Input: Why should full-speed operation of the aerial be minimized, regardless of the skill of the operator?

Output: Large amounts of dynamic stress placed upon the aerial device when the motion is halted.

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: On most aerial apparatus the hold-down locks release automatically when what happens?

Output: -The PTO s engaged - The stabilizers are fully deployed - The selector valve is switched from the stabilizers to the aerial device.

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: In accordance with aerial device manufacturers recommendations, the aerial device should be positioned approximately _-_inches above the surface of the target.

Output: 4-6 inches

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: Most aerial ladder failures or apparatus overturning accidents involve a combination of what?

Output: Overloading or over-extension of the ladder at low angles of elevation.

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: Why do some departments supply aerial master stream appliances from two different pumpers?

Output: So that if one pumper loses water, there is not an immediate loss of water to the aerial master stream reducing the chance of damage created by the sudden shut off of water.

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: What are the keys to operating on a grade?

Output: - Optimum positioning - Proper stabilization of the apparatus - Knowing load restrictions for the given grade

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: Though limitations will vary among manufacturers, most allow full operation in winds up to how fast?

Output: 35-40 mph

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: Manufacturers of several older light duty ladders recommend the use of guy ropes when it is necessary to extend the ladder to how many feet or more?

Output: 75ft or more

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: Loads that involve motion. The include the forces arising from wind, moving vehicles, earthquakes, vibration, falling objects, as well as the addition of a moving load force to an aerial device or structure.

Output: Shock load (dynamic load)

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: Heat damage to the aerial device may or may not be visible. What are obvious signs of damage?

Output: - discoloration - disfiguration - deformed weld - improper mechanical response of any working portion of the aerial device

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: The driver/operator must be continually on the lookout for what signs off mechanical trouble or impending failure?

Output: - Leaking fuel - Leaking hydraulic fluid - Leaking coolant - Leaking motor oil - Overheating of any component - Unusual noises of vibrations - Odor of burning fluids - Drifting of aerial device when raised - Overloading of electric system - Gauges indicating abnormality

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: How often should a driver/operator practice with their aerila apparatus?

Output: At least once a week or at the beginning of every work cycle

Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com

- Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device


Input: I am proud of the Corps of Noncommissioned Officers and will at all times conduct myself so as to bring credit upon the Corps, the Military Service and my country regardless of the situation in which I find myself.

Output: As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army".

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I will not use my grade or position to attain pleasure, profit, or personal safety.

Output: I am proud of the Corps of Noncommissioned Officers and will at all times conduct myself so as to bring credit upon the Corps, the Military Service and my country regardless of the situation in which I find myself.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: Competence is my watchword.

Output: I will not use my grade or position to attain pleasure, profit, or personal safety.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: My two basic responsibilities will always be uppermost in my mind -- accomplishment of my mission and the welfare of my soldiers.

Output: Competence is my watchword.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I will strive to remain technically and tactically proficient.

Output: My two basic responsibilities will always be uppermost in my mind -- accomplishment of my mission and the welfare of my soldiers.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I am aware of my role as a Noncommissioned Officer.

Output: I will strive to remain technically and tactically proficient.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I will fulfill my responsibilities inherent in that role.

Output: I am aware of my role as a Noncommissioned Officer.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: All soldiers are entitled to outstanding leadership; I will provide that leadership.

Output: I will fulfill my responsibilities inherent in that role.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I know my soldiers and I will always place their needs above my own.

Output: All soldiers are entitled to outstanding leadership; I will provide that leadership.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I will communicate consistently with my soldiers and never leave them uninformed.

Output: I know my soldiers and I will always place their needs above my own.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I will be fair and impartial when recommending both rewards and punishment.

Output: I will communicate consistently with my soldiers and never leave them uninformed.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: Officers of my unit will have maximum time to accomplish their duties; they will not have to accomplish mine.

Output: I will be fair and impartial when recommending both rewards and punishment.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I will earn their respect and confidence as well as that of my soldiers.

Output: Officers of my unit will have maximum time to accomplish their duties; they will not have to accomplish mine.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I will be loyal to those with whom I serve; seniors, peers, and subordinates alike.

Output: I will earn their respect and confidence as well as that of my soldiers.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I will exercise initiative by taking appropriate action in the absence of orders.

Output: I will be loyal to those with whom I serve; seniors, peers, and subordinates alike.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I will not compromise my integrity, nor my moral courage.

Output: I will exercise initiative by taking appropriate action in the absence of orders.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: I will not forget, nor will I allow my comrades to forget that we are professionals, Noncommissioned Officers, leaders!

Output: I will not compromise my integrity, nor my moral courage.

No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers.


Input: the layer of gases which surround the Earth [Air Pressure]

Output: Atmosphere

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: how much matter is inside a given space. [Air Pressure]

Output: Density

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: the layer of our atmosphere closest to the surface of the Earth; where weather occurs & where we live [Air Pressure]

Output: Troposphere

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: the second layer of our atmosphere; where ozone is located [Air Pressure]

Output: Stratosphere

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: – the third layer of our atmosphere [Air Pressure]

Output: Mesosphere

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: – the outer layer of our atmoshere; coldest layer [Air Pressure]

Output: Thermosphere

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: height of an object above Earth’s surface [Air Pressure]

Output: Altitude

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: height of an object above sea level [Air Pressure]

Output: Elevation

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: a gas which blocks most of the radiation from the sun; found in the stratosphere [Air Pressure]

Output: Ozone

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: how strongly gravity pulls on an object [Air Pressure]

Output: Weight

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: air movement from an area of high pressure to low pressure [Air Pressure]

Output: Wind

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: a tool used to view objects that are too small to be seen with the naked eye [Air Pressure]

Output: Microscope

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: any living thing [Air Pressure]

Output: Organism

6.4.1 Earth’s Atmosphere Flashcards - Cram.com


Input: [Cross-Sectional study] Sequential cohort studies

Output: combine cross-sectional and longitudinal studies

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Input: [Cross-Sectional study] R. C. Tyrone maze study

Output: Ran mice in maze and divided into groups “maze bright” and “maze dim” utilized selective breeding to breed maze bright and maze dim mice. Proved that learning ability had genetic component

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Input: [Cross-Sectional study] Lewis Terman’s study

Output: compared a group of children with high iq’s with groups of children typical of the general pop *first large-scale longitudinal study that followed the development fo the group over time

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Input: [Cross-Sectional study] Adaptation Piaget

Output: adaptation occurs through assimilation and accomidation

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Input: [Cross-Sectional study] Assimilation

Output: the process of interpreting new information in terms of existing schemata

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Input: [Cross-Sectional study] Accomodation

Output: new information doesn’t fit into existing schemata. The process of modifying existing schemata to adapt to this new information

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Input: [Cross-Sectional study] Piaget’s stages of cognitive development

Output: sensorimotor, preoperational, concrete operational, and formal

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Input: [Cross-Sectional study] Sensorimotor stage

Output: first stage of piaget’s cognitive development lasts from birth to age 2 child forms primary and secondary circular reactions and object permanence

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Input: [Cross-Sectional study] primary circular reaction

Output: developed in sensorimotor stage infant begins to coordinate separate aspects of movement. This is the advent of goal oriented bx. i.e. When child is hungry will suck on things indiscriminately

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Input: [Cross-Sectional study] secondary circular reaction

Output: Phase in piaget's cognitive development theory. During this substage, the child becomes more focused on the world and begins to intentionally repeat an action in order to trigger a response in the environment. For example, a child will purposefully pick up a toy in order to put it in his or her mouth.

