Input: [Autonomic Nervous System] Terminal Ganglia

Output: In the Parasympathetic Division, the preganglionic axons extend from CNS almost to structures to be innervated, There the axon synapse with ganglioniv neurons located in terminal ganglia that lie very close to or within the target organs. Very short postganglionic axons issue from the terminal ganglia and synapse with effector cells in their immediate area.

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The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Preganglionic fibers run in what nerves?

Output: They run in oculomotor, facial, glossopharyngeal, and vagus cranial nerves. Their cell bodies lies in associated motor cranial-nerve nuclei in the bain stem.

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The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Oculomotor Nerves (III)

Output: Ciliary Ganglia: • innervate smooth muscle in eyes to constrict pupils & bulge lenses (for close vision)

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The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Facial Nerves (VII)

Output: Pterygopalatine Ganglia: travel to nasal mucosa, palate & pharynx; stimulate secretion from nasal and lacrimal glands Submandibular Ganglia: stimulate submandibular & sublingual salivary glands

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Glossopharyngeal Nerves (IX)

Output: Otic Ganglia: stimulate parotid salivary glands * Preganglionic fibers from cranial nerves III, VII & IX join branches of the trigeminal nerve as postganglionic fibers to their targets

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Vagus Nerves (X)

Output: most (~90%) of preganglionic parasympathetic fibers; branches to: • cardiac plexuses: to slow heart rate • pulmonary plexuses: to slow breathing rate • esophageal plexuses: branches to the liver, gallbladder, stomach, small intestine, kidneys, pancreas, & and half of large intestine to stimulate digestion

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Sacral Outflow

Output: arises from sacral spinal nerves S2-S4; branch to form pelvic splanchnic nerves & synapse in distal half of large intestine, the urinary bladder, ureters & reproductive organs

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Pelvic Splanchnic Nerves and Inferior Hypogastric (Pelvic) Plexus

Output: In sacral outflow, axons of the neurons (located in S2-S4) run in the ventral roots of the spinal nerves to the ventral rami and then branch off to from the pelvic splanchnic nerves, which pass through the inferior hypogastric (pelvic) plexus in the pelvic floor. Some preganglionic fibers synapse with ganglia in this plexus, but most synapse in intramural ganglia in the walls of the following organs: distal half of the large intestine, urinary bladder, ureters, and reproductive system.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Thoracolumbar division

Output: The sympathetic division is also referred to as the thoracolumbar division b/c all preganglionic fibers of the sympathetic division arise from cell bodies of preganglionic neurons in spinal cord segments T1 through L2.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Lateral Horns (so-called Visceral Motor Zones)

Output: produced from the presence of numerous preganglionic sympathetic neurons in the gray matter of the spinal cord.; posterolateral to the ventral horns that house somatic motor neurons.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] After leaving the cord via the ventral root, preganglionic sympathetic fibers pass through ......

Output: A white ramus communicans to enter an adjoining sympathetic trunk ganglion forming part of the sympathetic trunk. Looking like strands of glistening white beads, the sympathetic trunks flank each side of the vertebral column, The sympathetic trunk ganglia are also called chain ganglia or paravertebral ganglia.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Once a preganglioniv axon reaches a trunk ganglion, one of three things can happen to the axon...

Output: 1. The axon can synapse with a ganglionic neuron in the same trunk ganglion 2. The axon can ascend or descend the sympathetic trunk to synapse in another trunk ganglion. 3. The axon can pass through the trunk ganglion and emerge from the sympathetic trunk without synapsing.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Collateral or prevertebral ganglia

Output: located anterior to the vertebral column; Unlike sympathetic trunk ganglia, the collateral ganglia are neither paired nor segmentally arranged and occur only in the abdomen and pelvis.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Pathways to the Head

Output: Sympathetic preganglionic fibers serving the head emerge from spinal cord segments T1-T4 and ascend the sympathetic tunk to synapse with ganglionic Neurons in the superior cervical ganglion

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Pathways to the Thorax

Output: Sympathetic preganglionic fibers innervationg the thoracic organs originate at T1-T6. From there the preganglonic fibers run to synapse in the cervical trunk ganglia. Postganglionic fibers emerging from the middle and inferior cervical ganglia enter cervical nerves C4-C8. Some of these fibers innervate the heart via the cardiac plexus, and som innervate the thyroid gland, but most serve the skin.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Pathways with Synapses in Collateral Ganglia

Output: Most of the preganglionic fibers from T5 down synapse in collateral ganglia, and so most of these fibers enter and leave the sympathetic trunks without synapsing. They form several nerves called splanchnic nerves, including the thoracic splanchnic nerves (greater, lesser and least) and the lumbar and sacral splanchnic nerves.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Splanchnic Nerves

Output: These nerves contribute to a number of interweaving nerve plexuses known as the abdomina aortic plexus which clings to the surface of the abdominal aorta. This complex plexus contains several ganglia that serve the abdominopelvic viscera. From superior to inferior th most important of these ganglia are the celiac, superior mesenteric and inferior mesenteric named for the arteries they closely associate with.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Pathways to the Abdomen

Output: Sympathetic innervation of the abdomen is via preganglionic fibers from T5 to L2 whgich travel in the thoracic splanvchnic nerves to snapse mainly at the celiac and superior mesenteric ganglia. Postganglionic fibers issuing from these ganglia serve the stomach intestines, liver spleen and kidneys.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Pathways to the Pelvis

Output: Preganglionic fibers innervating the pelvis originate from T10 to L2 and then descend in the sympathetic trunk to the lumbar and sacral trunk ganglia. Some fibers sunapse there and the postganglionic fibers run in lumar and sacral splanchnic nerves to plexuses on the lower aorta and in the pelvis. Others pass directly to these autonomic plexuses to the pelvis organs and also the distal half of the large intestines. For the most part, sympathetic fibers inhibit the acitivity of the muscles and glands in these visceral organs.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Pathways with Synapses in the Adrenal Medulla

Output: Some fibers traveling in the thoracic splanchnic nerves pass through the celiac ganglion without synapsing and terminate by synapsing with the hormone producing medullary cells of the adrenal gland. When stimulated by preganglionic fibers, the medullary cells secrete NE and epinephrine into the blood, producing the excitatory effects we have all felt as a surge of adrenaline.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Visceral Reflexes

Output: Visceral reflex arcs have the same 5 elements as somatic reglex arcs. The visceral afferent (sensory) fibers are found both in spinal nerves and in automatic nerves

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] 5 elements of Visceral Reflexes

Output: 1. Sensory receptor in viscera 2. Visceral sensory neuron 3. Integration center may be preganglionic neuron, may be a dorsal horn interneuron, may be within walls of gastrointestinal tract 4. Efferent pathway (two-neuron) chain: Pregnanglionic Neuron, Ganglionic Neuron 5. Visceral Effector

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Visceral Sensory Neurons

Output: Send info concerning chemical changes, stretch, and irritation of the viscera, are the first to link in autonomic reflexes

