Input: [SCRIBE] CODE [A PROFESSIONAL WRITER]

Output: AN ORGANIZED LIST OF LAWS AND RULES

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] HAMMURABI [A PROFESSIONAL WRITER]

Output: THE KING OF BABYLON FROM 1792 TO 1750 BC, CREATOR OF THE BABYLONIAN EMPIRE

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] CUNEIFORM [A PROFESSIONAL WRITER]

Output: GROUPS OF WEDGES AND LINES USED TO WRITE SEVERAL LANGUAGES OF THE FERTILE CRESCENT

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] ALPHABET [A PROFESSIONAL WRITER]

Output: A SET OF SYMBOLS THAT REPRESENT THE SOUNDS OF A LANGUAGE

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] MONOTHEISM [A PROFESSIONAL WRITER]

Output: THE BELIEF IN ONE GOD

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] FAMINE [A PROFESSIONAL WRITER]

Output: A TIME WHEN THERE IS SO LITTLE FOOD THAT MANY PEOPLE STARVE

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] EXILE [A PROFESSIONAL WRITER]

Output: TO FORCE SOMEONE TO LIVE IN ANOTHER COUNTRY

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] COVENANT [A PROFESSIONAL WRITER]

Output: A BINDING AGREEMENT

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] MOSES [A PROFESSIONAL WRITER]

Output: AN ISRAELITE LEADER WHOM THE TORAH CREDITS WITH LEADING THE ISRAELITES FROM EGYPT TO CANAAN

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] PROPHET [A PROFESSIONAL WRITER]

Output: A RELIGIOUS TEACHER WHO IS REGARDED AS SOMEONE WHO SPEAKS FOR GOD OR FOR A GOD

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [SCRIBE] DIASPORA [A PROFESSIONAL WRITER]

Output: THE SCATTERING OF PEOPLE WHO HAVE A COMMON BACKGROUND OR BELIEFS

Chapter 2 Social Studies Vocabulary Foreign Language Flashcards - Cram.com


Input: [Microsoft Excel] electronic spreadsheet or worksheet

Output: functions like a visual calculator

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] worksheet

Output: consists of a grid of columns and rows

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] columns

Output: labeled with letters and runs vertically

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] rows

Output: labeled with numbers and runs horizontally

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] workbook

Output: contains one or more worksheets, each represented by a taba at the bottom of the Excel window

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] worksheet cell

Output: rectangle formed by the intersection of a column and row

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] active cell

Output: cell you can currently edit or modify (marked with a black outline)

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] range

Output: series of cells: when specifying a range, use a colon to separate the first and last cells

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] label

Output: any text entered into a cell (title)

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] value

Output: number that you intend to use in a calculation

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] drag and fill

Output: used to enter the same number into multiple cells

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] formula

Output: specifies how to add, subtract, multiply, divide or otherwise calculate the values in the worksheet cells

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] cell reference

Output: column and row location of a cell

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] marquee

Output: indicates the selected cell

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] function

Output: predefined formula such as payments and net present value

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] circular reference

Output: formula that references the cell in which the formula resides

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] argument

Output: consists of balues or cell references used to calculate the result of the function

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: [Microsoft Excel] autosum

Output: used to quickly create a function to calculate the totalof a column or row of cells

Practical Computer Literacy Chapter 10 Flashcards - Cram.com

component of Microsoft Office best suited for working with numbers and formulas


Input: Include short term debt and current portion of long term liabilities. Result from fiancing decisions and indicate future need for cash or refinancing [Operating liabilities]

Output: Financing liabilities

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: A shift from operating to financing sources may indicate the beginning of a liquidity crisis, and the inability to repay short term credit is a sign of financial distress [Operating liabilities]

Output: Shift from operating to financing liabilities

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: Bonds are always listed as liabilities based on the proceeds received from the bonds which are the PV of all future payments [Operating liabilities]

Output: Bonds are listed at what value?

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: Market rate > coupon rate Will always be shown on balance sheet as premium. Premium will be amortized to zero during life of bond [Operating liabilities]

Output: Bonds sold at premium (balance sheet)

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: Mkt rat < Coupon rate Will always be shown on balance sheet as discount. Discount will be amortized towards zero during life of the bond [Operating liabilities]

Output: Bonds sold at discount (balance sheet)

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: Always equal to book value of bonds at beginning of period, multiplied by market rate [Operating liabilities]

Output: Interest expense

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: Coupon represents cash flow component as is deducted from CFO. For analytical purposes, int. exp. and amortization should be seperated and amortization should be included in CFF. [Operating liabilities]

Output: Cash flow impacts of issuing bonds

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: CFO understated, CFF overstated [Operating liabilities]

Output: CF impact premium bonds

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: CFO overstated, CFF understated becasue cash coupon is lower than interest expense [Operating liabilities]

Output: CF impact discount bonds

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: Same impacts as coupon debt, but more exaggerated. CFO will be severly overstated [Operating liabilities]

Output: Issuance of Zero coupon debt

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: reported as if no conversion feature. For analytical purposes, treat as equity if stock price is considerably above conversion price [Operating liabilities]

Output: Convertable bonds

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: Result in changes of mkt value of debt but not reflected on financial statements. With variable rate debt, interest rate changes will change interest expense which will in turn, change NI. [Operating liabilities]

Output: Changes in interest rates

Financing Liabilities CFA Level 1 Flashcards - Cram.com


Input: [2] they will [1]

Output: they'll


Input: [2] I am [1]

Output: I'm


Input: [2] he is [1]

Output: he's


Input: [2] she is [1]

Output: she's


Input: [2] it is [1]

Output: it's


Input: [2] there is [1]

Output: there's


Input: [2] here is [1]

Output: here's


Input: [2] you are [1]

Output: you're


Input: [2] we are [1]

Output: we're


Input: [2] they are [1]

Output: they're


Input: [2] can not [1]

Output: can't


Input: [2] do not [1]

Output: don't


Input: [2] did not [1]

Output: didn't


Input: [2] are not [1]

Output: aren't


Input: [2] does not [1]

Output: doesn't


Input: [2] will not [1]

Output: won't


Input: [2] is not [1]

Output: isn't


Input: [2] I have [1]

Output: I've


Input: [2] you have [1]

Output: you've


Input: [2] we have [1]

Output: we've


Input: [2] they have [1]

Output: they've


Input: [2] I would [1]

Output: I'd


Input: [2] you would [1]

Output: you'd


Input: [2] I will [1]

Output: I'll


Input: [2] he will [1]

Output: he'll


Input: [2] she will [1]

Output: she'll


Input: [2] we will [1]

Output: we'll


Input: [2] you will [1]

Output: you'll


Input: [to troop] mainstream [samenstromen]

Output: generally accepted; common


Input: [to troop] black pudding [samenstromen]

Output: a type of sausage made of pig's blood, fat and grain wich is very dark in colour


Input: [to troop] marginal [samenstromen]

Output: of interest only to a small group of people


Input: [to troop] layman [samenstromen]

Output: someone who is not trained in or doesn't know a lot about a certain subject


Input: [to troop] remote [samenstromen]

Output: faraway


Input: [to troop] bog [samenstromen]

Output: moeras


Input: [to troop] shin [samenstromen]

Output: scheen


Input: [to troop] novice [samenstromen]

Output: beginneling


Input: [to troop] keen [samenstromen]

Output: eager


Input: [to troop] padding [samenstromen]

Output: pieces of material used to protect something or to give it shape


Input: [to troop] notoriously [samenstromen]

Output: famous for something bad


Input: [to troop] head start [samenstromen]

Output: voorsprong


Input: [to troop] to tumble [samenstromen]

Output: to fall, usually with a rolling movement


Input: [to troop] to delay [samenstromen]

Output: uitstellen, verlaten


Input: [to troop] due to [samenstromen]

Output: because of


Input: [to troop] A&E [samenstromen]

Output: Accident and Emergency


Input: [to troop] spectator [samenstromen]

Output: toeschouwer


Input: [to troop] to egg on [samenstromen]

Output: aansporen


Input: [to troop] goggles [samenstromen]