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Input: [Cross-Sectional study] Object permanence

Output: occurs when the child realizes that objects continue to exist even though the child cannot perceive their existence.

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Input: [Cross-Sectional study] preoperational stage

Output: second stage of piaget. 2-7 Marks beginning of representational thought. centration and egocentrism exist in this phase

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Input: [Cross-Sectional study] centration

Output: held in preoperational stage tendency to be able to focus on only one aspect of a phenomenon. Cannot understand principle of conservation

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Input: [Cross-Sectional study] principle of conservation

Output: notion that physical properties of matter do not change simply because the appearance of the matter changes. Demonstrated this concept by showing that children could not identify that two beakers were equal in the amount of water they held if they were different in shape.

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Input: [Cross-Sectional study] egocentrism

Output: inability to understand that relationships are reciprocal and cannot take the perspective of another person

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Input: [Cross-Sectional study] concrete operational stage

Output: 7-11 children can conserve and take perspective of others into account, but are limited to working with concrete objects or information that is directly available. These children have difficulty with abstract thought.

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Input: [Cross-Sectional study] Formal operational

Output: begins at about twelve to and lasts into adulthood child begins to think logically about abstract ideas. Thinking “Can think like a scientist”

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Input: [Cross-Sectional study] Four basic components of language

Output: phonology, semantics, syntax and pragmatics.

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Input: [Cross-Sectional study] Phonology

Output: sound stem of language, made up of phonemes

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Input: [Cross-Sectional study] Categorical perception

Output: the ability to distinguish between differences in sound that do not denote differences in meaning and those differences in sound that do denote differences in meaning

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Input: [Cross-Sectional study] Semantics

Output: the learning of word meanings

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Input: [Cross-Sectional study] Syntax

Output: refers to how words are put together to form sentences

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Input: [Cross-Sectional study] Pragmatics

Output: Chomsky A subfield of linguistics which studies the ways in which context contributes to meaning. It studies how the transmission of meaning depends not only on the linguistic knowledge (e.g. grammar, lexicon etc.) of the speaker and listener, but also on the context of the utterance, knowledge about the status of those involved, the inferred intent of the speaker, and so on.

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Input: [Cross-Sectional study] Babbling

Output: an important precursor to language. All children babble regardless of ability to hear

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Input: [Cross-Sectional study] Language Acquisition Device

Output: The innate capacity for learning which is thought to be triggered by exposure to language Chomsky

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Input: [Cross-Sectional study] errors of growth

Output: grammatical errors that are universal and not the result of environmental influence, but instead the attempted internalization of grammatical rules.

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Input: [Cross-Sectional study] Transformational grammar

Output: the study of grammar by Chomsky

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Input: [Cross-Sectional study] Diana Baumrind and Parenting Style?

Output: (1) Authoritarian -- children were withdrawn and unhappy (2) Permissive (affectionate, not at all strict) -- Happy but lacking in self-control (3) Authoritative (affectionate, firm but fair) -- self-reliant, assertive, happy, friendly, high-functioning kids. Help kids understand and assimilate the ethics of society.

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Input: [Cross-Sectional study] Genie

Output: Girl who was discovered at age thirteen after being almost completely isolated. Was able to develop some language but not perfect synatax. *shows there may be a sensitive period in language development vs a critical period.

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Input: [Cross-Sectional study] Freud's personality development

Output: Based on the notion that the driving force behind humanity it sexual, and not just in having sex way, but in terms of sexual gratification. Fixation at any stage comes from parental over or under indulgence at any one stage. personality development require successfully navigating each one. % stages : oral, anal, phallic, latency, genital Oral -- birth to 18 months -- anal -- 18 months to 3 years -- Pleasure comes from the control and release of feces Phallic -- 3-6 -- Pleasure from self-stimulation of genitals. Boys develop Oedipus, girls Electra, and resolve it by identifying with the same sex parents. Latency -- adolesence -- focus on school and growing up lasts till puberty Genital: begins at puberty lasts through adulthood. If previous stages completed successfully child will become normal heterosexual.

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Input: [Cross-Sectional study] Oral phase

Output: birth - 18 months gratification is obtained through putting objects in mouth

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Input: [Cross-Sectional study] Anal stage

Output: one-3 years labidinal energy centered on anus. gratification obtained through elimination and retention of waste materials Fixation would lead to either sloppiness or excessive orderliness

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Input: [Cross-Sectional study] Phalic stage

Output: 3-6 get through this stage by resolving oedipal complex. Male envies father's sexual relationship with mother. fears castration. sublimates guilt by identifying with father and forming sexual identity internalizing moral values. Child sublimates labidinal energy putting it into school work or collecting things

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Input: [Cross-Sectional study] Latency

Output: After resolution of oedipal complex through sublimation of libido. ends in pubert

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Input: [Cross-Sectional study] Genital stage

Output: Begins at puberty lasts through adulthood. if prior development has proceeded correctly at this point the person should enter into health heterosexual relationships

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Input: [Cross-Sectional study] Heinz Dilemma

Output: Test devised by kholberg to test moral stages of individual. Asked about stealing medicine for sick wife if couldn't afford it.

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Input: [Cross-Sectional study] Kohlberg's stages of moral development?

Output: Kholberg believed that there were three phases of moral development each consisting of two stages: Preconventional, conventional, post-conventional.

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Input: [Cross-Sectional study] First phase kohlberg

Output: First stages of moral development Proconventional Morality Stage 1. Obedience and Punishment Orientation: Kohlberg's stage 1 is similar to Piaget's first stage of moral thought. The child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey. To the Heinz dilemma, the child typically says that Heinz was wrong to steal the drug because "It's against the law," or "It's bad to steal," as if this were all there were to it. When asked to elaborate, the child usually responds in terms of the consequences involved, explaining that stealing is bad "because you'll get punished" Stage 2: Individualism and Exchange. At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. "Heinz," they might point out, "might think it's right to take the drug, the druggist would not." Since everything is relative, each person is free to pursue his or her individual interests.

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Input: [Cross-Sectional study] Second Phase kohlberg

Output: Conventional phase Stage 3 Good Interpersonal Relationships. At this stage children--who are by now usually entering their teens--see morality as more than simple deals. They believe that people should live up to the expectations of the family and community and behave in "good" ways. Good behavior means having good motives and interpersonal feelings such as love, empathy, trust, and concern for others. At stage 4, in contrast, the respondent becomes more broadly concerned with society as a whole. Now the emphasis is on obeying laws, respecting authority, and performing one's duties so that the social order is maintained.

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Input: [Cross-Sectional study] Kohlberg's 3rd phase

Output: Postconventional Stage 5. Social Contract and Individual Rights. At stage 4, people want to keep society functioning. However, a smoothly functioning society is not necessarily a good one. A totalitarian society might be well-organized, but it is hardly the moral ideal. At stage 5, people begin to ask, "What makes for a good society?" They begin to think about society in a very theoretical way, stepping back from their own society and considering the rights and values that a society ought to uphold. They then evaluate existing societies in terms of these prior considerations. Stage 6: Universal Principles. Stage 5 respondents are working toward a conception of the good society. They suggest that we need to (a) protect certain individual rights and (b) settle disputes through democratic processes. However, democratic processes alone do not always result in outcomes that we intuitively sense are just. A majority, for example, may vote for a law that hinders a minority. Thus, Kohlberg believes that there must

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Input: [Cross-Sectional study] Psychosocial theory

Output: Erik Erikson's theory of delvelopment. Development is a sequence of central life crises. In each of these crises there is a possible favorable outcome and a possible unfavorable outcome. Development occurred through resolution of conflicts between needs and social demands.