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Visceral Reflex Arcs

Output: have the same components as somatic reflex arcs- receptors, sensory neuron, integration center, motor neuron, effector- except that a visceral reflex arc has two neurons in its motor component.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Referred Pain

Output: The fact that visceral pain afferents travel along the same pathways as somatic pain fibers helps explain the phenomenon of referred pain. Pain stimuli arising in the viscera are perceived as somatic in origin. Ex. heart attack pain in arm.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Cholinergic Fibers

Output: ACh releasing fibers.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Major neurotransmitters released by ANS neurons

Output: Acetylcholine (ACh) and Norepinephrine (NE)

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Adrenergic Fibers

Output: NE releasing fibers. Most sympathetic postganglionic axons release NE.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] 2 receptors that bind ACh

Output: Nicotinic receptors and Muscarinic receptors

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Nicotinic Receptors

Output: respond to nicotine; found on sarcolemma of skeletal muscles at neuromuscular junctions; all are ganglionic neurons both sympathetic and parasympathetic and the hormone producing cells of the adrenal medulla; the effect is always stimulatory

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Muscarinic Receptors

Output: activated by a mushroom poison (muscarine); stimulated by postganglionic cholinergic fibers. All parasympathetic target organs and a few sympathetic targets such as eccrine sweat glands and some blood vessels of skeletal muscles. The effect can be either inhibitory or stimulatory.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Adrenergic Receptors

Output: 2 classes: alpha (stimulatory) and beta (inhibitory) which are further divided into subclasses. NE or epinephrine can have either excitatory or inhibitory effects on target organs depending on which subclass of receptor predominates in that organ.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] B1

Output: Locations: Heart predominatly, but also kidneys and adipose tissue Effect of binding: increases heart reate and strength; stimulates renin release by kidneys

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] B2

Output: Location: Lungs and most other sympathetic target organs; abundant on blood vessels serving the heart, liver and skeletal muscle Effect: mostly inhibitory, dilates blood vessels and bronchioles. relaxes smooth muscle walls of digestive and urinary visceral organs; relaxes uterus

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] B3

Output: Location: Adipose tissue Effect: Stimulates lipolysis by fat cells

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Sympathetic or Vasomotor Tone

Output: the vascular system is innervated by sympathetic fibers that keep the blood vessels in a continual state of partial contriction.

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Parasympathetic Tone

Output: Slows the heart and dictates the normal activity levels of the digestive and urinary tracts

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Cooperative Effects

Output: Parasympathetic stimulation causes vasodilation of blood vessels in the external genetalia and is responsible for erection

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Unique Roles of the Sympathetic Division

Output: 1. Thermoregulatory Responses to Heat 2. Release of Renin from the Kidneys 3. Metabolic Effects -increase the metabolic rate of body cells - raises blood glucose levels - mobilizes fats for use as fuels

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] ANS Control by Higher Centers:

Output: -Brain stem & spinal cord: reticular formation of brain stem, regulation of pupil size, respiration, heart, blood pressure, swallowing, etc. -Spinal Cord- Urination, defecation, erection, ejaculation reflexes - Hypothalamus: Overall integration center of ANS, the boss. (regulates heart activity, blood pressure, body temperature, water balance & endocrine system activity) - Cerebral Cortex: although most autonomic functioning is involuntary, in some cases voluntary control appears possible

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: [Autonomic Nervous System] Hypertension

Output: (high blood pressure) may result from increased vasoconstriction by sympathetic fibers (could be stress-induced)

The Autonomic Nervous System- Ch. 14 Flashcards - Cram.com

The ability of our internal environment depends on the ANS which is a system of motor neurons that innervates smooth and cardiac muscle and glands.


Input: sex

Output: refers to biological traits that distinguish males from females (anatomy, chromosomes, hormones)

influenced of biology vs. environmental influences


Input: gender

Output: social label ascribed to us on birth certificates


Input: gender role

Output: refers to behaviors, attitudes, beliefs, and values that culture deems appropriate for males and females

influenced of biology vs. environmental influences


Input: gender identity

Output: refers to how a person accepts the culture's prescribed gender roles; how an individual adapts the expected gender to role to his/her identity. gender identity is subject to the individual.

influenced of biology vs. environmental influences


Input: gender presentation

Output: refers to how an individual presents his or her gender identity through personality, habits, and behaviors

influenced of biology vs. environmental influences


Input: gender stereotypes

Output: encompass the cultural beliefs about "what" gender roles are and "how" these roles should be enacted. it tends to reflect culture's belief about the ways in which men and women behave

influenced of biology vs. environmental influences


Input: xx chromosome vs. xy chromosome

Output: female and male

influenced of biology vs. environmental influences


Input: cell duplication and cell division

Output: characterize the germinal period of prenatal development

influenced of biology vs. environmental influences


Input: cell differentiation

Output: begins when the zygote has divided into a ball of 8 cells. during this time, cells begin to take on distinct, genetically determined traits and forms.

influenced of biology vs. environmental influences


Input: wolffian and mullerian reproductive duct system

Output: both female and male embryo have this.

influenced of biology vs. environmental influences


Input: males

Output: wolffian system further differentiates and testes continue to develop and produce androgens. mullerian system degenerates


Input: androgens

Output: testosterone, masculinizing sex hormones


Input: females

Output: estrogen not required to produce female. when y chromosome not present, testosterone not produced. wolffian system degenerates, and mullerian system continues.


Input: intersexed

Output: someone who is anatomically somewhere along the continuum between male and female. could be hermaphrodite, femeale pseudohermaphrodite, or male pseudohermaphrodite


Input: hermaphrodite

Output: babies born with both ovarian and testicular tissue, or have a combination of an ovary and a testicle as one structure, termed ovatestes

influenced of biology vs. environmental influences


Input: female pseudohermaphrodite

Output: has an XX chromosomal structure and has normal female internal reproductive organs; however, the external genitalia is masculinized giving a more male than female appearance

influenced of biology vs. environmental influences


Input: male pseudohermaphrodite

Output: have an XY chromosomal structure and do have testes, although the testes are typically located within the pelvis and not outside of the body. gives appearance of a female because there are not testes in the sac

influenced of biology vs. environmental influences


Input: androgen insensitivity syndrome (AIS)

Output: distorder characterized by abnormality of the X chromosome. because base sexual anatomy is female, a baby affected with AIS is born with external genitalia that appear to be female. typically only diagnosed when adolescent reaches puberty and is unable to menstruate

influenced of biology vs. environmental influences


Input: turner's syndrome

Output: occurs when one of the two X chromosomes is completely or partially absent. sometimes called "X0" babies. mullerian system degenerates during prenatal period, so fetus wont develop ovaries rendering her infertile and incapable of producing estrogen.

influenced of biology vs. environmental influences


Input: klinefelter's syndrome

Output: extra X chromosome present (XXY chromosomal pattern) internal reproductive organs and external genitalia develop normally, males will have smaller than normal testes and wont produce sperm.

influenced of biology vs. environmental influences


Input: gender schemas

Output: the ways we internalize and incorporate specific gendered behaviors and expectations

influenced of biology vs. environmental influences


Input: BSRI

Output: bem sex role inventory, scale that focuses on attributes that are thought to be "masculine" and those that are thought to be "feminine"


