Input: [What is a line?] What is a plane?

Output: A plane is a flat surface that extends infinitely in all directions.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What are parallel lines?

Output: Parallel lines are two lines in the same plane that do not intersect.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What is a polygon?

Output: A polygon is a closed figure with three or more sides that intersect only at their endpoints.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What are postulates?

Output: Postulates are generalizations in geometry that cannot be proven true. They are just accepted as true.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What is a point?

Output: A point is a specific place in space. A point has no dimension. It has no length, width or depth.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What is a line segment?

Output: A line segment is a part of a line with two endpoints.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What is a ray?

Output: A ray has one endpoint and extends infinitely in the other direction.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What are opposite rays?

Output: Opposite rays are two rays that have the same endpoint and form a straight line.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What are collinear points?

Output: Collinear points lie on the same line.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What are noncollinear points?

Output: Noncollinear points do not lie on the same line.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What is an angle?

Output: An angle is a pair of two rays that have the same endpoint.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What are theorems?

Output: Theorems are generalizations in geometry that can be proven true.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What is an acute angle?

Output: An acute angle measures less than 90 degrees.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What is a right angle?

Output: A right angle measures exactly 90 degrees.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What is an obtuse angle?

Output: An obtuse angle measures more than 90 degrees.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What is a straight angle?

Output: A straight angle measures exactly 180 degrees.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [What is a line?] What is a reflex angle?

Output: A reflex angle has a measure greater than 180 degrees and less than 360 degrees.

Terms of Geometry defined Flashcards - Cram.com

A line is a set of continuous points that extend indefinitely in either direction.


Input: [2] Standard of measurement in musical time [1]

Output: Beat

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] Rate of progression of beats and beat combinations [1]

Output: Tempo

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] Recurring patterns of accented and unaccented pulsations of beat [1]

Output: Meter

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] beat is normally divisible by 2 [1]

Output: simple meter

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] beat is normally divisible by 3 [1]

Output: compound meter

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] composed of beats of unequal lengths - beats divisible by 2 OR 3; divided beats have same duration [1]

Output: composite or compound meter

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] when upper numeral of time signature is 3 and speed of piece calls for sompound interpretation (1 beat per measure) [1]

Output: compound single

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] occurrence of varying lengths of sound and silence [1]

Output: rhythm

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] when long notes coincide with strong beats and shorter notes occur as non-synocopated divisions of weak beats OR when repeating non syncopated divisions occur on all beats [1]

Output: regular rhythm

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] 1. Measure is filled by one note 2. Menaure filled by 2 equal notes in quadruple meter 3. measure divided equally into units of beats 4. measure divided into equal divisions of the unit of beat [1]

Output: uniform ryhthm

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] True (But not all regular rhythms are uniform) [1]

Output: True or False All uniform rhythms are regular

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] 1. when long notes coincide with weak beats or weak parts of beats 2. Rhythm has been syncopated [1]

Output: Irregular rhythm

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] 1. When weak beat or part of beat is accented 2. When weak beat is tied to strong beat that follows it 3. When a rest occurs on a beat after a note on a weak beat [1]

Output: syncopated rhythm

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] False (But all syncopated rhythms ARE irregular) [1]

Output: True or False All irregular rhythms are syncopated

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] first beat of a measure [1]

Output: thesis

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] unaccented beat in a measure [1]

Output: arsis

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] pick-up [1]

Output: anacrusis

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] last attack of phrase coincides with thesis [1]

Output: masculine ending

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] last attack of phrase does not coincide with thesis [1]

Output: feminine ending

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] have same metrical stress but different unit of beat (ie 4/4 and 4/2 are related) [1]

Output: related meters

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [2] 2 different meters, one simple and one compound, with same beat grouping and same note to represent the divided beat (ie. 2/4 and 6/8 are equivalent) [1]

Output: equivalent meters

Basic Music NAVEDTRA 10244 Chapters 3 & 4 Flashcards - Cram.com


Input: [1] v. to stop proceedings for a time; to move to another place [2]

Output: adjourn

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. not regular or consistent [2]

Output: erratic

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to caution or advise against something [2]

Output: admonish

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to conquer by force, bring under complete control [2]

Output: subjugate

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to pardon or overlook [2]

Output: condone

Charlie Vocab Final Flashcards - Cram.com


Input: [1] n. a split or break, breach [2]

Output: rift

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to seize and hold a position by force or without right. [2]

Output: usurp

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to disagree n. a disagreement [2]

Output: dissent

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to overcome with fear, intimaidate [2]

Output: daunt

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. bending readily, easily influenced [2]

Output: pliant

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to make right, correct [2]

Output: rectify

Charlie Vocab Final Flashcards - Cram.com


Input: [1] n. a temporary relief or delay v. to grant a postponement [2]

Output: reprieve

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. hidden, present but not realized [2]

Output: latent

Charlie Vocab Final Flashcards - Cram.com


Input: [1] n. slavery; any state of being held down [2]

Output: bondage

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to hold back [2]

Output: hamper

Charlie Vocab Final Flashcards - Cram.com


Input: [1] n. refuse, waste products [2]

Output: dross

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. thoughtful; melancholy [2]

Output: pensive

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. quarrelsome, fond of fighting [2]

Output: pugnacious

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to reward, pay [2]

Output: remunerate

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj.genuine, excellent [2]

Output: sterling

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. angery bad-tempered; rude [2]

Output: surly

Charlie Vocab Final Flashcards - Cram.com


Input: [1] n. an idle wanderer, tramp adj. wandering aimlessly [2]

Output: vagrant

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to sink a ship by cutting holes in it; get rid of something in a decisive way; to run hastily, scurry [2]

Output: scuttle

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. disbelieving, skeptical [2]

Output: incredulous

Charlie Vocab Final Flashcards - Cram.com


Input: [1] n. a small room or compartment [2]

Output: cubicle

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to blame, scold [2]

Output: chide

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. small, smaller than most others of the same type. [2]

Output: diminutive

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. made or delivered on the spur of the moment [2]

Output: extemporaneous

Charlie Vocab Final Flashcards - Cram.com


Input: [1] n. mud; wet, swampy ground; a tough situation; v. to get stuck in [2]

Output: mire

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to conduct or bear oneself, behave; to be in agreement [2]

Output: comport

Charlie Vocab Final Flashcards - Cram.com


Input: [1] n. a small stream [2]

Output: rivulet

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. very famous, distinguished [2]

Output: illustrious

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. sly, shrewd, cunning [2]

Output: wily

Charlie Vocab Final Flashcards - Cram.com


Input: [1] n. an overwhelming defeat [2]

Output: debacle

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. causing uncertainty or suspension; in a doubtful or uncertain state of mind [2]

Output: dubious

Charlie Vocab Final Flashcards - Cram.com


Input: [1] n. a tricky, deceitful, or unprincipled fellow [2]

Output: knave

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. not feeling remorse or sorrow for errors or offenses [2]

Output: impenitent

Charlie Vocab Final Flashcards - Cram.com


Input: [1] adj. having a pleasing appearance [2]

Output: comely

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to lessen, diminish [2]

Output: dwindle

Charlie Vocab Final Flashcards - Cram.com


Input: [1] v. to flood, overflow; to overwhelm by numbers or size [2]

Output: inundate

Charlie Vocab Final Flashcards - Cram.com


Input: regulatory drive – eg hunger, thirst – preserves homeostasis [human sexual response cycle]

Output: regulatory drive

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: a non-regulatory drive – eg reproductive drive – serves a more complex purpose [human sexual response cycle]

Output: non-regulatory drive

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: The class of hormones that predominate in females and are produced by the ovaries. [human sexual response cycle]