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Input: [Cross-Sectional study] Phases of psychosocial theory

Output: trust vs mistrust, autonomy vs shame and doubt initiative versus guilt industry versus inferiority identity versus role confusion, intimacy versus isolation, generativity versus stagnation, Integrity versus despair

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Input: [Cross-Sectional study] Trust vs Mistrust

Output: first phase of Psychosocial theory first year of life. if resolved successfully the child will come to trust his or her environment, if unresolved child will be suspicious of world possible throughout life

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Input: [Cross-Sectional study] Autonomy vs shame and doubt

Output: Second phase of psychosocial theory 1-3 years Favorable outcome: feeling of will and ability to exercise choice as as well as self-restraint. Child will have sense of competence and autonomy. Unfavorable outcome: sense of doubt and lack of control. A feeling that what happens to one is a result of external forces rather than one's own volition

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Input: [Cross-Sectional study] Initiative Vs guilt

Output: Third phase 3-6 years favorable outcomes: purpose, ability to initiate activity and ability to enjoy accomplishment. Neg: Child will be so overcome by fear of punishment that the child may unduly restrict himself or may overcompensate by showing off

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Input: [Cross-Sectional study] Industry vs Inferiority

Output: Fourth phase of psychosocial theory 6-12 Favorable: child will feel competent and will be able to exercise his or her abilities and intelligence in the world and affect world in way child desires. Unfavorable: Results in a sense of inadequacy a sense of inability to act in a competent manner, low self-esteem

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Input: [Cross-Sectional study] Identity vs. Role confusion

Output: Fifth phase of psychosocial theory during adolescence Favorable: ability to see oneself as a unique and integrated person with sustainted loyalties Unfavorable: confusion of one's identity and a kind of amorphous personality that shifts from day to day

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Input: [Cross-Sectional study] Intimacy versus isolation

Output: sixth phase of psychosocial theory young adulthood Favorable: ability to have intimate relationships with others. Ability to commit oneself to another person and one's own goals. Unfavorable; Avoidance of commitment kind of alienation and distancing of oneself from others and one's ideals

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Input: [Cross-Sectional study] Generativity versus stagnation

Output: seventh phase of psychosocial theory Middle age Favorable: individual capable of being productive, caring, contributing memeber of society. Unfavorable: one aquires a sense of stagnation and may become self-indulgent bored and self-centered

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Input: [Cross-Sectional study] Integrity vs despair

Output: Final phase of psychosocial theory Old age Favorable: acceptance that one's life has been worth while Unfavorable: Feeling that life has been worthless

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Input: [Cross-Sectional study] Harry Harlow

Output: Baby Rhesus monkeys cloth mother versus wire mother. Cotact comfort was more essential in bond formation than physical need

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Input: [Cross-Sectional study] Strange situation procedure

Output: experiment performed by mary ainsworth to explore attachment relationships of infants 1 infant allowed to explore room 2 stranger comes into room talks with mother and then plays with child 3. mother leaves child and child plays with stranger 4. Stranger leaves mother returns 5. Infant left alone 6 Mother leaves strange interacts with child 7 Stranger leaves mother interacts with child Found three types of attachment: Secure attachment Insecure/avoidance attachment Insecure/resistant attachment

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Input: [Cross-Sectional study] Insecure/ avoidant attachment

Output: infants are not distress when left alone with the stranger and avoid contact with the mother upon her return

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Input: [Cross-Sectional study] Secure attachment

Output: infant mildly distressed during separation from the mother but greet her postively when she returns

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Input: [Cross-Sectional study] Insecure/resistant attachment

Output: distressed during the separation and are inclined to resits physical contact with the mother upon her return

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Input: Flow Maps Direction Amount [Interval Linear Symbols]

Output: Ratio Linear Symbols


Input: INFORMATION ON LOCATION PLUS INFORMATION ON Attribute (the topic or theme) Amount (size or rank or pathway) Direction (sometimes generalized) [Interval Linear Symbols]

Output: LINEAR DATA


Input: QUANTITATIVE lines usually scaled so that widths are proportional to the amounts they represent (cost, tons, people, etc) Traffic Flow Maps Population Flow Maps Commodity Flow Maps Desire Line Maps [Interval Linear Symbols]

Output: Quantitative Flow Maps


Input: POSITIVE VERY EFFECTIVE FOR LINEAR DATA INVOLVING MOVEMENT OF SOMETHING NEGATIVE DIFFICULT TO CONSTRUCT DIFFICULT FOR READERS TO ESTIMATE SIZE [Interval Linear Symbols]

Output: Flow Map Pro/Con


Input: Flow lines are most important Smaller lines on top of larger lines Arrows necessary if direction is critical Land and Water contrast is essential Projection, center and aspect important Keep information simple Legend should be clear and unambiguous [Interval Linear Symbols]

Output: Flow Map Guidelines


Input: Also called Aerial-Frequency Mapping [Interval Linear Symbols]

Output: Dot Density Alternative Name


Input: Discrete geographic phenomena Raw data (count data) Qualitative or Quantitative Map [Interval Linear Symbols]

Output: Data Types


Input: ONE DOT EQUALS ONE ITEM Qualitative Nominal Scale Location accurate [Interval Linear Symbols]

Output: One dot equals one item


Input: ONE DOT EQUALS MORE THAN ONE Quantitative Ordinal scale (apparent densities) Location generalized (spatial proxy) [Interval Linear Symbols]

Output: One dot equals many items


Input: Positive good visual impression easy to construct Information inside of enumeration units Negative limited information not intended for determining exact quantities [Interval Linear Symbols]

Output: Dot Density Pro/Con


Input: Should be a rounded number, no fractions Minimum 2-3 dots per unit Should be tested with different sized dots using the unit with the highest density – dots should just start to merge. [Interval Linear Symbols]

Output: Dot Value Guidelines


Input: Enumeration Units Smaller the unit the greater the accuracy Dot Density map [Interval Linear Symbols]

Output: Enumeration Units


Input: (1) Transition: dots should transition from high density to low density across units (2) Boundary Effect: dots should be located near and on boundaries (3) Ancillary variables a. Limiting variables (ponds, parks etc) b. Related variables (roads, soils etc) [Interval Linear Symbols]

Output: Dot Location Guidelines


Input: Uniform Geographically Weighted Geographically Based [Interval Linear Symbols]

Output: Dot distribution methods


Input: [2] a little afraid or worried [1]

Output: Nervous


Input: [2] laughed quietly [1]

Output: Chuckled


Input: [2] a silly or untrue idea or thought [1]

Output: Nonsense


Input: [2] done in a clumsy or awkward way [1]

Output: Fumbled


Input: [2] walking slowly or dragging one's feet [1]

Output: Trudged


Input: [2] cool, damp and sticky [1]

Output: Clammy


Input: [2] without strength [1]

Output: Weakly


Input: [2] fell against something because of a weak feeling [1]

Output: Slumped


Input: [2] talked with so much feeling that it seemed silly [1]

Output: Gushed


Input: [2] dug farther, as if to make a deep hole [1]

