Input: an official paper based on laws [adventure story]

Output: legal document

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: an informational piece that apperas in a magazine [adventure story]

Output: magazine article

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: the most important point in a paragraph or passage [adventure story]

Output: main idea

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a reference book used to give instructions on how to do something or operate something [adventure story]

Output: manual

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: the atmosphere the author creates in a written work [adventure story]

Output: mood

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a story about solving a puzzle.The main character of a mystery is usually a detective who has to figure out who commited a crime [adventure story]

Output: mystery novel

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: the character telling the story [adventure story]

Output: narrator

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: writing that is about real people, places and events [adventure story]

Output: nonfiction

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a long work of fiction that can include many events, people, and experiences [adventure story]

Output: novel

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a judgement or belief [adventure story]

Output: opinion

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a type of figurative language that gives human qualities to something that is not human. Example: The leaves danced in the wind [adventure story]

Output: personification

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: an essay that is meant to get the reader to think or act a certain way [adventure story]

Output: persuasive essay

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a story that is written in dialogue and is meant to be acted on a stage [adventure story]

Output: play

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: the series of events that create the action of a story [adventure story]

Output: plot

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a writer of poetry [adventure story]

Output: poet

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: literature that uses words in speciall ways to show feelings and create images. Poetry is usually arranged in short lines [adventure story]

Output: poetry

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: the way the action is seen by the narrator or author of a story [adventure story]

Output: point of view

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: recently written plays [adventure story]

Output: popular drama

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: recently written works including short stories, novels, and plays. Fiction comes from the author's imagination [adventure story]

Output: popular fiction

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a recently written book about people and events that are not real [adventure story]

Output: popular novel

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: recently written poetry [adventure story]

Output: popular poetry

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a recently written work of fiction that is shorter than a novel but has a full plot and a single theme [adventure story]

Output: popular short story

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: to tell what you think will happen in the future [adventure story]

Output: predict

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: to look at somthing beforehand [adventure story]

Output: preview

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: the reason something is done [adventure story]

Output: purpose

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: to say something again using different words [adventure story]

Output: restating

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a short piece of writing that tells what a writer to critic thinks of a book, movie, TV program, musical performance, or work of art [adventure story]

Output: review

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: the reception of sounds or phrases that make up the beat of a poem [adventure story]

Output: rhythm

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: to look at quickly; to browse for specific information [adventure story]

Output: scan

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: fictional stories based on the possibilities found in science. science fiction shows what life and people might be like in another time or place, usually in the future [adventure story]

Output: science fiction

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: the order in which events occur; time order [adventure story]

Output: sequence

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: the time and place in which the events of a story take place [adventure story]

Output: setting

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a work of fiction that is shorter than a novel but has full plot and a single theme [adventure story]

Output: short story

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: to read somthing quickly, looking for main ideas and main characters [adventure story]

Output: skim

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a play that deals with a major social issue [adventure story]

Output: social drama

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: the directions in a play that tell the actors where to move on the stage or how to say their lines [adventure story]

Output: stage directions

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a statement thet clearly tells the most important point of a paragraph or story. To restate a main idea means to put in different in words [adventure story]

Output: stated main idea

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a heading of a part( as in an outline); a caption, title, or heading of less importance than the main heading [adventure story]

Output: subhead

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: to state briefly the most important ideas of a longer piece of writing [adventure story]

Output: summarize

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a short statement of the main idea and most important supporting details of s passage [adventure story]

Output: summary

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: words that have the same or nearly the same meaning. Examples: paste and glue [adventure story]

Output: synonymus

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: putting together several elements to form a whole idea [adventure story]

Output: synthesizing

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a general truth about life or human nature that is suggested in a work of literature [adventure story]

Output: theme

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: a work of fiction that is meant to scare the reader; also called a horror novel [adventure story]

Output: thriller novel

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: the author's attitude or feeling about a subject [adventure story]

Output: tone

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: to form a picture in your mind [adventure story]

Output: visualize

Mr.Jay's GED Reading Vocabulary Flashcards - Cram.com


Input: [Re German Date Coffee Co] Re Yenidji Tobacco The facts: Two sole traders merged their businesses in a company of which they were the only directors and shareholders. They quarrelled bitterly and one sued the other for fraud. Meanwhile they refused to speak to each other and conducted board meetings by passing notes through the hands of the secretary. The defendant in the fraud action petitioned for compulsory winding up. Decision: 'In substance these two people are really partners' and by analogy with the law of partnership (which permits dissolution if the partners are really unable to work together) it was just and equitable to order liquidation.

Output: The company was formed for an illegal or fraudulent purpose or there is a complete deadlock in the management of its affairs.

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Ebrahimi v Westbourne Galleries The facts: E and N carried on business together for 25 years, originally as partners and for the last 10 years through a company in which each originally had 500 shares. E and N were the first directors and shared the profits as directors' remuneration; no dividends were paid. When N's son joined the business he became a third director and E and N each transferred 100 shares to N's son. Eventually there were disputes. N and his son used their voting control in general meeting (600 votes against 400) to remove E from his directorship under the power of removal given by what is now s 168 of the Companies Act 2006 (removal by ordinary resolution). Decision: The company should be wound up. N and his son were within their legal rights in removing E from his directorship, but the past relationship made it 'unjust or inequitable' to insist on legal rights and the court could intervene on equitable principles to order liquidation.

Output: Quasi-partnership situation. The understandings between members or directors which were the basis of the association have been unfairly breached by lawful action

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] re A Company The facts: The facts were similar in essentials to those in Ebrahimi's case but the majority offered and the petitioner agreed that they would settle the dispute by a sale of his shares to the majority. This settlement broke down however because they could not agree on the price. The petitioner then petitioned on the just and equitable ground. Decision: An order for liquidation on this ground may only be made 'in the absence of any other remedy'. As the parties had agreed in principle that there was an alternative to liquidation the petition must be dismissed.

Output: An order for liquidation may only be made 'in the absence of any other remedy

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Gibson v Barton

Output: Public companies must hold an AGM every calendar year

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Salomon v Salomon The facts: The claimant, S, had carried on business for 30 years. He decided to form a limited company to purchase the business so he and six members of his family each subscribed for one share. The company then purchased the business from S for £38,782, the purchase price being payable to the claimant by way of the issue of 20,000 £1 shares, the issue of debentures, £10,000 of debentures and £8,782 in cash. The company did not prosper and was wound up a year later, at which point its liabilities exceeded its assets. The liquidator, representing unsecured trade creditors of the company, claimed that the company's business was in effect still the claimant's (he owned 20,001 of 20,007 shares). Therefore he should bear liability for its debts and that payment of the debenture debt to him should be postponed until the company's trade creditors were paid. Decision: The House of Lords held that the business was owned by, and its debts were liabilities of, the company. The claimant was under no liability to the company or its creditors, his debentures were validly issued and the security created by them over the company's assets was effective. This was because the company was a legal entity separate and distinct from S.

Output: Advantages of Being a Company as Distinct From a Partnership • Separate legal personality

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Adams v Cape Industries The facts: Mr Lee, who owned the majority of the shares of an aerial crop-spraying business, and was the sole working director of the company, was killed while piloting the aircraft. Decision: Although he was the majority shareholder and sole working director of the company, he and the company were separate legal persons. Therefore he could also be an employee with rights against it when killed in an accident in the course of his employment.

Output: Advantages of Being a Company as Distinct From a Partnership • Separate legal personality

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Gilford Motor Co v Horne The facts: The defendant had been employed by the claimant company under a contract which forbade him to solicit its customers after leaving its service. After the termination of his employment he formed a company of which his wife and an employee were the sole directors and shareholders. However he managed the company and through it evaded the covenant that prevented him from soliciting customers of his former employer. Decision: An injunction requiring observance of the covenant would be made both against the defendant and the company which he had formed as a 'a mere cloak or sham'.