Output: (duik)bril


Input: A join-line between two tables [External data]

Output: Link


Input: A collection of data that uses separate tables to store different aspects of information. [External data]

Output: Relational database


Input: A field that uniquely indentifies each record in a table [External data]

Output: Primary key


Input: The primary key of a table placed in another table. it is used to create relationships [External data]

Output: Foreign key


Input: In access where records are listed only once in a primay table and appear multiple times in a related table [External data]

Output: One-to-many relationship


Input: A priamary table is one half of a relationship. it is like a master list of record. each record is uniquel indentified by a primary key and each record appears only once. [External data]

Output: primary table


Input: in access when relationships are created between three tables. the junction from the other two tables in this type of relationships [External data]

Output: many-to-many relationship


Input: A present in a many-to-many relationship and can contain one or more records from the other two tables in this type of relationships [External data]

Output: junction table


Input: A set of rules that ensure data validity between related tables [External data]

Output: Referential integrity


Input: The other half of a relationship. it contains the primary key from a primary table and the records from the primay table can appear in it multiple times. [External data]

Output: secondary table


Input: now relates the primary key of the account types table to the foreign key of the account table [External data]

Output: join line


Input: 1-the deceased's future earnings are lost forever 2- additional expenses are incurred (funeral expenses, uninsured medical bills, estate settlement costs) 3-some families will experience a reduction in their standard of living 4-noneconomic costs (grief, counseling) [premature death]

Output: costs of premature death

Risk Managment-Exam 2 Flashcards - Cram.com


Input: single-person single-parent family two income earners with children traditional family blended family sandwiched family [premature death]

Output: different types of families

Risk Managment-Exam 2 Flashcards - Cram.com


Input: 1-human life value approach 2-the needs approach 3-the capital retention approach [premature death]

Output: approaches used to estimate the amount of life insurance to own

Risk Managment-Exam 2 Flashcards - Cram.com


Input: the amount needed depends on the insured's human life value, which is the present value of the family's share of the deceased breadwinner's future earnings [premature death]

Output: human life value approach

Risk Managment-Exam 2 Flashcards - Cram.com


Input: step 1-estimate the individual's average annual earnings over his or her productive lifetime step 2-deduct taxes, insurance premiums, and self-maintenance costs (remaining amount is used to support the family) step 3-using a reasonable discount rate, determine the present value of the family's share of earnings for the number of years until retirement [premature death]

Output: calculating human life value approach

Risk Managment-Exam 2 Flashcards - Cram.com


Input: the amount needed depends on the financial needs that must be met if the family head should die [premature death]

Output: needs approach

Risk Managment-Exam 2 Flashcards - Cram.com


Input: -an estate clearance fund -income needed for the readjustment period -the dependency period -life income to the surviving spouse, including income during and after the blackout period -special needs(funds for college educations, emergencies) [premature death]

Output: family needs to consider

Risk Managment-Exam 2 Flashcards - Cram.com


Input: cash needed for burial expenses, uninsured medical bills, and taxes [premature death]

Output: estate clearance fund

Risk Managment-Exam 2 Flashcards - Cram.com


Input: a 1-2 year period in which the family adjusts to its new living standard [premature death]

Output: readjustment period

Risk Managment-Exam 2 Flashcards - Cram.com


Input: the period until the youngest child reaches age 18 *follows the readjustment period [premature death]

Output: dependency period

Risk Managment-Exam 2 Flashcards - Cram.com


Input: the period from the time that Social Security survivor benefits terminate to the time the benefits are resumed [premature death]

Output: blackout period

Risk Managment-Exam 2 Flashcards - Cram.com


Input: total amount needed -total amount of existing insurance and financial assets =amount of new insurance that should be purchased [premature death]

Output: calculating the needs approach

Risk Managment-Exam 2 Flashcards - Cram.com


Input: preserves the capital needed to provide income to the family(income-producing assets are preserved for the heirs) [premature death]

Output: capital retention approach

Risk Managment-Exam 2 Flashcards - Cram.com


Input: step 1-prepare a personal balance sheet step 2-determine the amount of income-producing capital step 3-determine the amount of additional capital needed to meet the family needs [premature death]

Output: calculating the capital retention approach

Risk Managment-Exam 2 Flashcards - Cram.com


Input: 1-term insurance 2-cash value life insurance 3-variations of both types [premature death]

Output: types of life insurance

Risk Managment-Exam 2 Flashcards - Cram.com


Input: provide temporary protection [premature death]

Output: term life

Risk Managment-Exam 2 Flashcards - Cram.com


Input: the policy can be exchanged for a cash-value policy without evidence of insurability -through the attained-age method or the original-age method [premature death]

Output: convertible

Risk Managment-Exam 2 Flashcards - Cram.com


Input: the premium charged for the new policy is based on the insured's attained age at the time of conversion [premature death]

Output: attained-age method

Risk Managment-Exam 2 Flashcards - Cram.com


Input: the premium charged for the new policy is based on the insured's original age when the term insurance was first purchased [premature death]

Output: original-age method

Risk Managment-Exam 2 Flashcards - Cram.com


Input: issued for a one-year period [premature death]

Output: yearly-renewable term insurance

Risk Managment-Exam 2 Flashcards - Cram.com


Input: provides protection to age 65, at which time the policy expires -can be converted to a permanent plan but decision to convert must be exercised before age 65 [premature death]

Output: term to age 65 policy

Risk Managment-Exam 2 Flashcards - Cram.com


Input: the face value gradually declines each year [premature death]

Output: decreasing term insurance policy

Risk Managment-Exam 2 Flashcards - Cram.com


Input: renewal premiums are based on select lower mortality rates if the insured can periodically demonstrate acceptable evidence of insurability [premature death]

Output: reentry term insurance policy

Risk Managment-Exam 2 Flashcards - Cram.com


Input: the premiums are refunded if the policyowner outlives the term of the policy [premature death]

Output: return of premiums term

Risk Managment-Exam 2 Flashcards - Cram.com


Input: -the amount of income that can be spent on life insurance is limited -the need for protection is temporary -the insured wants to guarantee future insurability [premature death]

Output: when is term life insurance appropriate?

Risk Managment-Exam 2 Flashcards - Cram.com


Input: -term insurance premiums increase with age at an increasing rate and eventually reach prohibitive levels -term insurance in inappropriate if you wish to save money for a specific need [premature death]

Output: limitations of term life insurance

Risk Managment-Exam 2 Flashcards - Cram.com


Input: ordinary life, limited-payment life, endowment insurance, variable life, universal life, variable universal life, current assumption whole life, intermediate-premium whole life [premature death]

Output: types of whole life insurance

Risk Managment-Exam 2 Flashcards - Cram.com


Input: a cash value policy that provides lifetime protection -a stated amount is paid to a designated beneficiary when the insured dies, regardless of whether the death occurs [premature death]

Output: whole life insurance

Risk Managment-Exam 2 Flashcards - Cram.com


Input: a level-premium policy that provides lifetime protection [premature death]

Output: ordinary life insurance

Risk Managment-Exam 2 Flashcards - Cram.com


Input: the excess premiums paid during the early years are used to supplement the inadequate premiums paid during the later years of the policy [premature death]

Output: legal reserve

Risk Managment-Exam 2 Flashcards - Cram.com


Input: the difference between the legal reserve and the face amount of coverage [premature death]

Output: net amount at risk

Risk Managment-Exam 2 Flashcards - Cram.com


Input: a policyholder overpays for insurance protection during the early years, resulting in a legal reserve and the accumulation of cash values [premature death]

Output: cash surrender values

Risk Managment-Exam 2 Flashcards - Cram.com


Input: [2] climate [1]

Output: weather of a place averaged over a long period of time


Input: [2] precipitation [1]

Output: the amount of rain or snow that falls


Input: [2] temperature [1]

Output: how warm or cold a place is


Input: [2] The Government [1]

Output: Who determines the state boundaries?


Input: [2] Landforms [1]

Output: What often determines where the different regions are located?


Input: [2] NE, SE, SW, MW, W [1]

Output: What are the 5 region of the United States?