Output: Tunneled


Input: [Refraction] Focal point [Bent]

Output: Light rays are focused at a specific place

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Focal Length [Bent]

Output: Distance between the center of lens and the focal point

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Short focal length? [Bent]

Output: More magnification

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Refractive index [Bent]

Output: A measure of how greatly a substance slows the velocity of light. When light passes from air to glass, it is bent and slowed

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] 4 Major types of light microscopes? [Bent]

Output: 1. Brightfield 2. Darkfield 3. Phase-contrast 4. Fluorescent

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Parfocal [Bent]

Output: Microscope remains in focus when objectives are changed

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Resolving power [Bent]

Output: Ability of a lens to distinguish small objects that are close together

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Working distance [Bent]

Output: Distance betwee the front surface of lens and the surface of cover glass or specimen. (amount you can move the lens up and down)

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Total magnification [Bent]

Output: Product of the ocular lens X the objective lens

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] What two factors determine the resolving power of a light microscope? [Bent]

Output: 1. Wavelength of light (shorter=greater) 2. Numerical aperature

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Which color of light would provide the best resolving power, blue or red? [Bent]

Output: Blue

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] What are the basic features of a darkfield microscope? [Bent]

Output: Produces a bright image of the object against a dark background. Better contrast between dark & light. Able to determine motility.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Is the resolving power of a darkfield microscope better than that of a brightfield microscope? [Bent]

Output: Yes, darkfield has better contrast

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] What are the basic features of a phase contrast microscope? [Bent]

Output: Enhances the contrast between intracellular structures having slight differences in refractive index. Excellent way to observe living cells. Able to determine motility.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Describe a fluorescence microscope. [Bent]

Output: Specimens usually stained with fluorochromes. Shows a bright image of the object resulting from the fluorescent light emitted by the specimen.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] What kind of light is used in a fluorescent microscope? [Bent]

Output: Ultraviolet, violet, or blue light.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Why are microbiology specimens stained before viewing under a microscope? [Bent]

Output: -Increases visibility of specimen -Accentuates specific morphological features (flagella so narrow you cant see them without staining) -Preserves specimens

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Heat fixing [Bent]

Output: Used routinely with procaryotes. Preserves overall morphology but not internal structures.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] What is a differential stain? [Bent]

Output: Divides microorganisms into groups based on their staining properties.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Why is a differential stain used? [Bent]

Output: Important becase it allows you to distinguish between major groups of Bacteria.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Gram stain [Bent]

Output: Most widely used differential staining procedure. Divides Bacteria into two groups based on differences in cell wall strucutre. Gram staining is less useful for Archaea (many different cell wall structures).

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Acid-fast Stain [Bent]

Output: Used to identifiy mycobacteria

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Why is the acid-fast stain necessary? [Bent]

Output: Mycobacteria contains lipids within and so it doesn't take up other stains

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Mycobacterium [Bent]

Output: Mycobacterium tuberculosis-causes tuberculosis Mycobacterium leprae-causes leprosy

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Negative staining [Bent]

Output: Used to visualize capsules surrounding bacteria. Capsules are colorless against a stained background.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Endospore staining [Bent]

Output: Double staining technique. Bacterial endospore is one color and vegetative cell is a different color.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Flagella staining [Bent]

Output: Mordant applied to increase thickness of flagella

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Transmission Electron Microscope [Bent]

Output: Transmitted electrons (those that do not scatter) are used to produce an image. Denser regions in specimen, scatter more electrons and appear darker.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Why is the resolving power of the electron microscope greater than that of a light microscope? [Bent]

Output: Wavelength of electron beam is much shorter than light, resulting in much higher resolution.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] How are specimens prepared for electron microscopy? [Bent]

Output: For transmission, specimens must be dried, embedded in plastic, cut very thin. Specimens are chemically fixed and stained with electron dense material.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Shadowing [Bent]

Output: Coating specimen with a thin film of heavy metal

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Freeze-etching [Bent]

Output: Freeze specimen then fracture along lines of greatest weakness

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Scanning Electron Microscope [Bent]

Output: Uses electrons reflected from the surface of a specimen to create a 3D image.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Confocal Microscope [Bent]

Output: Confocal scanning laser microscope. Laser beam used to illuminate spots on specimen. Computer complies images created from each point to generate a 3D image.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Refraction] Advantage of confocal microscopy? [Bent]

Output: Have extremely high resolution and can be used to observe individual atoms. 3D.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Metaphor] Simile "He had a posture like a question mark" "Silence settled over the audience like a block of granite" And ice, mast-high, came floating by, as green as emerald.

Output: a comparison-using "like" or "as" -- between two tings of unlike nature that yet have something in common

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Symbol no example

Output: a substitution of one thing for another

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Synecdoche all hands on deck bless the fur-faces

Output: a substitution - using a part for the whole

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Metonymy the grown for royalty brass for military officers the suits for executives

Output: a substitution - using a symbol or attribute of the thing described, but not using an actual part, limb, etc.

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Personification the leaves trembled with joy the dew-covered grass wined back at him. peace wept at war. the yellow smoke that rubs its muzzle on the window-panes, licked its tongue into the corners of the evening

Output: investing inanimate objects (or abstract concepts) with animate abilities or qualities of animals, humans, etc.

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Onomatopoeia ...and murmuring of innumerable bees. hiss screeeech, buzzz, hush, whisper, clang

Output: use of words whose sound echos the sense

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Hyperbole i have told you a thousand times that costs an arm and a leg

Output: the use of exaggerated terms for the purpse of emphasis of heightened effect (overstatement, over exageration)

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Litotes he is not bad looking "it isn't very serious. I have this tiny little tumor on the brain"

Output: the deliberate use of understatement to enhance the impressiveness of what we say [often employs a negative] (understatement)

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Irony i was overjoyed at having to take finals

Output: use of a word in such a way as to convey a meaning oposite to the literal meaning of the word (do not confuse with coincidence)

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Dramatic Irony shakesperes king lear or othello

Output: an outcome of events that is the opposite of what was expected (often teaching a necessary lesson to the protagonist)

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Oxymoron why then, o brawling love! o loving hate! o anything of nothing first create! parting is such sweet sorrow tough love, jumbo shrimp, military intelligence, postal service, love-hate relationship, golf-highlights

Output: a contradiction in terms (usually two)

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Paradox "art is a form of lying in order to tell the truth" The beginning is in the end. You must give to receive. The more you know, the more you know you don't know.

Output: an apparently contradictory statement that nevertheless contains a measure of truth

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Rhetorical Question you think i like this job? whatever possessed you?

Output: asking a question, not to elicit an answer, but to assert or deny something indirectly.

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Puns "If we don't hang together, we will hang separately" "she hopes to obtain a divorce and alter her situation"

Output: a play on words, often involving double meaning

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Syllepsis she opened the door and her heart to the runaway

Output: using a word understood different in relation to two or more other words, which it modifies or governs (one literal and one figurative)

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] Zeugma He maintained a flourishing business and racehorse.

Output: a type of Syllepsis, in which the usage is grammatically or idiomatically incorrect

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] figures of speech (figurative language)

Output: language that creates imaginative connections between our ideas and our senses or that reveals striking similarities between things we had never associated before

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] symbol

Output: a symbol comares or puts together two things thate in some ways unlike

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] archetypes

Output: a few symbolic character types, plots, objects, or settings - example: trickster, the quest, the garden- have become so pervasive and have recurred in so many cultures that they are considered archetypes.