Input: PAQ

Output: personal attributes questionnaire, used to examine emotional intimacy among friends, differnces in empathic behavior, and differences in helping behavior among men and women


Input: instrumental schemas

Output: associated with masculinity focus on task-oriented behaviors. some include: aggression, ambition, assertiveness, competitiveness, dominance, self-reliance

influenced of biology vs. environmental influences


Input: expressive schemas

Output: associated with femininity and have an interpersonal or relational orientation. (affection, compassion, gentleness, loyalty, understanding, sensitivity, sympathy)

influenced of biology vs. environmental influences


Input: androgyny

Output: something either has no gender value assigned to it, or that a person possesses traits, behaviors , or characteristics that are typically associated with the opposite gender


Input: physiological androgyny

Output: deals with physical or biological traits, such as occurs in the cases of intersexed individuals

influenced of biology vs. environmental influences


Input: behavioral androgyny

Output: involves the blending of masculine and feminine traits; an androgynous person might display traits and behaviors that are typically associated with male and female, not one or the other

influenced of biology vs. environmental influences


Input: androgynous

Output: no gender roles guiding me nand women's behaviors


Input: sexual orientation

Output: refers to the focus of a person's erotic desires or fantasies, or a person's affectionate or romantic feelings toward a particular gender

influenced of biology vs. environmental influences


Input: sexual preference

Output: believe that sexuality is fluid and is more a matter of choice than biology

influenced of biology vs. environmental influences


Input: membership knowledge

Output: refers to people's understanding that their gender belongs to one group or another

influenced of biology vs. environmental influences


Input: gender typicality

Output: revers to the degree to which people feel that their gender-related experiences are typical of their gender

influenced of biology vs. environmental influences


Input: gender contentedness

Output: refers to people's degree of contentedness with their biological gender assignment

influenced of biology vs. environmental influences


Input: gender conformity

Output: refers to the degree of pressure people feel from their environment to conform to gender stereotypes

influenced of biology vs. environmental influences


Input: intergroup bias

Output: refers to the degree to which people believe their sex is superior to another sex

influenced of biology vs. environmental influences


Input: transgender

Output: refers to people who feel that their biologically assigned gender is a false or incomplete description of themselves


Input: FTM

Output: female to male, people born female but see themselves as partly to fully masculine


Input: MTF

Output: male to female, people who were born male but see themselves as partly to fully feminine


Input: intersexuals

Output: born with some combination of male and female physiology, who may accept as natural their mixed gender

influenced of biology vs. environmental influences


Input: transsexual

Output: person whose sexual identity is opposite to the one assigned at birth


Input: SRS

Output: sex reassignment surgery, surgical alteration to body is performed, aka genital surgery


Input: transvestite

Output: dresses and acts in the manner of a person of the gender opposite from their own. (cross-dressers)

influenced of biology vs. environmental influences


Input: david perry and kay bussey

Output: define gender role development as "the process whereby children come to acquire the behaviors, attitudes, interests, emotional reactions, and motives that are culturally defined as appropriate for members of their sex"

influenced of biology vs. environmental influences


Input: learning theory

Output: traits and behaviors are not inborn, we learn them. S-->R strict behaviorists maintained that a given stimulus would produce a given response

influenced of biology vs. environmental influences


Input: Social learning theory

Output: addresses the roles of reward and punishment and includes an individual's realm of cognition--the role of observation--in the process of learning

influenced of biology vs. environmental influences


Input: bandura maintained that individuals learn behaviors via observation in 3 different ways

Output: 1. by imitating observed behaviors in their environment 2. by observing the punishments or rewards based on others' behaviors 3. by exposure to another's thinking

influenced of biology vs. environmental influences


Input: imitating observed behaviors in their environment

Output: not significantly different than learning how to walk or how to talk, children learn gendered behaviors by observing and then imitating the behavior of a model, someone who demonstrates a particular behavior

influenced of biology vs. environmental influences


Input: observing the punishments or rewards based on others' behaviors

Output: watching the consequences of others is enough to "teach"--we learn by watching what happens to others.

influenced of biology vs. environmental influences


Input: exposure to another's thinking

Output: exposure to many different models is particularly useful in changing traditional stereotypes. for example, exposing someone to an intersexed child might serve to break down long-held beliefs

influenced of biology vs. environmental influences


Input: cognitive development theory

Output: kohlberg believed that children could not be influenced outside experiences until they developed cognitively. holds that before social and environmental forces can influence a child's concept of gender, the child must first gain a certain awareness or understanding about the gender

influenced of biology vs. environmental influences


Input: 3 phases of gender understanding

Output: 1. gender identity 2. gender stability 3. gender constancy

influenced of biology vs. environmental influences


Input: phase 1. gender identity

Output: well before kindergarten, children know differences exist between boys and girls. around 3, children become keenly aware that they are biologically male or female.

influenced of biology vs. environmental influences


Input: phase 2. gender stability

Output: sometime between the ages of 4 and six children reach the realization that their gender will always be the same--that they were a boy or a girl as a baby and will be a one when they grow up.

influenced of biology vs. environmental influences


Input: phase 3. gender constancy

Output: between k and 2nd grade, children understand that acting like a girl if you are a boy doesn't make you a girl, vice versa.

influenced of biology vs. environmental influences


Input: equality under the law

Output: sexual harassment is prohibited by the civil rights acts of 1964.

influenced of biology vs. environmental influences


Input: irrelevant sexualization

Output: uses women's bodies in sexual ways in an attempt to attract attention.

influenced of biology vs. environmental influences


Input: infanticization

Output: presents women as childish, coy, silly, passive, or vulnerable. this is in contrast to men who are commonly portrayed as strong, confident, assertive, and serious

influenced of biology vs. environmental influences


Input: domestication

Output: defines women as in relationship to their husbands, boyfriends, or the man whom they are attracted to. even if the female tv character works outside of the home environment, she is typically shown interacting n her home relationships and not in her home environment

influenced of biology vs. environmental influences


Input: distortion of female body image

Output: seen in the increasingly thinner and thinner females portrayed in primetime tv, such as the leads in desperate housewives

influenced of biology vs. environmental influences


Input: victimization

Output: portrays women as victims of violent acts or as victims of female and male brutality

influenced of biology vs. environmental influences


Input: Chromatic

Output: Which aberration involve more than one wavelength of light?

Which Aberr. can be controlled using a base curve of back vertex?


Input: Spherical

Output: Marginal Rays are a type of which aberr.


Input: Result from ON and Off axis rays

Output: Longitudinal Sphe. Aberr.

Which Aberr. can be controlled using a base curve of back vertex?


Input: result from only OFF axis rays Property of magnification

Output: Coma

Which Aberr. can be controlled using a base curve of back vertex?


Input: due to rays striking lens obliquely (tilt) Teacup and saucer FA = F tan^2 theta

Output: Radial Astigmatism

Which Aberr. can be controlled using a base curve of back vertex?