Input: [Positive Charge] Negative Charge

Output: What kind of charge is a electron?


Input: [Positive Charge] No charge

Output: What kind of a charge is a Neutron?


Input: [Positive Charge] Changing the number of neutrons

Output: How do you get an isotope?


Input: [Positive Charge] Changing the number of electrons

Output: How do you get an ion?


Input: [Positive Charge] Atomic Mass and Elements with the same properties

Output: How did Dmitri organize his elements?


Input: [Positive Charge] Any substance that cannot be broken down into another surface

Output: Define the word Element.


Input: [Positive Charge] Anything that has mass and takes up space

Output: Define the word Matter.


Input: [Positive Charge] Number of protons

Output: Define the words Atomic Number.


Input: [Positive Charge] Atomic Number and Elements with the same properties

Output: How do we organize our elements?


Input: [Positive Charge] . Atomic Number . # of protons . # of electrons . Symbol . Name . Atomic Mass . # of neutrons

Output: What are the 7 pieces of information found in an element box?


Input: [Positive Charge] It seperates those that arent alike in the groups

Output: Why is there a gap in the periodic table?


Input: This tissue is one of three meristematic tissues in the region of meristem in roots. It fills the space between the protoderm and procambium [vascular cambium]

Output: ground meristem

Intro Botany, Roots 2 Flashcards - Cram.com


Input: this tissue is one of the three meristematic tissues in the region of meristem in roots. it is the outer layer of cells. these cells are flattened [vascular cambium]

Output: protoderm

Intro Botany, Roots 2 Flashcards - Cram.com


Input: this is one of the three meristematic tissues in roots in the region of meristem. it is located in the central core. cells in this tissue will later differentiate into vascular tissues [vascular cambium]

Output: procambium

Intro Botany, Roots 2 Flashcards - Cram.com


Input: this kind of cell makes up the periderm [vascular cambium]

Output: cork cells

Intro Botany, Roots 2 Flashcards - Cram.com


Input: this tissue exists in monocot roots but not in dicot roots [vascular cambium]

Output: pith

Intro Botany, Roots 2 Flashcards - Cram.com


Input: this tissue is made up of a single layer of parenchyma cells which are covered with a waxy strip called the casparian strip. [vascular cambium]

Output: endodermis

Intro Botany, Roots 2 Flashcards - Cram.com


Input: in dicot roots this tissue is arranged between the arms of xylem [vascular cambium]

Output: primary phloem

Intro Botany, Roots 2 Flashcards - Cram.com


Input: tissues that originate from the vascular cambium are called [vascular cambium]

Output: secondary tissues

Intro Botany, Roots 2 Flashcards - Cram.com


Input: this tissue is composed of large parenchyma cells and is positioned between the endodermis and epidermis. cells in this tissue usually contain starch making it a food storage tissue [vascular cambium]

Output: cortex

Intro Botany, Roots 2 Flashcards - Cram.com


Input: this tissue matures from the protoderm [vascular cambium]

Output: epidermis

Intro Botany, Roots 2 Flashcards - Cram.com


Input: tjis tissue can become meristematic and produces secondary roots. in dicot roots it can become cork cambium [vascular cambium]

Output: pericycle

Intro Botany, Roots 2 Flashcards - Cram.com


Input: this tissue produces secondary xylem and secondary phloem [vascular cambium]

Output: vascular cambium

Intro Botany, Roots 2 Flashcards - Cram.com


Input: in roots this tissue contains merstematic cells and forms a narrow band of cells between the xylem and phloem [vascular cambium]

Output: vascular cambium

Intro Botany, Roots 2 Flashcards - Cram.com


Input: this tissue in dicot roots makes periderm [vascular cambium]

Output: cork cambium

Intro Botany, Roots 2 Flashcards - Cram.com


Input: the formation of tissues originated from a cambium is called [vascular cambium]

Output: secondary growth

Intro Botany, Roots 2 Flashcards - Cram.com


Input: in dicots this tissue often produces an X in the cross section [vascular cambium]

Output: primary xylem

Intro Botany, Roots 2 Flashcards - Cram.com


Input: name the 3 secondary tissues in dicot roots [vascular cambium]

Output: secondary xylem, secondary phloem, periderm

Intro Botany, Roots 2 Flashcards - Cram.com


Input: formation of the primary tissues is called [vascular cambium]

Output: primary growth

Intro Botany, Roots 2 Flashcards - Cram.com


Input: tissues that originated from the apical meristem are called [vascular cambium]

Output: primary tissues

Intro Botany, Roots 2 Flashcards - Cram.com


Input: cells in this tissue are the source of secondary roots [vascular cambium]

Output: pericycle

Intro Botany, Roots 2 Flashcards - Cram.com


Input: in roots these four tissues form the stele [vascular cambium]

Output: pericycle, primary xylem, primary phloem, vascular cambium

Intro Botany, Roots 2 Flashcards - Cram.com


Input: [2] Matter [1]

Output: Anything that has mass and occupies space

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Chemtistry [1]

Output: The study of the properties of matter and how matter changes

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Substance [1]

Output: A single kind of matter that is pure and has a specific set of properties

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Physical property [1]

Output: A characteristic of a pure substance that can be observed without changing it into another substance

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Chemical property [1]

Output: A characteristic of a pure substance that describes its ability to change into a different substance

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Element [1]

Output: A pure substance that cannot be broken down into other substances by chemical or physical means

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Atom [1]

Output: the basic particle from which al elemetns are made

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Chemical Bond [1]

Output: the force that holds two atoms together

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Molecule [1]

Output: a particle made of two or more atoms bonded together

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Compound [1]

Output: a pure substance made of two or more elements chemically combined

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Chemical formula [1]

Output: a formula that gives the elements in a compound and the ratio of atoms

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Mixture [1]

Output: Two or more substances that are mixed together but does not chemically combine

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Heterogeneous Mixture [1]

Output: A mixture in which pure substances are unevenly distributed throughout the mixture

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Homogeneous Mixture [1]

Output: A mixture in which substances are evenly distributed throughout the mixture

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Solution [1]

Output: An example of homogeneous mixture; forms when substances dissolve

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Weight [1]

Output: A measure of hte force of gravity on an object

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Mass [1]

Output: a measure of how much matter in an object

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] International System of Units [1]

Output: The system of units used by scientists to measure the propities of matter

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Volume [1]

Output: The amount of space that matter occupies

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: [2] Density [1]

Output: The measurement of how much mass of a substance is containted in a given volume

Holt Science and Technology; Chemical Building Blocks; Chapter 1; Section 1 and 2; Vocab Words Flashcards - Cram.com


Input: Fatty acid synthesis [dietary carbohydrates]

Output: occurs primarily in the liver also occurs in brain, kidneys, adipose tissue components are located in cytoplasm: enzymes, acyl carrier proteins, co-factors, reducing power, energy-ATP


Input: citrate [dietary carbohydrates]

Output: supplies the carbons for fatty acid synthesis


Input: Levels of mitochondrial acetyl CoA regulate its own synthesis [dietary carbohydrates]

Output: inhibits pyruvate dehydrogenase if there is too much acetyl CoA stimulates pyruvate carboxylase if need to make more Acetyl CoA bc that makes oxaloacetate into citrate, and citrate provides carbons for FA synthesis


Input: Regulation by INSULIN [dietary carbohydrates]

Output: stimulates pyruvate dehydrogenase activity to upregulate synthesis of cytosolic acetyl CoA up regulates synthesis of malic enzyme and citrate lyase


Input: conversion of acetyl CoA to malonyl CoA [dietary carbohydrates]

Output: rate limiting step of fatty acid synthesis


Input: rate limiting step of fatty acid synthesis [dietary carbohydrates]

Output: catalyzed by acetyl CoA carboxylase (ACC) converts acetyl CoA into malonyl CoA by carboxylation ACC adds a CO2 to acetyl CoA


Input: Acetyl CoA carboxylase ACC [dietary carbohydrates]