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] allegory

Output: an extended symbol that encompasses a whole work.

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] myth

Output: when an entire story is allegorical or symbolic it is sometimes called a myth myth originally meant a story of communal origin that provided an explanation or religious interpretation of man, nature, the universe, or the relation between them

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] theme

Output: the sentral idea, its thesis, its message

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] allusion

Output: references to history, religion, cultural practices, and so on.

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] character

Output: someone who acts, appears, or is referred to as playing a part in a literary work, usually fiction or drama

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] characterization

Output: the art and technique of representing fictional personages-depends upon action or plot as well as narration and point of view

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] hero/heroine/villain

Output: hero "good guy" heroine "good girl" villian "bad guy" hero is often larger than life, stronger or better than most human beings, sometimes almost Godlike

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] antihero

Output: in most modern fictions, the leading character is much more ordinary and more like the rest of us

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] protagonist

Output: the person being opposed, by the antagonist

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] antagonist

Output: someone who offers opposition

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] major or main character

Output: those characters we see over a longer period of time. more complex, we see them as more realistic characters

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] minor characters

Output: the figures who fill the story, they can grow and change also, they sometimes even contradict our expectations

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] foils

Output: someone who serves to contrast to call attention to another thing's good qualities

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] round characters

Output: characters that change, develop, or act from conflicting motives

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] flat characters

Output: simple characters that behave in unchanging or unsurprising ways.

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] stereotypes

Output: characters based on conscious or unconscious cultural assumptions about what a person's sex, age, ethnicity, nationality, occupation, marital status, and so on will tell us about that person's traits, actions, even values.

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: [Metaphor] setting (context)

Output: a time and place and context of the location, historical time period, what's surrounding the story.

a comparision-using "is" or an implied equal sign (=) -- between two things of unlike nature that yet have something in common


Input: what defines hypovolemic shock inadequate circulating volume causes

Output: hemorrhage, burns, vomitting

chronic regurg= happens gradually, ventricles dilate to compensate for excess volume. therefore increased volume (LVEDV) does not necessarily lead to an increase in pressure (LVEDP)


Input: what defines cardiogenic shock inadequate perfusion to heart causes

Output: MI, valve dysfunction

chronic regurg= happens gradually, ventricles dilate to compensate for excess volume. therefore increased volume (LVEDV) does not necessarily lead to an increase in pressure (LVEDP)


Input: what defines distributive shock excessive blood vessel dilation causes

Output: anaphylaxis, sepsis, neurogenic (vasodilation due to loss of SNS function)

chronic regurg= happens gradually, ventricles dilate to compensate for excess volume. therefore increased volume (LVEDV) does not necessarily lead to an increase in pressure (LVEDP)


Input: what defines obstructive shock physical obstruction of great heart vessels

Output: tamponade tension pneumothorax pulmonary embolus air embolus

chronic regurg= happens gradually, ventricles dilate to compensate for excess volume. therefore increased volume (LVEDV) does not necessarily lead to an increase in pressure (LVEDP)


Input: treatment of chronic heart failure ACEi B blocker ARB Digoxin Nitrates Spironolactone difference between acute and chronic heart failure treatment?

Output: acute you do NOT give any ACEi, no beta blocker. these slow the heart. Want to increase the forward flow of blood (prevent low perfusion to tissues), therefore give pressor to stimulate heart

chronic regurg= happens gradually, ventricles dilate to compensate for excess volume. therefore increased volume (LVEDV) does not necessarily lead to an increase in pressure (LVEDP)


Input: Examples of pressors (inotropes) When are they given dobutamine, dopamine, epi, norepi given in ACUTE situations IDEDNMP describe their MOA

Output: beta agonists alpha agonists increase systemic vasoconstriction, increase inotropy of heart

chronic regurg= happens gradually, ventricles dilate to compensate for excess volume. therefore increased volume (LVEDV) does not necessarily lead to an increase in pressure (LVEDP)


Input: [What do cybersquatters do?] What are the 2 requirements of the Anticybersquatting Consumer Protection Act?

Output: 1. The name must be famous 2. Domain name must have been registered in bad faith.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] Example of cybersquatting

Output: Julia Roberts won domain name juliaroberts.com back because it had been registered in bad faith. Singer Sting not so fortunate because the word sting is generic so the original company got to keep the domain name.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] e-contracts

Output: Contracts that are entered into by e-mail and the world wide web.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] Are e-contracts valid?

Output: Yes

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] What is the problem with e-contracts?

Output: The main problem in a lawsuit seeking enforcement against an e-mail/web contract is evidence, but this problem, which exists in almost all cases, can be overcome by printing out the e-mail or web contract and its prior e-mail or web negotiations if necessary.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] What does the statute of frauds say about e-contracts

Output: the writing requirement for statute of frauds has been met

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] How has the writing requirements of the statute of frauds been met?

Output: One of the main features of the e-sign act is that is recognizes electronic contracts as meeting the writing requirement of the Statute of Frauds for most contracts.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] What does the 2000 federal act provide?

Output: Provides that electronically signed contracts cannot be denied because they are in electronic form or delivered electronically. Act also provides retention requirements are met if the records are stored electronically.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] E-signature

Output: Act gives an e-signature the same force and effect as a pen inscribed signature on paper. The act is technology neutral, however, in that the law does not define or decide which technologies should be used to create a legally binding signature in Cyberspace.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] What does the act provide a digital signature can be verified?

Output: 1. By something the signatory knows; such as a secret password, pet's name, and so forth 2. By something a person has, such as a smart card. 3. By biometrics.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] license

Output: A contract that transfers limited rights in intellectual property and informational rights.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] License means

Output: a contract that authorizes access to, or use, ect but expressly limits access or uses authorized for expressly grants fewer than all rights in the information whether or not the transferee has title to a licensed copy. The term includes an access contract, lease of a computer program, and consignment of a copy.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] What does a license grant

Output: grants contractual rights expressly described in the license and the right to use any info rights within the licensor's control that are necessary to exercise the expressly described rights.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] Exclusive license

Output: A license that grants the licensee exclusive rights to use informational rights for a specified duration

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] Consumers are not bound by unilateral electronic errors if 4 conditions are met:

Output: 1. Promptly upon learning of the error notifies the licensor of the error. 2. Does not use or receive any benefit from the information or make the information or benefit avail to a 3rd party 3. Delivers all copies of the info to the licensor or destroys all copies of the info pursuant to reasonable instructions from the licensor. 4. Pays all shipping, reshipping, and processing costs of licensor.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] LIcensor's damages

Output: Monetary damages a licensor may recover from a licensee who breaches a contract

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] What damages can a licensor recover if a licensee breaches a contract?

Output: can recover monetary damages caused by breach plus consquential damages and incidental damages also lost profits because the licensor has effectively unlimited capability to make access avail to others so there will be no license to substitute to reduce damages owed by breaching license

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] electronic self help

Output: if a breach occurs for example, licensee fails to pay license fee. Such self help can consist of activating disabling bugs and time bombs embedded in the software of info that will cause them not to be able to use the software anymore.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] What are the 3 requirements for self help to licensor?