Output: estrogens

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: the class of hormones that predominate males and are produced by the testes in males and by the adrenal glands in both males and females. [human sexual response cycle]

Output: Androgens

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: scented substances that are powerful sexual attracts in some animals [human sexual response cycle]

Output: pheromones

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: Sex is synonymous with love. [human sexual response cycle]

Output: Romantic Script

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: sex is accepted only within marriage [human sexual response cycle]

Output: traditional religious script

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: Masters and Johnson developed this concept to describe four phases of physiological responses as individuals masturbated or had sexual intercourse: excitement, plateau, orgasm and resolution. [human sexual response cycle]

Output: human sexual response cycle

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: A belief that many sexual actives are acceptable for males but not females. [human sexual response cycle]

Output: Double standard

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: an enduring attraction toward members of owns sex (homosexual) or opposite sex) heterosexual) [human sexual response cycle]

Output: sexual orientation

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: Disorders that involve impairments in the sexual response pattern, either in the desire for gratification or the inability to achieve it. the sexual response cycle is described as having four phases - excitement (desire); plateau (excitement), orgasm and resolution - sexual difficulties are often defined within one of the first three of these phases [human sexual response cycle]

Output: psychosexual dysfunction

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: the desire phase of the sexual response cycle involves “…an urge to have sex, sexual fantasies, and sexual attraction to others.” p 308 the two dysfunctions of this phase are hypoactive sexual desire disorder and sexual aversion disorder [human sexual response cycle]

Output: hypoactive sexual desire disorder and sexual aversion disorder

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: the ‘excitement’ or plateau phase involves more intense physiological arousal, increases in blood pressure, heart rate, muscle tension and breathing the two dysfunctions of this phase are female sexual arousal disorder and male erectile dysfunction disorder [human sexual response cycle]

Output: female and male sexual arousal disorder

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: male and female orgasmic disorder – a repeated inability to reach orgasm or long delays in reaching orgasm after normal sexual excitement [human sexual response cycle]

Output: male/female orgasmic disorder

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: psychological causes - relationship or other emotional issues; performance anxiety and the spectator role (Masters and Johnson 1970); poor/unhelpful learning experiences and dysfunctional associations; issues related to attitudes or values; fear or anxiety related to a physical condition; previous trauma or assault [human sexual response cycle]

Output: performance anxiety and spectator role

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: “…characterized by recurrent and intense sexual urges, fantasies, or behaviors involving nonhuman objects, children, nonconsenting adults, or experiences of suffering or humiliation.” Comer: 324 [human sexual response cycle]

Output: paraphilias

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: fetishism – “…recurrent and intense sexual urges, fantasies, or behaviors that involve the use of a nonliving object” [human sexual response cycle]

Output: fetishism

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: – “…involve dressing in clothes of the opposite sex.” Comer: 326 [human sexual response cycle]

Output: transvestic fetishism

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: voyeurism – “…desire to observe unsuspecting people in secret as they undress or to spy on couples having intercourse...” Comer: 328 [human sexual response cycle]

Output: voyeurism

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: exhibitionism – “…sexually arousing urges or fantasies about exposing their genitals to another person...” [human sexual response cycle]

Output: exhibitionism

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: – “…sexual urges, fantasies, or behaviors that involve touching and rubbing against a nonconsenting person.” [human sexual response cycle]

Output: frotteurism

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: “…being humiliated, beaten, bound, or otherwise made to suffer.” [human sexual response cycle]

Output: sexual masochism –

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: “…inflicting suffering on others.” Comer: p 330 [human sexual response cycle]

Output: sexual sadism –

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: pedophilia – “A paraphilia in which a person has repeated and intense sexual urges or fantasies about watching, touching, or engaging in sexual acts with prepubescent children, and may carry out these urges or fantasies.” Comer: 328 [human sexual response cycle]

Output: pedophilia

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: a rare condition in which “…a person’s physical gender is not consistent with the person’s sense of identity” Barlow and Durand (2007 p 342) distinct from transvestism and from intersexed individuals (hermaphrodites) gender identity is independent of sexual arousal patterns [human sexual response cycle]

Output: gender identity disorder

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: sex reassignment surgery – permitted under very precise criteria…the individual must live in the opposite sex-role for 1- 2 years; must be stable psychologically, financially and socially [human sexual response cycle]

Output: sex reassignment surgery

Chapter 13: Study Guide: Sexuality Flashcards - Cram.com


Input: [2] Difficult or labored breathing [1]

Output: Dyspnea

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Incomplete expansion or collapse of a part of the lungs [1]

Output: Atelectasis

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Abnormal breath sound heard over the lungs [1]

Output: Adventitious

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Small air sacs at the end of the terminal bronchioles that are the site of gas exchange [1]

Output: Alveoli

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Slow rate of breathing [1]

Output: Bradypnea

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Those heard over the trachea; high in pitch and intensity, with expiration being longer than inspiration [1]

Output: Bronchial sounds

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Medication that relaxes contractions of smooth muscles of the bronchioles [1]

Output: Bronchodilator

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Normal breath sounds heard over the upper anterior chest and intercostal area [1]

Output: Bronchovesicular

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Normal respirations [1]

Output: Eupnea

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Blood that develops in the pleural space [1]

Output: Hemothorax

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Condition in which there is more than the normal amount of air entering and leaving lungs [1]

Output: Hyperventilation

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Decreased rate or depth of air movement into the lungs [1]

Output: Hypoventilation

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Deficient oxygenation of blood [1]

Output: Hypoxemia

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Inadequate amount of oxygen available to the cells [1]

Output: Hypoxia

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Movement of air into and out of the lungs [1]

Output: Pulmonary ventilation

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Fluid in the pleural space. [1]

Output: Pleural effusion

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Air in the pleural space [1]

Output: Pneumothorax

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Instrument used to measure lung capacities and volumes; one type is used to encourage deep breathing (incentive spirometry) [1]

Output: Spirometer

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Detergent-like phospholipid that reduces surface tension of the fluid lining the alveoli [1]

Output: Surfactant

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Rapid rate of breathing [1]

Output: Tachypnea

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] aspiration of fluid or air from the pleural space [1]

Output: Thoracentesis

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] Artificial opening made into the trachea through which a tracheostomy tube is inserted [1]

Output: Tracheostomy

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] normal sound of respirations heard on auscultation over peripheral lung areas [1]

Output: Vesicular breath sounds

Oxygenation Foreign Language Flashcards - Cram.com


Input: [2] continuous, high-pitched squeak or musical sound made as air moves through narrowed or partially obstructed airway passages [1]

Output: Wheezing

Oxygenation Foreign Language Flashcards - Cram.com


Input: When you see something, go exactly the way you want it, what do you think happened at that time? You then become a doctor because of that situation that might have happened years ago. Some people may think that it was just a coincidence, and some people might think it was their own, “skill,” that got them where they are now. When you see something, go exactly the way you want it, what do you think happened at that time? You then become a doctor because of that situation that might have happened years ago. Some people may think that it was just a coincidence, and some people might think it was their own, “skill,” that got them where they are now.

Output: When you see something, go exactly the way you want it, what do you think happened at that time? You then become a doctor because of that situation that might have happened years ago. Some people may think that it was just a coincidence, and some people might think it was their own, “skill,” that got them where they are now.

Have you ever looked away from where you were walking, and crashed into a pole, swerved into a girl while she had her books in her hands. The next day you asked her on a date, and in the next ten years she married you? Five more years you two become business partners and created a company that created technology for deaf people to hear! That might not have happened to you, but if that happened, how? Was it a coincidence? Were you planning it at all along? Or was it your destiny? Hello teachers, students, and honourable judges. I will be talking about destiny. Do things really happen for a reason, or do you control your own life? When you are born is your life predetermined to do the things you were, “born,” to do? What do you believe?