Output: enzymatic and carrier protein functions biotin-dependent synthesized as an inactive protomer subunits serve as biotin carboxylase, a transcarboxylase, and a biotin carboxyl carrier protein


Input: Allosteric regulation of ACC [dietary carbohydrates]

Output: citrate and palmitoyl CoA


Input: Phosphorylation/Dephosphorylation regulation of ACC (hormonal regulation) [dietary carbohydrates]

Output: insulin glucagon epinephrine


Input: Induction/repression of ACC [dietary carbohydrates]

Output: up-regulated by high carb/low fat diet down regulated by low carb/high fat diet


Input: Fatty acid elongation [dietary carbohydrates]

Output: occurs at fatty acid synthase complex 2 carbons of malonyl CoA sequentially added to growing fatty acyl chain to form Palmitate (16:0) After each addition, 2 reduction rxns occur that require NADPH and an intermediate dehydration


Input: Fatty acid synthase [dietary carbohydrates]

Output: large, multi-enzyme complex composed of 2 identical dimers, each has 7 catalytic activities and an acyl carrier protein (ACP) ACP segment has phosphopantetheine residue (PP) two dimers arranged in head to tail conformation PP of one is aligned with cysteinyl sulfhydryl group of another


Input: Further fatty acid elongation [dietary carbohydrates]

Output: if you need chain longer than Palmitate (16C) must "prime" or activate chain Palmitate activated by condensing w/ CoA to form Palmitoyl CoA elongation of chain occurs by addition of 2 Carbon fragments from Malonyl CoA occurs on ER membrane and catalyzed by Fatty acid elongase makes long chain fatty acids in brain


Input: Desaturation of fatty acids [dietary carbohydrates]

Output: occurs in ER requires oxygen, NADPH, and cytochrome b5 intro of double bonds to form PUFAs fatty acyl-CoA desaturases (non-heme iron containing enzymes) most common location of double bond is between C9 and C10 (also can be at C4, C5, C6)


Input: Essential fatty acids [dietary carbohydrates]

Output: cannot be synthesized by human body need to get them from diet plants synthesize these omega 3 fatty acids and omega 6 fatty acids


Input: Examples of essential fatty acids [dietary carbohydrates]

Output: Linoleic acid : (18:2, double bonds at 9,12) Linolenic acid (18:3, double bonds at 9,12,15)


Input: Linoleic acid and linolenic acid [dietary carbohydrates]

Output: precursors for eicosanoids: thromboxanes, prostaglandins, leukotrienes deficiency leads to: poor growth, poor wound healing, and dermatitis in persons on fat free diets


Input: Essential fatty acids required for: [dietary carbohydrates]

Output: synthesis of arachidonic acid (C20, in brain) constituents of epidermal cell sphingolipds that function as skins water permeability barrier precursor of neuronal fatty acids


Input: EPA [dietary carbohydrates]

Output: eicosapentaneoic acid


Input: DHA [dietary carbohydrates]

Output: docosahexaenoic acid (fish oil) leads to optimal neuronal development in infants


Input: Storage and Transport of Fatty Acids [dietary carbohydrates]

Output: FA synthesized de novo or taken in diet-->converted to triacylglycerols (TAG)


Input: TAG triacylglycerols [dietary carbohydrates]

Output: major storage form of fuel


Input: Synthesis of VLDL [dietary carbohydrates]

Output: TAG packaged with apoproteins to form VLDL secreted in blood by liver via exocytosis


Input: VLDL [dietary carbohydrates]

Output: made of TAG, cholesterol, apoproteins


Input: Regulatory factors released by adipose tissue [dietary carbohydrates]

Output: Leptin and adiponectin (adipose tissue is hormonally active)


Input: Leptin [dietary carbohydrates]

Output: released when TAG levels are high released into blood, travels to brain and mainly hypothalamus binds to receptors, releases neuropeptides, tells body that you are full


Input: Adiponectin [dietary carbohydrates]

Output: abundantly secreted hormone by adipocytes binds receptors AdipoR1 and AdipoR2 stimulates AMPK and PPARalpha AMPK activation leads to uptake of fatty acids and glucose PPAR leads to enhanced fatty acid uptake However, secretion is reduced as adipocytes get larger


Input: [Communication Skills] Face-to-face

Output: Any difficult issue should be communicated_____ __ ______, such as terminating an individual's employeement

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Confrontation

Output: Usually best handeled in person so that the individual's response can be seen and answered appropriately

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Metacommunications

Output: ___________ non-verbal messages that accompanies oral messages scuh as -head and facial disagreements -eye contact -tone, volume, and inflection -gestures of shoulders, arms, hands, and fingers -body postures and positions -dress and appearance -timing -environment

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Intrasender conflict

Output: ________ a verbal message incongruent with nonverbal message

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Intersender conflict

Output: _________ person receives two conflicting messages from differing sources

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Modes of Communications

Output: -IN PERSON: for difficult issues such as terminating employee or a confrontation (most intimate) -TELEPHONE: tone of voice can be conveyed and facilitate cooperation -VOICE MAIL: useful to convey info that is not necessarily sensitive and may or may not require a reply (time and place of a upcoming meeting) -E-MAIL: allows users to send messages instantaneously using one on one interchanges or being able to broadcast messages to larege groups via a list serv (broadcasting dates and times for a blood drive; conveying complicated info that may require thought before the receiver replies) -WRITTEN MAIL: example is an application for a position in a healthcare organization or if a staff nurse, wants to nominate a co-worker for an award given by the hospital board of directors, a written letter is required

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Downward communication

Output: Traditional line of communication, primarily directive, helps coordinate activities of different levels of heirarchy (manager to staff); the staff is told what needs to be done or given info to facilitate the job to be done; common forms: employee handbooks, memo bulletins, chain of command

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Upward communication

Output: Staff to management or from lower management to middle management; often involves reporting pertinent info to facilitate problem solving and decision making; provides means of motivating and satisfying personnel by allowing employee input; accurate upward info is important for effective problem solving. Common means include face-to-face discussions, open door policies, staff meetings, task forces, written reports

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Lateral or Horizontal communication

Output: Is between departments or personnel on the same level of the hierarchy and is most frequently used to coordinate activities. Committees, conferences and meetings are often used to facilitate horizontal communication; occurs between individuals or departments at the same hierarchial level (nurse managers, department heads); involves information sharing

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Diagnal communication

Output: Involves individuals or departments that are not on the same level of hiearchy (staff nurse to chief of medical staff); Involves information sharing

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Grapevine communication

Output: (rumors and gossip)-informal method is often rapid and subject to considerable distortion; transmits info much faster than the formal channels; and because th grapevine is informal, with no formal lines of accountability, individuals do not have to answer to their manager for misinforming others

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Men/Women and communication

Output: Unpleasant Situations- -Men talk more (longer and faster) -Woman withdraws; -Females are identified as having better communication skills -Men are stereotyped as more knowledgeable and more experienced, speakers and clearer writers -men who talk longer, dominate conversation are perveived to be influential but when females adopt these male speech patterns, they are criticized as overbearing -women do rapport talk, men do report talk -When stressed men become focused and withdrawn and women become emotionally involved and overwhelmed

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Cultural communication #1

Output: a great deal of misunderstanding results from people's lack of understanding of each other's culture expectations

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Cultural #2

Output: Personal and professional cultural enrichment training includes reading the literature and history of the culture, participating in open, honest, respectful communication and exploring the meaning of behavior

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Cultural #3

Output: Subculturals exist within all cultures so it is important to recognize that what applies to one individual may or may not be true for another individual of that same culture

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Organizational Culture and Climate #1

Output: Customs, norms and expectations within an organization are powerful forces that shape behavior

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Organizational #2

Output: Communication is a frequent source of job dissatisfaction as well as powerful determinant of organizations effectiveness

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] 6 components of formal organizational communication systems "Overview"

Output: Based on the formal and informal, explicit or implicit rules that affect interactions and govern the conditions under wich info exchange occurs

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] #1 components of formal organizational communication systems

Output: #1 accessibility of information

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] #2 components of formal organizational communication systems

Output: #2 communication channels

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] #3 components of formal organizational communication systems