Output: 1. Licensee must specifically agree to the inclusion in the license of self help as a remedy. There must be a specific self-help option to which licensee assents. 2. Licensor must give licensee at least 15 days notice to allow them to make lawful adjustments or sek judicial remedy. 3. Licensor may not use self help if doing so would cause breach of peace, risk personal injury, cause significant damage to info other than licensee's.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] Information Infrastructure Protection Act

Output: In this federal law, Congress addressed computer-related crimes as distinct offenses.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: [What do cybersquatters do?] What does the Information Infrastructure Protection Act do?

Output: Makes it a federal crime for anyone to intentionally access and acquire info from a protected computer without authorization. the IIP act does not require that the defendant accessed a protected computer virus over the internet or hackers who trespass into internet connected computers may be criminally prosecuted. Even merely observing data without authorization i sufficient to constitute a violation and can be imprisonment or fines associated with these actions.

Business Law Chapter 17 Flashcards - Cram.com

They register internet domain names of famous companies and people and hold them hostage by demanding ransom payments from the famous company or person.


Input: - as the price of one good goes up, people substitute another good for it - causes the downward slope because increase in price = decrease in purchases [demand curve]

Output: substitution effect

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - people still buy the good (no substitution), but they cannot buy as much since their income can only support a certain amount [demand curve]

Output: income effect

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - movement along the curve - caused by a change in price ONLY [demand curve]

Output: change in quantity demanded

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - shift of the entire demand curve - caused by anything EXCEPT for price [demand curve]

Output: change in demand

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - as income increases, they buy more of this good [demand curve]

Output: normal good

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - as income increases, they buy less of this good [demand curve]

Output: inferior good

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - the maximum a buyer will pay for a certain quantity of a good [demand curve]

Output: buyer's reservation price

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - shows the quantity of goods that sellers are able to sell and wish to sell at each possible price - a seller's reservation price at every quantity [demand curve]

Output: supply curve

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - movement along the curve - change occurs because of price ONLY [demand curve]

Output: change in quantity supplied

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - shift in the supply curve - caused by anything EXCEPT for price [demand curve]

Output: change in supply

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - the lowest price they are willing to sell a quantity of goods for [demand curve]

Output: seller's reservation price

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - the difference between the buyer's reservation price and the market price [demand curve]

Output: buyer's surplus

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - the difference between the market price and the seller's reservation price [demand curve]

Output: seller's surplus

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: - the difference between the buyer's and the seller's reservation prices [demand curve]

Output: total surplus

Intro to Macroeconomics Chapter 3 Flashcards - Cram.com


Input: Of or relating to priciples of right and wrong behavior. Ethical. Conforming to a standard. [Define Ethics.]

Output: Define Moral

APD Class 42 Professionalism and ethics Flashcards - Cram.com


Input: Profess meantthe act of professing - the declare or admit openly. To claim skill or learning in "engaged in one of the learned or skilled professions" [Define Ethics.]

Output: Define Professionalism

APD Class 42 Professionalism and ethics Flashcards - Cram.com


Input: Service to others. Assessment of client needs. Theoretical body of knowledge obtained through extended preservice education. Standards for enrty, practice, and ethical standards. Professional association to maintain standards. Continuing education and life long learning. [Define Ethics.]

Output: Characteristics of Professionalism

APD Class 42 Professionalism and ethics Flashcards - Cram.com


Input: Public or Client better served. Quality of peace officers is improved. Ethical conduct. More effective problem solving. Stronger community support and respect. Stronger role in the criminal justice system. More effective innovations. Financial rewards. [Define Ethics.]

Output: What are the advantages of Professionalism?

APD Class 42 Professionalism and ethics Flashcards - Cram.com


Input: Cost of training and development. Higher salaries and remuneration for job occupant. Limits entry into the work force from poor because of limited opportunity for edu. attainment. [Define Ethics.]

Output: What are the disadvantages of Professionalism>

APD Class 42 Professionalism and ethics Flashcards - Cram.com


Input: Authentication. The seal authenticates your position as a peace officer and the authority with which you are entrusted to enforce laws. [Define Ethics.]

Output: APD Badge In regards to the Texas State Seal - A seal is a symbol of _________.?

APD Class 42 Professionalism and ethics Flashcards - Cram.com


Input: Strenth [Define Ethics.]

Output: APD Badge The Oak branch in the sael represents ________?

APD Class 42 Professionalism and ethics Flashcards - Cram.com


Input: Peace [Define Ethics.]

Output: APD Badge The olive branch in the seal represents_______?

APD Class 42 Professionalism and ethics Flashcards - Cram.com


Input: Many of our institutions and, indeed, the American way of life are attacked for placing value on the wrong things. [Define Ethics.]

Output: Why is there so much public and private concern on our values or lack there of?

APD Class 42 Professionalism and ethics Flashcards - Cram.com


Input: Every aspect of human behavior is influenced by personal values, but values are not easily defined or achieved. [Define Ethics.]

Output: Why have values changed?

APD Class 42 Professionalism and ethics Flashcards - Cram.com


Input: Police-public role expectations. Political and legal demands. Individual agency policies and regulations. Constant threat of danger. Personal moral attidudes of individual officers. [Define Ethics.]

Output: What are the characteristics and elements which intensify pressure and stress observed within the police subculture?

APD Class 42 Professionalism and ethics Flashcards - Cram.com


Input: Men-Hunted and farmed Women-Took care of the house and children. [What are age-sets?]

Output: What where the roles of men and women in the early African societies?

Early African Societies Flashcards - Cram.com


Input: Animism Unseen spirits of ancestors [What are age-sets?]

Output: What were some of the types of religion in early African societies?

Early African Societies Flashcards - Cram.com


Input: No written language Stories, songs, poems,& proverbs passed down oraly. Story tellers called griots. [What are age-sets?]

Output: Name some examples of language in the early African societies.

Early African Societies Flashcards - Cram.com


Input: Dance, music, carved masks worn during dances & other ritual, and iron. [What are age-sets?]

Output: What were some of the arts in early African societies?

Early African Societies Flashcards - Cram.com


Input: 500 BC [What are age-sets?]

Output: When was the Iron age in Africa?

Early African Societies Flashcards - Cram.com


Input: Produced iron tools Better farmer, hunters, and warriors produced fine sculptures cut down trees down for land. [What are age-sets?]

Output: What were some characteristics of the Nok society?

Early African Societies Flashcards - Cram.com


Input: the spread of agriculture and iron working thechnology. [What are age-sets?]

Output: What were some effects of the Bantu migration?

Early African Societies Flashcards - Cram.com


Input: Men-tended to cattle Women-Farmed [What are age-sets?]

Output: What were the roles of men and women in the Bantu

Early African Societies Flashcards - Cram.com


Input: 100 AD [What are age-sets?]

Output: When did the kingdom of Aksum begin?