Input: Albert Einstein is one example. He was not the smartest person when he was young, but he then became one of the smartest people on earth, and he helped a lot of people. Do you think he lead himself to where he was, or was it already planned? People don’t believe that a person will be born a delinquent, or be born a doctor, people think that they can tell a person what to do, and control their life, but they can only lead them to where they want to go, they make their own choices. Maybe that is what destiny is. Just choices. Nothing but your own choices. Albert Einstein is one example. He was not the smartest person when he was young, but he then became one of the smartest people on earth, and he helped a lot of people. Do you think he lead himself to where he was, or was it already planned? People don’t believe that a person will be born a delinquent, or be born a doctor, people think that they can tell a person what to do, and control their life, but they can only lead them to where they want to go, they make their own choices. Maybe that is what destiny is. Just choices. Nothing but your own choices.

Output: Albert Einstein is one example. He was not the smartest person when he was young, but he then became one of the smartest people on earth, and he helped a lot of people. Do you think he lead himself to where he was, or was it already planned? People don’t believe that a person will be born a delinquent, or be born a doctor, people think that they can tell a person what to do, and control their life, but they can only lead them to where they want to go, they make their own choices. Maybe that is what destiny is. Just choices. Nothing but your own choices.

Have you ever looked away from where you were walking, and crashed into a pole, swerved into a girl while she had her books in her hands. The next day you asked her on a date, and in the next ten years she married you? Five more years you two become business partners and created a company that created technology for deaf people to hear! That might not have happened to you, but if that happened, how? Was it a coincidence? Were you planning it at all along? Or was it your destiny? Hello teachers, students, and honourable judges. I will be talking about destiny. Do things really happen for a reason, or do you control your own life? When you are born is your life predetermined to do the things you were, “born,” to do? What do you believe?


Input: When you make choices throughout your whole life, do YOU actually make them? You might have got a good mark on a test just because you decided to study for it. As I said before, people can believe that destiny is real or not. When you make a choice, there could be multiple outcomes. Outcomes that could lead to something in your favour, or outcomes that could lead to your demise. Those outcomes could lead to others, and others. It just depends on your first choice. When you make choices throughout your whole life, do YOU actually make them? You might have got a good mark on a test just because you decided to study for it. As I said before, people can believe that destiny is real or not. When you make a choice, there could be multiple outcomes. Outcomes that could lead to something in your favour, or outcomes that could lead to your demise. Those outcomes could lead to others, and others. It just depends on your first choice.

Output: When you make choices throughout your whole life, do YOU actually make them? You might have got a good mark on a test just because you decided to study for it. As I said before, people can believe that destiny is real or not. When you make a choice, there could be multiple outcomes. Outcomes that could lead to something in your favour, or outcomes that could lead to your demise. Those outcomes could lead to others, and others. It just depends on your first choice.

Have you ever looked away from where you were walking, and crashed into a pole, swerved into a girl while she had her books in her hands. The next day you asked her on a date, and in the next ten years she married you? Five more years you two become business partners and created a company that created technology for deaf people to hear! That might not have happened to you, but if that happened, how? Was it a coincidence? Were you planning it at all along? Or was it your destiny? Hello teachers, students, and honourable judges. I will be talking about destiny. Do things really happen for a reason, or do you control your own life? When you are born is your life predetermined to do the things you were, “born,” to do? What do you believe?


Input: Now you think that you made that decision, and nothing could have stopped you. But in fact, there are many factors that could have swayed you towards that decision. Your peers and your family. When thinking about destiny, think about things that lead you to that situation. Destiny can be real or fake. What you believe in. What you think. Now you think that you made that decision, and nothing could have stopped you. But in fact, there are many factors that could have swayed you towards that decision. Your peers and your family. When thinking about destiny, think about things that lead you to that situation. Destiny can be real or fake. What you believe in. What you think.

Output: Now you think that you made that decision, and nothing could have stopped you. But in fact, there are many factors that could have swayed you towards that decision. Your peers and your family. When thinking about destiny, think about things that lead you to that situation. Destiny can be real or fake. What you believe in. What you think.

Have you ever looked away from where you were walking, and crashed into a pole, swerved into a girl while she had her books in her hands. The next day you asked her on a date, and in the next ten years she married you? Five more years you two become business partners and created a company that created technology for deaf people to hear! That might not have happened to you, but if that happened, how? Was it a coincidence? Were you planning it at all along? Or was it your destiny? Hello teachers, students, and honourable judges. I will be talking about destiny. Do things really happen for a reason, or do you control your own life? When you are born is your life predetermined to do the things you were, “born,” to do? What do you believe?


Input: When you were one second old, and you were just born, do you think, you had your whole life in front of you, and you could just live it any way you wanted to, and become the person you strive to be, and be the best you can be. Or do you think, as a child, the things you do are picked out, and when you think you make your own decisions, it was actually coming to you the whole time. All these things about destiny and things happening for a reason sound’s like something awful. You just have to fail a test, so you become as smart as Albert Einstein. If you can’t control your life, what’s worth living it? When you’re born what happens. The second you start to breath, your life is pre-made. You can’t make any decisions; you will just have to go along with WHOEVER makes the, “rules.” Great. So what’s so good about destiny again? When you were one second old, and you were just born, do you think, you had your whole life in front of you, and you could just live it any way you wanted to, and become the person you strive to be, and be the best you can be. Or do you think, as a child, the things you do are picked out, and when you think you make your own decisions, it was actually coming to you the whole time. All these things about destiny and things happening for a reason sound’s like something awful. You just have to fail a test, so you become as smart as Albert Einstein. If you can’t control your life, what’s worth living it? When you’re born what happens. The second you start to breath, your life is pre-made. You can’t make any decisions; you will just have to go along with WHOEVER makes the, “rules.” Great. So what’s so good about destiny again?

Output: When you were one second old, and you were just born, do you think, you had your whole life in front of you, and you could just live it any way you wanted to, and become the person you strive to be, and be the best you can be. Or do you think, as a child, the things you do are picked out, and when you think you make your own decisions, it was actually coming to you the whole time. All these things about destiny and things happening for a reason sound’s like something awful. You just have to fail a test, so you become as smart as Albert Einstein. If you can’t control your life, what’s worth living it? When you’re born what happens. The second you start to breath, your life is pre-made. You can’t make any decisions; you will just have to go along with WHOEVER makes the, “rules.” Great. So what’s so good about destiny again?

Have you ever looked away from where you were walking, and crashed into a pole, swerved into a girl while she had her books in her hands. The next day you asked her on a date, and in the next ten years she married you? Five more years you two become business partners and created a company that created technology for deaf people to hear! That might not have happened to you, but if that happened, how? Was it a coincidence? Were you planning it at all along? Or was it your destiny? Hello teachers, students, and honourable judges. I will be talking about destiny. Do things really happen for a reason, or do you control your own life? When you are born is your life predetermined to do the things you were, “born,” to do? What do you believe?