Input: Intertwined with RA

Output: Curvature of Field

Which Aberr. can be controlled using a base curve of back vertex?


Input: image created by a system with NO RA, but is still warped due to curvature of field.

Output: Petsval surface

Which Aberr. can be controlled using a base curve of back vertex?


Input: doesn't cause blur of poor res. corret with orthochromatic dublet Plus= pin cushion Minus= Barrel

Output: Distortion Plus lens Minus lens

Which Aberr. can be controlled using a base curve of back vertex?


Input: results for diff. wavelengths

Output: Chromatic aberration

Which Aberr. can be controlled using a base curve of back vertex?


Input: [2] Bacon [1]

Output: English scientist who published his work in the volumes known as the Great Renewal. He attacked the earlier scientists and looked with doubt on how anyone can really be certain in what they know. He started the inductive method, rather than the deductive method. He then realized science could be used for real knowledge.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Descartes [1]

Output: French scientist (1596-1650), he focused on doubt of what people really knew just like Bacon. He was a great mathematician, and created coordinate geometry. His focus on doubt became strong when he began doubting everything that could reasonably be doubted. He from the Discourse on Method and created Cartesian dualism.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Montaigne [1]

Output: French essayist whose thought distilled itself into the eternal question, " What do i know?" with the always implied answer "Nothing." This philosophy led to a tolerant, humane, and broad-minded outlook, but as a system of thought it was not very constructive.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Paracelsus [1]

Output: He mixed magic with valid science in a way hardly understandable to later or modern scientists. He was known as a charlatan, where there was no accepted line between chemistry and alchemy or astronomy and astrology, all were ways of penetrating the secrets of nature.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Nostradamus [1]

Output: He is also a charlatan who mixed magic and valid science in a way which could not be understood by modern scientists.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] empiricism [1]

Output: The founding of knowledge on observation and experience. This was formalized by Bacon and his theory of inductive reasoning.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] induction [1]

Output: The theory that we may arrive at a knowledge based on observed facts. This theory starts with the individual and proceeds to the general, from the concrete to the abstract.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] deduction [1]

Output: This theory draws logical implications from what we already know, or thought we knew at the beginning. This begins with the general idea and proceeds to the individual.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] "I think, therefore I am" [1]

Output: Descartes said this quote, meaning that he must exist because he was a thinking and doubting being. From this he deduced the existence of God and much else.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Cartesian dualism [1]

Output: This philosophy held that God has created two kinds of fundamental reality in the universe. "Thinking substance" which was the mind, spirit, consciousness, and subjective experience. "Extended substance" was everything outside the mind and objective.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] scientific method [1]

Output: Bacon and Descartes said that there was a true and reliable method of knowledge, and once this was practiced and the real workings of nature were understood, people would be able to use this knowledge for their own purposes.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Ptolemy [1]

Output: Greek who codified ancient astronomy in the 2nd century. The educated held a conception of the cosmos which we call Ptolemaic, and this view was a group of concentric spheres, a series of balls within balls each having the same center.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Copernicus [1]

Output: Born in Poland of German and Polish background, who wrote his epochal work On the Revolutions of the Heavenly Orbs. He held that the sun to be at the center of the solar system and of the whole universe; the earth was one of the planets revolving in space around it. He gave a mathematical demonstration.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Galileo [1]

Output: He built a telescope, and percieved that the moon had a rough and apparently mountainous surface, as if made of the same kind of material as the earth. He saw spots on the sun, and found that the planets has visible breadth when seen in the telescope. He found mathematical laws describing the movement of planets, and the movement of bodies on the earth.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Kepler [1]

Output: German mathematical mystic, part time astrologer, and scientific genius. He discovered that the orbits of the planets were ellipses. He demonstrated that the closer a planet is to the sun in its elliptical orbit, the faster it moves; and he showed that the length of time in which several planets revolve around about the sun varies proportionately with their distance from the sun.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Newton [1]

Output: He spoke of universal gravitation, and showed that all motion that could be timed or measured, could be described in the same mathematical formulas. In his time the pursuit of natural knowledge became institutionalized.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Vesalius [1]

Output: Flemish who published a book in 1543 called the Structure of the Human Body which renewed and modernized the study of anatomy.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Galen [1]

Output: His writings contained an authoritative description of all human muscles and tissues.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Harvey [1]

Output: He published a book in 1628 On the Movement of the Heart and Blood which set forth the doctrine of the continual circulation of the blood through the arteries and veins.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Malpighi [1]

Output: Italian who confirmed Harveys findings by the discovery of capillaries in 1661 using the newly invented microscope.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Leeuwenhoek [1]

Output: Dutch was the first to see blood corpiscles, spermatozoa, and bacteria, of which he left published drawings. This was through the use of a microscope.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] de Graaf [1]

Output: Dutch scientist who published the first description of the female ovaries, thus challenging Garvey's ancient theories of human sexuality and the long accepted idea that women contributed less that men to the biological processes of reproduction.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Napier [1]

Output: Invented logarithms in 1614.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Pascal [1]

Output: Invented the theory of probabilities.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Leibniz [1]

Output: Invented calculous in Germany while Newton was inventing the same thing simultaneously in England.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Tycho Brahe [1]

Output: The greatest authority on the actual positions and movements of the heavenly bodies in the generations immediately after Copernicus, and never accepted the Copernican system in full.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] logarithms [1]

Output: These were invented by Scot John Napier in 1614 as part of a movement where mathematics underwent rapid development.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] geocentrism [1]

Output: The theory that the earth was the center and the sun and other planets revolved around it.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] heliocentric theory [1]

Output: The theory that the sun was the center and the planets revolved around it.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] epicycles [1]

Output: The Ptolemaic system was made more intricate through the addition of these, as was explained by John Milton.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Bayle [1]

Output: He was the greatest spokesman for the skepticism movement. He was influenced by the scientific discoveries, although he did not necessarily understand them. He argued that there was no basis for any such beliefs except human credility.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Halley [1]

Output: He was the first to predict the return of the comet. The comet reappeared again and is still named after him.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Bishop Usher [1]

Output: Anglican prelate of Ireland who after much study of the Bible, announced the date of 4004 BC as the creation of the world. His chronological system was later printed in the margins of the authorized version of the english bible.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Simon [1]

Output: French priest who published a pioneering work in Biblical criticism, called Critical History of the OT. Book was condemned by the church and the government, but he felt himself to be orthodox. Catholic faith, he insisted, depended more on church tradition that on the literal statements of the Bible. He said that the OT contained obvious errors and contradictions.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Spinoza [1]

Output: Jew of Amsterdam who was excommunicated by his own synagogue and refused a professorship at Univ. of Heidelberg. He arrived at the philosophy that God had no existence apart from the world, that everything was itself an aspect of God - a philosophy technically called pantheism but considered by many to be atheistic.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Locke [1]

Output: Englishman who summarized many of the intellectual trends of his lifetime and exerted a strong influence for the following hundred years. He combined practical experience and theoretical interests into a philosophy. He often asked if it was possible to know anything with certainty.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Grotius [1]