Early African Societies Flashcards - Cram.com


Input: [Bent] Light rays are focused at a specific place [Refraction]

Output: Focal point

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Distance between the center of lens and the focal point [Refraction]

Output: Focal Length

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] More magnification [Refraction]

Output: Short focal length?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] A measure of how greatly a substance slows the velocity of light. When light passes from air to glass, it is bent and slowed [Refraction]

Output: Refractive index

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] 1. Brightfield 2. Darkfield 3. Phase-contrast 4. Fluorescent [Refraction]

Output: 4 Major types of light microscopes?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Microscope remains in focus when objectives are changed [Refraction]

Output: Parfocal

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Ability of a lens to distinguish small objects that are close together [Refraction]

Output: Resolving power

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Distance betwee the front surface of lens and the surface of cover glass or specimen. (amount you can move the lens up and down) [Refraction]

Output: Working distance

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Product of the ocular lens X the objective lens [Refraction]

Output: Total magnification

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] 1. Wavelength of light (shorter=greater) 2. Numerical aperature [Refraction]

Output: What two factors determine the resolving power of a light microscope?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Blue [Refraction]

Output: Which color of light would provide the best resolving power, blue or red?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Produces a bright image of the object against a dark background. Better contrast between dark & light. Able to determine motility. [Refraction]

Output: What are the basic features of a darkfield microscope?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Yes, darkfield has better contrast [Refraction]

Output: Is the resolving power of a darkfield microscope better than that of a brightfield microscope?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Enhances the contrast between intracellular structures having slight differences in refractive index. Excellent way to observe living cells. Able to determine motility. [Refraction]

Output: What are the basic features of a phase contrast microscope?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Specimens usually stained with fluorochromes. Shows a bright image of the object resulting from the fluorescent light emitted by the specimen. [Refraction]

Output: Describe a fluorescence microscope.

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Ultraviolet, violet, or blue light. [Refraction]

Output: What kind of light is used in a fluorescent microscope?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] -Increases visibility of specimen -Accentuates specific morphological features (flagella so narrow you cant see them without staining) -Preserves specimens [Refraction]

Output: Why are microbiology specimens stained before viewing under a microscope?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Used routinely with procaryotes. Preserves overall morphology but not internal structures. [Refraction]

Output: Heat fixing

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Divides microorganisms into groups based on their staining properties. [Refraction]

Output: What is a differential stain?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Important becase it allows you to distinguish between major groups of Bacteria. [Refraction]

Output: Why is a differential stain used?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Most widely used differential staining procedure. Divides Bacteria into two groups based on differences in cell wall strucutre. Gram staining is less useful for Archaea (many different cell wall structures). [Refraction]

Output: Gram stain

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Used to identifiy mycobacteria [Refraction]

Output: Acid-fast Stain

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Mycobacteria contains lipids within and so it doesn't take up other stains [Refraction]

Output: Why is the acid-fast stain necessary?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Mycobacterium tuberculosis-causes tuberculosis Mycobacterium leprae-causes leprosy [Refraction]

Output: Mycobacterium

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Used to visualize capsules surrounding bacteria. Capsules are colorless against a stained background. [Refraction]

Output: Negative staining

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Double staining technique. Bacterial endospore is one color and vegetative cell is a different color. [Refraction]

Output: Endospore staining

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Mordant applied to increase thickness of flagella [Refraction]

Output: Flagella staining

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Transmitted electrons (those that do not scatter) are used to produce an image. Denser regions in specimen, scatter more electrons and appear darker. [Refraction]

Output: Transmission Electron Microscope

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Wavelength of electron beam is much shorter than light, resulting in much higher resolution. [Refraction]

Output: Why is the resolving power of the electron microscope greater than that of a light microscope?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] For transmission, specimens must be dried, embedded in plastic, cut very thin. Specimens are chemically fixed and stained with electron dense material. [Refraction]

Output: How are specimens prepared for electron microscopy?

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Coating specimen with a thin film of heavy metal [Refraction]

Output: Shadowing

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Freeze specimen then fracture along lines of greatest weakness [Refraction]

Output: Freeze-etching

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Uses electrons reflected from the surface of a specimen to create a 3D image. [Refraction]

Output: Scanning Electron Microscope

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Confocal scanning laser microscope. Laser beam used to illuminate spots on specimen. Computer complies images created from each point to generate a 3D image. [Refraction]

Output: Confocal Microscope

Microbiology Chapter 2 Flashcards - Cram.com


Input: [Bent] Have extremely high resolution and can be used to observe individual atoms. 3D. [Refraction]

Output: Advantage of confocal microscopy?

Microbiology Chapter 2 Flashcards - Cram.com


Input: 1.The importance of context in defining and understanding abnormality 2.The continuum between normal and abnormal behavior 3.Cultural and historical relativism in defining and classifying abnormality 4.The advantages and limitations of diagnosis •Reliability •Validity 5.The principle of multiple causality •Precipitating (triggering) cause •Predisposing (underlying) cause 6.The connection between mind and body

Output: What are the 6 Core Concepts?

Abnormal Psyc --Intro Flashcards - Cram.com


Input: The belief in the existence and power of a spirit world. A person afflicted with a mental disturbance has been possessed by a spirit, usually an evil one.

Output: Define Animism

Abnormal Psyc --Intro Flashcards - Cram.com


Input: Trephination: cutting an opening in the skull to release the evil spirit. This worked probably because pressure in the brain was alleviated and is a practice that is still done today. Exorcism: a ritual of casting out the evil spirit by religious authorities.

Output: Define Trephination Define Exorcism

Abnormal Psyc --Intro Flashcards - Cram.com


Input: •Abnormal behavior (any behavior for that matter) is a result of earlier events •Belief in the unconscious as source of conflict that leads to abnormal behavior •Sigmund Freud—mind is divided into 3 parts: id, superego, and ego. There need to be proper balance among them •More modern psychodynamic theories and perspectives focus on ways in which early experience affect later functioning as well as focusing on unconscious conflict. Treatment—revealing and resolving internal conflicts

Output: What is Psychodynamic perspective on psychopathology & its approach to treatment?

Abnormal Psyc --Intro Flashcards - Cram.com


Input: •Emphasizes overt and measurable behavior •Behavior is learned •Emotions can be learned •Treatments—address unhealthy behaviors directly

Output: What is Behavioral perspective on psychopathology & its approach to treatment?

Abnormal Psyc --Intro Flashcards - Cram.com


Input: •Focuses on thoughts and information processing •Explains differences in how people act and feel by looking at differences in how people think •Treatment—change maladaptive, unhealthy ways of thinking

Output: What is Cognitive perspective on psychopathology & its approach to treatment?

Abnormal Psyc --Intro Flashcards - Cram.com


Input: Genetics •Most disorders are polygenic (caused by many genes) •Twin studies, Family studies, Adoption studies Neuroscience •Central Nervous System--Different parts of the brain are associated with different functions •Problems can arise with problems in brain structures or with neurochemical activity Treatments: Psychosurgery—go into the nervous system and try to fix something surgerically (i.e. epilepsy) Electroconvulsive therapy—electric shocks are administered to the brain Pharmacological treatment (drugs)

Output: What is Biological perspective on psychopathology & its approach to treatment?

Abnormal Psyc --Intro Flashcards - Cram.com


Input: Axis I—All clinical disorders except for those in Axis II Axis II—personality disorders and mental retardation •Thought of as more pervasive and characteristics of a person as opposed to an episodic disorder as those in Axis I. •These disorders are inherently more chronic Axis III—medical conditions and physical disorders •Important because medical conditions can precipitate psychological problems Axis IV—psychosocial and environmental factors •i.e. supportive environment is important for avoiding relapse Axis V—Global Assessment of Functioning •A set scale that a patient is rated on to see how well at functioning overall (i.e. basic self-care, ability to work, etc.)

Output: Explain how disorders are classified according to the Multiaxial System of the DSM (5 axis)

Abnormal Psyc --Intro Flashcards - Cram.com


Input: Decent reliability and validity –what one clinician who conclude would more likely be a similar conclusion to another clinician Common language—unifies the field in that all know what is being discussed when referenced Advances research

Output: What are some advantages of the DSM?