Output: #3 organizational structures- groups with cantralized structure communicate more effectively

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] #4 components of formal organizational communication systems

Output: #4 Clarity of message- to prevent misunderstandins and promote trust and confidence

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] #5 components of formal organizational communication systems

Output: #5 flow control and info load--Low flow control produces info overload -Overload limits info processing and increases errors -High flow control results in info underload which threatens productivity and encourages rumor

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] #6 components of formal organizational communication systems

Output: #6 communication effectiveness- effective communication promotes productivity, satisfaction and commitment to the organization. To communicate effectively the sender must organize ideas and select a medium ans style appropriate to the message and the receiver

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] General guidelines to use when selecting mode of communicaton

Output: Face-tp-face most effective method of communication, followed in diminishing order, by the telephone, voice mail, e-mail, and finally written mail/documents

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Assertive communication

Output: Assertive communication technique helps to identify problems and facilitates problem solving and decision making; people who who learn assertive communication are able to respond when they occur. They respond appropriately to the specific situation and at the appropriate time

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Persuasion

Output: Leaders most effective means of persuasion is the leader's personal characteristics. Competence, emotional control, assertiveness, consideration, respect, promote trustworthiness, and credibility

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Participative leader

Output: the participative leader is seen as a careful listener who is open, frank,trustworthy, and informative

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Communicating with Subordinates

Output: Know the context of the instruction, give clear concise instructions, verify through feedback and give follow-up communications

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Communications with Superiors

Output: Managers must be organized and prepared to state their needs clearly, explain the rationale for requests, suggest benifits for the larger organizations and use appropriate channels

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Communications to influence Supervisor #1

Output: NEGATIVE INQUIRY-a communication technique used to clarify objections and feelings ("I don't understand")

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Communications to influence Supervisor #2

Output: FOGGING- a communication technique in which one agrees with part of what was said

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: [Communication Skills] Communications to influence Supervisor #3

Output: NEGATIVE ASSERTION- a communication technique in which one accepts some blame for what was said

Nursing Management- ch 8: Communicating Effectively Flashcards - Cram.com

Needed to facilitate team building, manage conflict and demonstrate insight, empathy, caring, and trustworthiness


Input: Contraindications of small bowel study

Output: perforation large bowel obstruction

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: name all of the studies that could be done on the small bowel

Output: small bowel follow through small bowel series only enteroclysis

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: When is a small bowel follow through finished?

Output: when the barium reaches the iliocecal valve (2-3 hours)

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: How can a small bowel series increase motility?

Output: lie on right side glass of ice water saline instead of water add Gastrografin give maxolon/maxeren

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: How many columns of barium are given in a small bowel series?

Output: one

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: How is enteroclysis different from a small bowel series or small bowel follow through?

Output: barium is injected into the duodenal/jejunal junction (ligament of trutz)

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is the advantage of enterolysis over other small bowel studies?

Output: no flocculation no segmentation visualize defects as injected

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is the disadvantage of entereclysis in comparison to other small bowel studies?

Output: higher dose more uncomfortable for patient possible perforation

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What radiographs are necessary for small bowel visualization?

Output: AP/PA can also do oblique or erect as necessary

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is the patient preparations for a small bowel series?

Output: NPO after 12am no smoking no gum food and fluid withheld at least 8 hours prior

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is the patient preparations for a barium enema?

Output: low residual diet for 2-3 days clear fluid diet the day before laxatives colonic lavage if needed

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is the concentration of barium in a single contrast barium enema study?

Output: 15-25% w/v

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is the concentration of barium in a double contrast barium enema study?

Output: 75-95% w/v

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is the patient's position for inserting an enema tip, and why?

Output: Simm's (left lateral with right knee flexed) relax ab muscles, decrease anal sphincter pressure

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is the patient's position for removing an enema tip, and why?

Output: left lateral (not simms) increases pressure on the anal sphincter so the patient has more control of their bowel

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is a single contrast barium enema used for?

Output: children gross pathology

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is a double contrast barium enema used for?

Output: mucosal pattern small growths polyps diverticula

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What are the routine studies for barium enema study?

Output: AP/PA RAO/LPO LAO/RPO L lat R lat erect AP axial

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: AP/PA large bowel demonstration

Output: all of the large bowel

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: AP/PA axial large bowel demonstration

Output: 30-40* cephalad retrosigmoid colon

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: RAO/LPO large bowel demonstration

Output: right colonic/hepatic flexure ascending colon sigmoid colon

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: LAO/RPO large bowel demonstration

Output: left colonic/splenic flexure descending colon

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: Where should the central ray be positioned for a large bowel?

Output: at the iliac crests

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is the advantage to virtual CT colonoscopy?

Output: gentle preparation less discomfort

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is the disadvantage to virtual CT colonoscopy?

Output: Difficult to differentiate pathologies from fecal material

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: right lateral large bowel demonstration

Output: medial side of ascending colon lateral side of descending colon left colonic/splenic flexure

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: left lateral large bowel demonstration

Output: medial side of descending colon lateral side of ascending colon recto-sigmoid colon

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: Is the air or contrast being visualized when reading a radiograph?

Output: The air

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: When is a barium enema used therapeutically?

Output: To attempt to reduce intussusception

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What is defecography used to study?

Output: functional study of the rectum and anus during evacuation and rest

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: What are some types of intestinal obstructions?

Output: mechanical simple small bowel mechanical closed loop small bowel functional small bowel large bowel

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: causes of a mechanical small bowel obstruction?

Output: tumour adhesions volvulus inguinal hernia

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: causes of a functional small bowel obstruction?

Output: paralytic adynamic ileus toxic injury traumatic injury

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: symptoms of an intestinal obstruction

Output: pain abdominal tenderness vomiting constipation abdominal distension decreased bowel sounds

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: what happens if an obstruction isn't treated?

Output: fluid will accumulate continued distension becomes ischemic then necrotic

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: in what age group do small bowel obstructions normally occur?

Output: older individuals

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: same symptoms as small bowel obstruction, but more likely in children

Output: appendicitis

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: define simple mechanical obstruction

Output: one point of obstruction no blood flow interference gas and fluid accumulates

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of an incomplete simple mechanical obstruction

Output: stepladder sign stacked coin

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of a complete simple mechanical obstruction

Output: no gas in the large bowel

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: define closed loop mechanical obstruction

Output: 2 part obstruction blood supply cut off

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: complication of closed loop mechanical obstruction

Output: blood supply cut off infarction - necrotic - gangrene

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of a closed loop mechanical obstruction

Output: inverted u shape

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: define functional obstruction

Output: peristalsis of the small bowel isn't working properly

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of functional obstruction

Output: distended loops in the central abdomen gas and fluid levels gas in the small and large bowel no specific point of obstruction

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: main cause of functional obstruction

Output: surgery

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic difference between functional and mechanical obstruction

Output: functional-gas in the large bowel mechanical-no gas in the large bowel

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic difference between small and large bowel obstruction

Output: small- distended loops in the central abdomen large- distended loops in the peripheral abdomen

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: define volvulus

Output: complete twisting of a loop of bowel about its mesenteric base of attachment

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: common sites for volvulus

Output: sigmoid cecum

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of volvulus

Output: sigmoid: inverted u cecum: kidney shaped air filled mass

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: types of inflammatory bowel disease

Output: crohn's disease (regional enteritis) ulcerative colitis

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: crohn's disease location

Output: terminal ileum commonly is regional, so can happen anywhere

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: crohn's disease symptoms

Output: RLQ pain blood in stool possible clubbed nailbeds transmural

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of crohn's disease

Output: skip lesions string sign (ulcers or edema) cobblestones fistula formation

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: treatment of crohn's disease

Output: medication (steroids) diet (less bulk) surgery if required

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: ulcerative colitis symptoms

Output: abdominal pain weight loss fever superficial (not transmural)

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: ulcerative colitis location

Output: rectosigmoid colon LLQ

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of ulcerative colitis

Output: pipestem sign (fibrosis) loss of haustra toxic megacolon grainy and gritty

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: ulcerative colitis complications