Output: The courts may ignore the distinction between a company and its members and managers if the latter use that distinction to evade their existing legal obligations

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Daimler v Continental Tyre and Rubber

Output: In time of war a company is not permitted to trade with 'enemy aliens

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Re F G Films The facts: An English company was formed by an American company to 'make' a film which would obtain certain marketing and other advantages from being called a British film. Staff and finance were American and there were neither premises nor employees in England. The film was produced in India. Decision: The British company was the American company's agent and so the film did not qualify as British. Effectively, the corporate entity of the British company was swept away and it was exposed as a 'sham' company.

Output: The question of nationality may also arise in peacetime, where it is convenient for a foreign entity to have a British facade on its operations

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] DHN v Tower Hamlets

Output: The principle of the veil of incorporation extends to the holding (parent) company/subsidiary relationship. Although holding companies and subsidiaries are part of a group under company law, they retain their separate legal personalities. There is also some precedent for treating separate companies as a group (DHN Food Distributors v Tower Hamlets LBC 1976) although doubt has since been cast on this by subsequent cases.

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Kelner v Baxter A contract for the delivery of goods was made on behalf of a company yet to be formed, with the aim that the company could sell the goods on incorporation. When the bill went unpaid the court held that the company could not be liable and that the promoter who had acted on behalf of the company was personally liable to pay the bill.

Output: Pre incorporation contracts by promoters

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Erlanger v New Sombrero Phosphate Mining Co If the promoter does not make a proper disclosure of legitimate profits or if they make wrongful profits the primary remedy of the company is to rescind the contract and recover its money: Erlanger v New Sombrero Phosphate Co 1878.

Output: Breach of duty by promoters - ie non-disclosure - allows the company to rescind the contract and recover the purchase price

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Jubilee Cotton Mills v Lewes

Output: If irregularities in formation procedure or an error in the certificate itself are later discovered, the certificate is nonetheless valid and conclusive:

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Hickman v Kent or Romney Marsh Sheepbreeders Association The facts: The claimant (H) was in dispute with the company which had threatened to expel him from membership. The articles provided that disputes between the company and its members should be submitted to arbitration. H, in breach of that article, began an action in court against the company. Decision: The proceedings would be stayed since the dispute (which related to matters affecting H as a member) must, in conformity with the articles, be submitted to arbitration.

Output: The articles constitute a contract between: • Company and members • Members and the company • Members and members

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Eley v Positive Government Life Assurance Co. The facts: E, a solicitor, drafted the original articles and included a provision that the company must always employ him as its solicitor. E became a member of the company some months after its incorporation. He later sued the company for breach of contract in not employing him as its solicitor. Decision: E could not rely on the article since it was a contract between the company and its members and he was not asserting any claim as a member.

Output: The articles do not create a contract between the company and third parties

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Greenhalgh v Arderne Cinemas The facts: The company had two classes of ordinary shares, 50p shares and 10p shares. Every share carried one vote. A resolution was passed to subdivide each 50p share into five 10p shares, thus multiplying the votes of that class by five. Decision: The rights of the original 10p shares had not been varied since they still had one vote per share as before.

Output: To subdivide shares of another class with the incidental effect of increasing the voting strength of that other class.

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Southern Foundries v Shirlaw The facts: In 1933 S entered into a written agreement to serve the company as Managing Director for ten years. In 1936 F Co gained control of the company and used their votes to alter its articles to confer on F Co power to remove any director from office. In 1937 F Co exercised the power by removing S from his directorship and thereby terminated his appointment as Managing Director (which he could only hold so long as he was a director). Decision: The alteration of the articles was not a breach of the service agreement but the exercise of the power was a breach of the service agreement for which the company was liable.

Output: No outside contract shall prevent a change of the Articles, but company may become liable for breach of that contract

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Allen v Gold Reefs of West Africa

Output: Even if proposed alteration of the Articles adversely affects only one member, it may still be valid. If the purpose is to benefit the company as a whole the alteration is valid even though it can be shown that the minority does in fact suffer special detriment and that other members escape loss

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Dafen Tinplate v Llanelli Steel The facts: The claimant was a minority shareholder which had transferred its custom from the defendant company to another supplier. The majority shareholders of the defendant company sought to protect their interests by altering the articles to provide for compulsory acquisition of the claimant's shares. The new article was not restricted (as it was in Sidebottom's case above) to acquisition of shares on specific grounds where benefit to the company would result. It was simply expressed as a power to acquire the shares of a member. The claimant objected that the alteration was invalid since it was not for the benefit of the company. Decision: The alteration was invalid because it 'enables the majority of the shareholders to compel any shareholder to transfer his shares'. This wide power could not 'properly be said to be for the benefit of the company'. The mere unexpressed intention to use the power in a particular way was not enough.

Output: Alterations of the Articles allowing compulsory purchase of minority’s shares will be ( normally ) disallowed

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Shuttleworth v Cox Brothers The facts: Expulsion of director appointed by the articles who had failed to account for funds was held to be valid.

Output: Alterations of the Articles allowing expulsion of defrauding director – OK

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Sidebottom v Kershaw Leese The facts: The articles were altered to enable the directors to purchase at a fair price the shareholding of any member who competed with the company in its business. The minority against whom the new article was aimed did carry on a competing business. They challenged the validity of the alteration on the ground that it was an abuse of majority power to 'expel' a member. Decision: There was no objection to a power of 'expulsion' by this means. It was a justifiable alteration if made bona fide in the interests of the company as a whole. On the facts this was justifiable.

Output: Alterations of the Articles allowing expulsion of competing members – OK

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Bushell v Faith

Output: Possible to prevent alteration of the Artciles by weighted voting rights

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Ewing v Buttercup Margarine The facts: The claimant had since 1904 run a chain of 150 shops in Scotland and the north of England through which he sold margarine and tea. He traded as 'The Buttercup Dairy Co'. The defendant was a registered company formed in 1916 with the name above. It sold margarine as a wholesaler in the London area. The defendant contended that there was unlikely to be confusion between the goods sold by the two concerns. Decision: An injunction would be granted to restrain the defendants from the use of its name since the claimant had the established connection under the Buttercup name. He planned to open shops in the south of England and if the defendants sold margarine retail, there could be confusion between the two businesses.

Output: Company name may be disallowed as a tort ( passing-off )

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Ashbury Railway v Riche The facts: The company had an objects clause which stated that its objects were to make and sell, or lend on hire, railway carriages and wagons and all kinds of railway plant, fittings, machinery and rolling stock; and to carry on business as mechanical engineers. The company bought a concession to build a railway in Belgium, subcontracting the work to the defendant. Later the company repudiated the contract. Decision: Constructing a railway was not within the company's objects so the company did not have capacity to enter into either the concession contract or the sub-contract. The contract was void for ultra vires and so the defendant had no right to damages for breach. The members could not ratify it and the company could neither enforce the contract nor be forced into performing its obligations.

Output: Member can object

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Re City Equitable Fire Insurance

Output: A director is expected to show the degree of skill which may reasonably be expected from a person of his knowledge and experience. The standard set is personal to the person in each case. An accountant who is a director of a mining company is not required to have the expertise of a mining engineer, but they should show the expertise of an accountant.

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Dorchester Finance Co v Stebbing The facts: Of all the company's three directors S, P and H, only S worked full-time. P and H signed blank cheques at S's request who used them to make loans which became irrecoverable. The company sued all three; P and H, who were experienced accountants, claimed that as non-executive directors they had no liability. Decision: All three were liable, P's and H's acts in signing blank cheques were negligent and did not show the necessary objective or subjective skill and care.

Output: The duty to be competent extends to non-executive directors, who may be liable if they fail in their duty.

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Cook v Deeks

Output: If the directors defraud the company and vote in general meeting to approve their own fraud, their votes are invalid

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] IDC v Cooley The facts: C was Managing Director of the company which provided consultancy services to gas companies. A gas company was unlikely to award a particular contract to the company but C realised that, acting personally, he might be able to obtain it. He told the board of his company that he was ill and persuaded them to release him from his service agreement. On ceasing to be a director of the company C obtained the contract on his own behalf. The company sued him to recover the profits of the contract. Decision: C was accountable to his old company for his profit.