Input: No religion condones speaking about destiny, and no religion tells you if it is real or not. Because of this, we are left with empty hands. What happens when destiny strikes? When you are born, we have many decisions to make. Do I love my parents? Am I a good child? Will I try my best? All these decisions lead to who you are. But does destiny lead you there? People believe when you see someone turn out the way they are, it is their destiny to be a, “good or bad,” child. Other people believe that people can influence them to make their own decisions like their parents. If people are aware of how they will turn out, if bad, they might want to change it. Maybe knowing about destiny is a good thing. After all, it can change you. So is destiny real? You decide. No religion condones speaking about destiny, and no religion tells you if it is real or not. Because of this, we are left with empty hands. What happens when destiny strikes? When you are born, we have many decisions to make. Do I love my parents? Am I a good child? Will I try my best? All these decisions lead to who you are. But does destiny lead you there? People believe when you see someone turn out the way they are, it is their destiny to be a, “good or bad,” child. Other people believe that people can influence them to make their own decisions like their parents. If people are aware of how they will turn out, if bad, they might want to change it. Maybe knowing about destiny is a good thing. After all, it can change you. So is destiny real? You decide.

Output: No religion condones speaking about destiny, and no religion tells you if it is real or not. Because of this, we are left with empty hands. What happens when destiny strikes? When you are born, we have many decisions to make. Do I love my parents? Am I a good child? Will I try my best? All these decisions lead to who you are. But does destiny lead you there? People believe when you see someone turn out the way they are, it is their destiny to be a, “good or bad,” child. Other people believe that people can influence them to make their own decisions like their parents. If people are aware of how they will turn out, if bad, they might want to change it. Maybe knowing about destiny is a good thing. After all, it can change you. So is destiny real? You decide.

Have you ever looked away from where you were walking, and crashed into a pole, swerved into a girl while she had her books in her hands. The next day you asked her on a date, and in the next ten years she married you? Five more years you two become business partners and created a company that created technology for deaf people to hear! That might not have happened to you, but if that happened, how? Was it a coincidence? Were you planning it at all along? Or was it your destiny? Hello teachers, students, and honourable judges. I will be talking about destiny. Do things really happen for a reason, or do you control your own life? When you are born is your life predetermined to do the things you were, “born,” to do? What do you believe?


Input: Where are the 2 sets of chemoreceptors that are sensitive to pH? [chemoreceptors]

Output: medulla oblongata of the brain stem, and also in the carotid bodies (in the neck and aortic bodies in the aorta)

Respiratory System #1 Flashcards - Cram.com


Input: Why do you inhale? [chemoreceptors]

Output: Because of plasma acidity directly caused by carbon dioxide

Respiratory System #1 Flashcards - Cram.com


Input: What are the chemoreceptors stimulated by? [chemoreceptors]

Output: When the carbon dioxide entering the blood is sufficient to change blood pH.

Respiratory System #1 Flashcards - Cram.com


Input: What is increased carbon dioxide due to? [chemoreceptors]

Output: its ability to from free hydrogen ion when acted upon by carbonic anhydrase

Respiratory System #1 Flashcards - Cram.com


Input: Reduced oxygen levels can cause increased respiration, but how strong is its stimulus? [chemoreceptors]

Output: relatively weak

Respiratory System #1 Flashcards - Cram.com


Input: How does the baby take its first breath? [chemoreceptors]

Output: when the umbilical cord is clamped and cut, the build up of CO2 and the accompanying increase in H+ stimulate the medulla oblongata and the newborn takes its first breath.

Respiratory System #1 Flashcards - Cram.com


Input: What type of breathers are babies? [chemoreceptors]

Output: Diaphragmatic breathers, and nose breathers

Respiratory System #1 Flashcards - Cram.com


Input: What does the respiratory center do when the pH of the blood decreases? [chemoreceptors]

Output: the respiratory center increases the rate and depth of breathing which causes more carbon dioxide to be removed from the blood and the hydrogen ion concentration to return to normal

Respiratory System #1 Flashcards - Cram.com


Input: Why are most people unable to hold their breath for more than one minute? [chemoreceptors]

Output: Becuase when you hold your breath, metabolically produced CO2 begins accumulating in the blood. As a result, H+ accumulates and the blood becomes more acidic.

Respiratory System #1 Flashcards - Cram.com


Input: No duy to act rule: a person owes another no duty to take active or affirmative steps to act for another's protection. A ∆ is subject to liability for misfeasnce, but rarely for nonfeasance

Output: Nonfeasance generally

If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?


Input: When something that might be done lawfully is done unlawfully.

Output: Misfeasance generally

If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?


Input: that individuals should be responsible for their own actions and should not be liable for others’ independent misconduct. There is no case suggesting that an adult encouraging another adult to engage in a dangerous activity can give rise to a legal duty

Output: Basic principle of legal responsibility

If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?


Input: Yes. Podias v. Mairs: driver had a duty to summon help for the person he hit

Output: If you commit a tort or innocent act, and you KNOW it has harmed another, do you have a duty to act?

If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?


Input: Yes... if a statute requires you to do something (landlord maintains a door locks on an apartment)

Output: If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?

If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?


Input: One who voluntarily undertakes to render services to another is liable for bodily harm caused by his failure to perform such services with due care or with such competence and skill as he possesses. In this case, changing the girl’s shirt and cleaning up her vomit showed a voluntary undertaking

Output: Reliance on services in nonfeasance

If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?


Input: an actor who undertakes to render services to another, when the actor knows/should know that those services will reduce the risk of harm to the other, has a duty to use reasonable care in rendering those services if the failure to exercise care would increase the risk of harm beyond which would have eisted without the undertaking; or if the other person relies on the actor’s using reasonable care in the undertaking

Output: Restatement position on providing services to another

If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?


Input: Farwell v. Keaton: driving around with his beaten friend in the car showed a special relationship, voluntary undertaking of care, preventing to get him help from others, and making the situation worse

Output: Preventing another person from helping another

If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?


Input: o ex: Restatement (3): when D discontinues aid, liability is imposed If D, by acting unreasonably, has left the victim in a worse situation than before D took charge

Output: Is liability imposed when someone makes matters worse in case on nonfeasance

If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?


Input: o carrier-passenger o innkeeper-guest o landowner-lawful entrant o employer-employee o school-student o landlord-tenant o custodian-custody

Output: What are the special relationships in which one has a duty to act?

If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?


Input: No it cannot... think of social workers. They should not be held liable for not taking a child out of an abusive household

Output: Can due process be extended to to impose an affirmative obligation on the State to ensure those interests do not come to harm?

If you innocently create an unreasonable risk of harm, is there a duty to prevent harm from happening?


Input: T/F The null hypothesis represents the condition that will be assumed to exist unless sufficient evidence is presented to show the condition has changed.

Output: True Assume the null hypothesis. Seek to show the alternative hypothesis is true. Innocent until proven guilty

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: What represents a Type II error?

Output: Type II errors are failing to reject a false null hypothesis.

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: What can be done to decrease both α and β?

Output: Increase Sample Size

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: The probability that a hypothesis test will reject the null hypothesis when the null hypothesis is false is called

Output: power

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F The necessary assumption for hypothesis testing is that data are nominal or ordinal

Output: False Nominal or ordinal data cannot be used in hypothesis testing. The data must be interval or ratio level

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F The null hypothesis is assumed to be false unless the evidence is strong enough to show that it is true

Output: False The null hypothesis is assumed to be true

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F When a new product is being tested the null hypothesis should be that the old product is at least as good as the new.