Output: Published the first great book devoted to the subject of "law of nations" in his Law of War and Peace in 1625.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Hobbes [1]

Output: He followed the scientific and mathematical discoveries of his time. He held to a materialistic and even atheistic system. He sided with the king against parliament because he hated the disorder and violence of the civil war of 1640s. He held that people in the state of nature were quarrelsome and turbulent. He became the leading secular exponent of absolutism and one of the principal theorists of the unlimited sovereignty of the state.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] relativism [1]

Output: The theory that some elements and aspects of experience or culture are dependent on other aspects. It became harder to believe in any absolute rightness of one's own ways.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] skepticism [1]

Output: An idea that all beliefs are relative, varying with time and place. The major advocate was Bayle. He taught that there was no basis for beliefs except for human credulity. He spoke about how there is a tremendous repository of miscellaneous love, conveying the message that what is called truth is often mere opinion, and that most people are amazingly gullible.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] pantheism [1]

Output: The philosophy that God had no existence apart from the world, that everything was itself an aspect of God. It was considered by many to be like atheism.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] tabula rasa [1]

Output: "blank tablet" Descartes held that the mind at birth is a blank tablet and that the social environment shapes what people think or believe.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] theory of natural law [1]

Output: It held that there is, somehow, in the structure of the world, a law that distinguishes right from wrong. It held that right is natural and not a mere human invention. This right is not determined, but that unfairness and injustice is detected by comparing them with natural law as we understand it.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] "state of nature" [1]

Output: The state that people would be in or imagined to exist without government. Hobbes stated that this state was extremely low and the humans were quarrelsome and turbulent, locked in a war against all, if there was no government.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Leviathan [1]

Output: The monster mentioned in the Bible, Job 41. Hobbes used this as the title for his book, in which he stated it was dangerous for anyone to question the government and order should be maintained.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [2] Bruno [1]

Output: Italian philosopher.

Chapter 6: The Scientific View of the World Flashcards - Cram.com


Input: [personal selling] salesperson

Output: an individual representing a company to customers by performing one or more of the following activities: prospecting, communicating, selling, servicing, info gathering, and relationship building

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] sales force management

Output: analysis, planning, implementation, and control of sales force activities. It includes designing sales force strategy and structure and recruiting, selecting, training, supervising, compensating, and evaluating the firm's salespeople

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] territorial sales force structure

Output: sales force organization that assigns each salesperson to an exclusive geographic territory in which that salesperson sells the company's full line

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] product sales force structure

Output: a sales force organization under which salespeople specialize in selling only a portion of the company's products or lines

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] customer sales force structure

Output: a sale force organization under which salespeople specialize in selling only to certain customers or industries

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] outside sales force

Output: outside salespeople who travel to call on customers in the field

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] inside sales force

Output: inside salespeople who conduct busines from their offices via telephone, the Internet, or visits prospective buyers

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] team selling

Output: using teams to people from sales, marketing, engineering, finance, technical support, and even upper management to service large, complex accounts

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] sales quota

Output: standard that states the amount a salesperson should sell and how sales should be divided among the company's products

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] selling process

Output: steps that salespeople follow when selling, which include prospecting and qualifying, preapproach, approach, presentation and demonstration, handling objections, closing, and follow-up

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] prospecting

Output: the step in the selling process in which the salesperson or company identifies qualified potential customers

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] preapproach

Output: the step in the selling process in which the salesperson learns as much as possible about a prospective customer before making a sales call

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] approach

Output: the step in the selling process in which the salesperson meets the customer for the first time

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] presentation

Output: the step in the selling process in which the salesperson tells the "value story" to the buyer, showing how the company's offer solves the customer's problems

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] handling objections

Output: the step in the selling process in which the salesperson seeks out, clarifies, and overcomes customer objections to buying

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] closing

Output: the step in the selling process in which the salesperson asks the customer for an order

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] follow-up

Output: the last step in the selling process in which the salesperson follows up after the sale to ensure customer satisfaction and repeat business

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] sales promotion

Output: short-term incentives to encourage the purchase or sale of a produce or service

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] consumer promotions

Output: sales promotion tools used to boost short-term customer buying and involvement or to enhance long-term customer relationships

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] event marketing

Output: creating a brand-marketing event or serving as a sole or participating sponsor of events created by others

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] trade promotions

Output: sales promotion tools used to persuade resellers to carry a brand, give it shelf space, promote it in advertising, and push it to consumers

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [personal selling] business promotions

Output: sales promotion tools used to generate business leads, stimulate purchases, reward customers, and motivate salespeople

Marketing Chapter 13 Flashcards - Cram.com

personal presentation by the firm's sales force for the purpose of making sales and building customer relationships


Input: [Functions of a PCR] PCR

Output: documentation of an emts contact with a patient

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] Does the documentation you provide become part of the patients permanent hospital record?

Output: YES

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] continuity of medical care

Output: -provides a baseline for other providers -gives an understanding of events and reasons for call

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] PCR legal

Output: -is a legal document -may be called as a witness -documentation can be an essential part to your defense

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] PCR formats

Output: -written-most traditional format, combines check boxes and write on lines for vitals along with other areas for writing a fuller narrative -computerized- a.)some have boxed sheets that are then scanned in computer b.) on others data is directly entered into a PDA or laptop.

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] Can the emts computer be linked to diagnostic equipment, to electronic medical records, to CAD, systems handling fleet management, etc?

Output: yes

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] 2 basic rules for PCR

Output: if it wasnt written down it didnt happen if it wasnt done dont write it down

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] why does DOT make an effort to standardize care?

Output: such general standardization will hopefully lead to a higher level of patient care across nation

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] minimum data set

Output: patient info- cheif complaint, loc, bp, skin perfusion, skin color, temperature and condition, pulse rate, resp rate and effort, patient deomgraphics. admin info-time incident reported, time unit was notified, time of arrival at patient, time the unit left the scene, time unit arrive at destination (hospital) time of transfer of care

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] How many sets of vital signs shall be taken and recorded?

Output: ideally atleast two complete sets of vitals should be taken and recorded, also important to note the patients position when taking the vitals. Also critical to record the time which vitals taken.

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] PCR narrative section

Output: -brief but thorough picture of the patient for other medical personnel to use -chief complaint, sample, objective data, subjective data, and pertinent negatives.

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] treatment section of pcr

Output: chronological order of treatments given, the time they were administered and the patients response to treatment

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] refusal of treatment highlights

Output: -inform patient of why they should go to hospital and consequences of not going -always make an effort to persuade patient to go before leaving -discuss situation with medical control, doctor may convince patient or give guidelines for emt for a refusal -document assesment findings you have done also document patient is alert and a&o x 4 -explain that you can always come back

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] false information may lead to?