Output: As agents, directors have a duty to avoid a conflict of interest. In particular: • The directors must retain their freedom of action and not fetter their discretion by agreeing to vote as some other person may direct. • The directors owe a fiduciary duty to avoid a conflict of duty and personal interest. • The directors must not obtain any personal advantage from their position as directors without the consent of the company for whatever gain or profit they have obtained.

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Regal ( Hastings ) v Gulliver The facts: The company owned a cinema. It had the opportunity of acquiring two more cinemas through a subsidiary to be formed with an issued capital of £5,000. However the company could not proceed with this scheme since it only had £2,000 available for investment in the subsidiary. The directors and their friends therefore subscribed £3,000 for shares of the new company to make up the required £5,000. The chairman acquired his shares not for himself but as nominee of other persons. The company's solicitor also subscribed for shares. The share capital of the two companies (which then owned three cinemas) was sold at a price which yielded a profit of £2.80 per share of the new company in which the directors had invested. The new controlling shareholder of the company caused it to sue the directors to recover the profit which they had made. Decision: (a) The directors were accountable to the company for their profit since they had obtained it from an opportunity which came to them as directors. (b) It was immaterial that the company had lost nothing since it had been unable to make the investment itself. (c) The directors might have kept their profit if the company had agreed by resolution passed in general meeting that they should do so. The directors might have used their votes to approve their action since it was not fraudulent (there was no misappropriation of the company's property). (d) The chairman was not accountable for the profit on his shares since he did not obtain it for himself. The solicitor was not accountable for his profit since he was not a director and so was not subject to the rule of accountability as a director for personal profits obtained in that capacity.

Output: As agents, directors have a duty to avoid a conflict of interest. In particular: • The directors must retain their freedom of action and not fetter their discretion by agreeing to vote as some other person may direct. • The directors owe a fiduciary duty to avoid a conflict of duty and personal interest. • The directors must not obtain any personal advantage from their position as directors without the consent of the company for whatever gain or profit they have obtained.

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Peso Silver Mines v Cropper

Output: Directors will not be liable for a breach of this duty if the company explicitly rejected the opportunity they took up

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Howard Smith v Ampol Petroleum The facts: Shareholders who held 55% of the issued shares intended to reject a takeover bid for the company. The directors honestly believed that it was in the company's interest that the bid should succeed. The directors allotted new shares to a prospective bidder so that the shareholders opposed to the bid would then have less than 50% of the enlarged capital and the bid would succeed. Decision: The allotment was invalid. 'It must be unconstitutional for directors to use their fiduciary powers over the shares in the company purely for the purpose of destroying an existing majority or creating a new majority which did not previously exist'.

Output: If the irregular use of directors' powers is in the allotment of shares the votes attached to the new shares may not be used in reaching a decision in general meeting to sanction it.

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Bamford v Bamford The facts: The directors of Bamford Ltd allotted 500,000 unissued shares to a third party to thwart a takeover bid. A month after the allotment a general meeting was called and an ordinary resolution was passed ratifying the allotment. The holders of the newly-issued shares did not vote. The claimants (minority shareholders) alleged that the allotment was not made for a proper purpose. Decision: The ratification was valid and the allotment was good. There had been a breach of fiduciary duty but the act had been validated by an ordinary resolution passed in general meeting.

Output: If the majority approve what has been done (or have authorised it in advance) that decision is treated as a proper case of majority control to which the minority must normally submit.

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Hogg v Cramphorn The facts: The directors of a company issued shares to trustees of a pension fund for employees to prevent a takeover bid which they honestly thought would be bad for the company. The shares were paid for with money belonging to the company provided from an employees' benevolent and pension fund account. The shares carried 10 votes each and as a result the trustees and directors together had control of the company. The directors had power to issue shares but not to attach more than one vote to each. A minority shareholder brought the action on behalf of all the other shareholders. Decision: If the directors act honestly in the best interests of the company, the company in general meeting can ratify the use of their powers for an improper purpose, so the allotment of the shares would be valid. But only one vote could be attached to each of the shares because that is what the articles provided.

Output: If the majority approve what has been done (or have authorised it in advance) that decision is treated as a proper case of majority control to which the minority must normally submit.

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Pavlides v Jensen It was alleged that directors had been guilty of gross negligence in selling a valuable asset of the company at a price greatly below its true market value. It was stated that the since the sale of the asset in question was not beyond the powers of the company and since there was no allegation of fraud on the part of the directors or appropriation of the assets of the company by the makority shareholders in fraud of the minority, the action did not fall within the admitted exceptions to the rule in Foss v Harbottle. The sale of the asset was not beyond the powers of the company and it was not alleged to be ultra vires. It was held that a minority shareholders' action was not available since it was open to the company, on the resolution of the majority of the shareholders to sell the mine at a price decided by the company in that manner. Additionally, it was open to the company, on the resolution of the majority of the shareholders, to commence legal proceedings against the directors on the basis of negligence or error of judgment in selling the asset at an undervalue. Therefore in this case the court held that the directors' mere gross negligence in exercising their duties, when they had not benefited from that negligence, does not amount to fraud.

Output: Directors aren't liable for negligence

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Daniels v Daniels The minority shareholders had brought an action against the two directors of the company who were the majority shareholders. It was alleged that the company, according to the instructions of the directors, sold the company's land to one of the directors, who was the spouse of the other, at an undervalue. The spouse then sold the land later on for a much greater sum. It was held that the exception to the rule in Foss v Harbottle enabling a minority shareholder to bring an action against a company for fraud, where no other remedy was available, should include cases where even though there was no fraud expressly alleged, there was a breach of duty by the directors and majority shareholders, to the detriment of the company and the benefit of the directors. Templeman J concluded at p. 414: "a minority shareholder who has no other remedy may sue where directors use their powers intentionally or unintentionally, fraudulently or negligently, in a manner which benefits themselves at the expense of the company".

Output: Directors aren't liable for negligence, But if negligence results in personal benefit

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: [Re German Date Coffee Co] Panorama Developments v Fidelis Furnishing Fabrics The court held that a company secretary has ostensible authority to sign contracts connected with the administrative side of the company‘s affairs such as employing staff, ordering cars and so forth.

Output: A company secretary has ostensible authority to sign contracts connected with the administrative side of the company‘s affairs

ACCA F4 (En) Law Cases Flashcards - Cram.com

The substratum of the company has gone – the only or main object(s) of the company (its underlying basis or substratum) cannot be or can no longer be achieved.


Input: Communicating empathy. Neither adding to nor subtracting from client's messages. Communicating back to the clients the main meaning of their messages. Reflecting client's feelings - client's emotions as directly expressed in words or implied through nonverbal aspects. Including checkouts to see whether the counselor's reflection is accurate. [Listening involves ...]

Output: Reflecting involves ...

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Input: Offering clients new and facilitative ways to understand their experiences. Basing interpretation on counselors' perceptions of the client's experiences. Clearly communicating that this is the counselor's ideas, not a reflection of the client's experiences. [Listening involves ...]

Output: Interpreting involves ...

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Input: Verbally holding apparently discrepant or incongruent aspects of clients' messages and behaviors "in front of" clients for them to see. Helping clients clarify, resolve, or accept the discrepancy. [Listening involves ...]

Output: Confronting involves ...

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Input: Asking for clarification of meaning. Asking for information known only to the client. Asking to understand the client's experience better. [Listening involves ...]

Output: Questioning involves ...

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Input: The process of understanding a person's subjective experience by vicariously sharing that experience while maintaining an observant stance. It is a balanced curiosity leading to a deeper understanding of another human being. [Listening involves ...]

Output: Empathy is ...

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Input: Empathy is the ability to take oneself out of oneself and put yourself into another person's world. Interpretation is a mental representation of meaning or significance of something. [Listening involves ...]

Output: How does empathy differ from interpretation?