Output: True Since the burden of proof is placed on the new product, the alternative hypothesis would support the new product's claim

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F If the null hypothesis is rejected when it is, in fact, true, it is a Type I error

Output: True Type II errors are failing to reject the null hypothesis when it is, in fact, false

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F The significance level (designated by α) is the maximum probability of committing a Type I error

Output: True The probability of committing a Type I error is α; the probability of committing a Type II error is β

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F If α = 0.05 and the p-value is 0.042, the null hypothesis should be rejected

Output: True Reject the null hypothesis if the calculated p-value is less than α

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F β is the probability of accepting a false hypothesis

Output: True β is the probability of committing a Type II error, accepting a false hypothesis

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F A small business college claims that the average class size is equal to 30 students. To test this claim, nine classes were sampled and the class size of each was recorded. It is assumed that the population is normally distributed. A z-test would be the appropriate choice to test this claim

Output: False Since the sample size is less than 30, the population standard deviation is unknown, and the population is normally distributed, the t-test would be the appropriate choice to test this claim

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F If β in a hypothesis test was computed to be 0.3734 at a certain point, the power at that point is 0.6266

Output: True Power = 1 – ß = 1 – .3734 = .6266

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F If the p-value is less than α, we do not reject the null hypothesis

Output: False A small p-value provides little support for the null hypothesis

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F If a claim has been made about the population parameter and the decision maker is inclined to agree with the claim before gathering any data, the alternative hypothesis should be stated in support of the claim

Output: False If a claim has been made about the population parameter and the decision maker is inclined to agree with the claim before gathering any data, the null hypothesis should be stated in support of the claim

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: What can be done to reduce Beta?

Output: Increase Alpha Increase Sample

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: Alpha and Beta have a(n) ________ relationship

Output: Inverse

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F If the null hypothesis is rejected when it is, in fact, true, it is a Type I error.

Output: True A Type I error rejects a true null hypothesis; a Type II error fails to reject a false hypothesis.

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F If α = 0.05 and the p-value is 0.042, the null hypothesis should be rejected.

Output: True If the calculated p-value is less than α, reject the null hypothesis.

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: T/F In a proportion study, p was found to be 0.09; n = 50 is large enough to be considered a large sample?

Output: False np = .09(50) = 4.5 n times p should be greater than or equal to 5

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: Which type of error occurred? The Null hypothesis was rejected

Output: Type 1 Error

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: Which type of error occurred? The Null hypothesis was not rejected

Output: Type 2 Error

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: Which type of error occurred? The Null hypothesis, in reality, was true

Output: Type 1 Error

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: Which type of error occurred? The alternative hypothesis, in reality, was true

Output: Type 2 Error

QMB3200 - Business Statistics - Test 2 Flashcards - Cram.com

Any time Ho is true and is rejected. This is a Type I error.


Input: [manufactured resources] improvement in labour ex. Education [Physical capital]

Output: Human capital


Input: [manufactured resources] is the division of total income of the economy among labour, land and capital [Physical capital]

Output: Factor distribution of income


Input: [manufactured resources] the value of the additional output generated by one more worker [Physical capital]

Output: Value of the marginal product


Input: [manufactured resources] the additional benefit derived from one more unit of activity [Physical capital]

Output: Marginal benefit


Input: [manufactured resources] shows how the marginal product of that worker depends on the quantity of workers employed [Physical capital]

Output: Value of the marginal product curve


Input: [manufactured resources] the additional value produced by the last unit of that worker employed in the factor market as a whole. [Physical capital]

Output: Equilibrium value of the marginal product


Input: [manufactured resources] every worker is paid its equilibrium value of the marginal product. [Physical capital]

Output: Marginal productivity theorem of income distribution


Input: [manufactured resources] wage difference across jobs that reflect the desirability of the job. [Physical capital]

Output: Compensating differentials


Input: [manufactured resources] employers might pay an above equilibrium wage as an incentive for better performance [Physical capital]

Output: Efficiency-wage model


Input: [manufactured resources] time available for purposes other than earning money, is a normal good [Physical capital]

Output: Leisure


Input: [manufactured resources] measure of satisfaction a consumer derives from the consumption of goods etc. [Physical capital]

Output: Utility


Input: [manufactured resources] consumer will want to use a cheaper substitute. [Physical capital]

Output: Substitution effect


Input: [manufactured resources] if a consumer is receiving more income, will want to spend more [Physical capital]

Output: Income effect


Input: [Physical capital] Human capital [manufactured resources]

Output: improvement in labour ex. Education


Input: [Physical capital] Factor distribution of income [manufactured resources]

Output: is the division of total income of the economy among labour, land and capital


Input: [Physical capital] Value of the marginal product [manufactured resources]

Output: the value of the additional output generated by one more worker


Input: [Physical capital] Marginal benefit [manufactured resources]

Output: the additional benefit derived from one more unit of activity


Input: [Physical capital] Value of the marginal product curve [manufactured resources]

Output: shows how the marginal product of that worker depends on the quantity of workers employed


Input: [Physical capital] Equilibrium value of the marginal product [manufactured resources]

Output: the additional value produced by the last unit of that worker employed in the factor market as a whole.


Input: [Physical capital] Marginal productivity theorem of income distribution [manufactured resources]

Output: every worker is paid its equilibrium value of the marginal product.


Input: [Physical capital] Compensating differentials [manufactured resources]

Output: wage difference across jobs that reflect the desirability of the job.


Input: [Physical capital] Efficiency-wage model [manufactured resources]

Output: employers might pay an above equilibrium wage as an incentive for better performance


Input: [Physical capital] Leisure [manufactured resources]

Output: time available for purposes other than earning money, is a normal good


Input: [Physical capital] Utility [manufactured resources]

Output: measure of satisfaction a consumer derives from the consumption of goods etc.


Input: [Physical capital] Substitution effect [manufactured resources]

Output: consumer will want to use a cheaper substitute.


Input: [Physical capital] Income effect [manufactured resources]

Output: if a consumer is receiving more income, will want to spend more


Input: [2] adjourn [1]

Output: v. to stop proceedings for a time; to move to another place

Charlie Vocab Final Flashcards - Cram.com


Input: [2] erratic [1]

Output: adj. not regular or consistent

Charlie Vocab Final Flashcards - Cram.com


Input: [2] admonish [1]

Output: v. to caution or advise against something

Charlie Vocab Final Flashcards - Cram.com


Input: [2] subjugate [1]

Output: v. to conquer by force, bring under complete control

Charlie Vocab Final Flashcards - Cram.com


Input: [2] condone [1]

Output: v. to pardon or overlook

Charlie Vocab Final Flashcards - Cram.com


Input: [2] rift [1]

Output: n. a split or break, breach

Charlie Vocab Final Flashcards - Cram.com


Input: [2] usurp [1]

Output: v. to seize and hold a position by force or without right.

Charlie Vocab Final Flashcards - Cram.com


Input: [2] dissent [1]

Output: v. to disagree n. a disagreement

Charlie Vocab Final Flashcards - Cram.com


Input: [2] daunt [1]

Output: v. to overcome with fear, intimaidate

Charlie Vocab Final Flashcards - Cram.com


Input: [2] pliant [1]

Output: adj. bending readily, easily influenced

Charlie Vocab Final Flashcards - Cram.com


Input: [2] rectify [1]

Output: v. to make right, correct

Charlie Vocab Final Flashcards - Cram.com


Input: [2] reprieve [1]

Output: n. a temporary relief or delay v. to grant a postponement

Charlie Vocab Final Flashcards - Cram.com


Input: [2] latent [1]

Output: adj. hidden, present but not realized

Charlie Vocab Final Flashcards - Cram.com


Input: [2] bondage [1]

Output: n. slavery; any state of being held down

Charlie Vocab Final Flashcards - Cram.com


Input: [2] hamper [1]

Output: v. to hold back

Charlie Vocab Final Flashcards - Cram.com


Input: [2] dross [1]

Output: n. refuse, waste products

Charlie Vocab Final Flashcards - Cram.com


Input: [2] pensive [1]

Output: adj. thoughtful; melancholy

Charlie Vocab Final Flashcards - Cram.com


Input: [2] pugnacious [1]