Output: toxic megacolon hemorrhage perforation obstruction

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: define malabsorption syndrome

Output: inadequate absorption of nutrients from intestinal mucosa

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: malabsorption syndrom causes

Output: GI surgery pancreatic disorder hepato-biliary disease small bowel disease hereditary disorder

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: malabsorption radiographic appearance

Output: irregular distorted small bowel folds OR distension with regular folds

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: define meckels diverticulum

Output: congenital small intestine sac/appendage of fluid in/near ileum

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: cause of meckels diverticulum

Output: failure of the vitelline duct to close during embryological development

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: complications of meckels diverticulum

Output: ulcer perforation hemorrhage

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: treatment of meckels diverticulum

Output: surgery if needed

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of meckels diverticulum

Output: finger of a glove near the terminal ileum

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: define intussusception

Output: segment of the bowel telescope into the segment just distal to it

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: age group of intussusception

Output: 3 months - 6 years

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: location of intussusception

Output: ileocecal valve (usually)

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: most common cause of bowel obstruction in young children

Output: intussusception

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: signs/symptoms of intussusception

Output: abrupt onset of abdominal pain blood in stool palpable RLQ

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: special case of intussusception

Output: adults with tumour, pedunculated polyps, or inflammatory mass causes nausea and vomiting

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of intussusception

Output: coiled spring CT: 3 concentric rings US: doughnut shape

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: differentiate between diverticulosis and diverticulitis

Output: diverticulosis is mucosa herniating through the muscular layer diverticulitis is inflamed diverticula

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: diverticulosis cause

Output: weak muscular wall low fibre diet constipation/straining low exercise

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: diverticulitis cause

Output: retained fecal material

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: diverticular disease age

Output: very common over 60

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: early, middle, and late symptoms of diverticular disease

Output: (early) flatulence (middle) intermittent diarrhea or constipation (late) hemorrhoids, LLQ pain

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: complications of diverticular disease

Output: perforation abscess strictures suppuration

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: symptoms similar to diverticular disease

Output: hemorrhoids carcinoma inflammatory bowel disease

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of diverticular disease

Output: outpouchings of colon wall

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: treatment of diverticular disease

Output: anti-inflammatory drugs surgery diet (no seeds, nuts, popcorn)

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: types of polyp

Output: pedunculated sessile familial

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: location of polyps

Output: pedunculated- ascending, transverse, rectosigmoid sessile- sigoid, rectum familial- throughout colon

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: symptoms of polyps

Output: rectal bleeding diarrhea constipation

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: causes of peritonitis

Output: 1) spread from other abdominal infections 2) rupture of GI tract 3) penetrating abdominal wound

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: define polyp

Output: growth that projects from the mucosa of the colon into the lumen

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: symptoms of peritonitis

Output: continuous abdomen pain tense, rigid abdomen vomiting fever

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: complications of peritonitis

Output: abscesses adhesions that lead to obstruction toxic shock

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: treatment of peritonitis

Output: antibiotics early surgery late

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: prognosis of peritonitis

Output: good if localized poor if generalized

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: colon cancer locations

Output: colorectal

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: age of people who get colon cancer

Output: 50-70

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: causes of colon cancer

Output: ulcerative colitis familial polyps

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of colon cancer

Output: apple core sign progressive constriction of lumen

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: preventative measures against colon cancer

Output: less red meat, fat, sugar, smoking more fibre, chicken, fish, fruits, vegetables

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: common site of secondary cancer to colon cancer

Output: liver cancer

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: second most common site for cancer

Output: colon

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: define hirschsprungs disease

Output: congenital absense of nerve ganglia in the proximal rectum that always involves the anal sphincter

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: symptoms of hirschprungs disease from birth

Output: no bowel signs no passage of meconium abdominal distension

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: symptoms of hirschprungs disease in an infant

Output: abdominal distension constipation small stool

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic appearance of hirschprungs disease

Output: huge dilated colon with sudden narrowed segment of colon

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: treatment of hirschprungs disease

Output: surgically remove narrowed segment (astamosis)

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: define imperforate anus

Output: congenital absence of normal communication between rectum and exterior of the body

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: cause of imperforate anus

Output: embryological accident

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small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: modality of choice for imperforate anus

Output: ultrasound

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: radiographic procedure for imperforate anus

Output: 1) hold infant upside down for 5 minutes (air to tip of blind pouch) 2) 72" SID, AP, Lat with marker at anal opening 3) measure distance from pouch to opening

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: complications after surgery for imperforate anus

Output: may have difficulties going to the bathroom

Lower GI Pathology Flashcards - Cram.com

small bowel obstruction malabsorption syndrom crohns disease enteritis


Input: A patient with an MI of the anterior wall of the left ventricle most likely has an occlusion of the _____?

Output: left anterior descending artery


Input: If the Purkinje system is damaged, conduction of the electrical impulse is impaired through the _____?

Output: ventricles


Input: Prolonged pressure on the skin causes reddened areas at the point of contact due to _____?

Output: tissue damage and inflammation resulting from impaired capillary blood flow.


Input: When a person's blood pressure rises, the homeostatic mecbhanism to compensate for an elevation involves stimulation of ______?

Output: baroreceptors that inhibit the sympathetic nervous system, causing a decreased heart rate.


Input: When checking the capillary filling time of a patient the color returns in 10 seconds. The nurse recognizes this find as indicatative of ____?

Output: impaired arterial flow to the extremities


Input: The auscultatory area in the left midclavicular line at the level of the fifth ICS is the ____?

Output: mitral area


Input: When assessing the patient, the nurse notes a palpable precordial thrill. This finding may be caused by _____?

Output: heart murmurs


Input: When assesing the cardiovascular system of a 79 year old patient, the nurse expects to find ____?

Output: difficulty in isolating the apical pulse.


Input: An important nursing responsiblility for a paitne having an invasive cardiovascular diagnostic study is _____?

Output: checking the peripheral pulses and percutaneous site.


Input: A P wave on an ECG represents an impulse _____?

Output: arising at the SA node and depolarizing the atria.


Input: If a patient has decreased cardiac output cause by fluid volume deficit and marked vasodilation, the regulatory mechanism that will increase the blood pressure by improving both of these is _____?

Output: activation of the renin-angiotension aldosterone system.


Input: While obtaining subjective assesment data from a paitent with hypotensino, the nurse recognizes that a modifable risk factor for the development of hypertension is ___?

Output: excessive alcohol intake.


Input: Target organ damage that can occur from hypertension includes ______?

Output: renal dysfunction and left ventricular hypertrophy.


Input: A high-risk population that should be targeted in the primary prevention of hypertension of _____?

Output: african americans


Input: In teaching a patient with hypertension about controlling the condition, the nurse recognizes that ______?

Output: lifestyle modifications are indicated for all persons with elevated BP.


Input: A major consideration in the management of the older adult with hypertension is to ______?

Output: use careful technique in assessing the BP of the patient because of the possible presence of an auscultatoy gap.


Input: A patient with newly diagnosed hypertension has a blood pressure of 158/98 after 12 months of exercise and diet modifications. The nurse advises the patient that ______?

Output: medication may be required because the BP is still not within the normal range


Input: A patient is admitted to the hospital in hypertensive crisis. The nurse recognizes that the hypertensive urgency differs from hypertensive emergency in that _____?

Output: hypertensive emergencies are associated with evidence of target organ damage.


Input: In teaching a patient about coronary atery disease, the nurse explains that the changes that occur in this disorder involve ________?

Output: accumulation of lipid and fibrous tissue within the coronary arteries.


Input: After teaching about ways to decrease risk factors for CAD, the nurse recognizes that additional instruction is needed when the patient says,_____?

Output: I would like to add weight lifting to my exercise program.


Input: A hospitalized patient with angina tells the nurse that she is having chest pain. The nurse bases her actions on the knowledge that anginal pain ______?`

Output: will be relieved by rest, nitroglycerin, or both.


Input: The clinical spectum of acute coronary syndrome includes _____?

Output: unstable angina, STEMI, and NSTEMI.