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Input: Non-useful responses detract or distract from client's experience, remaining superficial and limiting or discouraging exploration, understanding, and feelings about their experience. i.e. "you don't really mean that" minimizing client's feelings [Listening involves ...]

Output: Describe an example of a well-intended but non-useful counselor response.

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Input: Allow many more students to be served by the counselor than 1-1 activities. Many different types of groups. - educational - task - discussion - experiential - support - self-help - counseling or self-help [Listening involves ...]

Output: Small group counseling: - natural interpersonal context for children and adolescents - creates safe context within which students can practice interpersonal skills and get feedback - allow students to hear from others with similar experiences

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: the facilitator [Listening involves ...]

Output: Group Process Whose role is it to encourage group development of expression, exploration, and self-disclosure, to discourage dynamics that hinder expression and openness and to model healthy, appropriate interpersonal communication?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Tuckman's 4 stages are: 1) Forming: The group comes together and gets to initially know one another and form as a group. 2) Storming: A chaotic vying for leadership 3) Norming: Eventually agreement is reached on how the group will operate. 4) Performing: The group becomes effective. added later: 5) Adjourning [Listening involves ...]

Output: What are some of the stages of group development?

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Input: A support group isn't led necessarily by a counselor. It is an organized network of people with something in common who give and receive help, advice, friendship and emotional support. A therapy group is a form of psychotherapy where there are multiple patients led by 1 or more therapists. [Listening involves ...]

Output: How is a support group different than a therapy group?

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Input: An ed. gropu has a prescribed course for lessons and process as a goal an experiential group, while centered perhaps on a topic, such as grief, does not have an objective or lesson, but is solely process orientated. [Listening involves ...]

Output: How would the counselor's behavior be different in facilitating an experiential group as compared to an educational group?

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Input: inter-relationship and communication btw. group members. Here and now experiencing of all members. On going process among them in the development of their mutual relationships. [Listening involves ...]

Output: What does an interpersonal group focus on?

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Input: focuses more on the needs and concerns of individual members and engages the group on interactions that focus on those needs as well. [Listening involves ...]

Output: What does an intrapersonal group focus on?

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Input: cohesiveness caring level of trust among members freedom to experiment commitment to change Yalom's curative factors of groups (1995) [Listening involves ...]

Output: Group characteristics that promote success are ...

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: A didactic group consists of reading assignments, lectures, and group discussions. [Listening involves ...]

Output: Didactic in terms of group process is defined as _____

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Experiential is related to personal experience and an individual's reality within the group process. [Listening involves ...]

Output: Experiential in terms of group process is ...

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Input: one that has a trained counselor or facilitator who can lead the group in accomplishing personal growth [Listening involves ...]

Output: A process group is ...

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Psychoeducational driven. A content group is driven by content material - didactic in nature. [Listening involves ...]

Output: A content group is ...

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Input: 11 Curative Factors: 1. Instillation of Hope 2. Universality 3. Imparting of Information 4. Altruism (unselfish giving) 5. Corrective recapitulation of the primary family group 6. Development of socializing techniques 7. Imitative behavior 8. Interpersonal learning 9. Group cohesiveness 10. Catharsis 11. Existential Factors [Listening involves ...]

Output: Yalom's curative factors of groups are ...

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Input: Negative group forces are ones that limit behaviors and produce anxiety, whereas positive group forces encourage behaviors that manage anxiety. [Listening involves ...]

Output: Negative group forces are ... Positive group forces are ...

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Input: Open group allows for new members to enroll throughout the running time of the group, closed does not [Listening involves ...]

Output: An open group is ... A closed group is ...

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Input: Structured groups feature a sequence of lessons or activities whereas unstructured groups have no agenda, lessons, or activities planned - unstructured groups tend to be open. [Listening involves ...]

Output: A structured group is ... An unstructured group is ...

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Input: A blend of styles would be most appropriate ... The styles are: 1. laissez faire: leader is more of a member 2. authoritarian: expert leader promotes his/her own agenda (teacher role) 3. democratic: the leader collaborates w/ members 4. interactive: experiential learning [Listening involves ...]

Output: What type of leadership style would be appropriate with elementary students? Adolescent students?

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Input: To design and implement a comprehensive program of services with specific goals and objectives that complement the broader mission of the entire school. [Listening involves ...]

Output: What is the primary role of a school counselor?

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Input: An experiential (interactive) style tends to be an effective approach - although others are also effective. [Listening involves ...]

Output: What teaching style or learning activity is most effective for helping students understand and appreciate differences. Why?

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Input: Personal Boundaries Internet Safety Personal Rights/Safety ????? (Guessed on this one ...) [Listening involves ...]

Output: What are some key messages a counselor should communicate about personal safety? About interpersonal relationships?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Psychodynamic Behavioral Humanistic Multicultural [Listening involves ...]

Output: What are the 4 forces of human behaviors regarding counseling?

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Input: 1. Counselor awareness of own assumptions, values, and biases. 2. Understanding the worldview of the culturally different client. 3. Developing appropriate intervention strategies and techniques. [Listening involves ...]

Output: What are the 3 domains in Multicultural counseling competencies?

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Input: 1. Race 2. Ethnicity 3. Culture 4. Language 5. Gender 6. Age 7. Sexual Orientation 8. Religion 9. Giftedness 10. Disabilities [Listening involves ...]

Output: There are "10 Diversity dimensions" (According to Praxis ;)) ... Name them

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Input: Racial identity can be defined as a process or series of stages through which a person passes as the person's attitudes toward his/her own racial/ethnic group are shaped [Listening involves ...]

Output: Racial identity is defined as ...

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Input: Gender stereotyping in education involves helping students explore where they have developed their ideas of what it means to be a boy or girl. Then discussing what those ideas mean and the impact they have on us and the community. In Career Development - how have these ideas shaped our reality? How has reality shaped our ideas? [Listening involves ...]

Output: Gender stereotyping in education involves ... Gender stereotyping in career development involves ...

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Input: Racism: the inherent belief in the superiority of one race over all others & thereby the right to dominance. Oppression: an unjust & systemic excessive exercise of power against an unidentified group of people, such as disable people where laws, attitudes towards & treatment (including portrayal) of this group all reinforce this discriminatory situation. [Listening involves ...]

Output: Racism is defined as .... Oppression is defined as ...

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Input: the tendency of most people to use their own way of life as a standard for judging; now also indicates the belief, on the part of most individuals that their race, culture, society, etc. are superior to all others. [Listening involves ...]

Output: Ethnocentrism is defined as ...

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: self-reflection personal growth work personal counseling sessions supervision & consultation [Listening involves ...]

Output: How can a counselor become more aware of his or her own values and biases?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Individuals with Disabilities Education Act [Listening involves ...]

Output: I.D.E.A stands for ...

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Input: The term refers to those who are gifted and have a disability or are gifted and have ADHD. Children with dual exceptionalities are difficult to identify b/c their strengths from their giftedness hide their weaknesses from their disability. [Listening involves ...]

Output: What is the meaning of the term exceptionality, as used by educators?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Referral Assessment Modifications Accommodations [Listening involves ...]

Output: What are the mandatory elements of an IEP?

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Input: being present in the IEP meeting working with team regarding accommodations being present in CARE team/SST meetings communication w/ student and parent if necessary [Listening involves ...]

Output: What is the typical role of a counselor in creating the IEP and implementing it for a student with disabilities?

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Input: requires schools to educate students with disabilities with the regular ed. population to the maximum extent possible and appropriate for students with disabilities. [Listening involves ...]

Output: What does the term "least restrictive environment" mean?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Nominal Ordinal Interval Ratio [Listening involves ...]

Output: What are 4 scales of measurement in appraisal?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: the extent to which the measurement instrument or test accurately measures what it is supposed to measure [Listening involves ...]

Output: Validity is defined as ...

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Content Criterion Predictive Concurrent Discrimminant [Listening involves ...]

Output: What are the types of validity?

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Input: The degree to which an achievement test is content contains a representative and appropriate sample of the subject matter (content) contained in the instructional objective whose attainment the test is intended to measure. [Listening involves ...]

