admit if things were not going to plan o Managers may also use the informal ‘grape-vine’ method to get feedback from other employees as to how the task is being performed o Debriefing – The manager should provide feedback to the employee about their performance against the standards – This gives the employee a chance to discuss the aspects they enjoyed and found challenging o Reward – Some reward is necessary otherwise employees would hesitate to take on new challenges for fear of risking their careers o Laissez-faire management – Everything is delegated on the assumption that the right person has been chosen to complete the task – with checks and balances along the way o Participative management also involves a lot of delegation

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Time management - Key Skills in Effective Management

Output: o Managers must recognise that time is a finite resource – Thus acknowledging the need for planning of effective time use o 4 major steps for planning effective time management: 1. Identifying tasks to be achieved 2. Delegating easier tasks 3. Prioritising tasks 4. Developing an action plan

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements


Input: [Management - Definition] Do's for Managers - Key Skills in Effective Management

Output: Do 1. Review corporate gaols and objectives and establish a priority or ‘to do’ list 2. Schedule time that cannot be interrupted for certain tasks – This should be a time that the manager will work at their best 3. Leave some time unscheduled for emergencies 4. Schedule planned meeting and arrange time around them 5. Undertake difficult tasks first – Many managers waste hours doing easier tasks to avoid difficult ones 6. If a task is too difficult, break it down into a series of smaller tasks – Sometimes smaller tasks are easier as it brings a sense of achievement earlier 7. Delegate 8. Only handle a piece of paper once – Many people pick something up, put it down, then re-read it – This wastes time 9. Learn to say ‘no’ – Managers should learn to say ‘no’ to extra tasks given from the boss as he/she is likely to be displeased if the task cannot be completed due to poor time management 10. Plan tomorrow’s activities today

Business Management: Chapter 3 - Management Styles and Skills Flashcards - Cram.com

A group of people who undertake activities including planning, leading, organising and controlling, which aim to effectively and efficiently control company resources (and external resources) in order to meet organisational objectives as dictated in corporate vision and mission statements