Input: In planning activity for the patient recovering from an MI, the nurse recognizes that the healing heart wall is most vulnerable to stress ______?

Output: 10 to 14 days after teh infarcion


Input: A patient is admitted to the CCU with chest pain of 24 hrs duration, ECG findings consistent with an acute MI, and occasional ventricular arrhythmias. The nurse plans care for the patient based on the expectation that the patient will be managed with ______?

Output: continuous ECG monitoring


Input: A patient 5 days after MI is restless and apprehensive. The nurse can help by ______?

Output: allowing the patient to participate in planning and carrying out activities


Input: Three days after MI, a patient states that he does not understand what the alarm is about because his problem is just bad indigestion. His reaction is an example of ____?

Output: denial


Input: The most common pathologic finding in individuals with sudden cardiac death is _______?

Output: atherosclerotic heart disease`


Input: The nurse recognizes that primary manifestation of systolic ventricular failure include_____?

Output: lower ejection fraction and higher PAWP


Input: A compensatory mechanism involved in congestive heart failure that leads to inappropriate fluid retention and additonal workload of the heart is ____?

Output: neurohormonal response


Input: The drug used in the management of patient with acute pulmonary edema that will decrease both preload and afterload and provide relief of anxiety is _____?

Output: morphine


Input: A patient with chronic congestive heart failure and atrial fibrillation is treated with a digitalis preparation and a loop diuretic. To prevent possible complications of this combination of drugs, the nurse needs to ____?

Output: monitor serum potassium levels


Input: The nurse plans care for the patient with dilated cardiomyopathy based on the knowledge that ________?

Output: the prognosis of the patient is poor, and emotional support is a high priority of care.


Input: The primary causes of death in patients with heart transplants in the first year include _____?

Output: arrhythmias and infection


Input: A patient with a stable blood pressure and no symptoms has the follwoing electrocardiogram characteristics: atrial rate- 74 and regular; ventricular rate-62 and irregular; P wave- normal contour; PR interval-lengthens progressively until a P wave is not conducted; QRS-normal contour. The nurse would expect that treatment would involve _____?

Output: careful ovservation for symptoms of hypotension.


Input: The cardiac monitor of a patient in the cardiac care unit following an acute MI indicates ventricular bigeminy. The nurse anticipates ______?

Output: Treatment with IV lidocaine


Input: The nurse prepares a patient for electrical cardioversion knowing that cardioversion differs from defibrillation in that _____?

Output: cardioversion may be done on a nonemergency basis with sedation of the patient.


Input: When providing discharge instructions to a patient with a new permanent pacemaker, the nurse teaches the patient to _____?

Output: take and record a daily pulse rate


Input: The nurse plans care for the patient with an implantable cardioverter-defibrillator based on the knowledge that ______?

Output: all members of the patient's family should learn CPR.


Input: Important teaching for the patient who will be undergoing electrophysiologic monitoring includes explaining that ______?

Output: ventricular tachycardia and ventricular fibrillation may be induced and treated during the procedure.


Input: The proper sequence for care of the obsructed airway victim who becomes unconscious is _____?

Output: call 911; finger sweep into mouth; attempt rescue breathing; abdominal thrusts if still obstructed


Input: A procedure that is common to both BLS and ACLS is _____?

Output: establishment and maintenance of a patent airway.


Input: A patient with a history of IV cocine use has acute the patient for signs and symptoms of ______?

Output: pulmonary emboli


Input: The nurse suspects cardiac tamponadein a patient with acute pericarditis based on the finding of _______?

Output: pulsus paradoxus


Input: Prophylatic antibotics are indicated to prevent infective endocarditis for at risk individuals who _____?

Output: are undergoing any dental procedure


Input: The most common cause of myocarditis is _____?

Output: viruses


Input: Teaching the patient with rheumatic fever about the disease the nurse explains the rheumatic fever is ______?

Output: a sequela of Beta-hemolytic streptococcal infection.


Input: Penicillin therapy for the patient with rheumatic fever is indicated to _______?

Output: prevent reinfection and recurrent rheumatic fever.


Input: The most common cause of mitral valve stenosis is ______?

Output: rheumatic heart disease


Input: Which of the following findings is indicative of accentuated left ventricular filling in a patient with chronic mitral reguritation______?

Output: an audible third heart sound and a pansystolic or holosystolic murmur


Input: A patient hospitalized with aortic stenosis has a nursing diagnosis of activity intolerance related to insuffcient oxygen secondary to decreased cardiac output. An appropriate nursing intervention for this patient is to _____?

Output: progressively increase activity to increase cardiac tolerance.


Input: The nurse caring for a patient scheduled for a percutaneous transluminal balloon valvuloplasty understands that this procedure ______?

Output: is recommended for patients who are poor candidates for more extensive valvular surgery.


Input: A 62 year old woman weighs 92kg and has a history of daily alcohol intake, smoking, high blood pressure, high sodium intake and sedentary lifestyle. The nurse identifies the risk factors most highly related to peripheral arterial disease in this patient _____?

Output: as cigarette smoking and hypertension


Input: Significant risk factors for pheripheral arterial disease include _____?

Output: cigarette smoking, hyperlipidemia, hypertension.


Input: A patient is being prepared for an abdominal aortic aneurysm repair. The nurse suspects rupture of aneurysm when ______?

Output: the patient compains of sudden sever back pain.


Input: Important nursing measures after an abdominal aortic aneurysm repair are to _____?

Output: monitor urine output, BUN, and creatinine.


Input: Specific symptoms of aortic dissectino vary depending on ______?

Output: the aortic branches affected in the descent of the disection.


Input: Rest pain is a manifestation of peripheral arterial disease that occurs as a result of ______?

Output: inadequate blood flow to the nerves of the feet.


Input: A patient with infective endocarditis develops sudden left leg pain with pallor, paresthesia, and a loss of peripheral pulses. The nurse's initial action should be to _______?:

Output: notify the physician


Input: The usual medical treatment of Raynaud's phenomenon involves _____?

Output: prescribing calcium channel blockers.


Input: The patient who is most likely to have the highest risk for deep vein thrmbosis is a _____?

Output: 40 year old woman who smokes and uses oral contraceptives


Input: The nurse suspects the presence of a deep vein thrombosis based on the findings of _____?

Output: generalized edema of the involved extremity.


Input: Nursing interventions indicated in the plan of care for the patient with acute lower extremity deep vein thrombosus include _______?

Output: administering anticoagulants as ordered.


Input: The nurse instructs the patient discharged on anticoagulant therapy to _____?

Output: be aware of and report signs or symptoms of bleeding.


Input: In planning care and patient teaching for the patient with venous leg ulcers, the nurse recognizes that the most important intervention in healing and control of this condition is _____?

Output: elevatino of the extremities to increase venous return


Input: A patient with a deep vein thrombosis suddenly develops dyspena, tachypnea, and chest pain. Initially the most appropriate action by the nurse is to _____?

Output: elevate the head of the bed 30 to 45 degrees to facilitate breathing.


Input: What are Traits?

Output: Learned entities that have validity only with regard to a specific task or situation

Career Development Trait Oriented Theories Flashcards - Cram.com

Trait-Oriented Theories Parsons Williamson Holland


Input: What are three things that are specific about traits?

Output: Descriptive categories Subject to change as learning occurs Traits of interest to career counselors do seem relatively stable

Career Development Trait Oriented Theories Flashcards - Cram.com

Trait-Oriented Theories Parsons Williamson Holland


Input: What is a factor?

Output: Statistical evidence of a trait

Career Development Trait Oriented Theories Flashcards - Cram.com

Trait-Oriented Theories Parsons Williamson Holland


Input: What is predicitive validity?

Output: How well the inventory predicts job choice and satisfaction

Career Development Trait Oriented Theories Flashcards - Cram.com

Trait-Oriented Theories Parsons Williamson Holland


Input: What is construct validity?

Output: How accurately the inventory helps clients identify career relevant concepts

Career Development Trait Oriented Theories Flashcards - Cram.com

Trait-Oriented Theories Parsons Williamson Holland


Input: What is the first assumption of Trait oriented theories?