Output: Content Validity is ..

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Input: The degree to which the score on a test predicts the individuals score on a test or performance in some other area. (i.e. if correlated, a test of scholastic achievement can be used to predict job success) [Listening involves ...]

Output: Criterion (predictive) Validity is ...

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Input: The comparison of two measures done at the same time - the degree to which two tests are in agreement [Listening involves ...]

Output: Concurrent Validity is ...

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Input: A type of validity that is determined by hypothesizing and examining differential relations between a test and measures of similar or different constructs. It is the opposite of convergent validity. Evidence that a measure of a construct is indeed measuring that construct. [Listening involves ...]

Output: Discriminant Validity is ...

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Input: An index of the consistency of measurement often based on the correlation between scores obtained on the initial test and a retest or between scores on two similar forms of the same test. [Listening involves ...]

Output: A reliability co-efficient is defined as ...

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Input: 1. Internal Consistency 2. Split=Half reliability 3. Test-retest reliability [Listening involves ...]

Output: Name three types of reliability co-efficients.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: An estimation based on the correlation among the variables comprising the set. [Listening involves ...]

Output: What is Internal Consistency?

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Input: An estimation based on the correlation of two equivalent forms of the scale. [Listening involves ...]

Output: What is Split-Half Reliability?

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Input: An estimation based on the correlation between two or more administrations of the same item, scale, or instrument for different times, locales, or populations, when the administrations do not differ on other relevant variables. [Listening involves ...]

Output: What is test-retest reliability?

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Input: Random sampling of a population that we'd like to study. If population is large, researchers often turn to sampling. Considerations include: - is sample representative? - what % of error is acceptable? [Listening involves ...]

Output: Statistics & Testing - Sampling theory is ...

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Input: Norm referenced tests compare a person's score against the scores of a group of people who have already taken the same exam, called the "norming group" [Listening involves ...]

Output: Statistics Testing - Testing norms ...

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Input: Central tendency is a measure of the point about which a group of values are clustered. [Listening involves ...]

Output: Statistics & Testing - Central tendency is ...

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Input: Mean, median and mode. [Listening involves ...]

Output: What are three measures of central tendency?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: the single class/value that occurs most frequently in a series of numbers [Listening involves ...]

Output: Define mode.

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Input: the measure in central tendency that occupies the middle position in a rank order of values. Generally has the same # of items above it as below it. [Listening involves ...]

Output: Define median.

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Input: the average value in a data set it is determined by adding all the values & dividing the sum by the # of values in the set. [Listening involves ...]

Output: Define mean.

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Input: the dispersion, spread, or scatter of scores or values in a distribution, usually about the mean [Listening involves ...]

Output: Statistic & Testing - Variability is defined as ...

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Input: a measure o the spread of the values in a distribution. The larger the variance, the larger the distance of the individual cases from the group mean. [Listening involves ...]

Output: Define variance

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Input: the difference between an observed value and the expected value of a variable or function [Listening involves ...]

Output: Define deviation

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Input: the estimate of the 'error' associated with the test-takers obtained score when compared to their hypothetical 'true' scores. [Listening involves ...]

Output: Statistics & Testing - Standard error of measurement is ...

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Input: a numerical value that identifies the strength of relationship between variables [Listening involves ...]

Output: Statistics & Testing - Correlation coefficients mean ...

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Input: the # of standard deviations above or below the mean [Listening involves ...]

Output: Z Scores are ...

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Input: a test score converted to an equivalent standard score in a normal distribution with a mean of 50 and a standard deviation of 10 [Listening involves ...]

Output: T scores are ...

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Input: test scores converted to an equivalent standard score in a normal distribution with values 1, 2, 3, ...9 a mean of 5 and a standard deviation of 1, 96. [Listening involves ...]

Output: stanines

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Input: the % of people in the norming sample who had scores less than or equal to the students score [Listening involves ...]

Output: % ranks

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Input: They are expressed in units of standard deviations from the mean set at 0. [Listening involves ...]

Output: How are standard scores expressed?

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Input: A statistic that gives a measure of how closely two variables are related. A statistical measure of the extent to which variations in one variable are related to variation in another. Negative correlation means that the two values vary in opposite directions. So, as parameter x increases, parameter y decreases. [Listening involves ...]

Output: What is the meaning of a negative correlation coefficient?

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Input: Ability & aptitude Achievement Career & interest Personality - Objective - Projective Attitudes & beliefs Psychological constructs: self-esteem, locus of control, intro-version/extroversion, interpersonal style, personality types - Diagnostic [Listening involves ...]

Output: Appraisal - What are some of the types of tests that are used in counseling?

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Input: -Interviews. -Rating scales. -Behavioral observations. -Formal published inventories. -Sociograms. -Test batteries. [Listening involves ...]

Output: There are 6 types of appraisals. Name them.

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Input: a structured interview has specific questions and an agenda - can be an intake interview; whereas an unstructured interview doesn't [Listening involves ...]

Output: What is the difference between a structured and an unstructured interview?

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Input: A psychometric response scale often used in questionnaires - is the most widely used scale in survey research. A 5 pt. item. [Listening involves ...]

Output: What is a Likert response scale?

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Input: Behavioral anchors are descriptions of the past. ??? (THIS IS A GUESS!! I LOOKED IT UP / THIS IS ALL I COULD FIND) [Listening involves ...]

Output: What are behavioral anchors?

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Input: A graphic representation of social links a person has. It can be drawn on the basis of many different criteria: social relations, channels of influence, lines of communication etc. Another definition: It represents the patterns of relationships between individuals in a group, usually expressed in terms of which persons they prefer to associate with. [Listening involves ...]

Output: What is a sociogram and when would you use one?

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Input: 1. Representativeness on norm groups in terms of gender and culture. 2. Culture biases in language use 3. English as a second language 4. Gender bias [Listening involves ...]

Output: What are some cultural issues in assessment?

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Input: Students can be impacts both positively and negatively by the testing environment. 1. temperature in the room 2. arrangement 3. mood of the facilitator 4. mode of the test - computer/pen-paper [Listening involves ...]

Output: What effects do testing conditions have on students taking assessments?

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Input: individual response [Listening involves ...]

Output: Discuss the importance & key aspects of sharing and interpreting test results w/: students parents teachers

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Input: (my answer) You can explain how to read results and what they mean & DON'T mean. Important to key in to parents who are overstressing students. Take opportunity to talk with parents about ways they can help their kiddos. Sleep, eat well prior to the test, low stress etc. [Listening involves ...]

Output: What are some examples of appropriate methods of sharing standardized test results with groups of parents?

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Input: tests are not normed for all cultures - and if they are normed for that culture caution should be taken in interpretation since the norm might be done with a an assimilated group rather than a newly immigrated group [Listening involves ...]

Output: What are some cautions to observe when interpreting the results of a career, attitude, or personality test taken by a student who is a recent immigrant to the United States?

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Input: Home to school. School to school. - across grade levels - across districts or school bldgs. School to work. Referral from 1 specialist to another. Seeking placement in a different system. Returning to school from residential treatment or other external program. [Listening involves ...]

Output: Name some of the types of transitions that students face.

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Input: 1. articulation agreements w/ other schools 2. orientation programs across grade and bldg. levels 3. buddy systems for new students 4. placement activities for incoming students 5. teaching students job-seeking skills [Listening involves ...]

Output: Name some transitional activities possible ...

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Input: visual aids social stories schedules in the classrooms buddies [Listening involves ...]

Output: What are some effective strategies for home-to-school transitions of very young children?

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Input: Mentors Visiting the classroom tours [Listening involves ...]

Output: What are some effective strategies for grade-level transitions?

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Input: community building activities training opportunities a vocational trainer voc-ed @ high school level internships career guidance for all hs students working w/ businesses in community to develop partnerships [Listening involves ...]

Output: What are some effective strategies for school-to-work transitions?

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Input: The counselor helping others: -teachers -administrators -parents -those from the community * Can be formal or informal *Occasional or extended over time. [Listening involves ...]