Output: adj. quarrelsome, fond of fighting

Charlie Vocab Final Flashcards - Cram.com


Input: [2] remunerate [1]

Output: v. to reward, pay

Charlie Vocab Final Flashcards - Cram.com


Input: [2] sterling [1]

Output: adj.genuine, excellent

Charlie Vocab Final Flashcards - Cram.com


Input: [2] surly [1]

Output: adj. angery bad-tempered; rude

Charlie Vocab Final Flashcards - Cram.com


Input: [2] vagrant [1]

Output: n. an idle wanderer, tramp adj. wandering aimlessly

Charlie Vocab Final Flashcards - Cram.com


Input: [2] scuttle [1]

Output: v. to sink a ship by cutting holes in it; get rid of something in a decisive way; to run hastily, scurry

Charlie Vocab Final Flashcards - Cram.com


Input: [2] incredulous [1]

Output: adj. disbelieving, skeptical

Charlie Vocab Final Flashcards - Cram.com


Input: [2] cubicle [1]

Output: n. a small room or compartment

Charlie Vocab Final Flashcards - Cram.com


Input: [2] chide [1]

Output: v. to blame, scold

Charlie Vocab Final Flashcards - Cram.com


Input: [2] diminutive [1]

Output: adj. small, smaller than most others of the same type.

Charlie Vocab Final Flashcards - Cram.com


Input: [2] extemporaneous [1]

Output: adj. made or delivered on the spur of the moment

Charlie Vocab Final Flashcards - Cram.com


Input: [2] mire [1]

Output: n. mud; wet, swampy ground; a tough situation; v. to get stuck in

Charlie Vocab Final Flashcards - Cram.com


Input: [2] comport [1]

Output: v. to conduct or bear oneself, behave; to be in agreement

Charlie Vocab Final Flashcards - Cram.com


Input: [2] rivulet [1]

Output: n. a small stream

Charlie Vocab Final Flashcards - Cram.com


Input: [2] illustrious [1]

Output: adj. very famous, distinguished

Charlie Vocab Final Flashcards - Cram.com


Input: [2] wily [1]

Output: adj. sly, shrewd, cunning

Charlie Vocab Final Flashcards - Cram.com


Input: [2] debacle [1]

Output: n. an overwhelming defeat

Charlie Vocab Final Flashcards - Cram.com


Input: [2] dubious [1]

Output: adj. causing uncertainty or suspension; in a doubtful or uncertain state of mind

Charlie Vocab Final Flashcards - Cram.com


Input: [2] knave [1]

Output: n. a tricky, deceitful, or unprincipled fellow

Charlie Vocab Final Flashcards - Cram.com


Input: [2] impenitent [1]

Output: adj. not feeling remorse or sorrow for errors or offenses

Charlie Vocab Final Flashcards - Cram.com


Input: [2] comely [1]

Output: adj. having a pleasing appearance

Charlie Vocab Final Flashcards - Cram.com


Input: [2] dwindle [1]

Output: v. to lessen, diminish

Charlie Vocab Final Flashcards - Cram.com


Input: [2] inundate [1]

Output: v. to flood, overflow; to overwhelm by numbers or size

Charlie Vocab Final Flashcards - Cram.com


Input: [GENERAL AGENT] SPECIAL AGENT

Output: ONE WHO REPRESENTS ANOTHER IN A SPECIFIC RANGE OF MATTERS IS A?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] EXCLUSIVE AGENCY

Output: A LISTING IN WHICH ONLY ONE BROKER IS EMPLOYED AND THE PRINCIPAL RETAINS THE RIGHT TO SELL THE PROPERTY WITHOUT COMMISSION IS?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] EXCLUSIVE RIGHT TO SELL

Output: THE LISTING THAT PROVIDES THE MOST PROTECTION TO THE BROKER?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] OPEN LISTING

Output: A LISTING WHERE IT IS PERMISSIBLE FOR THE PRINCIPAL TO HAVE A LISTING AGREEMENT WITH MORE THAN ONE BROKER IS?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] PROCURING CAUSE

Output: WITH AN OPEN LISTING FOR THE BROKER TO BE PAID A COMMISSION THE BROKER MUST SHOW THAT HE/SHE IS THE?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] NET LISTING

Output: A LISTING THAT IS LEGAL IN ARIZONA, BUT ITS USE IS DISCOURAGED BY THE AZ REAL ESTATE DEPT. IS A?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] COST APPROACH

Output: AN APPROACH THAT DETERMINES THE VALUE OF THE IMPROVEMENTS SEPARATELY FROM THE VALUE OF THE LAND IS THE?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] MARKET DATA APPROACH

Output: AN APPROACH THAT UTILIZES A COMPARATIVE SALES ANALYSIS IS THE?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] INCOME APPROACH

Output: AN APPROACH THAT CONVERTS PROJECTED NET INCOME TO AN INDICATION OF VALUE IS THE?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] VALUE

Output: THE PRESENT WORTH SOMEONE WOULD EXCHANGE FOR THE FUTURE BENEFITS OF OWNERSHIP IS?

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ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] DEMAND, UTILITY, SCARCITY, TRANSFERABILITY

Output: THE FOUR CHARACTERISTICS OF VALUE ARE?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] HIGHEST AND BEST USE

Output: THE MOST PROFITABLE USE TO WHICH LAND CAN BE UTILIZED, THE ONE THAT WILLBRING THE GREATEST RETURN?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] CONFORMITY

Output: A PROPERTY OBTAINS MAXIMUM VALUE WHEN IT CONFORMS TO THE NEIGHBORHOOD IS PRINCIPLE OF?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] ECONOMIC OBSOLESCENCE

Output: A LOSS IN VALUE DUE TO THE CONSTRUCTION OF A FACTORY NEAR A RESIDENTIAL AREA IS?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] CONTRIBUTION

Output: MONEY SPENT ON A PARTICULAR IMPROVEMENT TO A PROPERTY, SUCH AS A TENNIS COURT, INCREASE RETURNS THEREFORE IS KNOWN AS?

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] PLOTTAGE

Output: PUTTING SEVERAL PROPERTIES UNDER COMMON OWNERSHIP TO OBTAIN HIGHEST AND BEST USE IS?

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ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] ASSEMBLAGE

Output: THE PROCESS OF COMPLETING PLOTTAGE?

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ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] PHYSICAL DEPRECIATION OR PHYSICAL DETERIORATION.

Output: LOSS OF VALUE DUE TO WEAR AND TEAR OF THE PROPERTY?

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ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [GENERAL AGENT] FUNCTIONAL OBSOLESCENCE

Output: LOSS OF VALUE DUE TO OUTMODED EQUIPMENT, STYLE, ETC...

REAL ESTATE ARIZONA Flashcards - Cram.com

ONE WHO REPRESENTS ANOTHER IN ALL MATTERS IS KNOWN AS?