Output: Each individual has a unique set of traits that can be measured reliably and validly

Career Development Trait Oriented Theories Flashcards - Cram.com

Trait-Oriented Theories Parsons Williamson Holland


Input: What is the second assumption of Trait oriented theories?

Output: Occupations require workers with specific traits for success ---A worker with a wide range of characteristics can still be successful in a given job

Career Development Trait Oriented Theories Flashcards - Cram.com

Trait-Oriented Theories Parsons Williamson Holland


Input: What is the third assumption of Trait oriented theories?

Output: Choice of occupation is straightforward --Matching is possible

Career Development Trait Oriented Theories Flashcards - Cram.com

Trait-Oriented Theories Parsons Williamson Holland


Input: What is the fourth assumption of Trait Oriented theories?

Output: The closer the match between personal characteristics and job requirements, the greater the success, productivity and satisfaction

Career Development Trait Oriented Theories Flashcards - Cram.com

Trait-Oriented Theories Parsons Williamson Holland


Input: What are some current issues with Trait oriented theories?

Output: -Empirically-based literature -Incorrect conclusions that these ideas are no longer viable -Incorrect assumptions that the approach is overly directive

Career Development Trait Oriented Theories Flashcards - Cram.com

Trait-Oriented Theories Parsons Williamson Holland


Input: d. Acetylcholine is released by axon terminals of the motor neuron.

Output: The neuromuscular junction is a well-studied example of a chemical synapse. Which of the following statements describes a critical event that occurs at the neuromuscular junction? a. Acetylcholine is released and moves across the synaptic cleft bound to a transport protein. b. When the action potential reaches the end of the axon terminal, voltage-gated sodium channels open and sodium ions diffuse into the terminal. c. Acetylcholine binds to its receptor in the junctional folds of the sarcolemma. Its receptor is linked to a G protein. d. Acetylcholine is released by axon terminals of the motor neuron.

Action potential propagation in a skeletal muscle fiber ceases when acetylcholine is removed from the synaptic cleft. Which of the following mechanisms ensures a rapid and efficient removal of acetylcholine? a. Acetylcholine is transported back into the axon terminal by a reuptake mechanism. b. Acetylcholine is transported into the postsynaptic neuron by receptor-mediated endocytosis. c. Acetylcholine diffuses away from the cleft. d. Acetylcholine is degraded by acetylcholinesterase.


Input: extend from the brain or spinal cord to the sarcolemma of a skeletal muscle fiber

Output: Action potentials travel the length of the axons of motor neurons to the axon terminals. These motor neurons __________.

Action potential propagation in a skeletal muscle fiber ceases when acetylcholine is removed from the synaptic cleft. Which of the following mechanisms ensures a rapid and efficient removal of acetylcholine? a. Acetylcholine is transported back into the axon terminal by a reuptake mechanism. b. Acetylcholine is transported into the postsynaptic neuron by receptor-mediated endocytosis. c. Acetylcholine diffuses away from the cleft. d. Acetylcholine is degraded by acetylcholinesterase.


Input: Synaptic vesicles fuse to the plasma membrane of the axon terminal and release acetylcholine.

Output: Calcium entry into the axon terminal triggers what events?

Action potential propagation in a skeletal muscle fiber ceases when acetylcholine is removed from the synaptic cleft. Which of the following mechanisms ensures a rapid and efficient removal of acetylcholine? a. Acetylcholine is transported back into the axon terminal by a reuptake mechanism. b. Acetylcholine is transported into the postsynaptic neuron by receptor-mediated endocytosis. c. Acetylcholine diffuses away from the cleft. d. Acetylcholine is degraded by acetylcholinesterase.


Input: the opening of ligand-gated cation channels

Output: Acetylcholine binds to its receptor in the sarcolemma and triggers __________.

Action potential propagation in a skeletal muscle fiber ceases when acetylcholine is removed from the synaptic cleft. Which of the following mechanisms ensures a rapid and efficient removal of acetylcholine? a. Acetylcholine is transported back into the axon terminal by a reuptake mechanism. b. Acetylcholine is transported into the postsynaptic neuron by receptor-mediated endocytosis. c. Acetylcholine diffuses away from the cleft. d. Acetylcholine is degraded by acetylcholinesterase.


Input: The inside surface of the sarcolemma is negatively charged compared to the outside surface. Sodium ions diffuse inward along favorable chemical and electrical gradients.

Output: Sodium and potassium ions do not diffuse in equal numbers through ligand-gated cation channels. Why?

Action potential propagation in a skeletal muscle fiber ceases when acetylcholine is removed from the synaptic cleft. Which of the following mechanisms ensures a rapid and efficient removal of acetylcholine? a. Acetylcholine is transported back into the axon terminal by a reuptake mechanism. b. Acetylcholine is transported into the postsynaptic neuron by receptor-mediated endocytosis. c. Acetylcholine diffuses away from the cleft. d. Acetylcholine is degraded by acetylcholinesterase.


Input: Excitation, in this case, refers to the propagation of action potentials along the sarcolemma.

Output: Excitation-contraction coupling is a series of events that occur after the events of the neuromuscular junction have transpired. The term excitation refers to which step in the process?

Action potential propagation in a skeletal muscle fiber ceases when acetylcholine is removed from the synaptic cleft. Which of the following mechanisms ensures a rapid and efficient removal of acetylcholine? a. Acetylcholine is transported back into the axon terminal by a reuptake mechanism. b. Acetylcholine is transported into the postsynaptic neuron by receptor-mediated endocytosis. c. Acetylcholine diffuses away from the cleft. d. Acetylcholine is degraded by acetylcholinesterase.


Input: Calcium release from the sarcoplasmic reticulum initiates the contraction.

Output: Excitation of the sarcolemma is coupled or linked to the contraction of a skeletal muscle fiber. What specific event initiates the contraction?

Action potential propagation in a skeletal muscle fiber ceases when acetylcholine is removed from the synaptic cleft. Which of the following mechanisms ensures a rapid and efficient removal of acetylcholine? a. Acetylcholine is transported back into the axon terminal by a reuptake mechanism. b. Acetylcholine is transported into the postsynaptic neuron by receptor-mediated endocytosis. c. Acetylcholine diffuses away from the cleft. d. Acetylcholine is degraded by acetylcholinesterase.


Input: A series of proteins that control calcium release.

Output: A triad is composed of a T-tubule and two adjacent terminal cisternae of the sarcoplasmic reticulum. How are these components connected?

Action potential propagation in a skeletal muscle fiber ceases when acetylcholine is removed from the synaptic cleft. Which of the following mechanisms ensures a rapid and efficient removal of acetylcholine? a. Acetylcholine is transported back into the axon terminal by a reuptake mechanism. b. Acetylcholine is transported into the postsynaptic neuron by receptor-mediated endocytosis. c. Acetylcholine diffuses away from the cleft. d. Acetylcholine is degraded by acetylcholinesterase.


Input: transverse or T tubules

Output: What is name given to the regularly spaced infoldings of the sarcolemma?

Action potential propagation in a skeletal muscle fiber ceases when acetylcholine is removed from the synaptic cleft. Which of the following mechanisms ensures a rapid and efficient removal of acetylcholine? a. Acetylcholine is transported back into the axon terminal by a reuptake mechanism. b. Acetylcholine is transported into the postsynaptic neuron by receptor-mediated endocytosis. c. Acetylcholine diffuses away from the cleft. d. Acetylcholine is degraded by acetylcholinesterase.


Input: Calcium ions

Output: Which of the following is most directly responsible for the coupling of excitation to contraction of skeletal muscle fibers?

Action potential propagation in a skeletal muscle fiber ceases when acetylcholine is removed from the synaptic cleft. Which of the following mechanisms ensures a rapid and efficient removal of acetylcholine? a. Acetylcholine is transported back into the axon terminal by a reuptake mechanism. b. Acetylcholine is transported into the postsynaptic neuron by receptor-mediated endocytosis. c. Acetylcholine diffuses away from the cleft. d. Acetylcholine is degraded by acetylcholinesterase.