Output: suspension, or revocation of emt certification or license, and may lead to criminal charges

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] transfer of care report

Output: - -obtain signature from medical professional who is assuming care (if able to) -leave a copy of report at facility -a cope of transfer of care report shall be submitted with full pcr

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] mci patients and documentation

Output: the needs of patients conflict with the needs of complete documentation -often just a triage tag used for pcr later

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Input: [Functions of a PCR] special report sitautions

Output: abuse of child or elderly -possible exposure to disease -injury to ems member -other sits where emt deems neccessary

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] SOAP

Output: alternative method for documentation S-subjective O-objective A-assessment P-plan

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Input: [Functions of a PCR] CHART

Output: C-chief complaint H-history A-asessment R-rx T-transport

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Input: [Functions of a PCR] CHEATED

Output: C-chief complaint H-history E-exam A-assessment T-treatment E-evaluated D-disposition

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] Best way to move a patient?

Output: the easiest way that will not cause injury or pain to your patient or yourself

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] Body mechanics

Output: safest and most efficient methods of using your body to gain a mechanical advantage

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] 4 basic principles

Output: -keep weight of object as close to body as possible -to move a heavy object use legs, hip, and buttocks muscles plus contracted abdominal muscles -stack-visulaize shoulders tacked on top of hips, hips stacked on top of feet, move them as unit -reduce height or distance object must be moved

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Input: [Functions of a PCR] lordosis

Output: stomach is too anterior and buttocks to posterior

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] kyphosis

Output: the shoulders are rolled forward, which results of fatigue of lower back and increases pressure on every region of spine

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] general guidelines for lifting and moving

Output: always try to use an even number of rescuers -two rescuers should carry a heavy load for 1 minute or less -never lift and twist simultaneously

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] powerlift

Output: feet are apart,knees bent, back and abdominal muscles tightened, back as straight as possible, lifting force driven through heels and arches -a useful technique for rescuers with weak knees and thighs

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] powergrip

Output: recommended gripping technique, the alms and fingers come in complete contact with the object and all fingers are bent at same angle

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] squat lift

Output: use if you have one weak leg or ankle, or both knees and legs are strong and healthy -place weaker leg slightly forward, and push yourself upper with your stronger leg

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] one handed carry

Output: keep your back locked, and avoid leaning to opposite side too much

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] when it is necessary to reach how far should reach for something?

Output: 15 to 20 inches, no more than 20

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] pushing

Output: whenever possible push rather than pull, keep push area between waist and shoulders

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-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] pulling

Output: avoid when possible, keep load between shoulders and hips

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] emergency move

Output: immediate danger to patient or rescuer (fire, expolsives, hazmat, inability to protect patient from hazards at scene, inability to gain access to patients who need care, inability to provide lifesaving care because of the patients location or position. types-shirt drag, blanket drag, armpit forearm drag

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] urgent moves

Output: patient is suffering immediate threat to life type rapid extrication (loc, inadequate resp, indications of shock, major bleeding, fracture of both femurs

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] nonurgent moves

Output: no immediate threat to life, choose best equipment and positioning for moving patient safely. -direct ground lift, extremity lift, direct carry method, draw sheet method

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] wheeled stretcher

Output: -device most commonly used -rescuer at head pushes and rescuer at feet guides -two types lift in and roll in, roll in type has specialized wheel at head to simplify loading, it significantly reduces amount of twisting and lifting required -never leave patient unattended disadvantage-difficult to maneuver on uneven terrain

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] bariatric stretcher

Output: up to 1600 lbs -larger wheels, wider cot, heavily constructed frames

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] portable stretcher

Output: -particularly useful when the patient must be removed from a confined or too narrow space that wheeled stretcher won fit into. -should not be used when spinal immobilization is needed unless used with a long backboard -care must be taken when putting patient on rock ground -three types-basic model, the breakaway, basic with folding wheels and posts -

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] stair chair

Output: -usefull when a wheeled stretcher cannott navigate down narrow corridors and doorways, small elevators, and stairways. -dont use for altered loc, suspected spinal injury, or injury to lower extremities

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] backboards

Output: -protects patient from rocky ground and acts as spinal immobilizer -if use a short backboard such as a ked then put them on a long backboard after (short backboards good for immobilize patients that are sitting)

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] scoop stretcher

Output: -up to 300 lbs, made to be assembled and disassembled around patient, used in confined areas where other conventional stretchers will not fit. -also good of for pelvic or bilateral femural fractures -2 or more rescuers required -note for spinal injuries

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] basket strecther

Output: -commonly called stokes basket -will accommodate a scooped stretcher or ohio backboard -allows you to completely immobilize a patient who is already in backboard for rough terrain

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] flexible stretcher

Output: -special transfer device made of canvas or synthetic materials -especially usefull for narrow and restricted hallways found in mobile homes

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] position put pregnant women in?

Output: -on left side to prevent supine hypotensive -if there is excess vaginal bleeding place in supine position, if suspect prolapsed cord place woman on back and elevate hips

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] unresponsive patient with no head, neck or, spinal trauma

Output: put in left lateral recumbent

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] patient with chest pain or breathing difficulties

Output: placed in postion of comfort usually sitting up

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [Functions of a PCR] alert patient who is nauseated placed?

Output: in sitting or recovery position

prehospital emergency care ch 4 and 6 Flashcards - Cram.com

-continuity of medical care -admin uses -legal document -educational and research uses -evaluation and continuous quality improvement


Input: [2] carats [1]

Output: units of weight for diamonds and other jewels

I Am The Hope Diamond Flashcards - Cram.com


Input: [2] charities [1]

Output: organizations that help people who need it

I Am The Hope Diamond Flashcards - Cram.com


Input: [2] diamonds [1]

Output: the hardest known natural materials, formed by great heat and pressure underground

I Am The Hope Diamond Flashcards - Cram.com


Input: [2] facets [1]

Output: the faces, or sides, that are made when a stone is cut

I Am The Hope Diamond Flashcards - Cram.com


Input: [2] jewels [1]

Output: stones with a high value or price that are used as decoration

I Am The Hope Diamond Flashcards - Cram.com


Input: [2] museum [1]

Output: a building used to store and show objects important to history, science, or art

I Am The Hope Diamond Flashcards - Cram.com


Input: [2] mystery [1]

Output: something that is unknown or difficult to explain

I Am The Hope Diamond Flashcards - Cram.com


Input: [2] pendant [1]

Output: an object or ornament that hangs from a necklace

I Am The Hope Diamond Flashcards - Cram.com


Input: [2] set [1]

Output: to place or mount a jewel in a certain way that is meant to be pleasing to look at

I Am The Hope Diamond Flashcards - Cram.com


Input: What is the origin of the short head of the biceps brachii?

Output: Coracoid process of the scapula

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the insertion of the biceps brachii?

Output: Tuberosity of the radius and aponeurosis of the biceps brachii

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the action of the biceps brachii?

Output: Flex the elbow Supinate the forearm Flex the shoulder

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the origin of the brachialis?

Output: Distal half of anterior surface of humerus

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the insertion of the brachialis?

Output: Tuberosity and coronoid process of ulna

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the action of the brachialis?

Output: Flex the elbow

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the origin of the brachioradialis?

Output: Lateral supracondylar ridge of humerus

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the insertion of the brachioradialis?

Output: Styloid process of radius

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the action of the brachioradialis?