Input: [demand] change in demand

Output: a principle illustrating that consumers demand different amounts at every price, causing the demand curve to shift to the left or right

the desire, ability, and willingness to buy a product


Input: [demand] change in quantity demanded

Output: a movement along the demand curve showing that a different quantity is purchased in response to a change in price

the desire, ability, and willingness to buy a product


Input: [demand] Microeconomics

Output: the field of economics that deals with behavior and decision making by individuals and firms

the desire, ability, and willingness to buy a product


Input: [demand] Law of Demand

Output: a statement that more will be demanded at a lower price and less at higher prices

the desire, ability, and willingness to buy a product


Input: [demand] elastic demand

Output: a principle illustrating that a given change in price causes a relatively large change in the quantity demanded

the desire, ability, and willingness to buy a product


Input: [demand] Demand Schedule

Output: a listing in a table that shows the quantity demanded at all possible prices in the market at a given time

the desire, ability, and willingness to buy a product


Input: [demand] Demand Curve

Output: a graph that shows the quantity demanded at all possible prices in the market at a given time

the desire, ability, and willingness to buy a product


Input: [demand] Fixed Cost

Output: a production cost that does not change as total business output changes

the desire, ability, and willingness to buy a product


Input: [demand] Marginal Analysis

Output: a decision making that compares the additional costs with the additional benefits of an action

the desire, ability, and willingness to buy a product


Input: [demand] Diminishing Returns

Output: associated with stage II of production

the desire, ability, and willingness to buy a product


Input: [demand] Variable Cost

Output: production cost that changes when output changes

the desire, ability, and willingness to buy a product


Input: [demand] production function

Output: graphical representation of the theory of production

the desire, ability, and willingness to buy a product


Input: [demand] marginal product

Output: the additional output produced when one additional unit is added.

the desire, ability, and willingness to buy a product


Input: [demand] marginal revenue

Output: change in total revenue from the sale of one additional unit of output

the desire, ability, and willingness to buy a product


Input: [demand] depreciation

Output: the gradual wearing out of capital goods

the desire, ability, and willingness to buy a product


Input: [demand] total cost

Output: the sum of variable and fixed costs

the desire, ability, and willingness to buy a product


Input: [demand] profit-maximizing

Output: when marginal revenue equals marginal cost

the desire, ability, and willingness to buy a product


Input: [demand] total product

Output: total output produced by a firm

the desire, ability, and willingness to buy a product


Input: [demand] overhead

Output: total fixed costs

the desire, ability, and willingness to buy a product


Input: what 3 things does a sacrament do?

Output: sign seal mark

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: what does a sign do?

Output: points to Jesus (its for his sake)

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: what does a seal do?

Output: assures us like an engagement ring its for our sake

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: what does the mark do?

Output: for outsiders out team colors

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: what power does a sacrament have?

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: what do we mean by a "spiritual relation"?

Output: that Christ has chosen to make these powerless materials a means of blessing

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: what is the difference between validity and efficacy?

Output: validity has to do with whether or not it is a sacrament administered appropriately efficacy has to do with its power to do anything

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: in where lies the validity of baptism?

Output: God's promises

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: in where lies the efficacy of baptism?

Output: God's choosing purposes the work of the Spirit the person's response in faith

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: why do many reject the Reformed view of infant baptism?

Output: because they think it is only valid when it is efficacious (on either side of the issue: Baptist or Catholic)

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: how are OT sacraments similar and different to NT sacraments?

Output: they point to Christ, but in different ways

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: how would you summarize baptism to a layperson?

Output: entrance into God's visible people

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: how would you summarize communion to a layperson?

Output: strength for the journey

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: who are some households that God related to?

Output: Adam, Cain, Abel, Abraham, Philippian jailer, Lydia, those hearing Acts 2 sermon

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: what might make the sign of circumcision confusing?

Output: that, even though it was an engagement ring or team color, God warned death if it was not used

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: what is our responsibility with the sacraments?

Output: explain them to our kids

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: the "visible church"?

Output: believers and unbelievers explains some problematic passages that talk about "falling away"

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: the "visible church" and baptism

Output: it's not our job to finally judge whether someone is saved or not

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: Lord's supper: validity & efficacy

Output: validity is pretty easy to establish efficacy is very mysterious

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: why not transsubstantiation?

Output: only 1 sacrifice (Heb)

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: why not consubstantiation?

Output: Christ's body is in heaven

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: why not memorial only?

Output: because Christ did use mysterious language (John 6; Matt 26)

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: even before household logic, what is really a pre-requisite for someone to understand baptism?

Output: Covenant Theology

PCA Ordination - detailed sacraments Flashcards - Cram.com

Christ instituted them they directly represent Christ and His benefits


Input: A plane is a flat surface that extends infinitely in all directions. [What is a line?]

Output: What is a plane?

Terms of Geometry defined Flashcards - Cram.com


Input: Parallel lines are two lines in the same plane that do not intersect. [What is a line?]

Output: What are parallel lines?

Terms of Geometry defined Flashcards - Cram.com


Input: A polygon is a closed figure with three or more sides that intersect only at their endpoints. [What is a line?]

Output: What is a polygon?

Terms of Geometry defined Flashcards - Cram.com


Input: Postulates are generalizations in geometry that cannot be proven true. They are just accepted as true. [What is a line?]

Output: What are postulates?

Terms of Geometry defined Flashcards - Cram.com


Input: A point is a specific place in space. A point has no dimension. It has no length, width or depth. [What is a line?]

Output: What is a point?

Terms of Geometry defined Flashcards - Cram.com


Input: A line segment is a part of a line with two endpoints. [What is a line?]

Output: What is a line segment?

Terms of Geometry defined Flashcards - Cram.com


Input: A ray has one endpoint and extends infinitely in the other direction. [What is a line?]

Output: What is a ray?

Terms of Geometry defined Flashcards - Cram.com


Input: Opposite rays are two rays that have the same endpoint and form a straight line. [What is a line?]

Output: What are opposite rays?

Terms of Geometry defined Flashcards - Cram.com


Input: Collinear points lie on the same line. [What is a line?]

Output: What are collinear points?

Terms of Geometry defined Flashcards - Cram.com


Input: Noncollinear points do not lie on the same line. [What is a line?]

Output: What are noncollinear points?

Terms of Geometry defined Flashcards - Cram.com


Input: An angle is a pair of two rays that have the same endpoint. [What is a line?]

Output: What is an angle?

Terms of Geometry defined Flashcards - Cram.com


Input: Theorems are generalizations in geometry that can be proven true. [What is a line?]

Output: What are theorems?

Terms of Geometry defined Flashcards - Cram.com


Input: An acute angle measures less than 90 degrees. [What is a line?]

Output: What is an acute angle?

Terms of Geometry defined Flashcards - Cram.com


Input: A right angle measures exactly 90 degrees. [What is a line?]

Output: What is a right angle?

Terms of Geometry defined Flashcards - Cram.com


Input: An obtuse angle measures more than 90 degrees. [What is a line?]

Output: What is an obtuse angle?

Terms of Geometry defined Flashcards - Cram.com


Input: A straight angle measures exactly 180 degrees. [What is a line?]

Output: What is a straight angle?

Terms of Geometry defined Flashcards - Cram.com


Input: A reflex angle has a measure greater than 180 degrees and less than 360 degrees. [What is a line?]

Output: What is a reflex angle?

Terms of Geometry defined Flashcards - Cram.com


Input: [prosencephalon] 1. thalamus 2. hypothalamus 3. epithalamus 4. optic nerve 5. retina 6. third ventricle

Output: What six structures are found in the diencephalon?

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] interventricular foramina

Output: The third ventricle receives CSF from the lateral ventricles cia the ____ ____.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] cerebral aqueduct

Output: The third ventricle drains CSF via the ____ ____.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] habenula, habenular commissure, pineal gland.

Output: The epithalamus consistes of the ____, the ____ ____ and the ____ ____.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] frontal, temporal, parietal

Output: The limbic lobe contains portions of the ____, ____ and ____ cortex.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] temporal

Output: The anterior commisure is a white matter tract connecting the right and left ____ lobes.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] hippocampal formation.

Output: The fornix is comprised mainly of efferent axons from the ____ ____.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] basal forebrain

Output: The fornix has some cholinergic fibers from the ____ ____ projecting back to the hippocampal formation.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] mammillary body

Output: Most of the fornix column passes posterior to the anterior commissure to terminate in the ____ ____.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] 1. some project to septal nuclei of the basal forebrain 2. others are cholinergic arising from the septal nuclei and projecting to the hippocampal formation.