Output: What does the consulting role involve?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: -Empathy -Helping staff understand student behaviors -Generating alternative solutions -Supporting staff efforts -Making recommendations for change [Listening involves ...]

Output: What are some consulting activities & skills?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Listen attentively and be present, however, direct them if the situation warrants to an outside counselor/LPC since a dual relationship would develop. There is a difference btw. a colleague "venting" a little and needed counseling. [Listening involves ...]

Output: What is the role of the school counselor when a teacher discloses her or his own personal struggles and asks for help?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Ask for specifics - - names - who/what/when/where/how - call in "victim" - go from there & assess [Listening involves ...]

Output: How would a school counselor best respond to a teacher concerned about bullying by some students in the classroom?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: -Custodial parents -Noncustodial parents -Siblings -Extended family members -Legal guardians [Listening involves ...]

Output: Who are some individuals that counselors consult with as far as families of students?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: -Empathy -Helping parents understand their children's behaviors and their families as interpersonal systems -Helping parents who are concerned about their children and their experience in thei school -Using family counseling skills with students in their family contexts -Teaching parenting skills -Managing boundaries & confidentiality -Helping parents make decisions & options [Listening involves ...]

Output: What are some consulting activities with parents and families of students?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: (My answer) This is a tricky ledge - negotiate carefully based on your judgment of parents' ability to accept information. You can offer more information on what might be effective working with a kiddo ... particularly if it is working at a school. Remember that some parents are doing all that they know / the best they can. Be careful not to exercise judgment. [Listening involves ...]

Output: How an the counselor intervene with parents who discipline of their children is ineffective?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Hook them up with resources. Support. Let staff know if necessary that the kiddo will need extra time/support. Provide if appropriate/ask - information on grief &/or grieving. Resource materials & books Information on support groups. [Listening involves ...]

Output: What can a school counselor offer to families experiencing the death of a family member?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: legal business mental health civic medical industrial cultural recreational religious [Listening involves ...]

Output: Name some community organizations and agencies that school counselors consult with.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: You can do it if you have a signed release from parent or legal guardian. [Listening involves ...]

Output: What are the ethical and legal guidelines regarding the release of counseling information to external 3rd parties.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Empathy Helping agencies understand students & the school system. Helping agencies develop services to benefit students. Helping agencies interface with schools. Collaborating with agencies to share information in ways that benefits students. [Listening involves ...]

Output: What are some consulting activities that a counselor might use with activities and organizations?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Provide literature that explains it. Explain it. Allow them to sit in on SST, START team, IEP, 504 meetings [Listening involves ...]

Output: What are some ways to help an outside agency understand the school system's approach to referral of students?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Ask what they need from you to be successful. If they need referrals of students be sure not to duplicate efforts. Identify students in need (get permission slips and records releases as applicable). Network and be involved in the community. Don't waste their time or yours! [Listening involves ...]

Output: How should the the school counselor respond to requests from outside agencies to visit the school to work with students?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: the school counselor [Listening involves ...]

Output: Who is the architect, builder and primary provider of the counseling and guidance program at school?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: ... an organized systemic program that serves multiple populations: -students -teachers -parents [Listening involves ...]

Output: Management and organization of counseling and guidance programs. A comprehensive guidance program is more than a collection of services. It is...

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: 1. Guidance curriculum 2. Individual planning 3. Responsive services 4. System support [Listening involves ...]

Output: What are the basic elements of comprehensive guidance programs?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: -Large group guidance in classrooms. -Small group activities [Listening involves ...]

Output: Guidance curriculum consists of two parts, these are -

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: 1. Individual appraisal 2. Individual advisement 3. Placement [Listening involves ...]

Output: Individual planning consists of three parts. These include:

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: -Counseling with individuals -Counseling in small groups -Counseling with parents and families -Referrals to others resources -Crisis counseling -Consulting with teachers, parents, administrators, and community agencies [Listening involves ...]

Output: Responsive services, as a part of a comprehensive guidance program, include the following:

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: 1. Coordinating data collection and sharing 2. Community and advisory boards 3. Researching and evaluating services 4. Program management and administration [Listening involves ...]

Output: System support, as part of a comprehensive guidance program, includes:

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: 1. Guidance Curriculum 2. Individual Planning 3. Responsive Services 4. System Suppport [Listening involves ...]

Output: What are the major components of a comprehensive counseling and guidance program?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Academic Development Career Development Personal/Social Development [Listening involves ...]

Output: What types of student development are the focus of a comprehensive guidance program?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: The counselor cannot meet the student's need b/c of: -time -student's issue is beyond the scope of school counseling setting -addiction -counselor bias [Listening involves ...]

Output: When is referral the most appropriate school counselor response to a student's needs?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: 1. Planning 2. Organizing 3. Implementing 4. Evaluating [Listening involves ...]

Output: The development of a comprehensive guidance plan has the following stages:

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Planning Phase [Listening involves ...]

Output: Conducting needs assessments through surveys, interviews, observations, and analysis of existing data is part of the _____phase.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Organizing Phase [Listening involves ...]

Output: Developing a comprehensive guidance curriculum with explicit student competencies and outcomes. Developing preventive and responsive services. These are part of the _____ phase in the development of a comprehensive guidance program.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: 1. coordinate counseling services and activities with academic and other school programs. 2. advertise the availability and scope of counseling services to students, staff, parents, and agencies. 3. scheduling counselor time and tasks 4. establishing record keeping and information systems [Listening involves ...]

Output: In the Implementing Phase of developing of a comprehensive guidance program you ...

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: 1. Coordinating, designing, analyzing and interpreting program development plans. 2. Conducting program evaluation on an ongoing and systemic basis - student outcome studies - satisfaction surveys - counselor self-assessment - performance evaluation of counselor - repeated needs assessments [Listening involves ...]

Output: Evaluating consists of ...

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: According to the National Standards school counselors must function in a variety of roles to support the academic, career and social/personal development of students. School counselors are expected to do: individual counseling group counseling consultation school wide guidance activities case management program evaluation [Listening involves ...]

Output: What are the primary components of the National Standards for School Counseling programs?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Elementary: very different, more opportunity to focus on the self - function in transistion ot community - role is more on ind/group and psycho-ed. High school - scheduling, more focused on career and transition to work [Listening involves ...]

Output: How do the roles of elementary middle, and secondary school counselors differ?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: -career resource materials -self-help information -community resource information -computer based interactive guidance systems -world wide web resources [Listening involves ...]

Output: What are some of the materials that a counselor is responsible for getting out to students and families?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Internet!! Professional journals/magazines Network Conference [Listening involves ...]

Output: Where would you look to find appropriate current information for students about careers? Jobs? Family Issues?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Open door policy Frank & honest If you have concerns - come & see me Those students who I know might have issues I'd check in with [Listening involves ...]

Output: How would you help middle school students to process information they have received about human sexuality?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: 1.What are the consequences of your decision? 2.How can the option be implemented? 3.Decide which option is the most ethical. 4.Consider your options. 5.Think through the ethical dilemma and identify all components as objectively as possible. [Listening involves ...]

Output: What are the steps in ethical decision making process?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: They are legally the "client" you can ask them to respect the counseling safe space - if necessary you can provide them with a vague summary outline of what was discussed. [Listening involves ...]

Output: What are the rights of parents to information about their children's counseling?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: A signed release [Listening involves ...]

Output: What is required for confidential information about a student's counseling to be released to 3rd parties?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: All [Listening involves ...]

Output: Which school staff, including counselors are required to report child abuse and neglect?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: school counselors are involved in IEP meetings, identifying students struggling academically who may fall under IDEA ... participate in START meetings, SST meetings and deal with parent concerns [Listening involves ...]

Output: How does the Individuals with Disabilities Education Act (IDEA) affect the role and activities of the professional school counselor?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: FERPA protects the privacy of a students records. It means that parents many request to see students educational records. The impact on the school counselor tends to be an ethical one when non-custodial parents express an interest in the records. Also the counselor should be savvy about what is put in the permanent record. [Listening involves ...]