Output: Flex the elbow Assist to pronate & supinate the forearm when these movements are resisted

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the origin of the long head of the triceps brachii?

Output: Infraglenoid tubercle of the scapula

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the origin of the medial head of the triceps brachii?

Output: Posterior surface of distal half of the humerus

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the origin of the lateral head of the triceps brachii?

Output: Posterior surface of proximal half of the humerus

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the insertion of the triceps brachii?

Output: Olecranon process of the ulna

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the action of the triceps brachii?

Output: All Heads: Extend the elbow Long Head: Extend the shoulder Adduct the shoulder

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the origin of the anconeus?

Output: Lateral epicondyle of the humerus

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the insertion of the anconeus?

Output: Olecranon process and lateral edge of proximal ulnar shaft

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: What is the action of the anconeus?

Output: Extend the elbow

Elbow Flexors & Extensors by sschlais Flashcards - Cram.com


Input: Physiology is the study of the functions of living organisms and their parts. [What is anatomy?]

Output: What is physiology?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: Chemical level, cellular level, tissue level, organ level [What is anatomy?]

Output: What are the major levels of organization in the body?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: Tissues are an organization of many similar cells, whereas organs are groups of several different kinds of tissues arranged so that they can together act as a unit to perform a special function. [What is anatomy?]

Output: How is a tissue different than an organ?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: The anatomical position is a reference position that gives meaning to the directional terms used to describe the body parts and regions. [What is anatomy?]

Output: What is the anatomical position?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: Anatomical directions describe relative positions of the body and are placed in pairs to understand them better. [What is anatomy?]

Output: Why are the anatomical directions listed in pairs?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: Section is a term used to describe the subdivisions or smaller segments of the body. [What is anatomy?]

Output: What is meant by a section of the body?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: Ventral and dorsal body cavities [What is anatomy?]

Output: What are the two major cavities of the body?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: The abdominal cavity includes only the abdomen; the abdominopelvic cavity is the inclusion of the abdominal cavity and the pelvic cavity. [What is anatomy?]

Output: What is the difference between the abdominal cavity and the abdominopelvic cavity?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: The axial portion of the body consists of the head, neck, and torso or trunk; the appendicular portion consists of the upper and lower extremities. [What is anatomy?]

Output: What is the difference between the axial portion of the body and the appendicular portion of the body?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: Upper extremity is divided into arm, forearm, wrist, and hand components. Lower extremity is the leg, ankle, and foot components. [What is anatomy?]

Output: What are some of the regions of the upper extremity and lower extremity?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: Homeostasis is called “balance” of body function because it is the relative constancy of the internal environment. [What is anatomy?]

Output: Why is homeostasis also called "balance" of body function?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: A feedback loop is a self-regulating, highly complex, and integrated communication control system within the body. It works by a sensor that detects changes and provides information (feedback) to the control center, which compares that information to the norm and responds by activating the effector, which has an effect on the controlled condition. [What is anatomy?]

Output: What is a feedback loop and how does it work?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: Negative feedback loops oppose, or negate, a change in a controlled condition, whereas positive feedback control loops are stimulatory—they temporarily amplify the change that is occurring. [What is anatomy?]

Output: How does negative feedback differ from positive feedback?

Anatomy Quick Checks Chapter 1 Flashcards - Cram.com


Input: tradition, technology, organizational policy, and by economics.

Output: News values have been formed by ____________, ____________, _____________, and _____________.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: timeliness, proximity, prominence, consequence, and human interest

Output: The common elements that characterize newsworthy stories are: _____________, ___________, _______________, ______________, and ______________.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: timeliness

Output: To be news, news must be fresh, immediate, and current. The digital revolution has put a premium on this.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: proximity

Output: The closer a news event is to your home, the more important you perceive it to be


Input: prominence

Output: The more important a person is, the more valuable he or she is as a news source. Even infamous criminals have news value, hence the frequent media coverage of their past lives and recent exploits.


Input: consequence

Output: Events that affect a great many people have built-in news value.


Input: human interest

Output: Stories arousing some emotion in the audience. They may be uplifting, bizarre, ironic, or dramatic.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: Economics

Output: _____________, in addition to the five traditional news values, also plays an important role in determining whether a story is reported.


Input: coverage

Output: Economic factors also determine _____________.


Input: Cost of covering stories Fit within the organization’s look Conflicts of interest

Output: Name some economic factors that determine coverage.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: general news sites news aggregators specialized news sites blogs

Output: Audiences can go to ________________ covering broad topic areas (CNN.com, usatoday.com); _______________ offering a digest of news from other sources (Google, Yahoo); ____________ offering content with a tight focus (ESPN); or ________.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: • Blogs represent another source of news, free from economic, corporate, political, or advertising considerations. There are blogs devoted to all sorts of topics, and blogs offer alternative points of view to traditional media. • Blogs can have an agenda setting effect, and can help keep events in the news cycle. • Blogs can provide a check on traditional media and hold traditional media to higher levels of scrutiny. • Blogs provide an additional outlet for reporters to explain why they reported a story in the way they did. • Blogs have made it possible for everyone to become a reporter, and paved the way for citizen journalism.

Output: Name 5 characteristics of blogs.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: Hyperlocal news

Output: _______________ to news coverage of stories of interest to a very small community.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: journalist and the video journalist

Output: The converged reporter has the skills of the ____________ and _______________.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: Backpack journalist

Output: ______________ "do it all" journalists who carry a digital camera, laptop computer, and satellite phone. They produce stories for print, television, and online media.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: mobile journalists; mojos

Output: Reporters who work out of their cars and cover local community news are called _____________, or ________.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: computer-assisted reporting

Output: Jjournalists must learn the appropriate skills to take advantage of all the Internet can offer. These skills are generally referred to as __________________.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: (1) hard news, (2) features, or soft news, and (3) investigative reports.

Output: News can be broken down into what three broad categories?

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: Hard news; who, what, where, when, why, and how

Output: __________ the realm of traditional fact-oriented journalism; it embodies the famous journalistic question set of _________________________.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: human interest timeliness consequence

Output: Hard news generally embraces all but the ______________ values, with emphasis on the values of _____________ and _____________.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: The Print Media; inverted pyramid

Output: _________ usually deliver news in the traditional _____________ format, wherein the story is reported in a descending order of importance.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: lead

Output: The first sentence of a hard news story is the ______, a sentence that summarizes the who, what, where, when, why, and how of the story.


Input: The Broadcast Media; square

Output: __________ follow a _________ in which the level of important facts remains the same throughout the story and often ends in a summary statement of the story’s relevance to the viewer.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: hard leads soft leads

Output: (factual, no nonsense approach) or ______ (feature-like approach designed to grab the viewer’s interest).

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: Online Media

Output: ___________ don’t follow a single writing style.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: inverted pyramid

Output: In online media, . Generally the newspaper ____________format is followed, and photos, videos and links to related sites are integrated into the text.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: features

Output: Soft news, or __________, covers a wide range of topics.


Input: human interest news value

Output: Soft news usually relies heavily on the _______________.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: staff reports and wire services.