Output: What are the two options for precommissural fibers of the fornix?

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] anterior nucleus, mediodorsal nucleus

Output: Name the two thalamic nuclei most closely associated with limbic system function.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] FROM septal nuclei and hypothalamus TO habenula

Output: The stria medullaris is a fiber bundle projecting from the ____ ____ and ____ to the ____

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] TO interpenduncular nuclues VIA habenulointerpeduncular tract

Output: The habenula is a limbic structure that projects to the ____ ____ of the midbrain via the ____ ____.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] motor and autonomic functions regulation of arousal and alertness

Output: Neurons of the reticular are important for what functions?

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] respiratory rhythms

Output: The Pre-Botzinger complex is a major driver of ____ ____.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] MD nucleus

Output: Which thalamic nuclei is involved in mediating emotional aspects of pain?

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] intralaminar nuclei

Output: Which thalamic nuclei is involved in mediating arousal aspects of pain?

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] serotonin

Output: The majority of raphe neurons produce what neurotransmitter?

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] originate in raphe nuclei of medulla and pons modulate breathing, temperature, motor control (via projections to cerebellum and spinal cord) and pain.

Output: Describe descending serotonergic diffuse modulatory projections.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] periaqueductal gray descending modulation of nociception

Output: Spinomesencephalic fibers of the ALS terminate on neurons in the ____ ____ and mediate what?

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] spinal dorsal horn

Output: PAG neurons project to NRM neurons, which project to ____ ____ ____ to modulate incoming nociceptive information.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] respiration, horizontal eye movements, motor control

Output: The pontomedullary reticular formation at the level of the facial nucleus contains important centers for ____, ____ ___ ____ and ____ ____.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] horizontal eye movement

Output: Neurons in the paramedian pontine reticular formation relay cortical signals for control of ____ ____ ____ to the abducens nucleus.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] pontine reticulospinal

Output: The caudal pontine reticular nucleus gives rise to the ____ ____ tract.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] ipsilaterally medial motor column

Output: The pontine reticulospinal tract projects ____ to all levels of spinal cord to innervate lower motor neurons in the ____ ____ ____ of the ventral horn of the spinal cord.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] FROM rostral solitary nucleus TO parabrachial nucleus

Output: The central tegemental tract contains ascending fibers carrying taste information from the ____ ____ ____ to the ____ ____.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] norepinephrine

Output: Locus ceruleus - neurotransmitter?

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] Important for attention, regulation of sleep-wake cycles, mood.

Output: Locus ceruleus the the source of the noradrenergic diffuse modulatory projection to thalamus and cortex. Why is this important?

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] visceral sensory and taste information -- mediates emotional response to gustatory or altered cardioresp function

Output: The parabrachial nuclei project to the amygdala conveying what type of information?

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [prosencephalon] apneustic breathing

Output: The medial parabrachial Kolliker-Fuse area modulates respiratory rhythms. Bilateral damage at this level can cause ____ ____.

OMSI - Neuroanatomy (III) - Reticular Formation, Diencephalon and Limbic System Flashcards - Cram.com

The diencephalon originates from the ____.


Input: [Push and Pull?] Rubbing?

Output: Friction opposes the motino of one surface past another. Friction is common when slowing down a car or sledding down a hill.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Pull of gravity?

Output: Pull of gravity is a force of attraction between two objects. Gravity questions can be raised not only on earth but also between planets and even black hole discussions.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Forces on objects at rest?

Output: The formula F=m/a is shorthand for force equals mass over acceleration. An object will not move unless the force is strong enough to move the mass. Also, there can be opposing forces holding the object in place.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Forces on a moving object?

Output: Overcoming inertia is the tendency of any object to oppose a change in motion. An object at rest tends to stay at rest. An object that is moving tends to keep moving.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Inertia and circular motion?

Output: The centripetal force is provided by the high banking of the curved road and by friction between the wheels and the road. This inward force that keeps an object moving in a circle is called centripetal force.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Kenematics?

Output: The science of describing the motion of bodies is known as kinematics. The motion of bodies is described using words, diagrams, numbers, graphs and equations.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Words that describe motion?

Output: The motion of bodies is described using the following words: distance, displacement, speed, velocity and acceleration.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Distance?

Output: Distance is a scalar quantity that refers to how much ground an object has covered while moving.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Displacement?

Output: Displacement is a vector quantity that refers to be object's change in position.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Speed?

Output: Speed is a scalar quantity that refers to how fast an object is moving.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Velocity?

Output: Velocity is a vector quantity that refers to the rate at which an object changes its position. In other words, velocity is speed with direction. (ex. the car was traveling 60 mi./hr east).

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Instantaneous speed?

Output: Instantaneous speed is speed at any given instant in time.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Average speed?

Output: Average speed is the average of all instantaneous speeds, found simply by a distance/time ratio.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Acceleration?

Output: Acceleration is a vector quantity defined as the rate at which an object changes it velocity.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Scalars and vectors?

Output: The two categories of mathematical quantities that are used to describe the motion of objects are scalars and vectors.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Scalars?

Output: Scalars are quantities that are fully described by magnitude alone. Examples of scalars are 5m and 20 degrees Celsius.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Vectors?

Output: Vectors are quantities that are fully described by magnitude and direction. Examples of vectors are 30m.sec, and 5 miles north.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Newton's Three Laws of Motion?

Output: First Law: An object at rest tends to stay at rest and an object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force. Second Law: The acceleration of an object depends directly upon the net force acting upon the object, and inversely upon the mast of the object. As net force increases, so will the object's acceleration. However, as the mass of the object increases, its acceleration will decrease. F=M*A. Third Law: For every action, there is an equal and opposite reaction, for example, when a bird is flying, the motion of its wings pushes air downward; the air reacts by pushing the bird upward.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Inertia?

Output: Inertia is the resistance an object has to a change in its state of motion.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Dynamics?

Output: Dynamics is the study of the relationship between motion and the forces affecting motion. Force causes motion.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Friction?

Output: Surfaces that touch each other have a certain resistance to motion. This resistance is friction.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Static friction?

Output: Static friction describes the force of friction of two surfaces that are in contact but do not have any motion relative to each other, such as a block sitting on an inclined plane.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Kinetic friction?

Output: Kinetic friction describes the force of friction of two surfaces in contact with each other when there is relative motion between the surfaces.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Centripetal force?

Output: When an object moves in a circular path, a force must be directed toward the center of the circle in order to keep the motion going. This constraining force is called centripetal force. Gravity is the centripetal force that keeps a satellite circling the earth.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Simple machines?

Output: Simple machines include the following: 1. inclined plane 2. lever 3. wheel and axle 4. pulley In simple machines, force is applied in only one direction.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Kinetic Molecular Theory?

Output: According to Kinetic Molecular Theory, ions, atoms or molecules in all forms of matter (gases, liquids, or solids) are in constant motion.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Pressure?

Output: The collisions of moving matter produces a measurable force known as pressure. Pressure is a measurement of the force per unit area.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Explain blood pressure.

Output: Blood flowing through the arteries exerts pressure against the walls of the arteries. If there is a reduction in the diameter of the arteries due to plaque or disease, the pressure called systemic vacular resistance (SVR) is increased.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).


Input: [Push and Pull?] Density?

Output: Density is the measure of an object's mass per volume.

Texes 116 - Science 4-8 (Competency 6.0) Flashcards - Cram.com

Pushing a volleyball or pulling a bowstring applies muscular force when the muscles expand and contract. Elastic force is when any object returns to its original shape (for example when a bow is released).