Output: What is the effect of the Family Educational Rights & Privacy Act (FERPA) on the work of the school counselor.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: There are 3 classes of data. Records of counseling falls under "class C" data - this type of data should be removed or destroyed as soon as usefulness has expired - maximum of 5 years is standard. [Listening involves ...]

Output: How long should a counselor keep records of counseling with students?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: -Attending professional workshops & seminars -completing advanced graduate studies for credit -keeping current in professional lit -membership & participation in state, regional, and national associations [Listening involves ...]

Output: What are some activities designed to enhance the professional school counselor's own professional development?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: 1. Balancing work activities 2. Balancing work w. personal lifestyle needs 3. Maintaining cognitive, emotional, and physical health 4. Developing & maintaining healthy professional relationships, networking, and mentoring. [Listening involves ...]

Output: What are self-care activities & resources to maintain balance, personal centeredness, & well-being to avoid burn out.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: -high level of stress -role ambiguity -environment -individual factors - over-identification w/ clients - therapeutic locus of control [Listening involves ...]

Output: What factors contribute to counselor burnout?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: So that counselors continue to stay current in their field, stay connected with their peers, and continue to ruminate on their craft. [Listening involves ...]

Output: Why do professional licenses & certifications require professional development activities?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com


Input: Vestibular

Output: The Semicircular Canals, Saccule and Utricle comprises what inner ear system?

Audiology/Aural Habilitation/ Rehabilitation Flashcards - Cram.com

What type of energy is transferred from the middle ear to the inner ear?


Input: This procedure is calls for a small incisions are made in the ear drum to release pressure from the middle ear.

Output: Myringotomy is what type of surgical procedure?

Audiology/Aural Habilitation/ Rehabilitation Flashcards - Cram.com

What type of energy is transferred from the middle ear to the inner ear?


Input: ages 3 months to 3 years.

Output: What ages should visual reinforcement and conditional play be used for evaluating hearing?

Audiology/Aural Habilitation/ Rehabilitation Flashcards - Cram.com

What type of energy is transferred from the middle ear to the inner ear?


Input: A hearing loss that is caused due to aging. It is considered a type of sensorineural loss.

Output: What is presbycusis ?

Audiology/Aural Habilitation/ Rehabilitation Flashcards - Cram.com

What type of energy is transferred from the middle ear to the inner ear?


Input: The lowest intensity that speech can be heard at least 50% of the time.

Output: Define Speech Recognition Threshold.

Audiology/Aural Habilitation/ Rehabilitation Flashcards - Cram.com

What type of energy is transferred from the middle ear to the inner ear?


Input: 1. Pure Tone Audiometry 2. Immittance Audiometry 3.Otoacustic Emissions

Output: Name Three assessment approaches that can be used to determine possible hearing loss

Audiology/Aural Habilitation/ Rehabilitation Flashcards - Cram.com

What type of energy is transferred from the middle ear to the inner ear?


Input: Auditory Processing Disorder

Output: Name the disorder that occurs when an individual has difficulty sorting auditory signals, organizing the signals and gaining information needed to respond appropriately.

Audiology/Aural Habilitation/ Rehabilitation Flashcards - Cram.com

What type of energy is transferred from the middle ear to the inner ear?


Input: Brain

Output: Auditory Processing Disorder occurs when there is some for a disruption in the ________?


Input: Total Communication is one of the various treatment is used for treating individuals with Profound hearing loss. It consist of the use of teaching both verbal and nonverbal means of communication, such as sign, speech reading,and verbal communication.

Output: What is Total Communication?

Audiology/Aural Habilitation/ Rehabilitation Flashcards - Cram.com

What type of energy is transferred from the middle ear to the inner ear?


Input: [WHAT CAUSES DREAMS] WHAT ARE MOST DREAMS ABOUT [ELECTRICAL IMPULSES]

Output: ORDINARY EVENTS


Input: [WHAT CAUSES DREAMS] WHAT PERCENT OF DREAMS ARE ABOUT PEOPLE WE KNOW [ELECTRICAL IMPULSES]

Output: 70%


Input: [WHAT CAUSES DREAMS] MOST WOMEN DREAM OF WHAT [ELECTRICAL IMPULSES]

Output: SEA, BODIES OF WATER, WATER


Input: [WHAT CAUSES DREAMS] MOST COMMON DREAM THEMES ARE OF WHAT [ELECTRICAL IMPULSES]

Output: FALLING AND BEING CHASED


Input: [WHAT CAUSES DREAMS] WHAT ARE THE 3 THEORIES AS TO WHY WE DREAM [ELECTRICAL IMPULSES]

Output: 1. REORGANIZE THE BRAIN 2. WORK OUT UNSOLVED PROBLEMS 3. MAKE SENSE OF RANDOM STIMULATION OF BRAIN


Input: [WHAT CAUSES DREAMS] BRAIN CHEMICALS ARE USED UP DURING THE DAY; WHILE THE BRAIN REPLENISHES THESE CHEMICALS, DREAMS ORGANIZE THE PAST DAY OR WEEK OR MORE.. WHICH THEORY [ELECTRICAL IMPULSES]

Output: TO REORGANIZE BRAIN


Input: [WHAT CAUSES DREAMS] WE GO TO BED W/ A PROB AND WAKE UP W/O ONE [ELECTRICAL IMPULSES]

Output: TO WORK OUT UNSOLVED PROBS


Input: [WHAT CAUSES DREAMS] WHILE WE SLEEP, THE BRAIN FLUSHES OUT THE GARBAGE WE DONT NEED. IN THE PROCESS, THE BRAIN IS STIMULATED IN A RANDOM OR CRAZY WAY SO WE DREAM TO MAKE SENSE OF THE RANDOM STIMULATION [ELECTRICAL IMPULSES]

Output: TO MAKE SENSE OF RANDOM STIMULATION TO THE BRAIN


Input: [WHAT CAUSES DREAMS] NIGHTMARES OCCUR IN WHICH STAGE OF SLEEP [ELECTRICAL IMPULSES]

Output: REM


Input: [WHAT CAUSES DREAMS] NIGHTMARES OCCUR FREQUENTLY.. TRUE OR FALSE [ELECTRICAL IMPULSES]

Output: FALSE


Input: [WHAT CAUSES DREAMS] NIGHTMARES ARE MORE LIKELY TO OCCUR WHEN PEOPLE HAVE ... [ELECTRICAL IMPULSES]

Output: MISSED REM PERIODS FOR A DAY OR SO (FROM ALCOHOL OR NOT ENOUGH SLEEP)


Input: [WHAT CAUSES DREAMS] IF REM IS BLOCKED WHAT WILL OCCUR [ELECTRICAL IMPULSES]

Output: REM REBOUND


Input: [WHAT CAUSES DREAMS] THE 1ST TIME YOU GO TO SLEEP AFTER BEING DEPRIVED OF REM SLEEP, BOTH THE LENGTH AND # OF REM'S WILL INCREASE DRAMATICALLY TO MAKE UP FOR THE LOSS [ELECTRICAL IMPULSES]

Output: REM REBOUND


Input: [WHAT CAUSES DREAMS] INCUBUS ATTACKS OCCUR WHEN [ELECTRICAL IMPULSES]

Output: NREM


Input: [WHAT CAUSES DREAMS] INCUBUS ATTACKS - LATIN FOR [ELECTRICAL IMPULSES]

Output: HAVING A DEVIL ON YOUR BACK


Input: [WHAT CAUSES DREAMS] DURING A INC. ATTACK HEART RATE AND BREATHING RATE [ELECTRICAL IMPULSES]

Output: INCREASE


Input: [WHAT CAUSES DREAMS] THE DIFFERNCE BETWEEN INCUBUS AND NIGHTMARES ARE? [ELECTRICAL IMPULSES]

Output: INC ARE MORE VIVID AND SCART, INC OCCUR IN NREM RATHER THAN REM. NIGHTMARES HAPPEN IN ALL AGES, WHILE INC R ONLY SMALL CHILDREN. INC ARE FREQUENT WHILE NIGHTMARES ARE NOT.