Output: There are two main sources of print news: ___________ and ___________.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: beat reporter; general assignment reporter

Output: There are two types of reporters: the _____________ who specializes in covering a topic such as fire and police departments, government, schools, and business; and the ______________ , who covers whatever assignments come up.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: -deciding what stories are covered, by whom, and in what way -deciding the order in which stories appear in the newscast -determining the amount of time each story is given -writing copy for some stories -integrating live reports into the newscasts

Output: Typical responsibilities for a news program producer include (5):

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: Associated Press; United Press International

Output: AP stands for the _____________ wire service and UPI stands for _______________; they are our country’s two biggest news wire services and together provide you with most of the news about what’s going on outside of your local community.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: To provide newspapers with correspondents and coverage that the papers couldn’t otherwise afford.

Output: What is the purpose of a wire service?

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: sliding scale

Output: Newspapers pay for wire service news on a ______________: the bigger the paper’s circulation, the more they pay.

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: -honesty -accuracy -balance -objectivity -maintaining credibility

Output: Despite their differences, editors and reporters in each media share the same basic values and journalistic principles (5):

Ch.13 News Gathering and Reporting Flashcards - Cram.com

News values help journalists decide _________________ and ____________.


Input: Which aberration involve more than one wavelength of light?

Output: Chromatic

Radial Astig. Think - Tscherning's ellipse


Input: Marginal Rays are a type of which aberr.

Output: Spherical

Radial Astig. Think - Tscherning's ellipse


Input: Longitudinal Sphe. Aberr.

Output: Result from ON and Off axis rays

Radial Astig. Think - Tscherning's ellipse


Input: Coma

Output: result from only OFF axis rays Property of magnification

Radial Astig. Think - Tscherning's ellipse


Input: Radial Astigmatism

Output: due to rays striking lens obliquely (tilt) Teacup and saucer FA = F tan^2 theta

Radial Astig. Think - Tscherning's ellipse


Input: Curvature of Field

Output: Intertwined with RA

Radial Astig. Think - Tscherning's ellipse


Input: Petsval surface

Output: image created by a system with NO RA, but is still warped due to curvature of field.

Radial Astig. Think - Tscherning's ellipse


Input: Distortion Plus lens Minus lens

Output: doesn't cause blur of poor res. corret with orthochromatic dublet Plus= pin cushion Minus= Barrel

Radial Astig. Think - Tscherning's ellipse


Input: Chromatic aberration

Output: results for diff. wavelengths

Radial Astig. Think - Tscherning's ellipse


Input: [Red blood cells] Platelets [Erythrocytes]

Output: Thrombocytes


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

Output: Leukocytes


Input: [Red blood cells] Supply all the cells of the body with o and carry out co2 waste [Erythrocytes]

Output: Red blood cells


Input: [Red blood cells] They lead to the creation of clotting [Erythrocytes]

Output: Platelets


Input: [Red blood cells] Look out for diseases, toxins or damaged tissues (defense function) [Erythrocytes]

Output: White blood cells


Input: [Red blood cells] Small amount of rbc [Erythrocytes]

Output: Anemia


Input: [Red blood cells] Large amount og wbc [Erythrocytes]

Output: Leukemia


Input: [Red blood cells] Pumps blood around the body in pulses [Erythrocytes]

Output: Heart


Input: [Red blood cells] Supply o to the blood [Erythrocytes]

Output: Lungs


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

Output: Erythrocytes


Input: [1] units of weight for diamonds and other jewels [2]

Output: carats

I Am The Hope Diamond Flashcards - Cram.com


Input: [1] organizations that help people who need it [2]

Output: charities

I Am The Hope Diamond Flashcards - Cram.com


Input: [1] the hardest known natural materials, formed by great heat and pressure underground [2]

Output: diamonds

I Am The Hope Diamond Flashcards - Cram.com


Input: [1] the faces, or sides, that are made when a stone is cut [2]

Output: facets

I Am The Hope Diamond Flashcards - Cram.com


Input: [1] stones with a high value or price that are used as decoration [2]

Output: jewels

I Am The Hope Diamond Flashcards - Cram.com


Input: [1] a building used to store and show objects important to history, science, or art [2]

Output: museum

I Am The Hope Diamond Flashcards - Cram.com


Input: [1] something that is unknown or difficult to explain [2]

Output: mystery

I Am The Hope Diamond Flashcards - Cram.com


Input: [1] an object or ornament that hangs from a necklace [2]

Output: pendant

I Am The Hope Diamond Flashcards - Cram.com


Input: [1] to place or mount a jewel in a certain way that is meant to be pleasing to look at [2]

Output: set

I Am The Hope Diamond Flashcards - Cram.com


Input: [1] Gynecology [2]

Output: medical specialty that studies the A&P of the female genital system and uses diagnostic tests, medical and surgical procedures, and drugs to treat female genital diseases.

gynecology and obstetrics Foreign Language Flashcards - Cram.com


Input: [1] Obstetrics [2]

Output: medical specialty that studies the A&P of the female reproductive system and uses diagnostic tests, medical & surgical procedures, and drugs to monitor normal pregnancy and childbirth and treat diseases.

gynecology and obstetrics Foreign Language Flashcards - Cram.com


Input: [1] Anovulation [2]

Output: failure of the ovaries to release a mature ovum at the time of ovulation, although the cycle is normal.

gynecology and obstetrics Foreign Language Flashcards - Cram.com


Input: [1] ovarian cancer [2]

Output: cancerous tumor on an ovary. The malignancy often does not cause symptoms until it is quite large and has already metastasized.

gynecology and obstetrics Foreign Language Flashcards - Cram.com


Input: [1] polycystic ovary syndrome [2]

Output: ovaries contain multiple cysts.

gynecology and obstetrics Foreign Language Flashcards - Cram.com


Input: [1] Saplingitis [2]

Output: inflammation or infection of the uterine tube that narrows or blocks the lumen of the tube. It is due to endometriosis or pelvic inflammatory disease.

gynecology and obstetrics Foreign Language Flashcards - Cram.com


Input: [1] endometrial cancer [2]

Output: cancerous tumor of the endometrium of the uterus, earliest sign is abnormal bleeding.

gynecology and obstetrics Foreign Language Flashcards - Cram.com


Input: [1] endometriosis [2]

Output: endometrial tissue in abnormal places. The endometrium sloughs off during menstruation but is forced upward through the uterine tubes and out into the pelvic cavity because the uterus is in an abnormal, retroflexed position. The tissue implants itself of the outside of the ovaries and uterus and on the walls of the abdominopelvic cavity.

gynecology and obstetrics Foreign Language Flashcards - Cram.com


Input: [1] leiomyoma [2]

Output: benign smooth muscle tumor of the myometrium which can be small or as large as a soccer ball. There is pelvic pain, excessive uterine bleeding, and painful sexual intercourse.

gynecology and obstetrics Foreign Language Flashcards - Cram.com


Input: [1] leiomyosarcoma [2]

Output: cancerous smooth muscle tumor of the myometrium.

gynecology and obstetrics Foreign Language Flashcards - Cram.com