Abnormal Psyc --Intro Flashcards - Cram.com


Input: Some reliability/validity problems Labeling issue Number of diagnoses—distinction or invention?

Output: What are some limitations of the DSM?

Abnormal Psyc --Intro Flashcards - Cram.com


Input: [2] stem [1]

Output: The part of the plant that carries water to the leaves


Input: [2] roots [1]

Output: The part that holds the plant in the soil


Input: [2] leaves [1]

Output: The part of the plant that uses light, air, and water to make sugars that the plant needs to grow.


Input: [2] fruit [1]

Output: The part of the plant that makes the seeds


Input: [2] scatter [1]

Output: This means to spread out


Input: [2] seed [1]

Output: The part of a plant from which a new plant grows


Input: [2] oxygen [1]

Output: A gas in the air that plants need to grow and that we need to breathe in order to live


Input: [2] classify [1]

Output: This means to sort into groups


Input: [Structural unemployment] National income plus transfer payments less corporate taxes, undistributed profits, and social security contributions

Output: Personal Income components

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Reasonable Assurance

Output: The concept that the cost of internal control should not exceed the benefits expected to be derived

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Horizontal common size analysis

Output: The expressing of all financial statement figures as a percentage of base-year figures is called...

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Sherman Act of 1890 makes illegal every contract, combination, or conspiracy to restrain trade in interstate or foreign commerce.

Output: Sherman Act

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Mergers that inhibit competion Acquisition of stock that may lessen competition Sales requirements that prevent buyer from dealing with competition Tie-in sales Price discrimination between buyers Sitting as director of a competitor in certain situations

Output: The Clayton Act Prohibits

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Sales Revenue - Explicit Costs - Implicit Costs

Output: Economic Profit

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Represents all possible combinations of two different products quantities that will yield the same level of satisfaction to the consumer

Output: Indifference Curve

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Monetary items consist of assets and liabilities whose amounts are fixed by contract or otherwise in terms of dollars, regardless of price-level changes.

Output: Constant Dollar Financial Statements

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Probability that a conclusion based on a sample might be different than a conclusion based on an audit of the entire population

Output: Sampling Risk

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Routines that utilize the computer to check the validity and accuracy of transaction data during input

Output: Edit Programs

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Future of the process depends only on the current state and not upon the history of the process

Output: Markhov Process

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Gross Domestic Product less Depreciation

Output: Net Domestic Product

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] (Total Shareholder Equity - Preferred Equity) / total share outstanding

Output: Book Value Per Share

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] GDP = Personal Consumption + Gross Private Domestic Investment + Government purchases + Net Exports

Output: Calculate GDP using the "expenditure approach"

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Deal to purchase goods from the exporter while at the same time the exporter agrees to purchase back goods from the importer

Output: Define Countertrade

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] 1. substantial doubt about an entity's ongoing concern status accounted for in conformity with GAAP 2. an opinion based in part by the report of another auditor 3. uncertainty accounted for in conformity with GAAP

Output: Circumstances where an auditor may issue an unqualified opinion with an explanatory paragraph

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Annual dividends per common share divided by the latest market price per share

Output: Dividend Yield formula

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] 1. choices management makes among alternative accepted accounting principles 2. provisions for maintenance of assets and spending on advertising and research 3. the effect of cyclical or economic forces

Output: Earnings quality is affected by

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] decreases

Output: As the interest rate increases, demand for money

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] 1. Authorization 2. Record Keeping 3. Custody of Assets 4. Periodic reconciliation

Output: Organizational independence is achieved by separation of the four basic accounting functions. What are these functions?

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] 1. Control Environment 2. Risk Assessment 3. Control Activities 4. Information and Communication 5. Monitoring

Output: Internal Control Components

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] 1. Existence 2. Completeness 3. Rights and Obligations 4. Valuation and Allocation 5. Presentation and Disclosure

Output: Financial Statement Assertion Categories

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] When the Federal Reserve sells a security, it receives the buyer's check drawn upon its own deposits in a commercial bank. The Federal Reserve presents the check to the bank for payment, thus the commercial bank's reserves are reduced.

Output: How are bank reserves affected by the Federal Reserve's open market activities?

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] A company's long-term liquidity

Output: What does solvency measure?

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Lapping is a means of concealing a cash shortage by manipulating credits to the accounts receivable ledger. To accomplish this, the employee must have access to the incoming cash receipts, the cash receipts journal, and the detailed accounts receivable journal.

Output: What is lapping?

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: [Structural unemployment] Net Margin x Asset Turnover x Leverage x Retention % where Leverage = Assets / Equity

Output: Sustainable Equity Growth Rate formula

CMA Part 1 - Missed Questions Flashcards - Cram.com

The rate of unemployment caused by changes in the composition of employment opportunities over time.


Input: 1. The name must be famous 2. Domain name must have been registered in bad faith. [What do cybersquatters do?]

Output: What are the 2 requirements of the Anticybersquatting Consumer Protection Act?

Business Law Chapter 17 Flashcards - Cram.com


Input: Julia Roberts won domain name juliaroberts.com back because it had been registered in bad faith. Singer Sting not so fortunate because the word sting is generic so the original company got to keep the domain name. [What do cybersquatters do?]

Output: Example of cybersquatting

Business Law Chapter 17 Flashcards - Cram.com


Input: Contracts that are entered into by e-mail and the world wide web. [What do cybersquatters do?]

Output: e-contracts

Business Law Chapter 17 Flashcards - Cram.com


Input: Yes [What do cybersquatters do?]

Output: Are e-contracts valid?

Business Law Chapter 17 Flashcards - Cram.com


Input: The main problem in a lawsuit seeking enforcement against an e-mail/web contract is evidence, but this problem, which exists in almost all cases, can be overcome by printing out the e-mail or web contract and its prior e-mail or web negotiations if necessary. [What do cybersquatters do?]

Output: What is the problem with e-contracts?

Business Law Chapter 17 Flashcards - Cram.com


Input: the writing requirement for statute of frauds has been met [What do cybersquatters do?]

Output: What does the statute of frauds say about e-contracts

Business Law Chapter 17 Flashcards - Cram.com


Input: One of the main features of the e-sign act is that is recognizes electronic contracts as meeting the writing requirement of the Statute of Frauds for most contracts. [What do cybersquatters do?]

Output: How has the writing requirements of the statute of frauds been met?

Business Law Chapter 17 Flashcards - Cram.com


Input: Provides that electronically signed contracts cannot be denied because they are in electronic form or delivered electronically. Act also provides retention requirements are met if the records are stored electronically. [What do cybersquatters do?]

Output: What does the 2000 federal act provide?

Business Law Chapter 17 Flashcards - Cram.com


Input: Act gives an e-signature the same force and effect as a pen inscribed signature on paper. The act is technology neutral, however, in that the law does not define or decide which technologies should be used to create a legally binding signature in Cyberspace. [What do cybersquatters do?]

Output: E-signature

Business Law Chapter 17 Flashcards - Cram.com


Input: 1. By something the signatory knows; such as a secret password, pet's name, and so forth 2. By something a person has, such as a smart card. 3. By biometrics. [What do cybersquatters do?]

Output: What does the act provide a digital signature can be verified?

Business Law Chapter 17 Flashcards - Cram.com


Input: A contract that transfers limited rights in intellectual property and informational rights. [What do cybersquatters do?]

Output: license

Business Law Chapter 17 Flashcards - Cram.com