Input: [WHAT CAUSES DREAMS] NIGHTMARES COME USUALLY BECAUSE WHAT IS BLOCKED [ELECTRICAL IMPULSES]

Output: REM


Input: [WHAT CAUSES DREAMS] WHATS THE IMPORTance of undertanding the process of sleep and brain activity during sleep from a scientific and medical way [ELECTRICAL IMPULSES]

Output: sleep is a nessecity. you cant live w/o it. if u go long enough w/o it you hallucinate and develop a sickness. someties sleep deprovation is good like in deoressed patients but usually not. many belive that deep sleep is the time the body, brain, and nuerons replenish themselves. sleep is also needed for a healthy immune system. even animcals like rats need sleep.


Input: [1] perimeter [2]

Output: The distance AROUND the edge or RIM of a figure.

State Math Assessment Vocab 3 Flashcards - Cram.com


Input: [1] array [2]

Output: An arrangement that shows things in rows and columns. Often used as a model for multiplication problems.

State Math Assessment Vocab 3 Flashcards - Cram.com


Input: [1] translation [2]

Output: SLIDING a figure in any direction.

State Math Assessment Vocab 3 Flashcards - Cram.com


Input: [1] reflection [2]

Output: FLIPPING a figure over a line.

State Math Assessment Vocab 3 Flashcards - Cram.com


Input: [1] rotation [2]

Output: TURNING a figure around a point.

State Math Assessment Vocab 3 Flashcards - Cram.com


Input: [1] mean [2]

Output: AVERAGE. Found by adding all of the numbers in a set together and dividing the sum by the number of numbers in the set.

State Math Assessment Vocab 3 Flashcards - Cram.com


Input: [1] median [2]

Output: The MIDDLE number. Found by first putting the numbers in order, then finding the number in the middle.

State Math Assessment Vocab 3 Flashcards - Cram.com


Input: [1] mode [2]

Output: The number found MOST often in a set of numbers.

State Math Assessment Vocab 3 Flashcards - Cram.com


Input: [1] difference [2]

Output: The answer to a SUBTRACTION problem.

State Math Assessment Vocab 3 Flashcards - Cram.com


Input: Where is the lesion? loss of primary sensory modalities possible visual disturbances spontaneous painful sensations [Cortex] Subcortical, thalamus [Sensory signs/symptoms]

Output: Sensory signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? clumsiness and incoordination [Cortex] Cerebellum [Sensory signs/symptoms]

Output: Sensory signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? sensory changes seen in cranial nerves and long tracts [Cortex] Brainstem [Sensory signs/symptoms]

Output: Sensory signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? well demarcated level below which there is decreased sensory perception (sensory level) modality variability [Cortex] Spinal Cord [Sensory signs/symptoms]

Output: Sensory signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? weakness or paralysis spasticity with increased tendon reflexes little, if any muscular atrophy [Cortex] Cortex [Sensory signs/symptoms]

Output: Motor signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? dyskinesias abnormal posturing (dystonia) possible hemiparesis [Cortex] Subcortical, Basal Ganglia [Sensory signs/symptoms]

Output: Motor signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? ataxia and intention tremors dysmetria and hypotonia dysdiadochokinesia possible depressed or pendular DTRs [Cortex] Cerebellum [Sensory signs/symptoms]

Output: Motor signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? motor changes seen in cranial nerve territories and may be LMN or UMN signs long tract involvement with UMN signs [Cortex] Brainstem [Sensory signs/symptoms]

Output: Motor signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? spastic weakness with increased DTRs dysautonomia acute injury has flaccid paralysis with decreased DTRs [Cortex] Spinal Cord [Sensory signs/symptoms]

Output: Motor signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? language/intellectual functional deficits pathologic reflexes may be present disturbances in memory and recall [Cortex] Cortex [Sensory signs/symptoms]

Output: Special features

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? gait disturbances [Cortex] Subcortical, (thalamus / basal ganglia) [Sensory signs/symptoms]

Output: Special features

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? possible signs of brainstem involvement gait disturbances possible disturbed eye movements Rebound phenomenon may be present [Cortex] Cerebellum [Sensory signs/symptoms]

Output: Special features

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? crossed signs of facial/body involvement CN + long tracts = brainstem lesion [Cortex] Brainstem [Sensory signs/symptoms]

Output: Special features

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? pathologic reflexes and clonus bowel/bladder dysfunction due to autonomic disturbances absence of fasciculations/atrophy [Cortex] Spinal Cord [Sensory signs/symptoms]

Output: Special features

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? dermatomal loss of sensation asymmetric distribution that may be distal or proximal [Cortex] Nerve root (radiculopathy) [Sensory signs/symptoms]

Output: Sensory signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? territorial distribution of sensory loss usually distal asymmetric loss [Cortex] Peripheral nerve [Sensory signs/symptoms]

Output: Sensory signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? absence of sensory changes [Cortex] Neuromuscular Junction OR Myopathy [Sensory signs/symptoms]

Output: Sensory signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? flaccid weakness decreased DTRs presence of fasciculations [Cortex] Nerve root (radiculopathy) OR Peripheral nerve [Sensory signs/symptoms]

Output: Motor signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? weakness that may be patchy in distribution weakness noticed worse with exercise or later in the day normal or reduced tone and DTRs [Cortex] Neuromuscular junction [Sensory signs/symptoms]

Output: Motor signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? proximal weakness, usually symmetric absence of atrophy or fasciculations normal DTRs and mass until late in disease absence of sphincter disturbances [Cortex] Myopathy [Sensory signs/symptoms]

Output: Motor signs/symptoms

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? pain is usually present atrophy early with fasciculations [Cortex] Nerve root (radiculopathy) OR Peripheral nerve [Sensory signs/symptoms]

Output: Special features

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? effects muscles of face, eyes, and jaw early can be tested by sustaining upward gaze [Cortex] Neuromuscular junction [Sensory signs/symptoms]

Output: Special features

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Where is the lesion? Family history usually provides clues to diagnosis [Cortex] Myopathy [Sensory signs/symptoms]

Output: Special features

Neurology Tri-6 MT, Where's the Lesion? Flashcards - Cram.com


Input: Extra inventory that companies hold to protect themselves against uncertainties in either demand or replenishment time. [Cycle stock]

Output: Safety stock

Operations Management Test 3 Flashcards - Cram.com


Input: Inventory that is held in anticipation of customer demand. [Cycle stock]

Output: Anticipation inventory

Operations Management Test 3 Flashcards - Cram.com


Input: a form of inventory buildup to buffer against some event that may not happen. Hedge inventory planning involves speculation related to potential labor strikes, price increases, unsettled governments, and events that could severely impair the company's strategic initiatives. [Cycle stock]

Output: Hedge inventory

Operations Management Test 3 Flashcards - Cram.com


Input: Inventory that is moving from one link in the supply chain to another. [Cycle stock]

Output: Transportation Inventory

Operations Management Test 3 Flashcards - Cram.com


Input: Inventories used to smooth out differences between upstream production levels and downstream demand. [Cycle stock]

Output: Smoothing inventories

Operations Management Test 3 Flashcards - Cram.com


Input: 1) Uncertainty in supply or demand 2) Mismatch b/t downstream partner's demand and most efficient production or shipment volumes for upstream partner. 3) Mismatch b/t downstream demand levels and upstream production capacity. 4) Mismatch b/t timing of customer demand and supply chain lead times. [Cycle stock]

Output: What are four inventory drivers?

Operations Management Test 3 Flashcards - Cram.com


Input: Inventory items w/ demand levels that are beyond a company's complete control. [Cycle stock]

Output: Independent demand items are?

Operations Management Test 3 Flashcards - Cram.com


Input: Inventory items that are tied directly to the company's planned production of another item. [Cycle stock]

Output: Dependent demand items are?

Operations Management Test 3 Flashcards - Cram.com